Close
About
FAQ
Home
Collections
Login
USC Login
Register
0
Selected
Invert selection
Deselect all
Deselect all
Click here to refresh results
Click here to refresh results
USC
/
Digital Library
/
University of Southern California Dissertations and Theses
/
An online curriculum for mainland Chinese students studying in the United States
(USC Thesis Other)
An online curriculum for mainland Chinese students studying in the United States
PDF
Download
Share
Open document
Flip pages
Contact Us
Contact Us
Copy asset link
Request this asset
Transcript (if available)
Content
Running head: LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES
AN ONLINE CURRICULUM FOR MAINLAND CHINESE STUDENTS STUDYING IN THE
UNITED STATES
by
Jingjie Ginger Li
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2018
Copyright 2018 Jingjie Ginger Li
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES
Acknowledgements
I have always been fascinated by the nature versus nurture debate in psychology.
Reflecting on my own personal and professional growth, I am reminded of the blessings of
experience and adaptation throughout my time in America. My doctoral journey would not have
been complete without the endless support of my family, professors, colleagues and friends.
Effective learning is guided. I am truly grateful to Dr. Kenneth Yates, my dissertation
chair and professor, who has demonstrated in person how learning and motivation theories work
in a real educational setting. Your sharp insights have shed light on my curriculum design. To
Dr. Kimberly Hirabayashi and Dr. Rebecca Lundeen, my committee members: your valuable
feedback has been instrumental to my progress, which I truly appreciate. To Dr. Melissa Miller,
Dr. Irice Castro and Dr. Yun Kim, life is much sweeter with you. You have become my lifelong
friends and your company has made the lonely academic journey filled with joy. Warm thanks
also go to the professors at USC Rossier School of Education who have equipped me with
invaluable lessons. I especially want to thank Professor Robert Rueda and Professor Mary Helen
Immordino -Yang, whose research pulled me in and will sustain me throughout the rest of my
professional life. Your classes ignited my deep interest in cross-cultural learning, cognitive
science, emotions and neuroscience.
To my USC Price School family: I am deeply grateful to Professor Eric Heikkila, who
discovered me and always believed in me. Thank you so much for your advocacy, mentorship
and intellectual support. You have provided irreplaceable opportunities that allowed me to keep
striving for excellence. Your stewardship will never be forgotten. To Associate Deans Carol
Rush and Regina Nordahl: thank you so much for your constructive advice and generous
mentorship. You have always been on my side and have witnessed each milestone in my
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 2
academic and professional development. To Dean Jack Knott: it has been my great privilege to
work with you directly on several Price overseas missions. Thank you very much for being an
influential leader who has created an organizational culture that I value and cherish. Warm
thanks go to the staff and graduate assistants in my office, including Hongdou Debby Zhong,
Jiazhi Chris Wang, Somyung Ryu, Parama Ghosh Roy, Jugdip Sandhu, Andrea Avila and
Karolina Reyes. Thank you for being true collaborators and for carrying out the challenging
work together with me. To Professor Shui Yan Tang, Constance Rodgers, Allison Kay, Rosana
Martinez, Ashley Coelho, Marisol Rios and Dr. Benedict Dimapindan: thank you so much for
your help and thoughtfulness. To all mainland Chinese students in the United States: you have
inspired me to develop this curriculum. Thank you!
In the end, most importantly - my heart is filled with deepest gratitude to my precious
family. I feel extremely fortunate to have Baoyu Zhu and Lianghua Li as my dearest parents.
Thank you for raising me and having made the brave decision nine years ago, so that I could
pursue my dream in the United States. To my husband, Marcus Fong: thank you for your
unyielding support and encouragement that I should follow my heart. My future is where you are
and no one can replace your role in my heart. To our children, Roosevelt and Leonard: thank you
for accompanying me on this academic journey from the beginning to the end. Your arrival to
this world is timely and I aspire to become a loving mother as well as a creative educator who
can empower others. I am deeply indebted to my parents-in-law, Tina and Danny Fong. Words
cannot express my gratitude. Your dedication to our family has significantly contributed to our
well-being and Roosevelt’s cognitive and emotional development. Without you, I would not be
who I am. Let us all continue to do the work worth doing!
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 3
Table of Contents
Acknowledgements 1
List of Tables 6
Abstract 7
Chapter One: Introduction 8
Statement of the Problem 8
Environmental Problem of Practice 8
Program and Curriculum Overview 10
Evidence for the Problem of Practice 12
Importance of Solving the Problem of Practice 14
Instructional Needs Assessment 15
Curriculum Description and Purpose 16
Curriculum Goal, Outcomes and Capstone Assessment 17
Definition of Terms 19
Potential Designer Biases 20
Organization of the Design Blueprint 21
Chapter Two: Review of the Literature 22
The Curriculum 22
General Theoretical Approaches 22
Acculturation theory 22
Strategies of acculturation 23
Acculturative stress 23
Content 24
Academic learning 24
Goal setting 25
Goal orientation theory 25
Time management 26
Note-taking 26
Self-regulation 27
Social and emotional learning 28
Stress management 28
Mentoring 30
Empathy 31
Prior Attempts 32
Analysis of Prior Attempts 33
Approaches to the Curriculum Design 34
Theoretical Foundations to the Curriculum Design 34
Sociocultural theory 34
Sociocultural theory and English as Second Language 35
Zone of proximal development and scaffolding 35
Scaffolding 36
Feedback 36
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 4
Chapter Three: The Learners and Learning Context 38
Learner Profile 38
Ability 38
Cognitive characteristics 38
Physiological characteristics 39
Self-Efficacy 39
Affective characteristics 39
Social characteristics 41
Prior Knowledge 43
Specific prior knowledge 43
Description of the Learning Environment 43
Facilitator Characteristics 43
Available Equipment and Technology 44
Classroom Facilities and Learning Climate 45
Chapter Four: The Curriculum 46
Overall Curriculum Goals, Outcomes, and Summative Assessment 46
Curriculum Goal 46
Curriculum Outcomes 46
Summative Assessment 47
Cognitive Task Analysis (Information Processing Analysis) 48
General Instructional Methods Approach 49
Description of Specific Learning Activities 50
Overview of the Units 51
Delivery Media Selection 61
Key Considerations in Choosing Media 62
Conceptual authenticity 62
Synchronous feedback 62
Special sensory requirements 63
General Instructional Platform Selection 63
Specific Media Choices 64
Chapter Five: Implementation and Evaluation Plan 65
Implementation of the Course 65
Implementation of the Evaluation Plan 66
Curriculum Purpose, Need and Expectations 66
Evaluation Framework 67
Level 4: Results and Leading Indicators 68
Level 3: Behavior 69
Critical behaviors 69
Required drivers 71
Organizational support 72
Level 2: Learning 73
Learning goals 73
Components of learning evaluation 73
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 5
Level 1: Reaction 75
Evaluation Tools 76
Immediately following the program implementation 76
Delayed for a period after the program implementation 77
Conclusion to the Curriculum 77
References 78
Appendices 89
Appendix A: Unit Lesson Plans and Materials 89
Appendix B: Evaluations Instruments (Immediate and Delayed) 166
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 6
List of Tables
Table 1: Scope and Sequence Chart 61
Table 2: Instructional Media Options 63
Table 3: Delivery Costs for Media Options 64
Table 4: Indicators, Metrics, and Methods for External and Internal Outcomes 68
Table 5: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 70
Table 6: Required Drivers to Support Critical Behaviors 71
Table 7: Evaluation of the Components of Learning for the Program 74
Table 8: Components to Measure Reactions to the Program 76
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 7
Abstract
Many mainland Chinese students studying in the United States have experienced stress,
loneliness and even isolation due to the overwhelming academic requirements, prolonged
absence from home as well as the lack of social support. Although they have scored high on Test
of English as a Foreign Language (TOEFL) and/or Graduate Record Examinations (GRE) exams
and received offers from prestigious institutions, the transitional period has resulted in them
feeling disengaged in class, less confident in communication and local cultural immersion.
Causes of these challenges include, but are not limited to: language barriers, cultural shock,
different academic expectations, learning styles and ways of thinking. Concerns about academic
work, future job and life choices often lead to stress, depression, sleepless nights, weight and
energy loss, skin problems, anxiety and fatigue. Students who pursue their dreams in the United
States should have a meaningful and valuable experience. It is important to address the problems
and mitigate their concerns, because those challenges, if not addressed, directly affect students’
self-efficacy, personal growth, academics, future career success and most importantly, their
emotional development and well-being. This curriculum design describes an online course,
called Introduction to America (Intro2A), a component of My American Adventure Coach
(MAAC) program, which supports mainland Chinese students’ journey in the United States
academically, emotionally and socio-culturally.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 8
CHAPTER ONE: INTRODUCTION
Statement of the Problem
Environmental Problem of Practice
The number of international students with F-1 student visas studying in U.S. colleges for
bachelor’s, master’s degrees and English language training increased dramatically from 110,000
in 2001 to 524,000 in 2012 (Ruiz, 20014; Open Doors, Institute of International Education,
2012). China has remained the top country list sending students to the United States from 2008
to 2016. The number of mainland Chinese students enrolled in the U.S. higher education
institutions was 328,547 students in 2015/16, which increased by 8.1% compared with the
number in the 2014/15 academic year. In 2016, mainland Chinese students accounted for 31% of
the total international students enrolled in the U.S. higher education institutions (Institute of
International Education, 2016).
Motivations for mainland Chinese students studying abroad include seeking a native-
English-speaking environment, broadening horizons, obtaining advanced professional
knowledge and securing future careers (Wu, 2014). Wu’s (2014) study discovered a strong need
among mainland Chinese students to experience different cultures and lifestyles. When groups of
individuals from different cultural backgrounds come into continuous firsthand contact,
acculturation begins. Acculturation leads to changes in both or all groups with regards to social
structure for cultural groups and behavioral modifications for individuals (Redfield, Linton &
Herskovits, 1936; Berry, 2008). In attempts to achieve a balance between two cultures,
individuals may keep their distinctive cultural and behavioral characteristics, leading to
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 9
psychological distress. They may also disengage in intercultural contact or even result into
conflicts (Shen & Takeuchi, 2001; Berry, 2005).
Not all mainland Chinese students adapt themselves smoothly to American culture during
the acculturation process. Some of them find it difficult in sharing the beliefs, values, norms and
preference with mainstream groups in the United States, because America and China share
different cultural values. America is considered as an individualist culture that emphasizes
individual achievement, whereas China is a collectivist culture that values social relations
(Sawir, Marginson, Duemert Nyland & Ramia, 2008). When cultures with different values
interact, individuals of these cultural groups will apply various acculturation strategies such as
integration, assimilation, separation and marginalization (Berry, 2005). If a student employs
separation and marginalization strategies, it could mean less interaction with mainstream culture
or even withdrawal from the host culture (Berry, 2005). International students tend to isolate
themselves from mainstream culture and create a conational group as their support system at the
cost of intercultural contact (Pascarella & Terenzini, 1998).
The most common claimed academic stressors among international students include
linguistic barriers, academic challenges, interpersonal problems and student-advisor relationship
(Mori, 2000). Mainland Chinese students are no exception. Additionally, mainland Chinese
students have difficulty adjusting themselves to the American academic expectations, due to the
different teaching pedagogies between China and the United States (Yan & Berliner, 2011;
Wang & Mallinckrodt, 2006). American students are raised in an educational system that
promotes critical thinking and problem solving skills. American students are expected to be
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 10
equipped with skills for their own learning and time management, whereas Chinese students are
used to rote memorization and structured learning environment (Fouad, 1991).
Socially, Chinese students tend to interact with co-nationals as a result of lacking English
proficiency level and social skills, which significantly reduces their learning and language
acquisition opportunities from American peers. Emotionally, they may feel frustrated, stressful
and anxious. Some of them even experience psychological disturbance and social isolation (Yan
& Berliner, 2011; Zhang & Dixon, 2003).
Program and Curriculum Overview
My American Adventure Coach (MAAC) program offers a series of online courses that
support mainland Chinese students’ journey in the United States academically, emotionally and
socio-culturally. The program also creates an ecosystem where students develop critical thinking
and problem-solving skills that are not emphasized in Chinese educational systems. It prepares
students to meet American academic and social expectations. The curriculum offered by MAAC
incorporates a variety of evidence-based educational theories and offer practical strategies to
facilitate mainland Chinese students’ adaptation to U.S. learning, cultural and social
environment. One of the benefits of the MAAC program is that after learners finish the online
course, they will have direct access to their American Adventure Coach for six months. The
American Adventure Coach can guide and advise students on how to navigate out the stressful
moments, plan and execute the steps needed to get back on track and make informed decisions to
achieve goals ahead of their academic and professional journey. In addition, learners will have
the opportunity to meet other students in the MAAC online community to share their difficulties,
concerns and receive emotional and social support from each other.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 11
Learners may also receive exclusive opportunities in the form of field trips in the United
States designed by the MAAC program. Students participating in the MAAC program will be
distinguished by their ability to successfully navigate the new academic and cultural environment
that is characterized by complexity, diversity and change. Participants will also gain a better
understanding of American values, explore their cultural identity and reflect on how their own
values interact with American values.
To avoid overloading the learners, this curriculum design only focuses on an introductory
MAAC curriculum, named Introduction to America (Intro2A), designed for students who are
fresh to the American learning environment and are already proficient in English. It provides
approaches and strategies that are systematic yet not overly technical or theoretical. Introduction
to America is a useful online course that empowers learners to have a meaningful study
experience in the United States. Special emphasis is placed on practical exercises that will lead to
noticeable improvement of their academic and social adjustments. Learners acquire best
practices and immediately apply them in academic, social and cultural situations in the United
States. Students will gain a better understanding of themselves by building a portfolio that
records their self-reflections, obtain critical thinking skills by creating learning goals together
with their mentors, and execute those plans through knowledge application.
