Home » 2023 » October

Monthly Archives: October 2023

Recent Comments

    Student Perspectives on the Promising Practices for Teaching International Students

    In our 2022 IGI-Global book, Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse Students, we explored the promising practices for teaching linguistically and culturally diverse international students by providing the student voice on such topics as culturally responsive education, pedagogy internationalization, teaching about academic integrity, student development and support, and online teaching and learning.

    In our foundational work, we conducted a mixed methods study that reviewed the promising teaching practices to teach international students by evaluating the rate of student-satisfaction levels and perceptions of learning (Smith et al., 2019). The research design included a pilot study, an online survey questionnaire, focus-group discussions, and individual interviews. Research participants, with a response rate of 32 percent, were international students who studied at a mid-sized, comprehensive, public university in Canada. The primary research question is: What promising teaching practices yield high levels of international student satisfaction and perceptions of learning?

    It was guided by three theories (Figure 1). The primary theory used is Tinto’s (1993) student integration model, which states that students must integrate into both social and academic settings, formally and informally, to create a connection with their postsecondary institution, resulting in them making a commitment to careers and educational goals. The researchers also relied on the work of Darby and Lang (2019), which highlights the connection between instructor personality and learning, and Tran’s (2020) framework for teaching and learning for international students, which underlines the importance of connecting with academic and social experiences.

    Figure 1. Identifying Effective Teaching Practices (Smith et al., 2019)

    Promising teaching practices received from respondents, that were reported as satisfied or very satisfied, varied from 49.7% to 82.9%. The teaching practices with the highest respondent satisfaction percentages (greater than 70%) fell into eight areas (Figure 2): academic integrity, assessment, assignments, clarifying expectations, communicating outside of the classroom, lecture design and delivery, verbal communications, and visual communications. All the promising teaching practices identified as having high levels of student satisfaction also have medium or high student perception levels of learning.

    Figure 2. The Top Eight Promising Teaching Practices (Smith et al., 2019)

    In the focus group and interviews (Figure 3), students’ responses were mainly positive. Most of them identified instructors as a key factor in the learning experience. Some characteristics (e.g., humour, encouragement and support, and the value of diverse cultures) were welcomed by students. Many practices were endorsed by students of all educational levels, including a student-centred approach, the use of interactive teaching methods, specific and prompt feedback, the use of practical experiences, a pleasant learning environment, and methods to support additional language learners. Undergraduate participants were interested in academic support, updated curricula, and partially filled slides in advance of class. They also emphasized the importance of experiential and applied learning, and close interaction with instructors. Graduate students spoke of the importance of a free learning environment, multi-modality teaching strategies, the use of digital and visual materials, and emotional, physical, and non-judgmental support from their supervisors. Teaching methods that led to students becoming bored and having heavy workloads, such as grammar-intensive teaching, and the use of the repeating-listening pattern of teaching and learning, along with a lack of encouragement, received dissatisfaction from students. There are some differences between course-based and research-based graduate student responses. Course-based graduate students commented on their course instructors and teaching methods, while research-based graduate students mostly commented on their relationship with supervisors.

    Figure 3. Teaching practices that contribute the most to learning (Smith et al., 2019)

    This study identified teaching practices that result in both student satisfaction and student perceptions of learning. Many students called for a multi-modal teaching style that combined traditional lectures and interactive methods. They also described some instructor characteristics as important factors in the student experience. Our research study found that the most promising teaching practices identified as having high levels of student satisfaction also have medium/high student perceptions of learning.

    We are continuing our work through the creation of an online teaching international students website (https://teachintlstud.com/) that includes a professional development toolkit, resources for teachers, a professional community of practice, and a blog on teaching culturally and linguistically diverse students.

    -Clayton Smith and George Zhou

    REFERENCES

    Darby, F., and Lang, J. (2019). Small teaching online. John Wiley & Sons.

    Smith, C., Zhou, G., Potter, M., and Wang, D. (2019). Connecting best practices for teaching linguistically and culturally diverse international students with international student satisfaction and student perceptions of student learning. Advances in Global Education and Research3, 252-265. 24  

    Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press.

    Tran, L. T. (2020). Teaching and engaging international students: People-to-people connections and people-to-people empathy. Journal of International Students, 10(3), xii-xvii. https://doi.org/10.32674/jis.v10i3.2005

    For more details on this study, see: Smith, C., & Zhou, G. (2022). Teaching culturally and linguistically diverse international students: Connections between promising teaching practices and student satisfaction. In C. Smith & G. Zhou (Eds.), Handbook of research on teaching strategies for culturally and linguistically diverse international students (pp. 1-16). IGI-Global.

    SEM and Systems Thinking

    Christine Kerlin (2008) wrote that “Enrolment management is a comprehensive and coordinated process that enables a college or university to identify enrolment goals that are allied with its mission, its strategic plan, its environment, and its resources, and to reach those goals through effective integration of administrative processes, student services, curriculum planning and market analysis” (p.11). It is a holistic process that plays out across the student learning journey from inquiry to graduation. And its fundamental premise is that we must look at our enrolment health and sustainability throughout the entire student experience as we link, integrate, and extend enrolment management across our campuses.

    Each of us has a role in developing and sustaining the SEM ecosystem on campus. We need to engage in shared responsibility. If SEM reflects institutional identity and culture, it becomes an institution-wide strategy owned by each member of the community. This is best achieved through lateral communication where open and frequent communication becomes part of the culture. Hossler, Bean, and associates (1990) said it well when they wrote “The more people involved in decision making, the greater the commitment to implementing the decision” (p. 35).

    One of the best ways to do this is to adopt a systems thinking approach. Peter Senge (2006) described systems thinking as “…a discipline for seeing wholeness rather than parts, for seeing patterns of change rather than static snapshots, and for understanding the subtle interconnectedness that gives living systems their unique character” (pp. 68-60). Systems thinking allows SEM practitioners to create a fully embedded enrolment management system that engages campus leadership, faculty, the SEM steering committee, and operational working groups. We have long known that enhanced integration and participation of all key campus stakeholders is a necessary pathway to achieving enrolment management effectiveness on our campuses (Smith, 2000).

    If you want to learn more about SEM and systems thinking, consider joining me for the “Systems Thinking is the Key to SEM Success” pre-conference workshop at this year’s SEMM Forum in Toronto on Tuesday, November 7th, from 9:00 a.m. to 12:00 p.m, at the Mariott Downtown at Toronto Eaton Centre. In this workshop, participants will learn and discuss the basics of systems thinking and how institutions can introduce and support the implementation of an enrolment management ecosystem.

    -Clayton Smith

    References:

    Hossler, D., Bean, J. & Associates (1990). The strategic management of college enrollments. Jossey-Bass.

    Kerlin, C. (2008). A community college roadmap for the enrollment management journey. College and University, 83(4), 10-14.

    Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. Doubleday. https://www.seeing-everything-in-a-new-way.com/uploads/2/8/5/1/28516163/peter-senge-the-fifth-discipline.pdf

    Smith, C. (2000). The perceptions of college and university enrollment managers on the relationship between institutional enrollment performance and enrollment management effectiveness. College and University, 76(1), 15-19. https://doi.org/10.2190/DJCF-Q6MB-35AV-EBW