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Teaching international students:	effective learning support for all,[object Object],		Jude Carroll 		,[object Object],			‘Teaching International Students’ project,[object Object],Oxford Brookes University,[object Object]
What is the Teaching International Students project?,[object Object],Run by the Higher Education Academy,[object Object],Funded through ,[object Object],2 year project,[object Object],TIS Team: ,[object Object],Janette Ryan, Jude Carroll, Fiona Hyland (ESCalate), Inna Pomerina (Economics), Melodee Beals (History, Classics & Archeology) , Simon Steiner (Engineering) , Malcolm Todd (C-SAP), Ali Dickens (LLAS), Andrea Frank (CEBE), Caprice Lantz (Psychology), Richard Atfield (BMAF), Adam Child & Katherine Lagar, HEA ,[object Object]
Some  UK numbers … ‘international students’,[object Object],UK: 15% and rising (22.9% increase 2010 UUK),[object Object],12% of first degree students,[object Object],66% of full-time taught postgraduates; 50% of full-time research degree students (43% of all research postgraduates) ,[object Object],“This is no longer a ‘minority’ issue…..”,[object Object],Is this true here? ,[object Object]
Not just rising numbers …..,[object Object],Much more diverse previous experiences as learners,[object Object],…from vetting and selecting to mass higher education,[object Object],New reasons for leaving,[object Object],New reasons for coming,[object Object],New goals and motivations,[object Object],For UK HEIs:  new reasons?,[object Object]
Jude carroll seminar
Link between numbers & your experiences? ,[object Object],Local proportions vary  [by region, discipline, level, nationality, …],[object Object],Cohort characteristics vary,[object Object],		Overall percentages,[object Object],		‘Blocks’ of one nationality / language group,[object Object],		Percentage of ‘home students’,[object Object],Length of stay / study.  Top-up? ,[object Object],Enrolled [‘our students’] or exchange?  On line / distance? ,[object Object],Generalisations about ‘international students’ …. are they helpful?,[object Object]
A few hard truths?,[object Object],Aim for “good teaching” or ‘work-arounds’? ,[object Object],No easy answers,[object Object],Loads of shared good practice / evidence-based approaches  … much of it overlooked,[object Object],NOT addressing issues does not lead to neutral results,[object Object],“adapt”,[object Object],“accommodate”,[object Object],“adjust”,[object Object],Who needs to change? ,[object Object]
Approaches to managing academic cultural diversity,[object Object],Denial ‘I teach.  It’s up to them to learn.’,[object Object],		‘I teach Chemistry.  Oxygen is the same everywhere’,[object Object],		‘I didn’t admit this student who can’t speak English …’,[object Object],‘Repair’‘You fix them and then I’ll teach them’,[object Object],			‘These students can’t…..  They don’t ….. They are not motivated….’,[object Object],Students must adapt‘These students came for a British education’,[object Object],			‘We do a two week conversion course before they start….’,[object Object],			‘All our assessments now come with detailed briefs’,[object Object],			‘Here are six workshops on academic writing’,[object Object],Teachers accommodate and adjust their practice.   But….,[object Object],…‘bottom line’ non-negotiable,[object Object],			… must be sustainable, efficient,[object Object]
My guesses:  ,[object Object],…your students are becoming more diverse [in language and culture].  You will have mixed reactions to this diversity.,[object Object],…all your students will need to adapt to their new educational setting.  Some will have significantly more adjustment to make.  ,[object Object],…you will need to change (or have already changed) how you teach and what you teach and probably, how you think about teaching …. to accommodate cultural and linguistic diversity.,[object Object],….  you and probably your colleagues will have a range of reactions (not all positive) to teaching international students. ,[object Object]
Big issues for international students?,[object Object],Language,[object Object],Transition, new academic cultural assumptions and expectations; ,[object Object],	standards,[object Object],‘New game, new rules’,[object Object],Engagement and participation,[object Object],‘Support’ and guidance [formal, informal, academic, pastoral, economic, human…..],[object Object],Application and utility of UK awards,[object Object]
