NAFSA PRE-CONFERENCE WORKSHOP INTERNATIONAL EDUCATION RESEARCH: THE NUTS AND BOLTS IN THREE DIMENSIONS Washington, DC Sunday, May 24, 2008 8:00AM - 5:00PM.

NAFSA PRE-CONFERENCE WORKSHOP

INTERNATIONAL EDUCATION RESEARCH: THE NUTS AND BOLTS IN

THREE DIMENSIONS

Washington, DC

Sunday, May 24, 2008

8:00AM - 5:00PM

Facilitators

Peter Briggs, Director, Office of International Students and Scholars, Michigan State University

Kevin Gormley, Senior Program Officer, NSEP

Bruce LaBrack, Director, Pacific Institute for Cross Cultural Training, University of the Pacific

Rick Sutton, Assistant Vice Chancellor for International Education, U. System of Georgia

Mick Vande Berg, Vice President for Academic Affairs, CIEE

Workshop Learning GoalsWhen the workshop ends, you will:

• Be able to identify key elements of research theory and design• Be able to identify major developments in the evolution of US

international education research • Understand some of the salient issues facing researchers in three

domains: study abroad, international students and scholars, and the internationalization of higher ed. Institutions

• Be aware of a number of major funding possibilities for international education research

• Understand the importance of collaborating in designing and carrying out international education research

• Be able to collaboratively design an international education research project

Workshop Agenda• Introductions & Workshop Overview• Research Theory and Design• Domain I: Research on Study Abroad• BREAK (10:10-10:25)• Domain II: International Student Research• Domain III: Research on Internationalization of Institutions• Research Funding Possibilities• LUNCH (12:30-1:30)• Designing Group Projects I• Review of Group Project Status• BREAK (3:00-3:15)• Designing Group Projects II• Group Project Presentations• Open Discussion, Wrap-Up

Research Domain I:

The Evolution of Study Abroad &

Study Abroad Research

Mick Vande [email protected]

The Traditional Learning Paradigm: Widespread, Long-lasting Influence

• Focus on the teacher: credentials, achievements• “Font of Wisdom”: teacher gathers, creates &

provides knowledge• Tradition and authority• Pre-existing knowledge• Lectures in formal classrooms• Students are willing and respectful receivers of

knowledge • Teachers give students feedback through exams

and papers

The Rapidly Emerging Learner-Centered Paradigm

• Focus on the learner• Teacher creates learning environments• Teacher facilitates learning: orients, organizes,

motivates learners• Frequent informal as well as formal feedback• Students “construct” own learning: connect prior &

new information, & consider how it might be applied• Interactive learning: in and beyond classrooms• Students reflect on their own learning• Teacher and students identify learning goals

(For a very good overview of many of the issues involved in the paradigm shift, and an excellent bibliography, see Maryellen Weimer. Learner-Centered Teaching: Five Key Changes to Practice. (2002). Jossey-Bass: San Francisco.)

The Traditional Learning Paradigm:U.S. Study Abroad

Demographics:• Relatively few participants: 48,000 in 85-86• Homogeneous Participants

EthnicallyGenderSocio-EconomicallyAcademically

• Homogeneous Destinations: 80% western Europe

The Traditional Learning ParadigmU.S. Study Abroad (1880s to 1990s)

Assumptions about Teaching & Learning• Focus on Inputs: location, duration, reputation of

host university, faculty credentials, student GPA• Teacher-Centered is best teaching strategy• Lectures are most effective way of teaching:

teacher as font of wisdom• Students are willing and respectful• Students learn effectively through

contact with the new culture

The New Student Learning ParadigmStudy Abroad (1990s to present)

Demographics:

• 365%+ enrollment increases in 21 years: 224,000 US students abroad in 05-06

• Increasing Number of Study Destinations

• Increasing Diversity of Students

• Increasing Diversity of program types (“learning opportunities”)

The New Study Abroad Learning ParadigmAssumptions about Teaching & Learning

Educators need:

• To focus on learning goals—on what they want studentsa) to knowb) to understand, andc) to be able to do

by the end of the course or program.• To provide feedback and assess learning• To intervene: to design & deliver learning

opportunities that allow learners to be active and reflective about their learning (“Intervention Hypothesis”)

Study Abroad Research Growth*

Decade Studies Growth1950s 34 +127%1960s 117 +244%1970s 189 +62%1980s 377 +99%1990s 675 +79%2000-05 c. 500 N/A

(* Bolen, M. (2007). A Guide to Outcomes Assessment in Education

Abroad. Carlisle: Forum on Education Abroad, p. 99.)