The eight topics of Intro to America include (1) learning goals, (2) time management, (3)
note-taking strategies, (4) self regulation for successful learning, (5) stress management, (6)
mentor network establishment, (7) empathy and emotion management, and (8) effective
communication. It is important to note that these strategies are supported by theoretical
principles. The MAAC program also offers online courses for each individual topic in depth.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 12
Due to the limitations of this curriculum design, those advanced online courses are not discussed
here. The Introduction to America program can also be modified to benefit advanced mainland
Chinese students or other international students who have been already in the United States.
Evidence for the Problem of Practice
There is a substantial need for a well-designed training program for Chinese mainland
students to acquire effective learning strategies, social emotional learning knowledge and
sociocultural awareness to adjust to life in the United States because of the following reasons.
Firstly, the growing number of students from diverse backgrounds in American post-
secondary education has been witnessed over an extended period of time (Pascarella &
Terenzini, 1998). Psychological problems due to the demands for cultural adjustments have
placed international students at greater risk and their unique concerns are overlooked (Mori,
2000). In the new global environment, not all universities are equipped with infrastructure to
effectively help international students (Hayes & Lin 1994; Poyrazli & Grahame, 2007). Fouad
(1991) has argued that degree programs in the United States designed for counseling
psychologists have failed to prepare students to effectively assist international students. Even
though some counseling psychologists are culturally minded, mainland Chinese students rarely
use the service, because seeking help from psychologists does not fit the norms in China
(Pedersen, 1991; Mori, 2000).
Secondly, the lack of English proficiency affects mainland Chinese students’
communication both in the classroom and outside the classroom. Although demonstrating the
proof of acceptable TOEFL scores is required for international students to apply for colleges in
the United States, international students still struggle with native speakers’ idioms and jargons.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 13
The difficulties in choosing the correct words to express their opinions affect the communication
and engagement between mainland Chinese students and native speakers. The constraints of
understanding the social and academic communication give off the appearance that they seem
less intelligent than their peers (Wedding, McCartney & Currey, 2009). Mainland Chinese
students find it difficult to integrate into native speakers’ social circles and conceive a lack of
respect from local students (Wedding et al., 2009; Sawir et al., 2008).
Thirdly, these students are highly unaccustomed to various components of the American
educational system, such as informal class discussions, the amount of oral presentations and
academic writing expectations, which contribute to mental exhaustion and burnout. The
cognitive overload occurs as a consequence of higher demand for the conscious effort in
processing new information and adjusting to the new academic environment (Mori, 2000).
Furthermore, international students have experienced loneliness and isolation due to the
prolonged absence from home as well as the lack of social support, especially for Chinese
students (Sawir et al., 2008; Xu, Farver, Zhang, Zeng, Yu & Cai, 2005). The Chinese value
system is influenced by Confucianism which emphasizes close relationships with others in the
ecological system, such as social support from family members and a broader network of friends,
classmates and the community (Xu et al., 2005). The sudden cultural environment change leads
to the feelings of loneliness because of the loss of contact with families and social networks
(Sawir et al., 2008).
In summary, the adjustment to the new academic, cultural and social environment has led
to the manifestations of a variety of psychological symptoms, such as impairment of immune
systems, stress induction, dysfunctions in pituitary-adrenal activities, loss of appetite, lack of
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 14
sleep, low energy levels, headaches and so on (Mori, 2000). The feelings of homesickness,
anxiety, depression, loneliness, isolation and the mood shifts can ultimately affect academic
success and quality of life.
Importance of Solving the Problem of Practice
Many prestigious universities in the United States have invested heavily in recruiting
students from mainland China to meet their global university agendas. However, they often lack
infrastructures and resources to support mainland Chinese students’ academic and emotional
growth (Chrystal, Gansemer-Topf, & Laanan, 2013). In addition, the majority of the currently
available services on the American campus also lack sufficient cultural relevance to many
international students who have experienced various academic, psychological and social
adjustment programs (Mori, 2000). It is indispensable to have a program in place to address the
urgent and special needs of mainland Chinese students, because those concerns are directly
associated with students’ academic achievement, future career success and emotional health. The
academic self-efficacy and stress, two social cognitive constructs, have direct associations with
academic performance and college success. Empirical findings suggest a strong negative
correlation between academic self-efficacy and perceived stress (Gigliotti and Huff, 1995;
Hackett Betz, Casas & Rocha-Singh 1992; Zajacova, Lynch & Espenshade, 2005). “High
academic self-efficacy successfully mediates the college demands and results in lower perceived
stress” (Zjacova et al., 2005, P. 681). Higher levels of self-efficacy and lower stress have a
positive relationship with better grades, persistence and college retention rates (Zajacova et al.,
2005).
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 15
The success of the mainland Chinese students not only benefits themselves, but also for
the hiring companies and American economy. Employers in the global marketplace expect job
candidates to be culturally minded, linguistically competent and fluent in both oral and written
English (NEA, 2015). High academic achievement, combined with low stress also lead to the
development of collaboration, teamwork and communication skills.
Furthermore, mainland Chinese students can facilitate the global connections between
China and metropolitan cities in the United States. Mainland Chinese companies and
entrepreneurs from Shanghai, Shenzhen and Beijing have invested tremendously in the United
States, establishing a technology industries’ linkage with Silicon Valley in northern California
and Silicon Beach in southern California. Knowing both cultures, mainland Chinese students in
the United States have become assets to both U.S. cities and their hometowns of origins (Ruiz,
2014).
International students also contribute to the U.S. metropolitan local economy, especially
those from mainland China. For example, international students on F-1 visas (student visas)
spent a total of $56.6 billion on tuition fees and $39.1 billion on living expenses from 2001 to
2012. Mainland Chinese students are major contributors, as Beijing, Shanghai and Nanjing were
among the top10 highest international student educational spending by global source city from
2008 to 2012 (Ruiz, 2014).
Instructional Needs Assessment
“Designers often conduct a needs assessment to find out whether instruction should be
designed. The purpose of a needs assessment is to determine that there actually is a need for new
instruction to be developed” (Smith & Ragan, 2005, p.43). Smith and Ragan (2005) proposed
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 16
three models to guide curriculum designers to conduct instructional needs assessment. They are
problem model, innovation model and discrepancy model. The problem model refers to a
problem identified by senior administrations in the educational institutions and other
organizations that need to be addressed in order to achieve organizational goals. The discrepancy
model implies instruction is offered related to the learning goals that have been identified. The
innovation model means new learning goals and content should be created to the curriculum to
accommodate the changes in organizational policies, the composition of the learner population
and educational training philosophy (Smith & Ragan, 2005).
Innovation model will be applied to the MAAC program, because of the changes in the
composition of the learner population and teaching pedagogies. For example, globalization
means that the increasing number of many mainland Chinese students enrolled in the colleges
and universities in the United States in the 21st century necessitate further assessments to
determine whether new goals need to be established to accommodate the changes in the cultural
climate of college campuses.
Curriculum Description and Purpose
This curriculum is designed as a foundational course for mainland Chinese students,
examining the dynamic nature of American academic expectations, teaching styles, cultural and
social environments. It is particularly designed for mainland Chinese students to acquire
knowledge and skills in learning strategies, emotional management and effective
communication. It is ideal for mainland Chinese students who aspire to pursue further education
in the United States and want to gain an early taste of the American educational experience. The
curriculum also suits those who are experiencing acculturative stress during their transitional
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 17
period in the United States and want to improve their situations academically, emotionally and
socioculturally.
Participants will gain a variety of perspectives and topics through a series of units.
Although this is an online course, learners will be offered opportunities to join live workshops,
participate in the online learning community and be involved in intellectual discourse in regards
to their real world experiences. To reinforce the learning applications, participants have
assignments to turn in and homework to complete, and receive a written evaluation and
certificate of completion at the end of the program.
Curriculum Goal, Outcomes and Capstone Assessment
This curriculum aims to help mainland Chinese students to succeed in their future
academic achievement and professional development in the United States. It consists of a total of
eight units that articulate the problems mainland Chinese students are facing and offer practical
strategies and solutions to those challenges. Training participants will gain an understanding of
theoretical principles and best practices that can be immediately applied in their academic, social
and cultural contexts in the United States. Eight covered topics include: (1) learning goals, (2)
time management, (3) note-taking strategies, (4) self - regulation for successful learning, (5)
stress management, (6) mentor network establishment, (7) effective communication, and (8)
empathy. Upon completion of the curriculum, learners will be able to:
● set SMART goals for their academic plans;
● master time management strategies and apply learned tools to their studies;
● apply Cornell and Mind-map note-taking strategies in an academic setting;
● apply self - regulation strategies to the academic life;
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 18
● execute their plans to maintain a healthy diet, exercise regularly and participate in
recreational activities to live a well-balanced social emotional life;
● find a mentor and maintain a good relationship with a mentor;
● improve their communication skills and learn how to tell a compelling and meaningful
story that connects others;
● develop empathetic skills when listening to others’ perspectives, communicating
smoothly with others and sharing feelings.
The curriculum will help mainland Chinese students increase their academic self-
efficacy, reduce their stress and improve their communication skills so that they can be ready for
a smooth transition in the United States.
To measure these outcomes, students will be required to create a working portfolio of
their learning development, which needs to be supported by self-selected evidence of their
growth. Distinguished from diaries or journals, the portfolio records a reflective process of
learners’ learning process (Donato & McCormick, 1994). The evidence can be a report and
creative writing on how students apply taught strategies and skills in their academic, social and
cultural settings. It also can be the assignments required by each unit. The portfolio gives
participants an opportunity to explore their personal narrative in academic and social-emotional
development, reflect on their own learning and visualize their future self. The self-reflective
approach is more effective than merely listening to instructors, because it allows students to
critically think, identify, and refine their learning strategies (Donato & McCormick, 1994). The
portfolio also places responsibility on learners’ autonomy of choosing their own content.
Through practice, students’ critical thinking skills will be developed from portfolio submissions.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 19
Definition of Terms
Various terminologies have been used throughout this curriculum design. For the purpose of
clarity, they are defined as follows:
Mainland Chinese students. Chinese citizens, excluding students from Hong Kong, Macau
and Taiwan.
Acculturation. “Those phenomena which result when groups of individuals having different
cultures come into continuous first-hand contact, with subsequent changes in the original culture
patterns of either or both groups” (Redfield, Linton, and Herskovits, 1936, p. 149). Or, “the dual
process of cultural and psychological change that takes place as a result of contact between two or
more cultural groups and their individual members” (Berry, 2005, p. 698).
Self-efficacy. Refers to personal perceptions of one’s competence and abilities to achieve
desired outcomes (Bandura, 1977, 1982, 1986). Academic self-efficacy refers to students’
belief/confidence in carrying out desired academic results.
Social-emotional learning. Social and emotional competence is the ability to understand self
and one’s relationship with others, manage self goal settings, solve daily problems and express the
social and emotional feelings during learning, forming relationships, and adapt to the complex
demands of growth and development (Elias & NetLibrary, 1997).
Mentoring. Moore and Amey (1988) define mentoring as “a form of professional
socialization whereby a more experienced (usually older) individual acts as a guide, role model,
teacher and patron of a less experienced (often younger) protégé. The aim of the relationship is the
further development and refinement of the protégé’s skills, abilities and understanding” (p.45). Kram
(1985) defines mentorship as “the relationship between a younger adult and an older, more
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 20
experienced adult who helps the younger individual learn to navigate the adult world and the world of
work” (p.2).
Sociocultural theory. This theory focuses on the influence of cultural factors on individual
development. Vygotsky is the influential figure of the sociocultural theory. He stresses that
individuals learn through interactions with others.
Scaffolding. Scaffolding refers to guidance and support provided by instructors to facilitate
learners to obtain complex knowledge and skills.
Potential Designer Biases
The author is currently employed at a private, tier one non-profit research institution in
the United States, administering graduate student study abroad programs, international training
programs and facilitating foreign institutional collaborations. In her capacity as an international
program manager, she also advises international students and helps them with acculturative
stress. Like other international students, the author has experienced cultural differences and
language barriers when she pursued her graduate studies in the United States. The curriculum
design reflects her own thinking, knowledge and experience that would be beneficial to other
mainland Chinese students.
Bias exists when researchers select the data that are aligned with existing theories, goals
and conceptual frameworks. Researchers bring their own worldviews and values to the study
(Maxwell, 2013). The potential designer bias in this curriculum exists because the author belongs
to the population the curriculum is tailored to. She was born and raised in mainland China and
completed her master's degree in the United States. She is currently proposing a doctoral degree
in education with a concentration in psychology. Being a member of the targeted group can limit
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 21
her research curiosities and prevent her from generating inquiries that could help her understand
intangibles.
Organization of the Design Blueprint
The design blueprint consists of five sections. Chapter One discusses the problem of
practice. Chapter Two consists of the theoretical approach used to inform the curriculum and
instructional design approaches applied to curriculum design. Chapter Three is the description of
the learners and the learning environment. Chapter Four outlines the curriculum itself, and
finally, Chapter Five includes an explanation of the implementation and evaluation of the
courses.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 22
CHAPTER TWO: REVIEW OF THE LITERATURE
The Curriculum
The literature review includes two major parts. The first part covers the conceptual
framework and theories that inform the statement of problem and the curriculum. Acculturation
theory explains the challenges discussed in Chapter One that mainland Chinese students are
facing. “When groups of different cultural backgrounds and their individual members engage
each other, a process of acculturation begins, leading to cultural and psychological changes in
both parties” (Berry, 2008, p. 328). Acculturation is a mutual process where different cultural
groups have first hand contact and can lead to changes in both or all groups (Berry, 2008). It lasts
as long as cultural difference exists between contact groups. Acculturative stress appears when
different cultural groups engage in an intercultural process and encounter a potential for conflict
and the need for negotiation (Berry, 2005).
