Recruitment Webinar for

International Students
EDEN DRISCOLL
 What is
Transformative
Learning?
• Passive to active learning
• Student is central to learning experience
• Evaluate both what they know and how they know it
• How one knows = how one makes meaning
• Shift from information transfer to identity
development

“In the transformative educational paradigm, the purpose

of educational involvement is the evolution of
multidimensional identity, including but not limited to
cognitive, affective, behavioral, and spiritual
development” (Keeling, 2004, p. 9).
 Stakeholders
• Christie Carmack – Assistant Director
• Angie Veith – Immigration Advisor
• Krista Skien – International Admissions
• 7 International Student Responses (3 also
responded for parents)

1) What information did you want to know

when you were considering coming to WIU? /
What was the most important thing you were
looking for during your search for an American
university?

2) What information did your parents want to

know about WIU?
 Student Responses
1. Education
• Majors
• Courses
• Ph.d programs
• School’s academic rating
2. Quality of Professors
• Opportunities to do
research with them
3. On campus jobs
• Graduate Assistantships &
Teaching Assistantships
4. Residence Options
• On & off-campus options
• Living expenses
5. Tuition & Fees
6. Scholarships
7. Admission requirements
• Acceptable test scores(GRE,
IELTS/TOEFL)
• Average GPA of coming
students
8. Support/opportunities
for international students
9. Student Demographics
• Number of international
students at WIU
• Where other international
students are from
10. Macomb Information
• Geographic location
• Climate/Weather
• Food
• Transportation
• Shopping
• Crime Rate
 Learning Outcomes
Potential international students who participate in Western Illinois
University (WIU)’s Center for International Studies webinar will:

1) Describe their personal goals for studying at an institution of

higher education in the United States.
2) Explain what characteristics they would like their institution of
higher education in the United States to have.
3) Identify how attending WIU can help them achieve their goals.
4) List aspects of WIU that match characteristics of their ideal
institution of higher education in the United States.
A udience: Potential international students who
participate in Western Illinois University
Who (WIU)’s Center for International Studies
webinar will:

B ehavior: Describe their personal goals for studying

at an institution of higher education in the
Action United States.

C ondition:
In what context Cognitive How one knows
Intrapersonal Sense of self
D egree
To what extent Relationships
Interpersonal with others
Webinar Outline
Welcome and Introductions

Self-reflection of personal goals and what characteristics

they would like U.S. institution of higher education to have

Share reflections with group

Give presentation
- References to goals / characteristics throughout
- Taking questions and comprehension check throughout

Final questions

Reflection on how attending WIU can help achieve goals

and what aspects of WIU match ideal characteristics

Share reflections with group

Conclusion
 Kolb’s Learning Cycle
After Concrete Experience During
Conclusion Presentation
Listen to presentation

Active Reflective
Experimentation Observation

Share with group Think about information

Abstract
During Conceptualisation During
Sharing Reflection
Connect with goals and characteristics
Zull, 2002
 Learning Partnership
Goal setting and
Model
identification of
characteristics
=
Validation of students
as knowers

Referring to reflections
throughout presentation
=
Situating learning in
learner’s experience

Building from feedback

=
Mutually constructing
meaning

Baxter Magolda, 2004

Shaping the Environment
Challenge and Support
• Careful selection of words
• Continuously checking for comprehension

Encourage Intrinsic Motivation

• Goal setting

Draw on personal experience to empathize

• Create relaxed and supportive
environment

Encourage them to continue learning on own

• Distribute handout containing information
and additional resources
 Assessment
Formative Throughout
• Reflecting & Sharing at Beginning
• Asking Questions Throughout

Summative At The End

• Reflection & Sharing at Conclusion
References
Baxter Magolda, M.B. (2004). Learning partnerships model: A framework for promoting self-authorship.

In M.B. Baxter Magolda & P.M. King (Eds.), Learning partnerships: Theory and models of

practice to educate for self-authorship (pp. 37-62). Sterling, VA: Stylus Publishing.

Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, Mass: Harvard

University Press.

Keeling, R. (2004). Learning reconsidered. Washington, DC: American College Personnel Association &

National Association of Student Personnel Administrators. Retrieved from

https://www.naspa.org/images/uploads/main/Learning_Reconsidered_Report.pdf

Schoper, S. (2017) Assessing Your Outcomes. Personal Collection

Schoper, S. (2017) Learning Outcomes. Personal Collection

Schoper, S. (2017) Shaping the Environment. Personal Collection

Zull, J. E. (2002). The art of changing the brain. Sterling, VA: Stylus Publishing.
Questions?