Thinking globally and acting locally
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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

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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

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


Outline of presentation

Outline of presentation

  • Brief Overview of Community College Survey for Student Engagement (CCSSE)

  • Working Definition of International Students, Language Minorities, and Nationals

  • Overview of CCSSE benchmarks

  • Engagement benchmark scores of international students

  • Other Data - Community and Cultural Engagement

  • Summary - Key Findings


Community college survey of student engagement ccsse

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


What do we know of students nationality through ccsse

What do we know of students’ nationality through CCSSE?

Useful

Useful

Problematic


Language nationality

Language × Nationality


International status values perspective

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)


How many international students enrolled at your campus

How many international students enrolled at your campus?

  • Less than 5%

  • 5 to 15%

  • More than 15%


Grouping colleges by distribution of internationals and language minorities

Grouping colleges by distribution of internationals and language minorities

Percent of Respondents

Frequency

Decile Groups of Colleges: ~66 Each

Percent of National Majority Students (of all races)


Questions

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?


How do colleges compare in student engagement within colleges

How do colleges compare in student engagement? Within colleges?


Benchmark active and collaborative learning

Benchmark: Active and Collaborative Learning

  • What do you think is happening?

  • Collaborative learning happens more with people like you

  • Collaborative learning depends on college/class size

  • Community resources available to int’l students


Benchmark student effort

Benchmark: Student Effort


Benchmark student effort1

Benchmark: Student Effort

  • Principal cause for such a separation?

  • Language barriers

  • Student motivation

  • Enrollment requirements for immigration status


Benchmark academic challenge

Benchmark: Academic Challenge


Benchmark academic challenge1

Benchmark: Academic Challenge

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

  • College size

  • Type of international students enrolled

  • Big city life and complexities vs. small town


Benchmark student faculty interaction

Benchmark: Student/Faculty Interaction


Benchmark student faculty interaction1

Benchmark: Student/Faculty Interaction

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

  • Simply a function of college/class size

  • Instructors engage all kinds of students equally

  • International students more often full time, approach faculty more


Benchmark support for learners

Benchmark: Support for Learners


Benchmark support for learners1

Benchmark: Support for Learners

  • What’s going on here?

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

  • At large, urban colleges, more community resources; less dependence

  • Other?


Community and cultural engagement

Community and cultural engagement

  • GLONACAL:

  • “The simultaneous significance of global, national, and local dimensions and forces”

    • Marginson and Rhoads (2002)

GLONACAL

  • Global

  • National

  • Local


Does experience at this college contribute to understanding of others

Does experience at this college contribute to understanding of others?

GLONACAL

  • Global Dimension?

  • National

  • Local


How often do students have conversations among students of different backgrounds

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

GLONACAL

  • Global Dimension?

  • National

  • Local


How often do students have conversations among students with divergent views

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

GLONACAL

  • Global Dimension?

  • National

  • Local


National dimensions of higher education

National dimensions of higher education

  • CCSSE is largely focused at the individual and institutional level.

GLONACAL

  • Global

  • National Dimension?

  • Local


How often do students participate in college sponsored community based projects

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

GLONACAL

  • Global

  • National

  • Local Dimension?


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

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

GLONACAL

  • Global

  • National

  • Local Dimension?


How many hours do students spend in college sponsored activities

How many hours do students spend in college sponsored activities?

GLONACAL

  • Global

  • National

  • Local Dimension?


Key findings of ccsse benchmarks

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


Q a and next steps

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?


References

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.


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