2011 NASPA Annual Conference s Philadelphia, Pennsylvania s March 12–16, 2011

International Student Success: Building a Strong Foundation

March 14, 2011 (10:45-12:00)

Michele Miller, Kristi Kang, Pilar Montejo

Presenters

Michele Miller • International Student AdvisorKristi Kang • Student Life CoordinatorPilar Montejo • Graduate student & IELP staff member

Objectives

• Present the IELP at PSU as a useful example of support for international students

• Highlight the importance of collaboration and cooperation between IEPs and their institutions

• Share ideas relating to providing the best possible foundation for international student success at our institutions

International Student Demographics

IIE Open Doors Report 2010– 690, 923 International students– 3% increase – Top 3 Countries:

• China, India, South Korea– Nearly $20 billion to the U.S. economy

• Represents the 5th largest service sector export• 62% of all international students are funded by personal or family

sources• Almost 70% of their funding comes from outside of the U.S.

Intensive English Language Program at PSU

• Portland State University– 27,000 total enrollment– 1,872 international students– 400 students in the IELP

• Intensive English Language Program— College of Liberal Arts and Sciences

— Department of Applied Linguistics— Academic-based program

— 6 Levels

Intensive English Language Program

Mission Statement Highlights: • assist non-native English learners in acquiring language

skills

• teach learning strategies necessary to compete successfully in a post-secondary academic environment

• provide an atmosphere supportive of socio-cultural exploration and development that helps students adjust to life in the U.S.

Role of an Intensive English Program (IEP)

• Support students in their adjustment to the program, institution, culture and community

• Provide English language preparation according to the program’s mission statement

• Provide academic, immigration, personal, and intercultural advising

• Maintain student achievement records• Promote social and recreational activities

What about you?

• What IEP structure exists at your institution?

– Do you have an IEP? • On campus? Off campus?• Affiliated or independent?

– Does your IEP have a strong presence on campus?• Why or why not, in your opinion?

Challenges International Students Face

• Linguistic diversity

• Varied and distinctive cultural perspectives

• Financial concerns

• Immigration concerns

• Homesickness

• Differences in educational systems and backgrounds

• Social and cultural challenges

Social Capital for Int’l Students

Challenges Strong foundations

Academicpressure

ACAL

Orientation

Social programmingHomesickness

Immigration concerns

Social challenges

Student recognition

Academic support

Transition to university

International Student

Family

Community and School

Weak school bonds

Culture shock

Programming within the IELP

Orientation

American Culture and Academic Life class

Academic support

Social programming

Student recognition Transition to

university

Orientation

• Key points– Academic and immigration advising– Cultural adjustment and culture shock– Social activities and calendar of events– Campus tours– Ice-breakers in small groups

• Student volunteers and orientation leaders

American Culture and Academic Life Class

• History• Class objectives• Content• Benefits

Academic Support • Learning Center

– Computer classroom with ESL software– Group study room, student library, quiet student area– Certified tutors– Student assistants

• Conversation partners– Current PSU students from a variety of majors– Group and individual sessions

• College Success class

• Academic advisors

Social Programming

• Events• Activities• Outings• Collaboration with campus and student groups

Student Recognition• Academic Excellence Awards– 3.7 or higher GPA

• Inspirational Students– Selection process– Video and recognition at Welcome Party

• Student Leadership class– Student composition– Structure/content/objective

Transition from ESL to University Course Work

• Ways to meet university’s ESL proficiency requirement– International Admissions

• Outreach and partnerships with campus departments– Student Affairs– Academic departments

Student Performance in University Course Work

• General education curricular requirement– Freshman Inquiry (FRINQ)

• Year-long program, 15 credits

– IELP student performance in FRINQ • Similar number of credits

• GPAs similar to their American peers

• 100% retention rate– Higher than all other student groups

Student Performance in University Course Work

• Intro to Business and World Affairs (BA101)– 50% of international students enrolled have taken at least one

term of IELP classes– Association between GPAs earned in IELP classes and BA101

• IELP outcomes research– Correlation between GPA in IELP classes and university course

work• Similar GPAs at both levels

– Females have a higher GPA than males– Graduate students have a higher GPA than undergraduates

Open Discussion

• What is your institution doing to support your international students?

• Is your IEP a resource at your institution?

• In what ways could your IEP be a resource for your institution?

• Questions?

Thank you for your time and interest!

Please feel free to contact us with any follow up questions or comments:

• Michele Miller, millerm@pdx.edu, 503-725-8126• Kristi Kang, kkang@pdx.edu, 503-725-5124• Pilar Montejo, montejom@pdx.edu, 503-725-4094