Enhancing Student Participation in International Education: Strategies and Perspectives
In this session led by Lisanne Wilken from Århus University, we explore the multifaceted nature of internationalisation in education. We address the varying perspectives of institutions, lecturers, and students, particularly the importance of boosting student participation. Key discussion points include integration models for international students, the benefits and drawbacks of teamwork in diverse classrooms, and the necessity of clarifying learning goals and expectations. This session aims to empower educators to embrace diversity, enhance collaborative learning, and cultivate an inclusive environment that values contributions from all students.
Enhancing Student Participation in International Education: Strategies and Perspectives
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Presentation Transcript
Lisanne Wilken European Studies, Århus University Boost your students’ participation Education in the international classroom
Lisanne Wilken European Studies, Århus University Purpose • Contextualizing statements • Internationalisation means different things; • - for institutions, • - for lectorers, • - for students, • Why (not) boost students’ participation? • Levelling the playing field: two models for integrating students.
Lisanne Wilken European Studies, Århus University Internationalisation means different things • Institutional perspectives • Visitor-approach • Liability approach • Foreign cash-cow approach • Inclusive approach: Competition • Inclusive approach: Contribution • They come to experience Danish education; • Danish education is superior; • As long as they don’t interfere; • May the best students win • How can all students contribute?
Lisanne Wilken European Studies, Århus University Internationalisation means different thingsLecturers’ perspectives Voluntary internationalism Forced internationalisation Teacher doesn’t speak Danish; The course has to be offered in English; This is the only way to utilize teacher’s competences; If you want to advance (e.g. from assistant to associate professor for instance) you have to teach in English. • The lecturer developed an international programme/course; • The lecturer applied for an international program; • Experience from foreign universities; • Idealism; • Doesn’t make a difference.
Lisanne Wilken European Studies, Århus University Internationalisation means different thingsStudents’ perspective Native students Non-native students I applied for this internationally acclaimed program; My grades were not good enough to be considered for a British/American…. University; This was the only course/ programme I could get into. • The course/ programme is only offered in English; • I couldn’t get into [political science, physics, psychology…]. • It prepares me for an international career;
Lisanne Wilken European Studies, Århus University Why boost students participation in international education? Reasons not to boost participation Reasons to boost participation You assume that diversity is productive; You think that students have the right to participate in and influence their own education; You think that international students can make valuable contributions. • You feel insecure in English; • You find that students are too insecure in English; • You find that students are too diverse; • You find that students have too little relevant knowledge.
Lisanne Wilken European Studies, Århus University Boosting participation Integrating foreigners: teaching in English Levelling the playing field Clarification of learning goals -> what do you want the students to achieve? Clarification of learning structures -> how are students to contribute? Defining what a contribution is -> What do you consider resources? • Clarify ”our way” of doing things; • Clarify how this helps achieving learning goals; • Clarify the skills all students need in order to participate; • Define participation.
Lisanne Wilken European Studies, Århus University Making groups work Teamwork
Lisanne Wilken European Studies, Århus University Purpose • Goals: • By the end of this session participants have been introduced to: • Arguments of the benefits and drawbacks of teamwork as a learning method in the international classroom; • Considerations of when to use teamwork; • Considerations of ways to utilise the ressources in the international classroom; • Based on this participants are expected to: • Discuss arguments for and against the use of teamwork in their teaching strategies; • Present arguments in plenum and/or on the blog
Lisanne Wilken European Studies, Århus University Structure • Part one: Arguments for and against teamwork as a work method in the international classroom; ---o-o-o--- • Part two: How to make groups ---o-o-o--- • Part three: Designing teamwork
Lisanne Wilken European Studies, Århus University Why teamwork General Benefits Benefits in international classes Help students make the most of diversity; Takes the load off of ”culture”; Prepares students for international (team)work; Promotes class-integration; Make more ressources available. • Activates all students; • Help students express and defend ideas; • Help students understand and retain information; • Promotes: • Tolerance; • Respect; • Conflict solving; • Cooperative skills.
Lisanne Wilken European Studies, Århus University Problems with teamwork General drawbacks Drawbacks in international classes Some students have poor language skills; Some students lack prior experience with teamwork; Students have been trained in very different academic traditions; Students focus on cultural differences; Some student feel they are teaching other students; Too much focus on form. • Too much strain on the ”stronger” students; • Too basic learning outcome; • Some students freeload off of other students; • Some students work best by themselves; • Too little expert input.
Lisanne Wilken European Studies, Århus University When teamwork? In relation to class In class Exercises; Discussions during lectures; Preparation of small counter-arguments; Reviewing teachers arguments; In addition to lectures. • Projects; • Preparing presentations; • Reviewing course literature; • Sharing additional literature; • As a foundation for homework.
Lisanne Wilken European Studies, Århus University 7 minutes discussion • The pros and cons of teamwork in the international classroom: • As a tool for learning; • As a tool for integration; • As a tool for knowledge-sharing.
Lisanne Wilken European Studies, Århus University Making teams: Know your classroom Who are your students? What ressources are relevant? Language abilities? Disciplinary backgrounds? Skills? Experience? Gender? Age? Other? • The questionnaire; • The interview; • The wiki; • The blog; • Other.
Lisanne Wilken European Studies, Århus University Making teams: similarities and differences • Groups based on similarities (language, nationality, disciplinary background, gender, age, training); • Groups based on diversity (languages, nationalities, disciplinary backgrounds); • Groups that bridge different abilities (bridging language (in)abilities, bridging technical (in)abilities)
Lisanne Wilken European Studies, Århus University 7 minutes discussion • Define relevant criteria for making groups in your international classes?
Lisanne Wilken European Studies, Århus University Designing Teamwork Task • Consider teamwórk in relation to your own work Use statements on the right or define others. Relate to arguments made during the presentation. Discuss with your mates. • Make explicit goals: • What is the task(s) to be accomplished? • How are they relevant (e.g. in relation to exam? In gaining additional skills?) • What is the product? • Who is accountable for what? • How does it contribute to the general learning environment?
