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Integration through a significant shared experience at the beginning of a course

International Study and Language Institute. Integration through a significant shared experience at the beginning of a course. Natalie Drake and Mark Peace International Foundation Programme, University of Reading. OUTLINE. Introduction to the IFP Theory of the Away Day

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Integration through a significant shared experience at the beginning of a course

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  1. International Study and Language Institute Integration through a significant shared experience at the beginning of a course Natalie Drake and Mark Peace International Foundation Programme, University of Reading

  2. OUTLINE • Introduction to the IFP • Theory of the Away Day • Value of the Away Day • Away Day Activities • Student feedback • Tips and suggestions

  3. INTERNATIONAL FOUNDATION PROGRAMME • What is the IFP? • Who are the IFP students? • What challenges can IFP students face? • adjustment & integration • What is the main aim of the IFP? What role does the ‘Away Day’ play in the IFP?

  4. IFP – Away Day • Compulsory day off campus for the whole programme • Replaces a day of lessons • 1st week of the Autumn term • Students placed in groups

  5. WHAT is the purpose of the ‘AWAY DAY’? • Encourage student integration • Complete activities within multicultural groups • Promote intercultural understanding • Experiences outside of campus • Positive informal experience (fun!) What is the theoretical basis? What is the value of the Away Day?

  6. What is the theoretical basis? The Contact Hypothesis (first proposed in 1954 by Gordon Allport) “Contact between members of different groups (under certain conditions) can work to reduce prejudice and intergroup conflict.”1 (1) Everett, J. (2013). Intergroup contact theory: past, present and future. The Inquisitive Mind. Issue 17 available here: http://www.in-mind.org/article/intergroup-contact-theory-past-present-and-future

  7. The Contact Hypothesis (first proposed in 1954 by Gordon Allport) “Positive effects of intergroup contact occur in contact situations characterized by four key conditions: • Equal status • Intergroup cooperation • Common goals • Support by social and institutional authorities”1 (1) Everett, J. (2013). Intergroup contact theory: past, present and future. The Inquisitive Mind. Issue 17 available here: http://www.in-mind.org/article/intergroup-contact-theory-past-present-and-future

  8. KEY CONDITIONS AT THE AWAY DAY • Equal status • New activities, experiences and people • Intergroup cooperation 2. Activities require team work and support • Common goals 3. Inter-group competition is employed • Support by social and institutional authorities”1 4. Centre staff and University staff

  9. Concept of integration • What does integration mean? • Why is integration important? • Improves student well-being, satisfaction, retention, achievement • Develops global attributes • Fosters global citizenship perspectives

  10. BERRY’S (1997) ACCULTURATION MODEL Community – level Perspective • Integration • Assimilation • Separation • Marginalisation Integration in this model means individuals are interested in maintaining their heritage culture AND having contact with people from other groups. “Generally, those pursuing the integration strategy experience less stress, and achieve better adaptations than those pursuing marginalisation.” (Berry, 2005)

  11. Bennett’s (1986) developmentAL model of intercultural sensitivity (DMIS) Individual – level Perspective Integration is the culmination of intercultural sensitivity. People’s level of intercultural sensitivity is influenced by their attitude towards differences. What is the value of our Away Day?

  12. Integration and the Value of the away day • Meeting new students from different cultures • Meeting instructors from the host culture • Working in multicultural groups • Development of communication skills to enable intercultural communication • Development of team work skills • Development of self confidence

  13. IFP Away Day activities • Team challenges & problem solving • Personal accomplishment • Learning new skills • Experience • Visit

  14. IFP Away Day activities • Team challenges & problem solving • Personal accomplishment • Learning new skills • Experience • Visit

  15. IFP Away Day activities • Team challenges & problem solving • Personal accomplishment • Learning new skills • Experience • Visit

  16. IFP Away Day activities • Team challenges & problem solving • Personal accomplishment • Learning new skills • Experience • Visit

  17. IFP Away Day activities • Team challenges & problem solving • Personal accomplishment • Learning new skills • Experience • Visit

  18. IFP Away Day activities • Team challenges & problem solving • Personal accomplishment • Learning new skills • Experience • Visit

  19. IFP Away Day activities • Team challenges & problem solving • Personal accomplishment • Learning new skills • Experience • Visit

  20. IFP Away Day – STUDENT FEEDBACK

  21. IFP Away Day – STUDENT FEEDBACK What did you most enjoy about the Away Day?

  22. IFP Away Day – STUDENT FEEDBACK

  23. STUDENT FEEDBACK – 2017/18 Personally, I made good friends and got to learn about different cultures, which always fascinates me! I appreciated the togetherness of the activities as it broke a lot of the ice between the IFP students. “Getting together with fellow students. Making new friends. Doing challenging stuff. Working as a team.” “being able to interact with foundation programme students especially those that do not take the same modules as me.”

  24. Focus group feedback – March 2019 “For me, the Away Day was really good as it helped me make friends on the IFP.” “Social activities help build the community” The lasting impact…. students are still talking about the positive experiences of the ‘Away Day’ six months later. “I think people are more willing to engage when things are more casual”

  25. ACHIEVEMENTS OF THE IFP AWAY DAY Evidence for: • Providing a positive experience & positive arrival experience • Facilitating making friends and integration • Fostering a ‘sense of belonging’ from the start of the programme Observations: • Development of team work skills • Development of self confidence “Engagement in extra-curricular activities has a strong positive effect on sense of belonging and through this indirectly affects academic success”. (Glass & Westmont, 2014)

  26. University of reading: Teaching and learning strategy 2018 - 2021 Education for 21st century lives Delivering academic excellence through our new Curriculum Framework Offering an outstanding student learning experience

  27. IFP Away Day – TIPS Structure • Assign groups • Select a range of activities • Provide a clear schedule Catering • Provide drinks & snacks • Takeaway pizza lunch Other • Allow time for mingling

  28. Suggestions summary • Integration through contact and participation • Include personal development and integration opportunities • Social cohesiveness between cultures can be challenging • Ensure the conditions are right for integration

  29. REFERENCES Bennett, M. J. (1986) A developmental approach to training for intercultural sensitivity. International Journal of Intercultural Relations, 10, 179 –186. Berry , J.W. & Sam, D. (1997) Acculturation and Adaptation.In J.W Berry (et al) (Eds), Handbook of Cross-Cultural Psychology, Vol. 3, (pp.291-326). Boston: Allyn & Bacon, p.296. Berry, J.W. (2005) Acculturation. Living successfully in two cultures. International Journal of Intercultural Relations, 29, 697-712. Everett, J. (2013). Intergroup contact theory: past, present and future. The Inquisitive Mind. Issue 17 available here: http://www.in-mind.org/article/intergroup-contact- theory-past-present-and-future Glass, C.R. & Westmont, C. M. (2014) Comparative effects of belongingness on the academic success and cross-cultural interactions of domestic and international students. International Journal of Intercultural Relations, 38, 106-119.

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