A Global Application of Chickering

1. A Global Application of Chickering�s Theory: Bringing International Study Into the Conversation

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

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?

4. Student Barriers to Study Abroad

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 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.

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

7. Chickering�s Seven Vectors Developing competence Intellectual Physical Interpersonal Quote #1, Quote #2Quote #1, Quote #2

8. Chickering�s Seven Vectors Managing Emotions Overcome fears Balance negative and positive feelings Quote #3Quote #3

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

10. Chickering�s Seven Vectors Developing mature interpersonal relationships Quote #6 & 7 is reduced stereotyping Quote #8 is Increased awarenessQuote #6 & 7 is reduced stereotyping Quote #8 is Increased awareness

11. Chickering�s Seven Vectors Establishing identity Develop sense of self within social, historical, and cultural context Develop self-confidence Quote #9 Quote #9

12. Chickering�s Seven Vectors Developing purpose Quote 10Quote 10

13. Chickering�s Seven Vectors Developing integrity Shift from dogmatic beliefs � able to see self as a �foreigner�

14. Chickering�s Seven Vectors Developing integrity Personalize values and align them with actions

15. Who starts the conversation?

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:

17. Starting the Conversation:Your Students 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:

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)

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

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

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

22. Study Abroad Toolkit for Advisors NACADA Study Abroad Interest Group Professional organizations Data on study abroad participation Study abroad programs Scholarships

23. Entering the Conversation:The Big Picture Advisors play a vital role in the study abroad planning process 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.

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.

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

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

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?�

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?

29. References Please see the Advisor Toolkit!

30. Thank you!