The second part includes theories guiding the curriculum design.
General Theoretical Approaches
Acculturation theory. The concept of acculturation appears in both anthropology and
psychology. Redfield, Linton and Herskovits (1936) presented the first comprehensive definition
of acculturation in anthropology (Berry, 2008). In the Memorandum for the Study of
Acculturation, Redfield, Linton and Herskovits (1936) argued that “acculturation comprehends
those phenomena which result when groups of individuals having different cultures come into
continuous first-hand contact, with subsequent changes in the original cultural patterns of either
or both groups” (p.149). Theories of acculturation have evolved through years. Grave (1967)
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 23
introduced the concept of psychological acculturation. He described psychological acculturation
as psychological changes of individuals in a cultural group when experiencing acculturation.
Strategies of acculturation. It is important to point out that assimilation is distinguished
from acculturation. Acculturation is a broader aspect of the cultural change, whereas assimilation
is a phase of acculturation (Redfield, Linton & Herskovits, 1936; Berry, 2008). Disagreeing with
the two assumptions that (1) non-dominant groups will change more than mainstreams; and (2)
immigrants will eventually lose their distinctive cultural and behavioral characteristics, leading
to a homogeneous society where different groups share beliefs, values, preferences and social
structures, Berry (1980) coined acculturation strategies to describe the variations of how
individuals engage in the acculturation. He also proposed four types of acculturation (1)
integration, (2) assimilation, (3) separation and (4) marginalization. Variable cultural and
psychological outcomes arise due to acculturation. Among those four strategies, integration
requires more negotiations, which allows for least conflicts. Strategies of acculturation serve as
various indicators of mental health (Berry, 2005).
Acculturative stress. “Acculturative stress is a stress reaction in response to life events
that are rooted in the experience of acculturation” (Berry, 2005, p.708). During the acculturative
process, groups in contact adapt to each other’s cultures by learning others’ languages, norms,
values and practices (Berry, 2005). Individuals experience different levels of stress and
adaptations when pursuing different strategies. For example, individuals pursuing assimilation
and separation strategies experience intermediate levels of stress and adaptations. Individuals
pursuing integration experience less stress, whereas those adopting marginalization feel the most
stressful (Berry, 2005; Berry, 2008).
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 24
During the acculturative process, groups in contact adapt to each other’s cultures by
learning others’ languages, norms, values and practices. The acculturation brings changes in the
social structure for cultural groups and behavioral modifications for individuals within the
cultural group.
Content
Academic learning. Mainland Chinese students experience different learning approaches
and environment, compared to their peers in the United States (Bodycott, 2009; Chan, 1999; De
Lian & Higgins, 2007). For example, there is little emphasis on critical thinking or knowledge
transfer. The traditional Chinese teaching style lacks of student-oriented approaches and Chinese
students are not actively involved in classroom engagement. The college entrance exam tests
factual knowledge and theories rather than students’ capabilities of problem solving (Lewin &
Lu, 1990), which has a significant impact on the Chinese pedagogical approach (Chan, 1999;
Davey et al., 2007). The old-fashioned teaching and learning methods also diminish students’
passions in learning (Chan, 1999; Wu, 2014). In contrast, American students engage in problem
solving, exploration, collecting evidence and experimentation in their classroom. Pedagogies
taught in the United States emphasize on 21st century skills such as independent thinking or
critical thinking. For example, project-based learning adopted by some schools in the United
States is a student-driven and teacher-facilitated approach to learning. It cultivates independent
thinking, collaboration and communication skills. Students are given the opportunities to
discover their own passions, interests, self monitor their learning progress through daily goal
setting. Teachers guide and facilitate students learning as needed. At the end of the project,
students will evaluate their own learning (Bell, 2010).
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 25
The knowledge and skills gained from the traditional Chinese learning approach are not
compatible with Chinese students’ success in higher education institutions in the United States. It
raises critical issues about the importance of preparing mainland Chinese students to further their
education within the Western frameworks (Davey et al., 2007). Therefore, it is important for
mainland Chinese students to understand what the expectations are at the American Universities
and adjust their mindsets to a proactive American learning environment.
Goal setting. Goal setting refers to creating objectives that can be measured
quantitatively or qualitatively. Goal setting is considered an important motivational process,
because learners make commitments to attain the goal (Bandura, 1986 & 1997; Schunk &
Zimmerman, 2006). Locke and Laham’s (2002) goal setting theory include two important
aspects of goals: goal choice and goal commitment. Goal setting helps students learn to manage
their own time (Bell, 2010). Self-efficacy is closely related to goal setting. Self-efficacy refers to
individuals’ beliefs and conceptions of own and others’ capabilities of accomplishing a given
task (Bandura, 1993; Putney & Broughton, 2011). Individuals with higher self-efficacy set
higher goals (Schunk & Zimmerman, 2006). Bandura (1993) argues self-efficacy contributes to
motivation, because it helps individuals set goals and guides us to achieve the goal by assessing
how much efforts should be taken (Bandura, 1993). Self-efficacy is also an essential
motivational process that influences our task choices, effort, persistence, and achievement.
Students with high self-efficacy perform better, because they are more resilient and persevering
when facing difficulties (Bandura, 1993).
Goal orientation theory. In contrast to the goal-setting theory, goal orientation theory is
concerned with our purpose to attain our goals. Mastery goal orientation and performance goal
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 26
orientation are the two terms used to describe the goal orientation theory. Mastery goal
orientation focuses on learning process and mastering the task (Schunk, Meece & Pintrich,
2014), while performance goal orientation refers to demonstration of competence and abilities
judged relative to others (Schunk et al., 2014). Individuals with performance goal orientation
tend to lack of persistence, lower value for tasks, higher level of anxiety and reduction of efforts
when facing difficulties. Dweck (2006)’s growth-mindset concept describes individuals with
mastery goal orientation and she refers those with performance orientation as fixed mindsets.
Time management. Time management is an essential factor for achieving success in
academic and social life for college students. Freshmen and sophomores have higher stress than
juniors and seniors, because the former group faces higher anxiety and has yet developed coping
mechanisms to deal with high demanding academic assignments and tasks, or a strong social
network to alleviate stress (Misra & KcKean, 2000). Students who properly allocate and control
time maintain daily routines effectively, acquire good grades and achieve their goals (Qureshi,
Pathan & Khuwaja, 2016). Researchers suggest that it is important to offer time management
training to college students, especially newly admitted students, because good time management
behavior benefits academic productivity and stress reduction (Macan, Shahani, Dipboye &
Phillips, 1990; Misra & KcKean, 2000). Individuals who receive advice and execute time
management behaviors report better performance (Macan et al., 1990).
Note-taking. Longhand note-taking is more effective than laptop note-taking, as using
hands to take notes promote deep information processing. Students tend to transcribe lectures
word by word by using laptops, whereas those who take notes by hands rephrase the lecture
information in their own words, which promotes deep Information processing and learning
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 27
(Mueller & Oppenheimer, 2014). Note-taking serves as “an external memory function” (Fisher &
Harris, 1973, p. 324) for later retrieval and study. Taking quality notes and reviewing the notes
promote the most recall of information and data (Fisher & Harris, 1973). Donohoo (2010)’s
article described that students who applied Cornell note-taking strategy achieved higher scores
than those who hadn’t. Note-taking is one of the strategies that enhance student academic
achievement at all grades, because students deepen their understanding of targeted content by
identifying key words and condensing important information in their own words (Donohoo,
2010).
Self-regulation. Self-regulation originated from Bandura (1986)’s social cognitive theory
(Dinsmore, Alexander & Loughlin, 2008; Cohen 2012) and “the self-regulatory systems lie at the
very heart of causal processes. They not only mediate the effects of most external influences, but
provide the very basis for purposeful action” (Bandura, 1991, p. 248). Self-regulation focuses on
a reciprocal process among environment, person and behavior, which has a strong impact on
individuals’ thought, affect, motivation and action (Bandura, 1991). The act of self-regulation
involves cognitive process and behavior. Self-regulation occurs when interacting with others and
the environment (Dinsmore et al., 2008). Self-regulation is extremely valuable and important for
college students, because college students are required to master a significant amount of class
materials within a short period of time (Cohen, 2012). Learners with strong self-regulation are
good at setting goals, planning a course of action, applying appropriated strategies. They are able
to adjust their learning strategies by self-monitoring and self-evaluating their learning outcomes
(Zimmerman & Kitsantas, 2005). The increased research and study on self-regulation in
academic settings contribute to the appearance of the term self-regulated learning (Dinsmore et
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 28
al., 2008). Self-regulated learning is an essential skill for students to obtain, because it turns
passive learning behaviors into proactive actions. Self-regulated learning allows students to take
responsibility for their learning process, make meaning of their study and actively participate in
knowledge construct and retention (English & Kitsantas, 2013).
Social and emotional learning. Social and emotional learning (SEL) facilitates students’
development of positive attitudes, behaviors and cognitions to become knowledgeable,
responsible, caring and healthy adults. Social and emotional competence is the ability to
understand self and one’s relationship with others, manage self goal settings, solve daily
problems and express the social and emotional feelings during learning, forming relationships,
and adapt to the complex demands of growth and development (Elias, 1997).
Learning social and emotional skills are to address the increasingly complex situations
and challenges in today’s global environment, such as academics, social relationships and health.
Many studies have found close associations between social emotional variables with academic
performance and health. For example, Immordino ‐Yang and Damasio (2007) stressed the
critical role of emotion in education. Their study has provided the evidence of strong correlations
between cognitive and emotional functions in the process of learning. Elias (1997) argued that
when students are equipped with social emotional skills, their academic achievement improves,
their relationships with others strengthen and problem behaviors decrease.
Stress management. Stress levels are directly associated with academic difficulties,
emotional problems, social life among college students. Many studies have examined the
interrelationship among stress, physical activities, healthy diet, well-being, anxiety, academic
performance, time management and life satisfactions (Lowry, Galuska, Fulton, Wechsler, Kann
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 29
& Collins, 2000; Misra & McKean, 2000; Ross, Niebling & Heckert, 1999; Yan & Berliner,
2011).
A few studies have provided evidence for various strategies that have effective impacts
on stress management among college students. For example, evidence supports that meditation-
based stress management, one of the health promotion tools, reduces stress among college
undergraduates. Such programs should be promoted, because it will merit college populations
(Oman, Shapiro, Thoresen, Plante & Flinders, 2008). Written emotional disclosure is another
effective stress management technique that leads to academic performance improvement among
college students such as diver populations of primarily working-class families (Lumley &
Provenzano, 2003). Lumley and Provenzano (2003) have found that negative mood change
scores have decreased as the writing days continue and student GPAs have increased. The
writing contents can be life stress in general that occurs in the classroom, a recent social event or
activities of the day (Lumley & Provenzano, 2003).
In addition, stress management course and intervention do not have to be taught face to
face, given the fact that not every student seeks formal counseling service for stress management.
An online website, a research intervention called MyStudentBody-Stress, that includes stories of
student voices, stress management experts’ tips and advice, physical exercises’ effects on stress
reduction and stress management strategies has been evaluated to show an early effect and to be
beneficial for college students (Chiauzzi, Brevard, Thurn, Decembrele & Lord, 2008).
Mentoring. Literature attesting to the positive impacts mentors on the mentees with
respect to career development is not scarce. In Chao, Walz and Gardner (1992)’s study
measuring mentoring outcomes with respect to organizational socialization, satisfaction and
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 30
salary, researchers found the distinct differences in outcomes between individuals engaged in
mentorship and non-mentored individuals. Mentored individuals have higher job satisfaction and
received more compensation. Mentors contribute to mentees’ learning experience, self-esteem,
help mentees to discover their work identities (Levinson, Darrow, Klein, Levinson & McKee,
1978) and self-competence (Kram, 1985). Allen, Eby, Poteet, Lentz and Lima (2004) also found
a strong correlation between mentoring and job satisfaction, one of the subjective indicators of
career success.
Empirical articles also provide evidence and recommendations for fostering mentoring
relationships to promote individual academic success, emotional well-being and social support.
For example, Tinto and Pusser (2006)’s article has provided a critical review of the literature
pertaining to mentoring with an emphasis on links between mentoring and undergraduate
academic success. They found that mentoring promotes deep involvement in learning, a feeling
of acceptance and belonging, better understanding of the institutional culture. Mentoring also
provides significant social support that prevents individuals from stress, reduces the negative
effects of stress and increases individuals’ abilities of effective stress management (Tinto &
Pusser, 2006). The qualitative research on Latina/Latino students conducted by Zalaquet and
Lopez (2006) suggest that mentoring has a positive and influential impact on students when
pursuing academic success both in high school and college. Mentors, as role models and
motivational figures, provide constructive advice and moral support. Poyrazli and Grahame
(2007) recommended peer network programs can possibly meet the needs of international
students and promote their psychosocial and academic achievement. Pairing incoming
international students with both their home country seniors and American students maximizes
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 31
the effectiveness of strategies in overcoming the transitional barriers.