Suggestions: teachers managing cultural/language diversity,[object Object],1.  Accept & learn about academiccultural difference,[object Object],2.  Support students’ transition & skill development – ,[object Object],		Start early and keep going.  Teach English.,[object Object],3.  Use teaching methods that encourage participation and 		collaboration,[object Object],4.  Create a globally-relevant curriculum,[object Object],5.  Anticipate and manage predictable problems(expectations, integration, group work, plagiarism, etc),[object Object]
You probably already manage these issues   … choose one example of your actions & share it,[object Object],Students’ previous learning contexts and expectations being different from a ‘typical’ NI student’s.   What do you do?,[object Object],Students’ language development needing particular attention at the beginning.  How do you help?,[object Object],Students finding it very hard to participate by speaking and interacting without encouragement.  How do you encourage them?,[object Object],Producing graduates for a globally interconnected and diverse world.  When and how?,[object Object],Students not easily mixing and seeking out interaction with those they see as ‘different’.  Your reaction?,[object Object]
How the Teaching International Students project sets out to help ,[object Object]
Foregrounding academic cultural differences and advocating ‘meta-awareness’,[object Object],artefacts  …..  how you greet people, what you eat, what you call people,[object Object],cultural norms  …. how you resolve an argument,[object Object],	 how formal you are with strangers,,[object Object],	 how loudly you speak, ,[object Object],	how close you stand……  ,[object Object],	what makes ‘a convincing argument’.  ,[object Object],shared, deeply-held beliefs about how things should be….. ,[object Object],The same is true for teaching and learning…… but we are less likely to expect the differences or to know about them.,[object Object]
Same words, different artefacts 			different norms 			different beliefs,[object Object],Reading,[object Object],Writing,[object Object],Critical,[object Object],‘my own work’,[object Object],Teacher,[object Object],Learning,[object Object],‘Good work’,[object Object],Examination,[object Object],Help,[object Object],Deadline,[object Object],9:00,[object Object]
I tell my students, ‘Call me Jude’.,[object Object],When students ask, I help with study-based issues.,[object Object],I select the issues but the students must find their own answers,[object Object],I want students to discuss, argue, solve problems. What’s their conclusion? .. their argument?,[object Object],I want students  to read around, to choose good bits from reading, from lectures, labs….and to weave them together to make an answer.  Their answer …. not the answer,[object Object],I call my teacher Dr. xxx,[object Object],A good teacher notices I need help and offers it.  ,[object Object],A good teacher tells me good answers to good questions.,[object Object],To learn, I must listen to the teacher.  Really listen.,[object Object],I read the textbook many many many times.  Exam questions and answers are from the textbook. ,[object Object]
The important point:  from ‘essentialist’ to self-aware and transparent  ……,[object Object],Students base their actions and expectations on their previous academic cultural experiences. [‘I expected the UK to be the same….’],[object Object],You notice surprises and differences as students act upon their assumptions…. As they ask questions, speak, work together, act on your instructions, try and learn….. [‘Cultural bumps’],[object Object],You learn what your expectations and assumptions are by noting the differences.,[object Object],Then you tell your students explicitly some of those expectations and assumptions.  ‘Tell them the rules’,[object Object]
What builds a shared understanding of YOUR academic assumptions?,[object Object],Don’t focus on the artefact[i.e. What teachers are called , ‘Call me Jude’],[object Object],Specify and describe the normative behaviour (‘the rule’) [‘Teachers and students call each other by first names except when ….’],[object Object],[Maybe] discuss the underpinning belief [‘Here, first names can make communication easier and more open but does not mean being friends.’],[object Object],*Telling students the belief does not mean they will adopt the belief – just that they might understand it better.*,[object Object],If following the norm requires specific skills, then telling is not enough.,[object Object]
tools and equipment,[object Object],Suggestion 2:,[object Object],information,[object Object],…academic cultural difference,[object Object],support students’ skill development – 	especially at first.,[object Object],	Support students’ English.,[object Object],3.  Methods to encourage participation,[object Object],4.  Globally-relevant curriculum,[object Object],5.  Anticipate and manage predictable problems,[object Object],examples,[object Object],motivating reasons,[object Object],Practice the ‘subskills’,[object Object],feedback,[object Object],putting subskills together.  Practice,[object Object],time,[object Object],working with an expert to aim high,[object Object],feedback,[object Object],practice,[object Object]
