Thinking Globally and Acting Locally

Thinking Globally and Acting Locally

Engaging International Students in Community Colleges

Deryl Hatch & Abdul Tamimi

NISOD Conference, June 2, 2010

Austin, Texas

About your presenters Deryl Hatch

Ph.D. student, UT Austin International comparative

higher education Research Assistant at

the Center for Community College Student Engagement

Ed.M., Educational Technology, Harvard University

B.A., Linguistics, Brigham Young University

Abdul Tamimi Ph.D. student, UT Austin

Community college leadership

Dean of Ed. Programs and Org. Development at Lone Star College-CyFair

Adjunct faculty ESL M.A,. Cross Cultural

Studies, University of Houston, Clear Lake

B.S., Healthcare Administration , Texas Southern University

2 2 June 2010

Outline of presentationI. Brief Overview of Community College

Survey for Student Engagement (CCSSE)II. Working Definition of International Students,

Language Minorities, and NationalsIII. Overview of CCSSE benchmarksIV. Engagement benchmark scores of

international studentsV. Other Data - Community and Cultural

EngagementVI. Summary - Key Findings

3 2 June 2010

Community College Survey of Student Engagement (CCSSE)

Institutional practices and student behaviors

Research based Since 2003

(nationally) Benchmarks

(more details later)

Relationship engagement related to student outcomes

4 2 June 2010

What do we know of students’ nationality through CCSSE?

Problematic

Useful

Useful

5 2 June 2010

Language × Nationality

International/ Foreign National

US Citizen

English native (first) lang.

6,416(1.6%)

333,310(85.8%)

Other 18,094(4.7%)

30,820(7.9%)

6 2 June 2010

International status, values, perspective

“Nationals”: Majority U.S. residents (*all races) “Language Minorities”: Bring int’l values (*all races) “Internationals”: Bring int’l perspective (*all races)

International/ Foreign National

US Citizen

English native (first) lang. 24,510

(6.3%)

333,310(85.8%)

Other 30,820(7.9%)

7 2 June 2010

How many international students enrolled at your campus?

8 2 June 2010

a) Less than 5%

b) 5 to 15%

c) More than 15%

Grouping colleges by distribution of internationals and language minorities

9 2 June 2010

Percent of National Majority Students (of all races)

Freq

uenc

y

Decile Groups of Colleges: ~66 Each Pe

rcen

t of R

espo

nden

ts

Questions Among the different groups at your campus,

which do you think is most engaged? Why? Which group benefits the most from having

international students at your campus?

What questions do you have?

10 2 June 2010

How do colleges compare in student engagement? Within colleges?

Active and Collaborative

Learning

Student Effort

Academic Challenge

Student-Faculty Interaction

Support for Learners

Active and Collaborative Learning

Asked questions in class or contributed to class discussions

Made a class presentation

Worked with other students on projects during class

Worked with classmates outside of class to prepare class assignments

Etc…

11 2 June 2010

Benchmark: Active and Collaborative Learning

12 2 June 2010

What do you think is happening?

a) Collaborative learning happens more with people like you

b) Collaborative learning depends on college/class size

c) Community resources available to int’l students

Benchmark: Student Effort


Learning

Student Effort

Academic Challenge



Student EffortPrepared two or more drafts of a

paper or assignment before turning it in

Used peer or other tutoring services

Used skill labs

How many books read on your own; hours spent preparing for

class

Etc…

13 2 June 2010

Benchmark: Student Effort

14 2 June 2010

Principal cause for such a separation?

a) Language barriers

b) Student motivation

c) Enrollment requirements for immigration status

Benchmark: Academic Challenge


Learning

Student Effort

Academic Challenge



Academic Challenge

Worked harder than you thought you could to meet an instructor’s

standards or expectation

Synthesizing and organizing ideas, information, or

experiences in new ways

Applying theories or concepts to practical problems or in new

situations

To what extent have your examinations challenged you to

do your best work

Etc…

15 2 June 2010

Benchmark: Academic Challenge

16 2 June 2010

Why are there different levels of academic challenge across types of colleges?