Empathy. When students realize that things can be viewed from many perspectives, they
are in the process of developing empathy, an emotional connection with others. Empathy is an
ability that individuals think from others’ perspectives and feel for others (Hatcher, Nadeau,
Walsh, Reynolds, Galea & Marz, 1994; Wilson, 2011; Zillmann, 1991). Individuals with
empathy have better interpersonal relationships, can better cope with stress and resolve conflict
(Kremer & Dietzen, 1991). Empathy can be taught, especially during the college year (Hatcher et
al., 1994). Engaging students in service learning will also contribute to their empathy, personal
and social development. Service learning is a pedagogy in which educators organize service
opportunities for students in the local communities where students offer direct service to
community partners. Through service, students create a close bond with the people being served,
such as in cases with foster youth; and gain a deep understanding of service recipients’ needs,
difficulties and challenges. Research suggests that students of service learning expressed more
empathy (Wilson, 2011). Broome (1991)’s study has shed light on empathy in intercultural
communication. Creating shared meanings among communicators is more important than
predicting other’s feeling and internal state accurately. As communicators from different cultural
backgrounds lack significant overlapping of interpretations and understandings, students who
want to develop empathy towards others develop a willingness to embrace differences, put
efforts to negotiate alternative meanings for ideas and explore creatively to build mutual
relationship with another person (Broome, 1991).
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 32
Prior Attempts
American higher education institutions offer English language courses and programs to
help international students improve their English proficiency. Language is considered one of the
profound barriers for international students to immerse themselves in the local culture (Hayes &
Lin, 1994; Poyrazli & Grahame, 2007). For example, University of Southern California (USC)
International Academy offers an intensive English program to facilitate foreign students’ English
reading, writing and speaking skills. Students receive opportunities to participate in
conversations with American students every week. With respect to academic competencies,
some universities offer preparatory programs to prepare international students for the rigors of
coursework in the United States. Summer programs, undergraduate and master preparatory
courses do exist. For example, universities such as USC, Stanford, Columbia, Cornell, George
Washington, and Brown all offer summer short-term programs to international high school
students. The Division of Continuing Education at University of California, Irvine offers a 9-12
month International Undergraduate Preparation Program (IUPP) to help international high school
students succeed when pursuing their bachelor’s degree in the United States. USC offers pre-
master’s programs to prepare students for GRE/GMAT tests and introduce academic content
relevant to students’ future fields of study.
In addition, the orientations for newly-admitted students designed by higher education
institutions help international students become familiar with services available on campus. For
example, USC’s newly-admitted student orientation is particularly designed for both
international undergraduate and graduate students over the course of three days. Topics such as
student life on campus, academic expectations, campus tours, campus and personal safety and
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 33
course registration are covered during the orientation.
A simple Google search with some key words such as “summer programs in the United
States” brings up nearly 364 million results within 0.76 seconds. Websites such as StudyUSA
and EducationUSA provide a wide range of educational sources for students who seek
information relevant to programs in the United States. The information is simultaneously
valuable and a data overload.
Analysis of prior attempts. Although there have been many programs to help
international students overcome challenges in the United States, those programs usually focus on
only a singular aspect of academic, social-emotional and sociocultural components. An
integrated program with academic, emotional and cultural aspects tailored specifically for
mainland Chinese students will meet the needs from the inevitably increasing number of Chinese
students arriving in the United States.
For example, the demand for increased cultural awareness of administrators and
instructors for programs to help international students is high. To accommodate the unique
characteristics and challenges of mainland Chinese students, college counselors are required to
be more culturally sensitive (Hayes & Lin, 1994).
The designer of the MAAC program was an international student from mainland China
who has been studying and working in a higher education institution in the United States for the
past nine years. She hopes to use her expertise, experience and knowledge to inspire learners and
connect with them intellectually and emotionally. The support system such as live small
workshops available at the MAAC program allows professional trainers to understand learners’
academic strengths and learning styles. Skills and knowledge learners obtain from the MAAC
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 34
program can proactively address their acculturative stress and actively engage in their academic
and social communities.
Approaches to the Curriculum Design
Theoretical Foundations to the Curriculum Design
Theories offer rationales and help curriculum designers demonstrate the constructive
reasons why certain decisions are made (Smith & Ragan, 2005). Smith and Ragan (2005) argue
that most instructional designers are pragmatists, who believe knowledge is both constructed and
acquired through experience by individuals. The content of this curriculum teaches learners
practical skills and knowledge on how to adapt themselves to a new cultural and learning
environment. Both the content and the curriculum design are supported by research findings and
are rooted in learning and sociocultural theories. The curriculum is learner-oriented and takes
learners’ cognitive process into consideration.
Sociocultural theory. Lev Vygostky, an influential Russian psychologist, is credited for
the development of sociocultural theory (Scott & Palincsar, 2013). Learning does not take place
in a vacuum. It occurs through interaction, negotiation and collaboration in a social, cultural and
contextual setting (de Guerrero & Villamil, 2000; Lantolf, 2000; Scott & Palincsar, 2013;
Vygostky, 1978). Social and cultural contexts shape individuals’ cognitive development and
promote higher mental capacities such as logical thinking, reasoning, problem solving, and
decision making (Donato & McCormick 1994; Lantolf, 2000). Higher forms of thinking and
acquisition of complex skills are influenced and shaped by social interactions with others (de
Guerrero & Villamil, 2000; Scott & Palincsar, 2013).
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 35
Sociocultural theory and English as Second Language. English as Second Language
(ESL) is a term that refers to the study of the English by non-native speakers in an English
speaking country (Johnson & Newport, 1989; Lantolf & Pavlenko, 1995). As English as Second
Language learners, mainland Chinese students relate with knowledge obtained from their own
culture and construct the meaning of the content they consume when interacting with peers,
teachers and professionals (Lantolf & Pavlenko, 1995).
The prevalent and common perception of the Chinese population is that they are shy,
hard working and do what they are asked. They tend to demonstrate their academic strength to
gain acceptance and respect among others (McKay & Wong, 1996). Current new mainland
Chinese students pursuing their dreams in the United States are exploring, negotiating and
establishing their new identities in a complex social and cultural context in the United States. As
learning is influenced by learners’ sociocultural environment, teachers with same cultural
backgrounds have a greater likelihood of having shared understandings (Rueda & Genzuk,
2007). Offering opportunities for learners participating in social interactions and culturally
organized activities play an essential role in learners’ psychological development (Rueda, 2006).
Zone of proximal development and scaffolding. Vygotsky (1978) proposed the concept
of Zone of Proximal Development (ZPD) and defined it as “the distance between the actual
developmental level as determined by independent problem solving and the level of potential
development as determined through problem solving under adult guidance, or in collaboration
with more capable peers” (p. 86). With appropriate assistance, or scaffolding from more
experienced and capable individuals, the novice can achieve higher level development or master
the task better than learning on their own (Harland, 2003; Scott & Palincsar, 2013).
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 36
Scaffolding. Scaffolding refers to guidance and support provided by instructors to
facilitate learners to obtain complex knowledge and skills (Harland, 2003; de Guerrero &
Villamil, 2000). Once students have mastered the task, the scaffolding can be removed and
students can complete the same task again without assistance. Scaffolding, used extensively in a
discovery-based learning process or peer collaborative activities, is a powerful learning tool that
help reduces the cognitive load of learners and allows students to learn in complex settings
(Hmelo-Silver, Duncan & Chinn, 2007). Instructors or advanced learners provide appropriate aid
to novices to close knowledge gaps and help learners to become self-confident and capable (de
Guerrero & Villamil, 2000; Ohta, 1995). Several studies have provided support for the use of
collaborative learning among pairs with different skill levels to promote learning. For example,
de Guerrero and Villamil’s (2000) study stresses the effectiveness of the peer collaboration on
English writing skills and has found that the novice can achieve higher level development with
support from an expert and more capable peers. Creative interaction in a positive learning
environment has been found when two ESL learners of different levels of proficiency are paired
together for collaborative learning (Ohta, 1995).
Feedback. To promote effective learning, learners of this curriculum will receive
corrective and effective feedbacks in a timely manner. Research suggests that clear objectives
and feedback have powerful influence on the development of learning outcomes (Mayer &
Alexander, 2016; Eberly Center for Teaching Excellence, 2015). Eberly Center for Teaching
Excellence (2015) has suggested that articulated learning objectives have a positive impact on
students' learning performance. Clear objectives help students acquire knowledge and skills,
differentiate knowledge types, promote transformative experience and construct metacognitive
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 37
skills. In addition, frequent and quality feedback allows students to reflect on their learning, set
and adjust goals to reach the expected outcomes (Mayer & Alexander, 2016). The MAAC
program’s professional trainers have lived in mainland China and speak learners’ first language.
They can engage with MAAC learners in a way that is culturally and linguistically accepted.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 38
CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT
Learner Profile
Ability
Introduction to America (Intro2A), the introductory curriculum of the MAAC program, is
designed for individuals between the ages of 18 and 25 and address both the learners’ cognitive
and physiological characteristics. Although learners are of similar age, they may be at a different
developmental stage in terms of their cognitive and physical characteristics. As an instructional
designer, it is important to know our target audience and take individual difference and
similarities into consideration when designing our instruction (Smith & Ragan, 2015).
Cognitive characteristics. Piaget (1890-1980) has argued that individuals go through
four stages of cognitive development over the lifespan. Intro2A learners have achieved the
formal operational stage, the fourth and final stage according to Piaget’s developmental theory.
Individuals at this stage have developed abstract thinking skills and can reason in more logic and
idealistic ways (Santrock, 2013). They can process information abstractly and mentally by asking
concrete supports (Smith & Ragan, 2005). They can explain their future aspirations and interests
within a specific domain. They might also develop images of ideal future career circumstances
and envision their academic and social lives in the United States. Participants are intellectually
curious about the world, considering how and why things are happening the way they are and are
able to develop and test hypotheses. They shall be both intrinsically and extrinsically motivated
and need to understand the purpose this training. They want to establish immediate and long-
term personal goals and want to assume individual responsibility for learning and progress
toward goals. Participants of the Intro2A class have proficient English skills, demonstrated by
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 39
the TOEFL test. They are also preparing or have taken tests for particular academic aptitudes or
standard academic measurements required by institutions in the United States such as the
Scholastic Aptitude Test (SAT) and Graduate Record Exam (GRE) (Smith & Ragan, 2005).
They are able to follow instructions and ask questions for clarification. They may come from
different regions in China, but with a common goal of furthering their education in the United
States and familiarizing themselves with American culture, values and beliefs in advance.
Physiological characteristics. Most learners are at an emerging stage of development,
which is referred to as the transition period from adolescence to adulthood that occurs between
approximately 18 to 25 years old (Santrock, 2013). Average young adults at this stage reach peak
physical performance and are actively exploring and experimenting with the world. They have
achieved fine motor skills and are physically independent. They are healthier and experience
fewer colds and respiratory problems than when they were children.
Self-Efficacy
Self-efficacy is defined as an individual’s belief and confidence in his or her own ability
to accomplish a given task (Bandura, 1977; Putney & Broughton, 2011). Students with high self-
efficacy perform better, because they are more resilient and persistent when facing difficulties
(Bandura, 1993). Learners with high self-efficacy are more likely to set goals, assess the amount
of effort required to complete the goal and readjust the goal if necessary (Bandura, 1993).
Affective characteristics. Learners have varied affective characteristics. For example:
many are intrinsically motivated to participate in the curriculum, as they are intellectually
curious and academically driven. They have a genuine interest in studying in the United States
and would be willing to participate in the course and are eager to engage with American culture.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 40
They can assume personal responsibility for the learning outcomes of their own study, with very
minimal guidance from instructors and parents. These learners have a clear goal of studying at a
prestigious university in the United States or envision a fruitful college life in the United States.
They also have a passion for learning, wish to enrich their knowledge in a specific domain, and
eager to engage in the program. Throughout the course they will immerse themselves in an
environment that forces them to consider strategies about self-regulation, time management,
college preparation, American values and cultures.
Some may feel indifferent, pressured, or even resistant about attending the course, as
studying in the United States may be their parents’ wishful thinking which is against a student’s
own will or they have other higher-level priorities. These learners’ motivation levels are
predicted to be low. Some learners, who may be currently enrolled in the American high schools
and are about to attend colleges have experienced anxiety and depression due to language
barriers, acculturative stress and low academic performance. Their anxiety levels may be high
because their self-efficacy is low and may not want to share their experience and thoughts with
participants or instructors in the training program. These learners would need more emotional
support and psychological guidance. Therefore, it is important to measure the learner’s self-
efficacy level and anxiety level as part of the pre-training survey. Learners will be asked to
evaluate their level of self-efficacy by filling out a Likert-scale survey before the training. They
will also be requested to fill out the Manifest Anxiety Scale (MAS) developed by Spielberger
(1972) to determine their level of anxiety trait. After the training program, learners will conduct
a post-training self-efficacy Likert-scale test to evaluate the learning outcomes to analyze pre-
post differences.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 41
Social characteristics. Intro2A learners have various perceptions and attitudes towards
their peers, instructors and parents. Peers serve as role models as well as a source of competence
and motivation (Schunk, Meece & Pintrich, 2014). Observations on peers’ performance will
influence learners’ perceptions about their own competence as well as their self-efficacy.
“Observing similar others succeed can raise observer's self-efficacy and motivate them to
perform the task; they believe that if others can succeed, they can as well” (Schunk et al., 2014,
p.35). For example, if a learner with test anxiety observes a similar peer positively engaging in
the training and applying learning strategies to overcome anxiety, he or she is more likely to
become an engaged and motivated learner. Similarly, if a learner’s peer expresses negative
attitudes towards training and finds it boring, the learner may adopt same attitudes. Research has
suggested that respectful and supportive peer relations assist with school transitions (Berndt &
Keefe, 1996), contribute to learners’ academic competence and intellectual development
(Anderman, 2002).
If learners feel a sense of ownership and accountability towards their own study in the
United States and college preparation, the training is more likely to yield positive results. If
learners do not see the value and benefits of pursuing their education in the United States or they
are forced by their parents to attend the training, they may not adopt a proactive learning attitude.
