A Global Application of Chickering

Slide 1:A Global Application of Chickering�s Theory:

Bringing International Study Into the Conversation

Slide 2:Unlocking the Mystery at the 2006 NACADA National ConferenceIndianapolis, IN ~ October 17-21

Christy Metzger, Undergraduate Affairs Christy.metzger@louisville.edu ~ 502-852-3200 In collaboration with Kirsten Armstrong, College of Education and Human Development Advising Center Kirsten.armstrong@louisville.edu ~ 502-852-5597 University of Louisville Louisville, Kentucky

Slide 3:Learning Outcomes:

What are some barriers to students studying abroad? Why should students pursue study abroad? What are some easily accessible resources related to study abroad? How can you bring international study into the conversation on your campus?

Slide 4:Student Barriers to Study Abroad

What are some of the student concerns that represent real and perceived barriers to studying abroad?

Slide 5:Student Development Theory: Chickering

7 Vectors (1993) Developing competence Managing emotions Moving through autonomy toward interdependence Developing mature interpersonal relationships Establishing identity Developing purpose Developing integrity Source: Chickering, A. & Reisser, L. (1993). Education and Identity. San Francisco: Jossey-Bass Publishers. Each vector is unique and increasingly complex The sequence is suggested, and yet students may develop along these vectors out of sequence and/or return to a vector at any time.Each vector is unique and increasingly complex The sequence is suggested, and yet students may develop along these vectors out of sequence and/or return to a vector at any time.

Slide 6:Student Development Theory: Chickering

Key influences on development: Institutional objectives Institutional size Student-faculty relationships Curriculum Teaching style Friendships and community Student programs and services Educational environment

Slide 7:Chickering�s Seven Vectors

Developing competence Intellectual Physical Interpersonal Quote #1, Quote #2Quote #1, Quote #2

Slide 8:Chickering�s Seven Vectors

Managing Emotions Overcome fears Balance negative and positive feelings Quote #3Quote #3

Slide 9:Chickering�s Seven Vectors

Moving through autonomy toward interdependence Responsibility for thoughts/actions Comprehension of interdependence Quote #4 is Responsibility for Thoughts/Actions Quote #5 is ComprehensionQuote #4 is Responsibility for Thoughts/Actions Quote #5 is Comprehension

Slide 10:Chickering�s Seven Vectors

Developing mature interpersonal relationships Reduced stereotyping Increased awareness and appreciation of others� values and cultures Quote #6 & 7 is reduced stereotyping Quote #8 is Increased awarenessQuote #6 & 7 is reduced stereotyping Quote #8 is Increased awareness

Slide 11:Chickering�s Seven Vectors

Establishing identity Develop sense of self within social, historical, and cultural context Develop self-confidence Quote #9 Quote #9

Slide 12:Chickering�s Seven Vectors

Developing purpose - Clarification of vocational goals - Strong interpersonal and family commitments - Setting priorities Quote 10Quote 10

Slide 13:Chickering�s Seven Vectors

Developing integrity Shift from dogmatic beliefs � able to see self as a �foreigner� �All good people agree And all good people say All nice people, like us are We And everyone else is They; But if you cross over the sea, Instead of over the way, You may end up looking on We, As only a sort of They!� -Rudyard Kipling

Slide 14:Chickering�s Seven Vectors

Developing integrity Personalize values and align them with actions

Slide 15:Who starts the conversation?

Source: Dohm, T., Vande Berg, M., Williams, R., & Woodruff, G. Evaluating campus efforts to internationalizing the curriculum. Presented April 17, 2004: Minneapolis, MN.

Slide 16:Bringing International Study Into the Conversation

Advisors play a vital role in the study abroad planning process Explain pyramid� add administration, parents/significant others swimming around in the center. Focus for a moment on that direct line between adviser and student:Explain pyramid� add administration, parents/significant others swimming around in the center. Focus for a moment on that direct line between adviser and student:

Slide 17:Starting the Conversation:Your Students

Don�t know what to say? Use your toolkit to help break down the barriers! The following �tools� are provided in your �toolkit� handout and address the major barriers to study abroad: The following �tools� are provided in your �toolkit� handout and address the major barriers to study abroad:

Slide 18:Study Abroad Toolkit for Advisors

Cost Funding your study abroad experience (handout) Financial planning links: http://www.nafsa.org/knowledge_community_network.sec/education_abroad_1/education_abroad_2/practice_resources_12/advising/nafsa_financial_aid_resource www.umabroad.umn.edu/financial/index.html Understanding costs Budget worksheet: http://www.umabroad.umn.edu/financial/compare/budgetWorkSheet.pdf Study Abroad Cost Estimates (handout)