a) College sizeb) Type of

international students enrolled

c) Big city life and complexities vs. small town

Benchmark: Student/Faculty Interaction


Learning

Student Effort

Academic Challenge




Discussed grades or assignments with an instructor

Talked about career plans with an instructor or advisor

Discussed ideas from your readings or classes with

instructors outside of class

Received prompt feedback (written or oral) from instructors

on your performance

Etc…

17 2 June 2010

Benchmark: Student/Faculty Interaction

18 2 June 2010

International students a bit higher than nationals, but same small difference across the board. Why?

a) Simply a function of college/class size

b) Instructors engage all kinds of students equally

c) International students more often full time, approach faculty more

Benchmark: Support for Learners


Learning

Student Effort

Academic Challenge




Providing the support you need to help you succeed at this

college

Used academic advising/planning services

Helping you cope with your nonacademic responsibilities

(work, family, etc.)

Providing the support you need to thrive socially

Etc…

19 2 June 2010

Benchmark: Support for Learners

20 2 June 2010

What’s going on here?

a) At small, rural colleges, int’l services serve fewer students

b) At large, urban colleges, more community resources; less dependence

c) Other?

Community and cultural engagement

GLONACAL:

“The simultaneous significance of global, national, and local dimensions and forces” Marginson and Rhoads (2002)

21 2 June 2010

GLONACAL• Global• National• Local

Does experience at this college contribute to understanding of others?

22 2 June 2010

GLONACAL• Global

Dimension?

• National• Local

How often do students have conversations among students of different backgrounds?

GLONACAL• Global

Dimension?


23 2 June 2010

How often do students have conversations among students with divergent views?

GLONACAL• Global

Dimension?


24 2 June 2010

National dimensions of higher education

CCSSE is largely focused at the individual and institutional level.

GLONACAL• Global• National

Dimension?

• Local

25 2 June 2010

How often do students participate in college sponsored community based projects?


Dimension?

26 2 June 2010

Does experience at this college contribute to involvement in welfare of the community?


Dimension?

27 2 June 2010

How many hours do students spend in college sponsored activities?


Dimension?

28 2 June 2010

Key findings of CCSSE benchmarks CCSSE – “Research shows that the more

actively engaged students are — with college faculty and staff, with other students, and with the subject matter — the more likely they are to learn and to achieve their academic goals.”

International students are among the most engaged groups on campus

International students bring different perspectives

National students appear to benefit most from international student enrolment

29 2 June 2010

Q&A and next steps What will you do with the data and findings? How are you going to involve your

international students to ensure active engagement at your campus?

What do these findings suggest as hypotheses for research?

30 2 June 2010

References Chaves, C. A. (2003) Student involvement in the community college setting.

ERIC Clearinghouse for Community Colleges, EDO-JC-03-02. Marginson, S., & Rhoades, G. (2002). Beyond national states, markets, and

systems of higher education: A glonacal agency heuristic. Higher Education, 43, 281-309.

McClenney, K., Marti, C. N., & Adkins, C. (2006). Student engagement and student outcomes: Key findings from CCSSE validation research. Austin, TX: University of Texas at Austin, Community College Leadership Program.

Pfaffenroth, S. (1997). Clarifying institutional policy toward international students: A community college self-study model. Princeton, NJ: Mid-Career Fellowship Program. (ERIC Document Reproduction Service No. ED409945)

Romano, R.M. (2002). Internationalizing the community college. Washington, DC: American Association of Community Colleges.

Szelényi, K., & Chang, J.C. (2002). ERIC Review: Educating immigrants: The community college role. Community College Review, 30(2), 55-73. doi: 10.1177/009155210203000204

Zhao, C., Kuh, G.D., & Carini, R.M. (2005). A comparison of international student and American student engagement in effective educational practices. Journal of Higher Education, 76(2), 209-231.

31 2 June 2010

Thinking Globally and Acting Locally

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