Study Abroad Research Evolution

Early Research: 1950s-60s• Primary Domain: Second

Language Learning• Intent: Document that Learning

was Taking Place

Recent Research: 1990s-2000s

Increasingly Sophisticated & Rigorous

• From One Learning Domain to Many

• Validity & Reliability

• Control Groups

• Research Partnerships

• From Simply Documenting Learning to Documenting Impact of Variables on Learning

Recent Research: 1990s-2000sMore Complex Research Questions

• Multiple Learning DomainsSecond Language: Four SkillsIntercultural Sensitivity or

CompetenceGlobal AwarenessAcademic DisciplinesWorkplace Values and Skills

Recent Research: 1990s-2000s

Focus on Environmental Impacts on Learning

• Program Duration• Second Language used in Courses Abroad• On-Site Intercultural Mentoring• Contact with Host Nationals• Housing Types• Home Institution Grading Policy

Recent Research: 1990s-2000s

Focus on Learner Characteristics• Gender• Academic Discipline• Previous Language Study• Learning Aptitude• Learning Readiness• Student Attitudes: Motivations,

Expectations, Goals

A Research Breakthrough: The Engle & Engle Classification Approach

Key Variables that Impact Student Learning:• Length of Stay• Entry Target Language Competence• Target Language Used in Coursework?• Context of Academic Work• Type of Housing • Cultural/Experiential Learning?• Mentoring: Student Reflection on Learning

Research Increasingly Self Reflective • Appearance of Research Journals:

Frontiers (1995)Journal of Studies in International Ed (1996)

• Collections of Articles:Freed, B. (1995). Second Language Learning in a

Study Abroad Context. Amsterdam: John Benjamins.Vande Berg, M. (ed.) Assessment of Study Abroad

Learning, Special Issue of Frontiers: the Interdisciplinary Journal of Study Abroad. Volume X, Fall 2004.

International Ed Databases, Biblios, & Guides• www.umabroad.umn.edu/ci/stats/resources/outcomes.html• www.umabroad.umn.edu/ci/stats/resources/outcomes.html• Three annotated bibliographies at www.globaled.us/ro/ :

Chao, Maureen. (Ed.). Research on U.S. Students Abroad, Volume II, A Bibliography with Abstracts 1989-2000. (NAFSA: Association of International Educators/SECUSSA, 2001).

Comp, David. (Ed.) Research on U.S. Students Abroad, Volume III, 2001 to 2005 with Updates to the 1989 and Volume II Editions. (Loyola Marymount University, 2005.)

Weaver, Henry D. (Ed.). Research on U.S. Students Abroad: A Bibliography with Abstracts. (Council on International Educational Exchange; Education Abroad Program, University of California; Institute of International Education; and National Association of Foreign Student Affairs, 1989).

• Bolen, Mel. (Ed.). The Guide to Assessment for International Education. (The Forum on Education Abroad, 2006, pending).

Three Representative StudiesPaige, R. Michael, Andrew D. Cohen, et al.

“Assessing the Impact of a Strategies Based Curriculum on Language and Culture Learning Abroad,” Frontiers: The Interdisciplinary Journal of Study Abroad, 10 (2004): 253-273.

• Impact of Maximizing Study Abroad on student learning abroad

• Two domains: second language and intercultural learning

• Pre-existing and Specially-developed Instruments

• Quantitative & Qualitative Approaches

Sutton, Richard C., and Donald L. Rubin. “The GLOSSARI Project: Initial Findings from a

System-Wide Research Initiative on Study Abroad Learning Outcomes,” Frontiers: The Interdiscip.

Journal of Study Abroad, 10 (2004): 65-82

• Explores Student Acquisition of Content Knowledge & Cognitive Understanding

• Multi-year, six-phase study at multiple GA schools

• Extraordinarily Comprehensive: during past six years, 25,000 students

• Quantitative and Qualitative Approaches

Vande Berg, Michael J., Al Balkcum, Mark Scheid, and Brian Whalen. “The Georgetown University Consortium Project: A Report from the Halfway Mark,” Frontiers: The Interdisciplinary Journal of Study Abroad, 10 (2004): 101-116.

• Four Diverse Institutions & 61 Programs Abroad • Pre- and Post-Testing of Learning In and Across

Three Domains: Second Language, Intercultural, Disciplinary

• Relied on & Tested Engle & Engle Classification System

• Quantitative and Qualitative Approaches• Outside Consultants: Research and Instrument

Design, Faculty Workshops, & Analysis

In Closing, Some Research Recommendations. . . .

• Seek Partnerships, on and/or off campus

• Be clear about why you’re doing this project

• Be clear about who your audiences are

• Identify clear research questions

• Consider how variables influence learning in different domains (Engle & Engle Program Elements a useful start)

Developing the Research Project: a Protocol [Who is the audience you’re doing the research for?]

[Who will the Principal Investigator & research team be?]

1. A. Either identify a research idea that interests you,OR

1 B. Identify a policy change you want to see implemented. 2. Identify why this research is important: Advocacy for policy change on campus? Program

improvement? Assess for accountability? Assess for improvement? To improve academic advising? To maximize student learning? To contribute to knowledge? etc.?

3. Identify research question or questions4. Determine who the subjects will be and how they will be selected5. Identify research methods: Field research? Review/analyze existing data? Surveys?

Interviews? Focus groups? Analyze texts? etc.6. Identify Instrument needs, and identify/discuss development of instruments/data collection

methods7. Identify sequential process for carrying out research, including data collection, analysis

and reporting8. Possible funding source(s)?

Closing Activity: Pairs

• What are the three most important things you learned in this workshop?

• What do you plan to do with what you have learned?

• Who are three people you want to share this information with?