These students will need more assistance and emotional support at the beginning of the training
to help them understand the learning purpose. Mainland Chinese students see teachers as
authorities and tend to conform to norms (Xu et al., 2005). Instructors of Intro2A are experts in
educational fields, caring mentors and learning facilitators who will create a nurturing
environment for learners. Students will no longer passively receive information. Instead, they are
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 42
challenged to practice problem-solving skills, engage in higher-order or critical thinking and
reach their highest potential. Learners must trust their instructors and feel comfortable when
discussing academic subjects and social matters.
In addition, parental styles influence learners’ academic motivation and behavior.
Learners with authoritarian parents have little flexibility to conduct behavior as they wish, while
learners whose parents are authoritative will have more opportunities to be engaged in decision
makings, express their own feelings and needs and have a cozy relationship with their parents.
Although both authoritarian and authoritative parents set standards and limits for their children,
the difference is that authoritative parents tell the rationales behind the rules and create a
nurturing environment (Schunk et al., 2014).
Chinese parents play a significant role in the school success of their children (Chao,
1996) as they provide encouragement, support and access to resources when students study
abroad. Xu et al.’s (2005) study has shown that mainland Chinese mother parenting styles
include a mix of authoritarian and authoritative patterns - that is, stressing child obedience and
parental strictness while promoting parental acceptance and responsiveness. Xu et al. (2005)
argue that mainland Chinese mothers parenting styles are deeply associated with Chinese values
and have culture-specific meanings. In addition, parents’ beliefs and perceptions shape their
child’s values. Parents’ positive feelings or negative attitudes toward a training program can
potentially shape their child’s achievement performance (Pomerantz, Grolnick & Price, 2005).
As external driving forces can strengthen skill and knowledge applications (Kirkpatrick &
Kirkpatrick, 2016), Intro2A’s unique online learning community will allow Chinese parents to
join and serve as strong supporters for their children.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 43
Prior Knowledge
To complete the Intro2A course, learners must have general world knowledge and
specific prior knowledge before engaging with the material. Examining learners’ prior
knowledge is critical for ensuring that the content of Intro2A being taught is appropriate for the
audience. Failure to master certain prior knowledge means the learner will be unable to complete
the learning objectives.
Specific prior knowledge. Learners shall demonstrate academic ability and sufficient
level of maturity. For student learners, they must be proficient in English. They have already
taken or are going to take any of the standardized tests required by admissions offices of
American colleges and universities, such as TOEFL, SAT, GRE and Graduate Management
Admission Test (GMAT). It is important that learners complete a survey prior to participation in
the course. The survey will be an entry-level assessment to ensure each participant is ready for
the program. Students need to demonstrate their aptitude with standardized test results. In
addition, learners need to know how to use particular communications applications on mobile
devices and computers, as some of the courses will be delivered via user-friendly online learning
platforms.
Description of the Learning Environment
Facilitator Characteristics
The instructors of Intro2A know both cultural and educational systems in China as well
as the United States. They are experts in their fields and are intrinsically motivated to
disseminate their knowledge to learners. They may have prior study experience in the United
States or prior experience with teaching Chinese students. They have a strong interest in the
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 44
training program, value learners’ personal growth as much as their own. They are proactive,
responsible, collaborative, engaging and willing to listen to the learners’ needs. The can explore
learner’s interests and offer constructive advice accordingly.
As one of the objectives of the curriculum is to teach learners critical thinking skills, the
instructors must be critical thinkers themselves and need to understand what critical thinking is,
how to teach it and how to balance critical thinking instruction into their lesson contents (Mayer
& Alexander, 2016). Instructors will be required to attend training on how to teach learners
critical thinking skills prior to their teaching and have access to the shared teaching materials and
resources.
The instructors view their responsibilities as such: (a) delivering presentations on key
modules, (b) facilitating small group discussions by encouraging learners to ask questions and
become critical thinkers, (c) guiding learners to document their personal growth during the class
in order to complete the portfolio and set learning goals, and (d) increasing participants’ levels of
self-efficacy as they master the skills of self-regulation, time management, emotional control as
well as knowledge of American academic expectations and cultural difference between the U.S.
and China.
Available Equipment and Technology
The Intro2A will be carried out into two phases. The first phase is a pilot stage where all
the course modules will be delivered online. Participants join the online network and participate
in the lecture either through their computers or phones. The online format helps reduce the initial
training cost for both participants and training company. It also serves the purpose of promoting
the training modules. The second phase is to deliver the training modules in person both in China
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 45
and in the United States. Participants who will join the training in the first phase will offer rich
demographic data that can be used for choosing cities and locations for the off-line training
programs. The physical site for the off-line training program can accommodate 30 participants
for quality assurance. Multiple trainings will be held if the number of participants exceeds 30 and
courses become in demand.
Classroom Facilities and Learning Climate
The learning climate of Intro2A is that all students, instructors and staff are accepted and
supported. The main purpose of any MAAC online courses is to enhance learning. Instructors not
only possess comprehensive content knowledge, but also are willing to develop rapport with
their students and parents. The training program will be marketed in China and the United States
through multiple channels on social media platforms and physical locations.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 46
CHAPTER FOUR: THE CURRICULUM
Overall Curriculum Goal, Outcomes, and Summative Assessment
Curriculum Goal
The primary goal of Intro2A is to help mainland Chinese students succeed in their future
academic achievement and professional development in the United States. It consists of a total of
eight units that articulate the problems mainland Chinese students are facing and offer practical
strategies and solutions to those challenges. Course participants will gain an understanding of
theoretical principles and best practices that can be immediately applied in their academic, social
and cultural contexts in the United States. The curriculum will help mainland Chinese students
increase their academic self-efficacy, reduce their stress and improve their communication skills
so that they can be ready for a smooth transition in the United States.
Curriculum Outcomes
Students who have completed Intro2A online course will acquire practical learning
strategies to meet American academic expectations and enhance engagement in and outside the
classroom. Students will master skills to develop an effective and quality social support network
and enhance their potential for integrating themselves into American culture. The curriculum
will also help learners increase their self-efficacy, improve academic performance, and achieve a
well-balanced academic and social life.
Course participants will develop the confidence and strategic direction to thrive
academically, emotionally and culturally during their academic experience in the United States.
Upon completion of the curriculum, learners will be able to:
● set SMART goals for their academic plans.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 47
● master time management strategies and apply learned tools to their studies.
● apply Cornell and Mind-map note-taking strategies in academic setting.
● apply self-regulation strategies to the academic life.
● execute their plans to maintain a healthy diet, exercise regularly and participate in
recreational activities to live a well-balanced social emotional life.
● find a mentor and maintain a good relationship with a mentor.
● to improve their communication skills and learn how to tell a compelling and meaningful
story that connects with others.
● develop empathetic skills when listening to others’ perspectives, communicating
smoothly with others and sharing others’ feelings.
Summative Assessment
To measure these outcomes, each student is required to complete a portfolio that
documents their growth across the course. Donato and McCormick (1994)’s study on French
language acquisition illustrates the value of students generating portfolios. Donato and
McCormick (1994) discover that (1) students’ learning attitudes have changed from satisfying
teachers at the beginning of the class to focus on own learning growth. (2) students start using
evidence in the portfolio to document their purposeful social interaction with others and personal
growth. (3) students participate in classroom discussions frequently for reflection. The
systematic and structured act of documenting and thinking about learning and social performance
is an important mediator for developing critical thinking skills (Donato & McCormick, 1994).
The portfolio gives participants an opportunity to explore their personal narrative in
academic and social-emotional development, reflect on their own learning and visualize their
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 48
future self. When critically examination is encouraged, individuals can develop strategies use at
a personal meaningful level. The portfolio also places responsibility on learners’ autonomy in
choosing their own content and capture their deep learning perceptions. Students will receive
timely individualized feedback from the instructor throughout the duration of the course.
Cognitive Task Analysis (Information Processing Analysis)
Cognitive Task Analysis (CTA) is deeply rooted in constructivism. It is used to seek out
subject matter experts’ (SME) mental processes, explain how experts perform complex tasks,
their problem-solving strategies, and the determination of the cognitive skills and knowledge to
complete a particular task (Smith & Ragan, 2005). CTA describes and represents cognitive
elements underlying experts’ goal generation, decision-making and their judgments (Militello &
Hutton, 1998). The curriculum developer has reviewed literatures on programs and curriculum
designed to help international students in the United States. She also interviewed two mainland
Chinese students who recently graduated from a prestigious American institution to collect
anecdotal data. The results of the CTA interviews reflect the sequence and content of Intro2A.
● Objective: To help mainland Chinese students achieve academic and social
competence in the United States.
● Cue: As soon as students decide to pursue their education in the United States.
● Condition: Students have basic knowledge of American education and are able to
speak, listen, write and read English in complex and cognitively demanding situations.
Students can use social and academic English discourse to acquire and apply knowledge
in their study subjects.
● Standards: Ideally, learners shall complete the course prior to their arrival in the
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 49
United States and continue to practice the skills learned through the course to reinforce
the knowledge.
● Equipment: Worksheets, job aids and examples will be used to help learners to gain
knowledge and master skills to achieve the curriculum objective.
● Steps: The steps to meet the goals and expectations of Intro2A are represented in the
terminal learning objectives of each unit. However, learners have the flexibility to
complete each unit in their preferred order.
General Instructional Methods Approach
Smith and Ragan (2005) have provided a constructive instructional approach, which
guides the curriculum design for Intro2A. Generative and supplantive learning strategies will be
applied throughout introduction, body, conclusion and assessment - the four components of the
curriculum design. Generative learning refers to how learners proactively engage themselves in
learning such as setting learning goals, demonstrating interests and motivation, actively
retrieving relevant knowledge in the long-term memory and transferring knowledge into actions.
In contrast, supplantive learning heavily relies on instructors to provide scaffoldings for learners
to achieve meaningful and effective learning. For example, instructors will use evidence-based
strategies to trigger learners’ interests, capture their attention and stimulate their motivation.
Learners rely on instructors to provide summary and review of the lessons. The curriculum will
also incorporate Gagne’s (1972) nine events of instruction in delivering each unit and module to
promote effective learning and achieve outcomes. Gagne’s instructional steps are: (1) gaining
attention, (2) informing the learners of the objective, (3) stimulating recall of prerequisite
learning, (4) presenting stimulus materials, (5) providing learning guidance, (6) eliciting
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 50
performance, (7) providing feedback, (8) assessing performance, (9) enhancing retention and
transfer (Smith & Ragan, 2005).
Description of Specific Learning Activities
Learning activities in each unit and module of the curriculum are guided by principles for
determining optimal degree of instructional support summarized by Smith and Ragan (2005).
Supplantive strategies will be applied in the first four modules in Unit 1 (i.e., academic learning),
because mainland Chinese students may have experienced high levels of anxiety due to the new
learning environment and lack of prior knowledge with regards to new academic expectations
such as writing assignments and classroom engagement. Generative or student-oriented
instructional strategies will be gradually applied to Unit 2 (social emotional success) and Unit 3
(sociocultural success) to promote learners’ metacognitive skills or higher-order thinking skills,
because students will be required to create their own plans to achieve the module outcomes. Each
unit will include instructional purposes, which allow learners to retrieve relevant knowledge
stored in the long-term memory and make meaningful connections. Prior knowledge will also be
assessed to ensure learners have sufficient and accurate knowledge to promote their learning. In
the body of each module, students will be required to study examples, review job aids, generate
action plans and reflect on their own learning. Instructors will provide quality informative
feedback. Smith and Ragan (2005) argue that “the purpose of informative feedback is to give
learners the opportunity to consider information about the appropriateness of their responses
during practice” (p. 136). Modules relating to social emotional and sociocultural success will
give learners ample opportunities to apply new knowledge and skills to real-world situations as
part of their learning assessment.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 51
Overview of the Units
Unit 1. How to learn effectively
Module 1. How to set SMART learning goals
Module 2. How to manage your time
Module 3. How to take notes
Module 4. How to use self-regulation strategies for successful learning
Unit 2. How to manage your emotions
Module 1: How to cope with stress and live a well-balanced healthy life
Module 2: How to find and maintain a supportive relationship with a mentor
Unit 3. How to communicate effectively
Module 1: How to tell a compelling story
Module 2: How to develop empathy
Unit 1: How to learn effectively
Module 1. How to set SMART learning goals
Terminal learning objectives.
● Learners are able to set SMART goals for their study plans in the United States.
Prerequisite analysis (enabling learning objectives).
● Know the definitions of goal setting and SMART goals
● Know the relationship between goal setting and motivation
● Know setting goals can increase motivation and achievements
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 52
● Know the importance of taking ownership and responsibility of their learning by
setting SMART goals
● Be able to write a goal
Learning activities.
● Introduce the importance of goal setting
● After introductions and attention activities, assess prior knowledge of goal setting
and SMART goals
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples
● Provide opportunities for learners to self-assess their goal-setting
● Provide opportunities for learners to practice SMART goal setting
● Learners will transfer their knowledge into practice
Assessment.
● Learners will demonstrate goal setting strategies and set goals for their study
plans in the United States.
Unit 1: How to learn effectively
Module 2: How to manage your time
Terminal learning objectives.
● Learners will master time management strategies and apply learned tools to their
study
Prerequisite analysis (enabling objectives).
● Know what the time demands are for an assignment
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 53
● Know what time management is and whether learners are using any time
management tools
● Know what procrastination is
● Know the benefits of time management and risks of failing to manage your time
● Be able to create a schedule
Learning activities.
● After introductions and attention activities, assess prior knowledge of time
management
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples
● Model the procedure for managing time
● Provide practice and feedback for time management
● Provide opportunities to transfer knowledge to manage their time effectively
Assessment.
