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Pigeonholed Languages: To Give or Not To Give Corrective Feedback
No full textKorean students study the English word ‘fighting’ in class. In their context it is also used with an additional meaning. What is the teacher’s responsibility in giving corrective feedback and/or respecting English in different contexts? In this work- shop, teachers’ responses to World Englishes of culturally diverse learners will be discussed
Critical Reflective Teaching and Tibetan Traditional Learning Style
No full textThis sesson presents an introduction to a Tibetan traditional learning style related to critical reflective practice in the modern education system. What differences can teachers as reflective practitioners make compared to teachers as technicians, based on self learning experiences at SIT
Show What You Know: Performance-Based Assessment
No full textGet your students more interested, more involved, and more invested in learning. Let them decide how they will demonstrate what they’ve learned in this new spin on Show & Tell. Come participate in a fast-paced demonstration of Katy’s proprietary Show What You Know method of post-learning assessment
Creating a Community of Practice for English language Teachers
No full textA Community of Practice (CoP) is an organic grouping of like-minded professionals who strive to share practical knowledge. In this session, participants will learn about the principles behind CoP, take part in a CoP session and share ideas on how to further develop their own CoP network
Semester at Sea IMPACT Service-Learning Scholarship Program
Get PDFService-learning has become a highly popular approach to increasing experiential learning, expanding study abroad, and supporting the trend in the internationalization of higher education. There are many challenges arising around the use of service-learning in international study abroad contexts. There is no agreed upon definition of service-learning, which makes it difficult to distinguish it from other forms of international education, volunteerism, community service or charity.
International service-learning by its very nature takes place in fragile communities and with people who need assistance or service, due mostly to poverty. There is limited research and assessment of how international service-learning programs impact local communities. Many of these programs lack insight into the ethical, economic, personal, and social negative effects that service-learning has on the population they are meant to serve.
The remodeled Semester at Sea IMPACT Scholarship Program has been designed to encourage awardees to reflect on their own personal experiences while fostering an expanded awareness of cultural respect, proper conduct in fragile environments, and an understanding of the service-learning spectrum. The IMPACT Scholarship Program puts the power into the students’ hands to decide what social challenges they want to focus their learning on. It assists Semester at Sea participants to inquire and reflect on personal motivations for participating in these types of programs, and possible positive and negative outcomes
KickAct: the Implementation & Evaluation of a Youth Empowerment & Leadership Program
Get PDFKickAct is a program that combines martial arts and performing arts to empower youth and engage them in creative social change. Youth experience a lack of community engagement and partnership with the adult. Many youth face additional challenges, ranging from lack of support in school to violence at home, that can negatively impact their life. KickAct is designed to provide youth with the necessary skills and experience to thrive as active participants in their communities. Due to inconsistent attendance and participation, it was not possible to determine whether the workshop format was a successful method for youth empowerment. However, the workshop proved to be an effective tool for an initial youth group assessment
Connecting Through Communication - Incorporating Intercultural Competency During International Student Orientations
Get PDFThe College of Southern Idaho (CSI) is a community college and is one of the fastest growing educational institutions in the state. The college enrolls, on average between 40 to 60 international students per academic year. CSI and the neighboring Refugee Center contribute to the community’s cultural diversity. There are numerous benefits for both international and domestic students to attending CSI. Those advantages include higher acceptance rates, lower required English proficiency scores, reduced tuition costs, and smaller class sizes. In addition, students are able to transfer to a larger university if they feel compelled to obtain a higher degree.
Currently, the International Student Services Office (ISSO) is a one-person office. The ISSO’s goals include developing and coordinating holistic services to enhance the international student experience. Recently, the ISSO was tasked with creating a new, more encompassing international student orientation. Beginning in fall of 2015, the ISSO staff met with the Registrar and Associate Dean of Students to discuss the importance of international student engagement, cultural adjustment, and learning intercultural communication and competency skills.
This proposal explores the current model and recommends the need for the complete redesign of the international student orientation at CSI. The proposed full-day orientation will focus more attention on international students’ specific needs, cultural adjustment, and the development of cross-cultural communication skills
Student Participation in Coil Programs and its Impact on Study Abroad Enrollment
Get PDFThis capstone paper delves into and exposes the impact of participating in the Collaborative Online International Learning (COIL) program has on students’ decision to study abroad. Focusing on State University of New York (SUNY) institutions, a survey was administered to 25 students who participated in a course which employed COIL principles or pedagogy in its design with the primary intent of discovering: 1) the demographics of who enrolled in the COIL courses, 2) why they enrolled, and 3) if their experience had any impact on their interest to study abroad. The survey employed methods which were largely quantitative in nature, with opportunities for qualitative input among participating students.
The findings of this survey reveal that students who did not study abroad experience a strong interest in studying abroad after participating in a COIL course; students who studied abroad before participating in the COIL course express experiencing no impact on their decision to study abroad, though qualitative input mentions that through COIL they learned how to communicate more mindfully than they had while studying abroad; students who studied abroad after participating in a COIL course express feeling more prepared/confident when considering study abroad; more than half of surveyed students studied abroad and took a COIL course, which challenges the common opinion that students take COIL courses as an alternative to studying abroad
Finding Balance: A Qualitative Approach Student Assessment at the University of Otago
Get PDFFinding Balance: A Qualitative Approach to Student Assessment at the University of Otago focuses on a student assessment tool designed using qualitative techniques to measure both student satisfaction and intended program learning goals. The student assessment tool was developed for the direct enroll Semester on the South Island program, located in Dunedin, New Zealand. The program is run by CISabroad, a private education abroad provider based in Northampton, Massachusetts
Destination Choice in Study Abroad
Get PDFThe most popular destinations for U.S. undergraduate study abroad are the United Kingdom (UK), Italy, Spain, and France, hosting 37.5% of all students who studied abroad in 2013-2014, with approximately 2-6% increases in each of those countries over the previous year (IIE, 2016). Despite world events and changing international relations interests, the majority of U.S. students continue to choose traditional destinations in study abroad. Using a factor analysis approach, this study seeks to determine which factors play the most significant role in undergraduate student destination choice for study abroad.
The results from this study indicate that the most important factors for students in making their destination choice are language ability and study, recommendations, university policies and study abroad structure, the academic environment in the host country, the cultural environment in the host country, previous or desired travel, and financial considerations. Increased awareness of the factors that students at this east coast liberal arts university consider most when planning their study abroad may aid study abroad advisors to better assist students in planning their undergraduate study abroad experience