2.  Skill development,[object Object],Many new skills   [reading, note making, writing, locating sources, analysis, technical skills, time management…..],[object Object],Early diagnostics  [Student:  ‘How am I doing?],[object Object],Design in practice and feedback,[object Object],Cannot be left to individual teachers:  Programme-level planning,[object Object],Start early (but not induction).  Keep going ….,[object Object]
‘….. programme focus’ :,[object Object],‘We don’t have a programme, just a collection of courses’,[object Object],Yet ….  everything we know about improving quality and engaging students in their learning relies on having a focus at the level of the PROGRAMME.,[object Object],Radical idea:  we could use the needs of international students to develop and encourage a programme approach.,[object Object]
Suggestion 3:  ,[object Object],…academic cultural difference,[object Object], … students’ skill development, especially English.,[object Object],Methods to encourage participation,[object Object],Globally-relevant curriculum,[object Object],5.  Anticipate and manage predictable problems,[object Object]
3.  Pro-active, teacher-supported 			participation and engagement,[object Object],Lecturing ,[object Object],Seminars,[object Object],Supervision,[object Object],Group work,[object Object],Project work,[object Object],Project groups which pull students together.  ,[object Object],Note-making,[object Object],Understanding and thinking,[object Object],Active links to assessment,[object Object],Speaking, asking questions, listening to others’ ideas,[object Object],Problem-solving,[object Object],Presenting,[object Object],Using meetings to plan and check progress,[object Object],Agreeing on roles and expectations,[object Object],Effective levels of structure and support,[object Object],Mixing , shared input into final product,[object Object],Drawing upon and using students’ ‘cultural capital’,[object Object],Learning cross-cultural communication skills,[object Object]
The Teaching International Students Project,[object Object]
TIS activities,[object Object],Website with teaching Resources Bank,[object Object],Research database link  (IDP, Australia),[object Object],Outreach activities and partnerships,[object Object],Series of events,[object Object]
Jude carroll seminar
Jude carroll seminar
Jude carroll seminar
Jude carroll seminar
Jude carroll seminar
Getting involved,[object Object],Contact internationalisation@heacademy.ac.uk,[object Object],Via website: www.heacademy.ac.uk/internationalstudents,[object Object]
Suggestion 4:  ,[object Object],…academic cultural difference,[object Object], … students’ skill development, especially English.,[object Object],3.  …. encourage participation by all,[object Object],4.  Globally-relevant curriculum,[object Object],5.  Anticipate and manage trouble,[object Object]
4.  Globally-relevant curriculum,[object Object],Different for each programme,[object Object],Not just content!,[object Object],Teach and assess cross cultural skills,[object Object],Promote student integration,[object Object],Opportunities?	- Introduction activities,[object Object],		- Problems for students to solve,[object Object],		- Reading lists,[object Object],		- Guest speakers,[object Object],		- Research areas,[object Object],		- Library resources,[object Object]
5.  Manage predictable problems,[object Object],Difference is hard.  Expect it!,[object Object],Group work is hard.  Manage it.,[object Object],Plagiarism is predictable and understandable.  Work with that.,[object Object],Students do not integrate spontaneously.  Choreograph it.  Encourage it.  Even assess it?,[object Object],Conflict is inevitable.  Develop strategies and help the students develop strategies to manage conflict.,[object Object],It may be your most precious contribution to their future and the global future we all share.,[object Object]
Final word,[object Object],All students find university new,[object Object],Most find it new and hard,[object Object],Many find it new and hard and strange,[object Object],Some find it new and hard and strange and all wrong, really wrong,[object Object],Most succeed.  Teach for inclusion and the students will succeed with more ease and less pain …. and so will you.,[object Object]

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