● Learners will demonstrate skills to analyze their daily activities and adjust their
tasks accordingly to maximize their productivities by completing a time
management sheet.
Unit 1. How to learn effectively
Module 3. How to take notes
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 54
Terminal learning objective.
● Given course readings, lectures and other content, learners will produce notes
using the Cornell or Mind-map technique.
Prerequisite analysis (enabling learning objectives).
● Know what Cornell and Mind-map note-taking strategies are
● Know what proper notes look like
● Be able to write a note on paper or electronically
Learning activities.
● Introduce the value of note taking and its strategies
● After introductions and attention activities, assess prior knowledge of note-taking
strategies
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples
● Demonstrate procedural knowledge of taking Cornell and Mind-mapping notes
● Provide opportunities for learners to self-assess their note-taking strategies
● Give learners opportunities to practice taking notes and identify the kind of note-
taking is best suited for them
● Provide feedback to learners
● Provide opportunities to transfer knowledge to note-taking strategies
Assessment.
● Learners will demonstrate note-taking strategies that facilitate their learning and
help them remember lecture content.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 55
Unit 1. How to learn effectively.
Module 4. How to use self regulation strategies for successful learning
Terminal learning objective.
● Learners are able to effectively use self-regulation to accomplish their tasks and
monitor the effectiveness of self-regulation strategies.
Prerequisite analysis (enabling learning objectives).
● Know the definitions of self-regulation and its association with learning
performance
● Know the importance of self-regulation
Learning activities.
● Introduce the importance of mastering self-regulation
● After introductions and attention activities, assess prior knowledge of self-
regulation
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples
● Demonstrate procedural knowledge of self-regulations
● Provide opportunities for learners to regulate different strategies and monitor the
effectiveness of the taught strategies
● Provide immediate feedback and opportunities for learners to self-assess their
self-regulation
● Provide opportunities that allow learners to transfer their knowledge into practice
Assessment.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 56
● Learners will demonstrate self-regulation strategies and their academic
performance has greatly improved.
Unit 2. How to manage your emotions
Module 1: How to cope with stress and live a well-balanced healthy life
Terminal learning objective.
● Given daily life of school, work and social activities, learners will create a plan
that maintains a healthy diet, exercise regularly and participate in recreational
activities to live a well-balanced and healthy life.
Prerequisite analysis (enabling learning objectives).
● Know what stress is
● Know what a well-balanced and healthy life is
● Know what a healthy diet consists of
● Know the relationship between health, diet and exercise
● Know what the plan is
● Be able to create a plan
Learning activities.
● After introductions and attention activities, assess prior knowledge of what stress,
diet and exercise are
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 57
● Model the procedure for generating their own diet plan
● Provide practice and feedback for generating their own diet plan
● Model the procedure for generating their own exercise plan
● Provide practice and feedback for generating their own exercise plan
● Model the procedure for generating a personal plan to deal with stress
● Provide practice and feedback for generating a personal plan to deal with stress
● Provide opportunities to transfer knowledge to tackle stress in life
Assessment.
● Learners will demonstrate what allows them to feel joyful, relaxed and refreshed.
Unit 2. How to manage your emotions
Module 2: How to find a mentor and maintain a good relationship with a mentor
Terminal learning objective.
● Given the need of a mentor, learners will create a plan to find a mentor and
maintain a good relationship with a mentor.
Prerequisite analysis (enabling learning objectives).
● Know what mentorship is
● Know why we need a mentor
● Know how to identify a suitable mentor
● Know how a mentor can be helpful in academic and career life
● Know where we can locate mentor resources in the United States
Learning activities.
● After introductions and attention activities, assess prior knowledge of mentorship
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 58
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples
● Provide opportunities for learners to generate their own example and non-
examples.
● Module the procedure for generating steps of finding a mentor and maintaining a
good relationship with the mentor
● Provide opportunities for generating steps of finding a mentor and maintaining a
good relationship with the mentor
● Provide opportunities to transfer knowledge to create their own plans and steps to
look for a mentor and strategies to maintain a good relationship
Assessment.
● Learners will find a mentor who matches their needs and who is willing to listen
and provide constructive advice to learners.
Unit 3. How to communicate effectively.
Module 1: How to tell a compelling story
Terminal learning objective.
● Given that effective communication is important in a new cultural environment,
learners will use communication strategies and storytelling framework taught in
this Unit to create a video of themselves presenting their stories that are
compelling, meaningful and connect with others.
Prerequisite analysis (enabling learning objectives).
● Know what effective communication is
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 59
● Know how to communicate effectively
● Know what storytelling is
● Know the value of storytelling
● Know the key elements of telling a compelling story
● Know compelling stories can facilitate communication
● Be able to tell a story
Learning activities.
● After introductions and attention activities, assess prior knowledge of what
compelling stories are and the value of compelling stories
● Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples
● Model the procedure for generating personal stories by using the templates that
will resonate with others and empower others to act
● Provide practice and constructive feedback for learners’ stories
● Provide opportunities to transfer knowledge to create their own personal stories
that resonate with others
Assessment.
● Learners will submit a video of themselves telling a compelling and meaningful
story.
Unit 3. How to communicate effectively
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 60
Module 2: How to develop empathy
Terminal learning objective.
● Given a situation that empathy is desired, learners will develop skills to listen to
others’ perspectives, communicate smoothly with others and share others’
feelings
Prerequisite analysis (enabling learning objectives).
● Know what empathy is
● Know the difference between empathy and sympathy
● Understand that empathy is a skill that can be acquired
● Know that being empathic can establish trust with others and lead to the
development of social and professional network
● Be able to employ active listening skills
Learning activities.
● After introductions and attention activities, assess prior knowledge of what
empathy is
● Teach any necessary prerequisite knowledge by providing definitions and
demonstrating examples and nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples
● Module the procedure for generating an empathic conversation with another
person
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 61
● Provide practice and feedback for conducting an empathic conversation with
another person
● Provide opportunities to transfer knowledge to develop empathy and
communicate smoothly with others.
Assessment.
● Learners will develop empathetic skills and find the conversations with others
joyful and meaningful.
Scope and Sequence Chart
Table 1
Scope and Sequence Chart
I = Introduction, R = Reinforce, M = Master, U1M1 = Unit 1 Module 1
Curriculum Outcomes
By the end of this curriculum,
learners should be able to:
U1
M 1
U1
M 2
U1
M 3
U1
M 4
U2
M1
U2
M2
U3
M1
U3
M2
1.Demonstrate skills for academic
success
I R R R R R M M
2. Demonstrate emotion
management skills
I R R R R R M M
3. Demonstrate social skills I R R R R R M M
Delivery Media Selection
Clark, Yates, Early, Moulton, Silber and Foshay (2010) argue that although media deliver
instructions, it does not have a direct impact on learning. Instead, instructional design and
instructional support have a significant influence on learning and motivation. Clark et al. (2010)
use an analogy of a food truck that delivers groceries to further explain the essence of their
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 62
assertion. Compared to the delivery method of the food, how food grows and how it is prepared
and consumed are more important, which directly influence the nutrition.
The selection of the media and instructional methods are different (Clark et al., 2010).
Clark et al. (2010) argue that the selection of instructional methods is related to the cognitive
process, which means we select a method depending on the cognitive load on working memory
caused by the instructional content, whereas the decision of instructional media is made after the
instructional content and instructional method have been selected.
Key Considerations In Choosing Media
“Conceptual authenticity”, “immediate feedback” or “synchronous feedback” and
“sensory requirements” (Clark et al., 2010, p. 288) determine the selection of instructional media
delivery platforms. Careful consideration of cost-benefit analysis of various media delivery
platform will lead to the appropriate decision for media selection.
Conceptual authenticity. Conceptual authenticity means whether the media system can
deliver the real-world learning experience for learners. The Intro2A curriculum is particularly
designed for mainland Chinese students’ needs.
Synchronous feedback. Synchronous feedback refers to immediate and constructive
feedback provided by a real expert after trainees perform complex tasks (Clark et al., 2010).
Research suggests that clear objectives and feedback have powerful influence on the
development of learning outcomes (Mayer & Alexander, 2016; Eberly Center for Teaching
Excellence, 2015). Frequent and quality feedback allows students to reflect on their learning and
set and adjust goals to reach the expected outcomes (Mayer & Alexander, 2016).
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 63
Special sensory requirements. Special sensory requirements indicate that some trainings
have special sensory needs including tasting, smelling, touching, visual and aural senses, such as
sports, cooking classes and firefighting training. These classes must be taught in person to
learners (Clark, Bewley, & O’Neil, 2006).
Table 2 below outlines Clark et al.’s (2009) media selection guidelines: authenticity,
immediate feedback, and special sensory to facilitate the media selection for Intro2A, the online
asynchronous introductory course of the MAAC program.
Table 2
Instructional Media Options
Key Factors for Media Selection Relation to Intro2A Curriculum
Conceptual authenticity - can the media
adequately depict the conditions required for
learners to apply new learning?
The Intro2A curriculum is particularly
designed for mainland Chinese students’
needs. The majority of the learners are not
situated in the United States. An online
asynchronous course is more accessible to the
targeted learners who can participate in the
course based on their own availability and
learning pace.
Immediate feedback - is there a need for
immediate corrective feedback?
Due the nature of an online course, immediate
feedback is not available when learners are
taking the course. However, feedback can be
accessed through the online community.
Learners will connect with other participants
and instructors in the MAAC program.
Special sensory requirements - does
instruction require sensory information
beyond visual and aural?
There are no sensory requirements.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 64
General Instructional Platform Selection
Both online and in person methods can be adopted to teach the content of Intro2A.
However, the reason why the Intro2A course is designed as an asynchronous online class is to
reach more mainland Chinese students who are located outside of the United States at a
relatively low cost. Offline workshops and field trips to the United States offered by the MAAC
program will be organized for students who have participated in Intro2A and are interested in
gaining a deeper understanding of each topic.
Specific Media Choices
Table 3 shows the alternative options for the delivery of the course and the accompanying
costs.
Table 3
Delivery Costs for Media Options
Live
Instructor
Onsite at
FDA
Synchronous
(Live) Instructor
on Online
Platform
Mix of Live
Instructor with
Computer-based
Tutorial on Online
Platform
Asynchronous
Computer-based
Tutorial on Online
Platform
Number &
location of
learners
20 (students
live in
California)
20 20 Limited only by
bandwidth and
server capacity
Total Costs
($-$$$$)
$$$ $$ $$ $
Thus, the most effective and efficient delivery system is online asynchronously.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 65
CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN
Implementation of the Course
Merriam Webster defines “implement” as “carry out, accomplish; especially: to give
practical effect to and ensure of actual fulfillment by concrete measures.” The implementation of
a course “involves successfully putting designs into use in the contexts for which they are
intended” (Smith & Ragan, 2005, p. 304). The implementation of this curriculum will adopt the
instructional design Integrated Model, which is to design the curriculum while implementing it at
the same time. The traditional course implementation approach is to disseminate it upon the
completion of design stage. In contrast, the benefits of the Integrated Model allow instructional
designers to effectively reduce the course design time, receive immediate feedback from users
that can be incorporated into the design stage for quality improvement. The adoption process for
the Intro2A, the online asynchronous curriculum, will follow six stages summarized by Smith
and Ragan (2005), which are (a) awareness; (b) interest; (c) evaluation; (d) trial; (e) adoption;
and (f) integration. Several strategies listed below are to help increase the awareness and
interests among potential learners.
1. Draft a concise and compelling marketing message that is used for promotional purposes.
2. Identify both Chinese and American educational companies, online learning platforms
and social media channels that have a large audience base. These organizations and
platforms include but are not limited to: YouTube, Google Play, Skillshare, Udemy,
CCtalk, JieMoDui ( 芥末堆), Youshu ( 有书), Ximalaya ( 喜马拉雅), TBEducation ( 外滩
教育) and Duobei Net ( 多贝网).
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 66
3. Start a personal blog and create a WeChat public account to write articles on course
related topics
4. Share professional knowledge and expertise in learning strategies, cultural adaptation in
the United States, goal setting, emotional management, effective communication and
stress-relief approaches.
5. Contribute to other blogs and popular WeChat public accounts.
With regard to course evaluation and trial stages, it is helpful to host a live webinar and
present a demo course on a small scale. For example, professional trainers could attend academic
and social events organized by International Student Service Offices, as well as Chinese Student
Associations affiliated with higher institutions in the United States to present a demonstration
course. To collect immediate feedback for training design and quality improvement, the designer
of the curriculum will create an evaluation form for the demo event. The evaluation form also
serves the purpose of collecting positive testimonials for effective marketing and putting
instructional designers into learners’ shoes. The success and preparation for the first four stages
will lay a solid foundation for the last two stages, which are adoption and integration. The stable
and increasing enrollment of the course and positive feedback from students will determine
whether the adoption and integration of the course are successful or not.
Implementation and Evaluation Plan
Curriculum Purpose, Need and Expectations
Many mainland Chinese students studying in the United States have experienced stress,
loneliness and even isolation due to the overwhelming academic requirements, prolonged
absence from home as well as the lack of social support in the United States. Although they have
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 67
acquired high TOEFL and/or GRE scores, received offers from prestigious institutions, the
transitional period has caused disengagement in class, low self-efficacy, lack of confidence in
communication and local cultural immersion. The Intro2A curriculum is designed as a
foundational course for mainland Chinese students to acquire knowledge and skills in learning
strategies, emotional management and effective communication. It also suits those who are
experiencing acculturative stress during their transitional period in the United States and want to
improve their situations academically, emotionally and socio-culturally.