Slide 19:Study Abroad Toolkit for Advisors

Delay graduation/problems with transfer credit Academic Planning Sheet (handout) General Academic Interests (handout) Information for specific majors: www.umabroad.umn.edu/academic/advisingsheets/index.html

Slide 20:Study Abroad Toolkit for Advisors

General misconceptions/fears about study abroad 10 Myths about Study Abroad (handout) Culture shock and fear of the unknown What�s Up with Culture? (University of the Pacific) http://www.uop.edu/sis/culture/ Targeting multicultural students www.globaled.us/plato/diversity.html Parent information sessions Brochure: www.umabroad.umn.edu/ci/groups/msag/MSAGBrochure.pdf

Slide 21:Study Abroad Toolkit for Advisors

More general misconceptions/fears Parents/Family/Friends Communicate the value of study abroad Provide families with targeted information Encourage family support and involvement Utilize family and friends as resources Address separation issues Acknowledge student�s family responsibilities Parent newsletters, websites, orientations Work with Admissions on packets to prospective students Discuss at recruitment events Terrorism http://ase.tufts.edu/studyabroad/Gen%20ProgAbr/PrecautAgTer.htm

Slide 22:Study Abroad Toolkit for Advisors

NACADA Study Abroad Interest Group Professional organizations Data on study abroad participation Study abroad programs Scholarships http://www.nacada.ksu.edu/InterestGroups/C38/resources.htm

Slide 23:Entering the Conversation:The Big Picture

Advisors play a vital role in the study abroad planning process Administrators & Parents Look back at the big picture� remember we have family and administrators swirling around in the middle. (Added by me) You probably won�t have much, if any, direct contact with program providers all the way across the base. But probably will be some interaction with the others on there, as well as those administrators and parents that were missing from this model.Look back at the big picture� remember we have family and administrators swirling around in the middle. (Added by me) You probably won�t have much, if any, direct contact with program providers all the way across the base. But probably will be some interaction with the others on there, as well as those administrators and parents that were missing from this model.

Slide 24:Advisors as Change Agents

�...advisors can identify systemic problems and bring suggestions for potential solutions to the attention of college administrators; they can try to persuade campus policy makers of the need for change, volunteer to become involved in the change process, and help persuade campus constituents that change will be both possible and beneficial� (32). Source: Teitelbaum, H. (1994). Changing the campus environment. NACADA Journal, 14(1), 32-37. By nature of their position as liaison between students and the institution, academic advisors have first-hand knowledge of systemic problems within institutions. Due to this knowledge, academic advisors may "...propose changes that lead to greater student satisfaction, to increased student retention, and to improved institutional effectiveness" (33). Source: Teitelbaum, H. (1994). Changing the campus environment. NACADA Journal, 14(1), 32-37. By nature of their position as liaison between students and the institution, academic advisors have first-hand knowledge of systemic problems within institutions. Due to this knowledge, academic advisors may "...propose changes that lead to greater student satisfaction, to increased student retention, and to improved institutional effectiveness" (33). Source: Teitelbaum, H. (1994). Changing the campus environment. NACADA Journal, 14(1), 32-37.

Slide 25:Advisors as Change Agents

Educate key sponsors and stakeholders Large-scale institutional change will be incremental In the meantime, advisors can implement change on a more localized scale

Slide 26:Entering the Conversation: The Big Picture

Suggestions for short-term improvement: Improving communication about study abroad on campus Include as part of freshman/transfer orientation Designate advising liaison for study abroad Training Faculty Campus-wide professional advisors

Slide 27:More suggestions: Integrate importance of global experience during career fairs Network with study abroad staff (good referrals) Tailor advising approach to individual students �So, you look to me like someone who might be interested in study abroad�.� �Have you ever thought about study abroad?� �Did you know that you could fulfill these requirements with a study abroad experience?�

Starting the Conversation: The Big Picture

Slide 28:So where do we go from here?

What actions can you take on your own campus in the short term to improve study abroad? What about institutional change? What are some tools that you plan on sharing with your students?

Slide 29:References

Please see the Advisor Toolkit!

Slide 30:Thank you!

Interested in being part of the NACADA Study Abroad Interest Group? http://www.nacada.ksu.edu/InterestGroups/C38/index.htm