Promising Practices for Teaching International Students

The PTO framework includes three domains corresponding to course delivery aspects: pedagogical, technological, and operational. These domains are defined with broad terms, so the framework may be tailored to different learning contexts. The three aspects of the framework are isolated to encourage careful analysis of each domain, but the domains should also be viewed as interactive and intersecting in complex relationships. We will explore the three domains in more detail later in this module. 

The domains of the PTO framework overlap, interfere, and interact with one another. 

What the Framework Is NOT

• A list of best practices applicable in various situations

What the Framework IS

• A flexible tool for educators to consider problems and solutions through a holistic approach

What the Framework Can Do

• Conceptualize issues educational institutions, program planners, and instructors face when delivering programs online to students
• Reveal the strengths and shortcomings of existing blended course offerings
• Provide a lens to analyze past practices
• Assist with planning the delivery of programs and courses to both international and domestic students
• Apply regardless of location (near or far), technological use (or lack thereof), or situations (pandemic or post-pandemic) 

Many educators recognize that economic, linguistic, cultural, psychological, and social factors influence student success. Unfortunately, this awareness is undermined by the popular ‘deficit’ mindset. Deficit thinking attempts to understand challenges by framing students and their backgrounds as lacking in cultural, academic, and moral resources required for success, ignoring systemic barriers to success that require systemic solutions (Smit, 2012).

This mindset attributes difficulties diverse students face to deficits in motivation, cognitive ability, or integrity, instead of recognizing external factors that impact students. Deficit thinking often characterizes students’ cultural backgrounds as ‘disadvantages’. Educators who adopt deficit thinking, which is not adequately challenged in most Western teacher-education programs (Mills & Keddie, 2012), are at risk for locating problems within the “minds, bodies, language, and culture” of students (Dudley-Marling, 2015). The results are problem-solving techniques that attempt to “fix” students by “correcting” cultural or innate characteristics that form a student’s identity. 

A “philosophy of abundance” challenges deficit thinking by presuming that all students are capable, cared for, and innately intelligent (Dudley-Marling, 2015). Students’ rich backgrounds are strengths that enhance learning communities and provide valuable perspectives. An abundance perspective focuses on expanding learning resources and opportunities instead of attempting to ‘fix’ students. 

Tips for Challenging Deficit Thinking:

• Instead of asking, “What is wrong with this student?” ask questions like “How has the school failed this student?”
• Instead of asking, “What should the student be doing differently?”, ask questions like “How can this student and I work as a team to help them succeed?” or “What does this student have to offer our classroom?”
• Establish HIGH EXPECTATIONS for ALL STUDENTS. When only high-achieving students have access to high-expectation curricula, other students lack opportunities based on assumptions about their capacity for learning. Tailor high-level learning to student needs and experiences.

Employability refers to graduates’ achievements and skills that increase their chances of future success and desirability for prospective employers (Yorke, 2004). There is a mismatch in the job market between graduates’ acquired skills and the skills required in the field. Furthermore, perceived level of employability after graduating influences students’ satisfaction with university institutions and experiences (Trullas et al., 2018). Therefore, educators should cultivate students’ employability through curriculum focused on general and career-specific employability skills. 

Teaching Philosophies for Nurturing Desirable Skills

• Perennialism: Encouraging students to question the authenticity of the information, offering personal insights, and asking questions to develop critical thinking skills
• Progressivism: Using a problem-solving method to find solutions to issues

Curriculum Designs to Nurture Desirable Skills

• Subject-centered: The focus is on the course or subject content. Examples would be Teaching the foundational concepts at the beginning of the course so students can build on this foundation or inviting a successful person in the field as a guest speaker.
• Learner–centered: Students’ interests, expression, and life experiences inform the curriculum. Encourages creativity and open-mindedness.
• Problem-centered: Introduce students to a problem that has real-world applications, and students explore meaningful solutions. 

Partners in Improving Employability

• Teachers: Implement effective philosophies, practices, and curriculum designs.
• Policy Makers and Administrators: Support field experience opportunities.
• Accreditation Agencies: Collaborate between post-secondary and industrial institutions and require curricula to include practical skills opportunities.
• Employers: Provide field experience and guest lectures.