Evaluation Framework
The Intro2A curriculum will adopt the New World Kirkpatrick Model as a framework for
the integrated implementation and evaluation plan. The foundation of The New World
Kirkpatrick Model is based on the Four Levels for training evaluation developed by Dr. Don
Kirkpatrick in the 1950s and has been improved by James and Wendy Kirkpatrick to meet new
challenges training programs are facing to improve implementation and evaluation efforts
(Kirkpatrick & Kirkpatrick, 2016). Kirkpatrick’s Four Levels consist of Level 1 Reaction, Level
2 Learning, Level 3 Behavior and Level 4 Results, respectively. The New World Kirkpatrick
Model suggests that instructional designers follow an upside-down or reverse approach to plan
the evaluation to ensure the quality and effectiveness of training programs. Evaluators should
plan the course and training evaluation starting with Level 4 Results and work backwards Levels
3 Behavior, Level 2 Learning and Level 1 Reaction. This purposeful action with a focus on
training results and outcomes has helped professionals successfully plan, implement and evaluate
the training program (Kirkpatrick, 2015). Kirkpatrick (2015) also argues that “when you start
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 68
training with a focus on the Level 4 Results you need to accomplish, efforts are automatically
focused on what is most important” (p.10).
Level 4: Results and Leading Indicators
Level 4: Results of a training program, which refers to “the degree to which targeted
outcomes occur as a result of the training and the support and accountability package”
(Kirkpatrick & Kirkpatrick, 2016, p. 60). A well-designed training program meets organizational
objectives and participant expectations. Training results can be measured by both internal and
external leading indicators, which help instructional designers track what is working during
training and make appropriate ongoing adjustments. Internal leading indicators are within an
organization, such as quality ratings, learner engagement and learner satisfaction. External
leading indicators refer to how external stakeholders respond to the training program such as
media, parents, brand recognition and increasing number of training participants from referrals.
Identifying leading indicators for the Intro2A is crucial and beneficial, because they help
instructional designers discover barriers to program success, implement proper interventions
during the program and keep the program on track. The leading indicators also provide crucial
data that connect the program performance and its highest-level of results. Table 4 indicates the
Intro2A curriculum’s leading indicators and their metrics and methods for external and internal
training outcomes.
Table 4
Indicators, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
Leading Indicators External Outcomes
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 69
Increased media attention Amount of press that has
covered the curriculum
Develop partnership with media
and educational press
Reduced number of
complaints from learners’
parents and increased
satisfaction and
acknowledgement from
parents
Parents’ satisfaction survey and
feedback; number of complaint
phone calls received from
parents
Create satisfaction survey for
parents to complete and collect
testimonials; track number of
complaint phone calls, emails,
text messages from parents
Increased brand
recognition
Surveys, website traffic, social
media that hashtag/mention
Intro2A
Develop branding surveys; track
and analyze website traffic and
social media that
hashtag/mention Intro2A
Increased referrals Number of referrals from
previous learners and their
parents
Compare annual number of
referrals
Leading Indicators Internal Outcomes
Increased training quality
ratings
Quality survey Compare annual quality surveys
Increased learner
engagement
The number of positive
testimonials and feedback
received from learners after the
program
Send out emails to learners and
collect testimonials and
feedback; analyze the data
Increased learner
satisfaction
Learner satisfaction survey Compare annual student
satisfaction survey
Increased completion of
the course
Percentage of completion of the
Intro2A course
Track the number of students
who have completed the
Intro2A course
Level 3: Behavior
Critical behaviors. Level 3 Behavior is considered the most crucial level in the New
World Kirkpatrick Model, because behaviors directly influence job performance that contribute
to the success of personal expectations and organizational goals (Kirkpatrick & Kirkpatrick,
2016). Level 3 is “a comprehensive, continuous performance monitoring and improvement
system” (Kirkpatrick & Kirkpatrick, 2016, p.59). It is important for organizational leaders,
training professionals and learners to understand the key behaviors or critical behaviors that lead
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 70
to the desired outcomes. More importantly, performing the critical behaviors and achieving
satisfactory results require a strong support system and resources from organizations or training
professionals. Without strong support systems, learners will continue to underachieve and fail to
deliver the desired outcomes and training investment will be in vain (Kirkpatrick & Kirkpatrick,
2016).
Critical behaviors are the results of translating the skills, knowledge and attitude learned
in the training program into real world study, job and personal settings. If Intro2A learners
demonstrate and continue to perform key behaviors identified in Table 5, we as training
professionals of the Intro2A curriculum, should receive expected feedback from our learners that
they have experienced a smooth and deliberate transition in the United States, which manifests
the success of the curriculum.
Table 5
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
Complete coursework on time
accurately and achieve high
academic standards
Assignment grades, GPA,
positive instructor
feedback
Self-report,
conversations with
instructors
Ongoing
Demonstrate positive indicators
of happiness and express feelings
of positivity and well-being
Number of times
completed from working
out and participating in
weekly exercises; Number
of times experiencing
stress in a week
Self-report Ongoing
Actively engaged in social
encounters
Number of times students
engage with others during
the day or week; the
length/duration of the
conversations
Self-report,
feedback from
peers, faculty and
staff
Ongoing
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 71
Required drivers. Required drivers, referring to “processes and systems that reinforce,
monitor, encourage, and reward performance of critical behaviors on the job”, have been added
to Level 3 in the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016, p.14),
because required drivers act as motivations that internally or externally reinforce knowledge and
skills obtained during training in a real setting. Clark and Estes (2008) comment that motivation
is generated from the interaction among people and arises from the environment where people
work. They also argue that experienced and intelligent individuals without motivations are not
equipped with quality of goal-orientation, persistence and passion at work. Kirkpatrick and
Kirkpatrick (2016) argue that organizations with support and accountability systems for acquired
skills and knowledge from the training program “can expect 85 percent application on the job”
(p.14). Different from other curriculums, the developer of the Intro2A curriculum understands
the importance of required drivers and will ensure the application of knowledge by providing
post-program support for its training participants. For example, a series of follow-up messages
including useful learning tips and links, mentoring programs, coaching opportunities and
learning communities will be provided to learners. A detailed list of methods of reinforcing,
encouraging, rewarding and monitoring approaches is listed in Table 6. Intro2A learners are also
encouraged to monitor their own critical behaviors for a successful learning journey in the
United States.
Table 6
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 72
Intro2A professionals send out a series of
follow-up messages that can be scheduled to
launch automatically via email or text
message (follow up modules)
Weekly 1, 2, 3, 4, 5, 6, 7, 8, 9
Learners conduct self-directed learning Ongoing 1, 2, 3, 4, 5, 6, 7, 8, 9
Intro2A professionals provide links to other
useful resources and invite learners to contact
training professionals with questions and
comments.
Ongoing 1, 2, 3, 4, 5, 6, 7, 8, 9
Intro2A professional provide story examples
for Intro2A learners (job aids)
Ongoing 8
Intro2A professionals create communities of
practice for Intro2A learners
Ongoing 1, 2, 3, 4, 5, 6, 7, 8, 9
Encouraging
Intro2A professionals provide tailored
coaching opportunities for Intro2A learners
Ongoing 1, 2, 3, 4, 5, 6, 7, 8, 9
Intro2A learners will receive assistance in
peer mentoring programs
Ongoing 1, 2, 3, 4, 5, 6, 7, 8, 9
Rewarding
Intro2A learners will receive recognitions
and awards when completing the critical
behaviors, such as features in news articles
on the training program webpage and
receiving complimentary training program
credits
Ongoing 1, 2, 3, 4, 5, 6, 7, 8, 9
Monitoring
Intro2A professionals conduct interviews
with Intro2A graduates
Ongoing 1, 2, 3, 4, 5, 6, 7, 8, 9
Intro2A learners conduct self-monitoring
process
Ongoing 1, 2, 3, 4, 5, 6, 7, 8, 9
Intro2A professionals touch bases and
conduct meetings with Intro2A graduates to
gauge their academic, social and cultural
progress
Monthly 1, 2, 3, 4, 5, 6, 7, 8, 9
Organizational support. Kirkpatrick and Kirkpatrick (2016) discuss that not every
learner will perform their critical behaviors without a nurturing and supportive organizational
environment, and many organizations may even object to offer the required drivers. Therefore, in
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 73
order to keep the training program on track, the training company needs to provide strong post-
program support and accountability system. For example, the training company collects full
contact information of participants at the beginning of the program, builds rapport and
establishes relationships with learners during the program, creates an open and transparent
communication channel with learners by sending out monthly reports and welcoming
discussions.
Level 2: Learning
Learning goals. The Intro2A curriculum helps learners cultivate critical thinking and
problem solving skills that are not emphasized in the Chinese educational systems. Students will
practice critical thinking skills by building a portfolio that records self-reflections and strategic
learning plans. In addition, students will learn the best practices from the eight topics of this
online course that can be immediately applied in their academic, social and cultural situations in
the United States. For example: students will master strategies of setting learning goals, time and
emotion management, self-regulation, establishing mentor network and effective
communication.
Components of learning evaluation. The Intro2A Lesson Plan in the Appendix has
provided detailed instructions on how knowledge and skills will be assessed and evaluated. Each
lesson has built in time for learners to practice skills and knowledge taught in the training. In
addition to evaluating knowledge and skills, the Kirkpatrick Model Level 2 Learning also
emphasizes on three other components, evaluating learners’ attitude, confidence and
commitment (Kirkpatrick & Kirkpatrick, 2016).
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 74
Although the Intro2A curriculum is an asynchronous online course, in order to make
learning meaningful and beneficial to learners, the instructional designer has allocated and
invested resources in the post-program support system, which includes encouraging post-
program discussions and offering constructive feedback, providing opportunities for practice and
questions and establishing an online learning community for learners. All methods illustrated in
Table 7 are to build learners confidence and commitment of learning in their academic, social
and cultural life and our training ultimate goal is to facilitate learning translation and application
in the real world setting.
Table 7
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Complete multiple choices to check acquired knowledge During the training
Complete the written assignments During and post-training
Submit pre and post tests Pre and post-training
Procedural Skills “I can do it right now.”
Complete scenarios in which procedural knowledge is
demonstrated in the solution
During the training
Demonstrate the procedural skills by completing module
assignments such as using mind-map or Cornell note-taking
strategies in class, creating a SMART goal, a time
management plan, etc.
During and post- training
Attitude “I believe this is worthwhile.”
Conduct group discussions in the learning community after
the training
Post-training
Complete training surveys regarding attitude During the training
Submit self assessments on attitude Post-training
Confidence “I think I can do it on the job.”
Conduct discussions in small groups, express concerns,
barriers, and share successful experiences. For example,
learners will describe a stress moment and share their
Post-training
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 75
strategies to cope with the situation.
Complete surveys using Likert scale about learners’
abilities and confidence
During training
Join mentorship program and receive additional coaching
opportunities, and check with peers
Post-training
Teach others what learners acquire from the Intro2A after
completing the course
Post-training
Commitment “I will do it on the job.”
Submit self-reports of the progress and learners will send
their assignments after the program. For example, learners
will report whether they succeeded in conducting
empathetic conversations with others.
Post-training
Create action plans of how to implement new skills During and post-training
Submit recorded presentations and videos demonstrating that
learners have applied communication strategies and can tell a
compelling story
Post-training
Level 1: Reaction
The New World Kirkpatrick Model defines Level 1 Reaction as “the degree to which
participants find the training favorable, engaging, and relevant to their jobs” (Kirkpatrick &
Kirkpatrick, 2016, p. 39). This is the level that most training programs use to evaluate the
success of their programs. Table 8 below has listed the methods the Intro2A will use to
determine participants’ reaction to the program. It is important to keep in mind that timing of the
evaluation affects both response rate and quality. For example, conducting an immediate
evaluation after the program will obtain a high response rate, yet, at a cost of the quality due to
the limited time. The delay of Level 1 measurement allows participants to test the acquired skills
and knowledge on the job, which may contribute to a different opinion of the program in both
positive and negative ways. Also, it may diminish learners’ positive emotions and feelings about
the charismatic instructors and high quality course content (Kirkpatrick & Kirkpatrick, 2016).
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 76
Table 8
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Track attendance records At beginning of the training
Learners ask meaningful questions Post-training
Learners complete practice scenarios and assignments During and post-training
Relevance
Check content relevance via survey During training
Anonymous survey During training or post-training
Customer Satisfaction
Anonymous survey During training or post-training
Evaluation Tools
Kirkpatrick and Kirkpatrick (2016) maintain that program evaluators need to either create
new evaluation tools or adapt existing tools to their program needs, because tools that have been
designed for one program may not be suitable for your program. Also, standardized evaluation
tools that work in all circumstances do not exist.
Immediately following the program implementation. Learners will be given an
evaluation form with a list of thoughtful questions that measure all categories and dimensions of
four Levels. The data collected from learners will help training designers to understand learners’
mastery of content, commitment and confidence to apply learned skills on the job, anticipated
knowledge application and training outcomes. Kirkpatrick and Kirkpatrick (2016) consider this
approach as blended evaluation approach. They reason that a blended evaluation approach makes
good use of training resources and avoids over-emphasis on Level 1. In addition, individual or
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 77
group interview is another evaluation instrument that can be used for deep data collection. This
approach is only recommended when resources are sufficient and time is not limited.
Delayed for a period after the program implementation. A delayed evaluation allows
training designers to understand how training graduates have applied acquired skills and
knowledge in a real setting, whether the environment they situate supports knowledge
applications, most importantly, what results learners have achieved (Kirkpatrick & Kirkpatrick,
2016).
Conclusion to the Curriculum Design
Coming to the United States can be a life-changing decision for many mainland Chinese
students. Stress, discomfort, setbacks from academic, social emotional and socio cultural aspects
are likely to be pervasive and intense. Intro2A, the introductory course of the MAAC program
will empower learners to master practical strategies and acquire knowledge to mitigate their
acculturative stress and the psychological impact of adaptation to a new culture. The influential
concepts taught in the curriculum will make a lifelong impact upon learners. The online
community where valuable experiences are shared will become a robust network for curriculum
participants as well as benefit their academic, emotional and socio cultural development.
