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Shenandoah University Master of Science in Education Capstone Project

Shenandoah University Master of Science in Education Capstone Project. Assisting international students in their adaptation to academic success in post-secondary education Dawn Shimura April 15, 2010. Presentation. Introduction to SNC & the ESL Institute Research questions

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Shenandoah University Master of Science in Education Capstone Project

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  1. Shenandoah UniversityMaster of Science in Education Capstone Project Assisting international students in their adaptation to academic success in post-secondary education Dawn Shimura April 15, 2010

  2. Presentation • Introduction to SNC & the ESL Institute • Research questions • Literature review • Proposed sample, data collections & analyses • Conclusion

  3. Research question • What are staff and faculty at SNC doing or failing to do assist international students in their adaptation to and academic success in studies at SNC?

  4. Literature review project • Overview of topic • Primary research articles • Other research

  5. Defining the Issues • English proficiency • Socialization • Personality and learning styles • Provision of resources • Validation • Stages of Adaptation & Preparedness for the new culture

  6. Proposed Sample • Final stage ESL students • Fall entry into ESL Institute • Entry into the four skill courses all at the advanced level • Intending to transition to SNC by fall the following year • 5-7 students ? • 5-6 year longitudinal study

  7. Data Collection & Analyses • TOEFL testing—fall, annual • Closed-form questionnaires—spring, annual • Professors, students, campus support, ESL staff, advisors • Developed according to literature review categories & coded • Open-ended interview—mid-fall, bi-annual • Developed according to literature review categories • Probe for more depth and ideas • Audio record, transcribe, code, analyze against above • GPA/Course grades in ESL & credit courses • Correlational analysis, re-code as necessary

  8. Potential Weaknesses at SNC/ESLI • Recognizing warning signs of a stressful imbalance in adaptation at SNC • Lack of individual goal-setting/counseling prior to & during ESL studies • Acknowledging duration of ESL studies to achieve goals Does not offer 2 skill accelerated courses • ESLI goals are English-proficiency oriented only • Credit courses’ use of a variety of learning strategies? • Increasing self-awareness of learning preferences • Credit courses connecting course content with activities ? • Use technology to increase exposure to course content • Counseling interviews ? • Insufficient bridge courses available • Insufficient departmental collaboration

  9. Potential Strengths at ESLI/SNC • Recognizing warning signs of a stressful imbalance in adaptation at ESLI • ESLI strives for academic English proficiency • Formal placement & orientation • ESLI offers skill-based courses • SNC offers one bridge course • ESLI accepts SNC students “on the side” • ESLI uses a variety of learning strategies • Connect course content with activities • Access to computers/technology—ESLI & SNC • Use technology to increase exposure to course content—ESLI & SNC? • Encourages socialization • In classroom • Goal-directed out of class assignments • Variety of on-campus activities

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