impact of proactive advising on int'l student academic success

The Impact of Proactive Advising

onInternational StudentAcademic Success

Brenda Reid, Cedarville University

Rebecca Kuhn, Cedarville University

The Research Question

To what extent does proactive developmental advising have a positive impact on international student cultural adjustment and academic success?

Welcome to University!

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1. Prior performance

2. Test scores

3. AND the institutional perception of the students’ ability to thrive in the institutional setting

Students are admitted based upon the institution’s evaluation of applicants’ credentials:

But….Students continue based on their

strategies that promote persistence.

http://www.empowermagazine.com/wp-content/uploads/2014/03/firstgenerationcollege.jpg

ability to practice

So….

what are we doing

to support students

in the transition

between our perception

and their practice?

Ethically:

Are we doing all we can to ensure that the students we recruit are supported appropriately in their transition to college level learning?

Economically,

Are we recognizing the cost of recruitment in our retention numbers…or…has it become a revolving door of expenditures?

http://www.stlawu.edu/economics/economics-minor

Step One…Assemble a Focus Group

International students, second semester freshmen through seniors, participated in a discussion

Students were asked questions about:

their adjustment

challenges they experienced

insights they gained

Themes were identified

Identified Themes

Cultural Transition

Assessment and Testing

Early Adjustment

Language IssuesAcademic WritingPlagiarism

Pedagogy

Identified Barriers to Persistence

Cultural Differences

Concepts of Time

Language differences

Views of Relationships

Views of Authority Pedagogical Differences

Collectivism vs. IndividualismExpectations of Family

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A Proactive Developmental Advising Model

Establish a required, one-credit course to support international students’ transition to learning and culture in the United States

Focus on student adjustment and academic success

Align topics of instruction with the identified challenges

Assign the Instructor as secondary advisor to all students

A Proactive Developmental Advising Model, continued

Require students complete self-evaluations via questionnaires and surveys throughout the semester

Ask strategic questions

Develop an understanding of each student and their prior experience

Gauge readiness and adjustment

A Proactive Developmental Advising Model, continued

Initiate proactive developmental advising with each student

Establish checkpoints at strategic intervals throughout the first semester

Require students to participate in the advising meetings

Connect students to resources to promote their success

Facilitate their progress

Student Self-Evaluations

Measure progress and success of the program

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Develop a baseline for reference and from which to construct customized support

Gauge student progress toward healthy adjustment and meeting goals

Reveal any red flags or potential areas of concern

Ensure students are receiving support targeted to their specific need

Survey 1: New Student Questionnaire What brought you to the US to study? Why did you want to come to the

US to study? Tell me about your arrival and adjustment to campus. What would you say are the ‘pros’ and ‘cons’ of your first days here? Tell me about your schedule and classes. Do you feel like you’re ready for the challenge of university? What struggles do you think international students might encounter

when studying here? What things might help international students adjust to schooling here?

Get to know your students

Survey 2: Student Demographics Tell me about your language skills:

What is your native language? How long have you been speaking and

writing in English? How would you rate your confidence

level/fluency in English? What type of high school did you

attend? National/Local “International” American School in your country U.S. High School Homeschool other:

Are you a first generation college student? How prepared do you feel for University?

Explain How would you describe your adjustment to campus/classes?

What are your academic strengths? What are your academic weaknesses? What kind of learner are you?

Auditory Visual Kinesthetic Unknown

Have you set any goals for yourself? Explain How will your academics help you reach those

goals? What would you do if you realized you are doing poorly in a class? What is your opinion of asking for help?

Instruction Aligned with

Areas of Concern

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1. Time Management

Cultural Concepts of Time Time Audit Master Weekly Schedule Semester-at-a-Glance planner Pomodoro Technique

http://pomodorotechnique.com/

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Cultural Impact on Time Management

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2. SMART Goals

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Strategic Attainable Timely Measurable Realistic (or Relevant)

Create accountability and direction Generate motivation Serve as a gauge of student well-being and progress Align with the following:

A GPA goal At least 2 specific academic goals related to a class A goal related to the students’ social, physical, personal, and

spiritual aspects of life. A career or major-related goal

Revisit mid-semester to evaluate and adjust as-needed

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SMART Goals Evaluation

Students give a final evaluation and self-grade at semester’s end with the following grade scale A: goal is complete or nearly complete B: significant progress was made toward goal C: in progress, but not complete D: barely started F: did not begin

3. Learning in the American Classroom

helping students make a pedagogical shift

https://sites.psu.edu/edtec467/2013/05/22/week-3-learning-philosophy-1-0/

Asking strategic questions or… just asking questions at all

Active vs. Passive Learning

Discovery in learning

Collaboration

Interaction

Discussion with fellow students and professors

4. Test-taking Strategies

Study skills Focus on Objective-Style tests

Multiple Choice Matching

Scantron ® Forms Blue Book strategies Practice, practice, practice

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5. Language: reading, writing, listening, notetaking

Writing & Editing practice Plagiarism issues Listening skills and practice Notetaking

Cornell System Sketch Notes Concept Mapping

Reading Strategies SQ3R

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6. Proactive Developmental Advising Engage with students both in the classroom and in one-on-one

appointments

Initiate consistent one-on-one meetings with students, whether or not the students are struggling

Activate customized intervention and support for each student, as needed

Advocate for students among faculty, staff, and campus services

Collaborate across all departments and support systems

Provide support and strategies for faculty as they work with internationals

Sample Discussion: One-on-One Meetings How is your semester going? How would you rate yourself on the following:

Stress Level Homesickness Reading

Ability to keep up with the pace of the class Speed/rate Comprehension

Writing Studying/study skills Test-Taking Critical Thinking  

Is there any particular class that is giving you difficulty right now? Have you visited the Writing Center at all? Explain Have you visited The Academic Support Center at all? Explain Let’s list some proactive measures we can take to help you reach your optimal academic

performance and remedy the challenges you have.

Final Semester Evaluation(responses given on a 5 point Likert Scale)

My adjustment to American culture this semester was reasonable and timely.

The university has adequate resources in place to help students succeed academically.

The university has adequate resources in place to help students adjust culturally.

My academic performance this semester was satisfactory and equal to my abilities.

My ability to read and comprehend in English was adequate for the amount and difficulty of reading required for university.

Final Evaluation…continued My ability to write in English was adequate for the amount of and difficulty

of reading required for university.

My English ability and level of fluency was adequate for listening and comprehending my classes and professors.

Global perspectives and diversity of culture were evident and/or welcome in my classes.

Global perspectives and diversity of culture were evident and/or welcome on campus.

Having an international student advisor to access as needed, discuss issues, get support and guidance was helpful and necessary in my adjustment to campus.

Results of the Study

Only one student demonstrated academic risk and changed majors. This particular student began, and continued to receive, weekly advising

throughout the freshman year.

64% of students participating EXCEEDED their GPA goal

14% achieved within a 2% range of their specific GPA goal but still remained in their target range of B+

14% missed their goal by a greater percentage yet still remained in the B and C range of GPA

That’s 92% of participants earning solid GPA’s and avoid any academic at-risk

Retention of first time, full time international freshman students for 2014…

100%

Conclusion:

Proactive developmental advising makes a significant impact on international student academic and cultural adjustment and success.

It requires intentional connection and follow-through with students on an individual, case-by-case basis.

It has a positive effect on university retention rates.

It has potential to change the overall experience of international students as well as the academic reputation and bottom line of the university.