Fostering International Success in Higher Education

by Shawna Shapiro, Raichle Farrelly and Zuzana Tomaš

by Shawna Shapiro, Raichle Farrelly and Zuzana Tomaš

Check out our new book entitled Fostering International Student Success in Higher Education. You can find it here on Amazon.com or through our publisher, TESOL Press. On the TESOL site, you’ll also find reviews of the book, the Table of Contents, and a sample chapter.

For citations:
Shapiro, S., Farrelly, R., & Tomaš, Z. (2014). Fostering International Student Success in Higher Education. Book in series: ESOL for Different Professions by TESOL Press.

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Student Accountability

Responsibility for Learning

One challenge of instructors in higher education today (and perhaps since the dawn of our profession) is instilling in students a sense of responsibility for their own learning. Alongside the rise in active learning and learner-centered instruction in higher education, we have seen a parallel rise in student resistance to learner-centered instructional approaches. Students might roll their eyes when you ask them to get in pairs or form groups of three. Why is this? Often, at the heart of the issue are a few core student concerns:

  1. My peers won’t do the same caliber work as me and I’ll end up doing everything.
  2. I pay tuition, so shouldn’t the teacher just teach me!
  3. It’s just easier if the teacher lectures and gives me the PowerPoint slides in a handout that I can study for the exam. Continue reading

Flipping Your Course

What is a Flipped Course?

A flipped course reverses the lecture/homework paradigm. This traditional paradigm is reflected in a course where new content is presented in the classroom with an attempt at deeper understanding through (home)work taking place outside of class. With emerging and expanding theories of adult learning, active learning, student engagement and the balance of power in the classroom, pedagogical approaches have been evolving to incorporate what we know – learners want to be involved; learning should be engaging; learning requires interaction and buy-in; learning should be relevant, so opportunities for theory-practice connections are critical. Unfortunately, with so much content to ‘cover’, instructors often feel challenged to provide those meaningful learning opportunities. Continue reading

Sharing Power in the Classroom

The Balance of Power

The notion of the balance of power in the classroom is celebrated throughout Learner-Centered Instruction by MaryEllen Weimer (2002). In fact, she has an entire chapter in her book entitled The Balance of Power. The primary focus of this chapter is to bring to light the fact that many students are, in actual fact disempowered. They have little choice in the big decisions that affect their learning experiences in higher education – like assignment choices, classroom policies and assessments. Weimer notes that teacher authority in educational contexts has become the expectation, creating both dependent, unmotivated learners as well as teachers who are unaware of the extent of control they exert in the classroom. Continue reading

Syllabus Design

Purpose of the Syllabus

The syllabus is known to have many purposes. At the most basic level, a syllabus serves to provide a road map for a course – both for the instructor and the students. It lays out the trajectory of topics, readings, assignments, activities and assessments for meeting the course objectives. However, a syllabus is much more complicated than this, and yet many of us rush the syllabus design process and in some cases, blindly adopt the syllabus of prior instructors with minimal adjustments to reflect our personal information and relevant dates. Continue reading

Problem-Based Learning

What is Problem-Based Learning (PBL)?

Problem-Based Learning (PBL) is another approach to learner-centered instruction. The instructor (or tutor in PBL-speak) is a facilitator for the learning process, but the entire execution of the PBL experience is student-led. PBL engages students because the real-world problems are determined by student interest and explored in ways the students suggest.

The situations they are dealing with are complicated and target student’s analytical, critical thinking and problem-solving skills.They are deliberately ambiguous so students have to work hard to arrive at solutions and often they are so multifaceted, that arriving at a solution can present yet another problem to be addressed. Continue reading

Responding to L2 Writers

Who are L2 Students?

Second Language (L2) is a ‘catch all’ descriptor that refers to any language acquired or learned after the native or home language. Non-native English Speakers (NNES) at the University may in fact be speaking English as their third or fourth language. For this reason, you will sometimes here people say English as an Additional Language (EAL) in lieu of English as a Second Language (ESL).

NNES populations at the University comprise a variety of individuals from numerous backgrounds. They may be immigrants, people with refugee experience, children of immigrant populations (see Generation 1.5 Students), and international students. Within these subgroups of NNESs, there are various distinctions. For example, not all international students enter the University through the same program. The entrance requirements of each program is distinct, so be aware that they are not all coming in with the same academic background or English language proficiency – even if they come from the same country. That would seem to go without saying, but this is how stereotypes and misinformed expectations of students come to be. Continue reading