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
http://freelance-writing.lovetoknow.com/Companies_Hiring_Freelance_Academic_Writers
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.