Through practices, assessments and reflections, learners will discover their true selves, increase
self-efficacy and develop ways to adjust their behaviors accordingly. Ultimately, mainland
Chinese students will be empowered to become a better self and make a positive impact on the
community.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 78
References
Allen, T. D., Eby, L. T., Poteet, M. L., Lentz, E., & Lima, L. (2004). Career benefits associated
with mentoring for protégés: A meta-analysis. Journal of applied psychology, 89(1), 127.
Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal
of educational psychology, 94(4), 795.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.
Psychological Review, 84, 191-215.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and
Human Decision Processes, 50(2), 248-287.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning.
Educational Psychologist, 28, 117-148.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing
House, 83(2), 39-43.
Berndt, T. J., & Keefe, K. (1996). Friends' influence on school adjustment: A motivational
analysis.
Berry, J. W. (1980). Acculturation as varieties of adaptation. In A. Padilla (Ed.), Acculturation:
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 79
Theory, models and findings (pp. 9–25). Boulder: Westview.
Berry, J. W., Bouvy, A., Van de Vijver, R. R., Boski, P., & Schmitz, P. (1994). Acculturation
and psychological adaptation: An overview. In Book title: Journeys into cross-cultural
psychology Subtitle: Selected papers from the Eleventh International Conference of the
International Association for (p. 222).
Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International journal of
intercultural relations, 29(6), 697-712.
Berry, J. W. (2008). Globalisation and acculturation. International Journal of Intercultural
Relations, 32(4), 328-336.
Bodycott, P. (2009). Choosing a higher education study abroad destination: What mainland
Chinese parents and students rate as important. Journal of research in International
education, 8(3), 349-373.
Broome, B. J. (1991). Building shared meaning: Implications of a relational approach to empathy
for teaching intercultural communication. Communication education, 40(3), 235-249.
Chan, S. (1999). The Chinese learner: A question of style. Education & Training, 41, 294-304.
Chao, G. T., Walz, P., & Gardner, P. D. (1992). Formal and informal mentorships: A comparison
on mentoring functions and contrast with nonmentored counterparts. Personnel
psychology, 45(3), 619-636.
Chao, R. K. (1996). Chinese and European American mothers' beliefs about the role of parenting
in children's school success. Journal of Cross-Cultural Psychology, 27(4), 403-423.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 80
Chiauzzi, E., Brevard, J., Thurn, C., Decembrele, S., & Lord, S. (2008).
MyStudentBody–Stress: An online stress management intervention for college students.
Journal of Health Communication, 13(6), 555-572.
Clark, R. E., Bewley, W. L., & O’Neil, H. (2006). Heuristics for selecting distance or classroom
settings for courses. Web-based learning: Theory, research and practice, 133-142.
Clark, R.E., & Estes, F.(2008). Turning research into result: A guide to selecting the right
performance solutions. Atlanta, GA:CEP Press.
Clark, R. E., Yates, K., Early, S., Moulton, K., Silber, K. H., & Foshay, R. (2010). An analysis of
the failure of electronic media and discovery-based learning: Evidence for the
performance benefits of guided training methods. Handbook of training and improving
workplace performance, 1, 263-297.
Chrystal, L. L., Gansemer-Topf, A., & Laanan, F. S. (2013). Assessing students' transition from
community college to a four-year institution. Journal of Assessment and Institutional
Effectiveness, 3(1), 1-18.
Cohen, Marisa T. (2012). The importance of self-regulation for college student learning.(Essay).
College Student Journal, 46(4), 892.
Davey, G., De Lian, C., & Higgins, L. (2007). The university entrance examination system in
china. Journal of further and Higher Education, 31(4), 385-396.
doi:10.1080/03098770701625761
de Guerrero,M. C. M. & Villamil, O. S. (2000). Activating the ZPD: Mutual scaffolding in L2
peer revision. The Modern Language Journal, 84(1), 51-68. doi:10.1111/0026-
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 81
7902.00052
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on
metacognition, self-regulation, and self-regulated learning. Educational Psychology
Review, 20(4), 391-409.
Donato, R., & McCormick, D. (1994). A sociocultural perspective on language learning
strategies: The role of mediation. The Modern Language Journal, 78(4), 453-464.
Donohoo, Jenni. (2010). Learning how to learn: Cornell notes as an example. Journal of
Adolescent & Adult Literacy, 54(3), 224-227.
Eberly Center for Teaching Excellence. (2015). The Educational Value of Course-level Learning
Objectives/Outcomes. Retrieved from
https://www.cmu.edu/teaching/resources/Teaching/CourseDesign/Objectives/CourseLear
ningObjectivesValue.pdf
Elias, M. J. (1997). Promoting social and emotional learning: Guidelines for educators. Ascd.
English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in
problem-and project-based learning. Interdisciplinary journal of problem-based learning,
7(2), 6.
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard:
Advantages of longhand over laptop note taking. Psychological science, 25(6), 1159-
1168.
Fouad, N. A. (1991). Training counselors to counsel international students: Are we ready The
Counseling Psychologist, 19, 66–71.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 82
Graves, T. D. (1967). Psychological acculturation in a tri-ethnic community. Southwestern
journal of anthropology, 23(4), 337-350.
Hayes, R. L., & Lin, H. R. (1994). Coming to America: Developing social support systems for
international students. Journal of Multicultural counseling and Development, 22(1), 7-16.
Harland, T. (2003). Vygotsky's zone of proximal development and problem-based learning:
Linking a theoretical concept with practice through action research. Teaching in higher
education, 8(2), 263-272.
Hatcher, S. L., Nadeau, M. S., Walsh, L. K., Reynolds, M., Galea, J., & Marz, K. (1994). The
teaching of empathy for high school and college students: Testing Rogerian methods with
the Interpersonal Reactivity Index. Adolescence, 29(116), 961.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in
problem-based and inquiry learning: a response to Kirschner, Sweller, and. Educational
psychologist, 42(2), 99-107
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of
affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3-10.
doi:10.1111/j.1751-228X.2007.00004.x
Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The
influence of maturational state on the acquisition of English as a second language.
Cognitive psychology, 21(1), 60-99.
Kirkpatrick, J. (2015). An Introduction to the New World Kirkpatrick Model.
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 83
Association for Talent Development.
Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life.
Glenview, IL: Scott Foresman
Kremer, J. F., & Dietzen, L. L. (1991). Two approaches to teaching accurate empathy to
undergraduates: Teacher-intensive and self-directed. Journal of College Student
Development.
Lantolf, J. P. (Ed.). (2000). Sociocultural theory and second language learning. Oxford
University Press.
Lantolf, J. P., & Pavlenko, A. (1995). Sociocultural theory and second language acquisition.
Annual Review of Applied Linguistics, 15, 108-124.
Levinson, D. J., Darrow, D., Klein, E., Levinson, M., & McKee, B. (1978). Seasons of a
man's life. New York: Knopf.
Lewin, K., & Lu, W. (2012). 12 University entrance examinations in China: a quiet revolution.
Changing educational assessment: International perspectives and trends, 36, 153.
Locke, E.A., & Latham g. p. (2002). Building a practically useful theory of goal setting and task
motivation: A 35-year odyssey. American Psychologist, 57, 705-717.
Lowry, R., Galuska, D. A., Fulton, J. E., Wechsler, H., Kann, L., & Collins, J. L. (2000).
Physical activity, food choice, and weight management goals and practices among US
college students. American journal of preventive medicine, 18(1), 18-27.
Lumley, M. A., & Provenzano, K. M. (2003). Stress management through written emotional
disclosure improves academic performance among college students with physical
symptoms. Journal of Educational Psychology, 95(3), 641.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 84
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students' time
management: Correlations with academic performance and stress. Journal of educational
psychology, 82(4), 760.
Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3
rd
ed.). Los
Angeles: Sage Publications.
Mayer, R. E., & Alexander, P. A. (Eds). (2016). Handbook on Learning and Instruction. New
York, NY: Routledge
McKay, S. L., & Wong, S. L. C. (1996). Multiple discourses, multiple identities: Investment and
agency in second-language learning among Chinese adolescent immigrant students.
Harvard educational review, 66(3), 577-609.
Militello, L. G., & Hutton, R. J. (1998). Applied cognitive task analysis (ACTA): a practitioner's
toolkit for understanding cognitive task demands. Ergonomics, 41(11), 1618-1641.
Misra, R., & McKean, M. (2000). College students' academic stress and its relation to their
anxiety, time management, and leisure satisfaction. American Journal of Health Studies,
16(1), 41.
Moore, K. M., & Amey, M. J. (1988). Some faculty leaders are born women. In M. A. D.
Sagaria (Ed.), Empowering women: Leadership development strategies on campus. New
directions for student services: No. 44 (pp. 39-50). San Francisco: Jossey-Bass.
Mori, S. C. (2000). Addressing the mental health concerns of international students. Journal of
counseling & development, 78(2), 137-144.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 85
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard:
Advantages of longhand over laptop note taking. Psychological science, 25(6), 1159-
1168.
Ohta, A. S. (1995). Applying sociocultural theory to an analysis of learner discourse: Learner-
learner collaborative interaction in the zone of proximal development. Issues in applied
linguistics, 6(2), 93-121.
Oman, D., Shapiro, S. L., Thoresen, C. E., Plante, T. G., & Flinders, T. (2008). Meditation
lowers stress and supports forgiveness among college students: A randomized controlled
trial. Journal of American College Health, 56(5), 569-578.
Pomerantz, E. M., Grolnick, W. S., & Price, C. E. (2005). The role of parents in how children
approach achievement. Handbook of competence and motivation, 259-278.
Poyrazli, S., & Grahame, K. M. (2007). Barriers to adjustment: Needs of international students
within a semi-urban campus community. Journal of Instructional Psychology, 34(1), 28-
46.
Putney, L.G., Broughton, S.H. (2001). Developing collective classroom efficacy: The teacher's
role as community organizer. Journal of Teacher Education, 62, 93-105.
Putney, L. G., Broughton, S. H. (2011). Developing collective classroom efficacy: The teacher’s
role as community organizer. Journal of Teacher Education, 62, 93-105.
Qureshi, A., Pathan, S., & Khuwaja, P. (2016). An Investigation of the Impact of Time
Management on Personal Life and Study of Students. A Case Study of Institute of
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 86
Business Administration (IBA), University of Sindh. International Research Journal of
Arts and Humanities, 44(44), 163-168.
Redfield, R., Linton, R., & Herskovits, M. J. (1936). Memorandum for the study of
acculturation. American Anthropologist, 38(1), 149-152.
Rose-Redwood, C. R., & Rose-Redwood, R. S. (2013). Self-segregation or global mixing?:
Social interactions and the international student experience. Journal of College Student
Development, 54(4), 413-429.
Ross, S. E., Niebling, B. C., & Heckert, T. M. (1999). Sources of stress among college students.
Social psychology, 61(5), 841-846.
Rueda, R., & Genzuk, M. (2007). Socio-cultural scaffolding as a means toward academic self-
regulation: Paraeducators as cultural brokers. Focus on Exceptional Children, 40(3),
Rueda, R. (2006) Motivational and Cognitive Aspects of Culturally Accommodated Instruction:
The case of reading comprehension, in: D. M. McInerney, M. Dowson & S. V. Etten
(eds), Effective Schools: Vol. 6: Research on sociocultural influences on motivation and
learning (Greenwich, CT, Information Age Publishing), pp. 135–158.
Santrock, J. W. (2013) Lifespan development, 14th ed. New York: McGraw Hill
Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research,
and applications (4th ed.). Columbus. OH: Pearson. International Edition
Scott, S., & Palincsar, A. (2013). Sociocultural theory. Education. Com.
Smith, P. L., & Ragan, T. J. (2005). Instructional design. New York: Wiley.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 87
Tinto, V., & Pusser, B. (2006). Moving from theory to action: Building a model of institutional
action for student success. National Postsecondary Education Cooperative, 1-51.
Trice, A. G. (2004). Mixing it up: International graduate students' social interactions with
american students. Journal of College Student Development, 45(6), 671-687.
doi:10.1353/csd.2004.0074
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard university press.
Wang, C. D., & Mallinckrodt, B. (2006). Acculturation, attachment, and psychosocial adjustment
of Chinese/Taiwanese international students. Journal of Counseling Psychology,53(4),
422-433. doi:10.1037/0022-0167.53.4.422
Wedding, D., McCartney, J. L., & Currey, D. E. (2009). Lessons relevant to psychologists who
serve as mentors for international students. Professional Psychology: Research and
Practice, 40(2), 189.
Wilson, J. C. (2011). Service-learning and the development of empathy in US college students.
Education+ Training, 53(2/3), 207-217.
Wu, Q. (2014). Motivations and decision-making processes of mainland chinese students for
undertaking Master’s programs abroad. Journal of Studies in International Education,
18(5), 426-444. doi:10.1177/1028315313519823
Yan, K., & Berliner, D. C. (2011). An examination of individual level factors in stress and
coping processes: Perspectives of Chinese international students in the United States.
Journal of College Student Development, 52(5), 523-542.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 88
Zalaquett, C. P., & Lopez, A. D. (2006). Learning from the stories of successful undergraduate
Latina/Latino students: The importance of mentoring. Mentoring & Tutoring, 14(3), 337-
353.
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic
success in college. Research in higher education, 46(6), 677-706.
Zhang, N., & Dixon, D. N. (2003). Acculturation and attitudes of Asian international students
toward seeking psychological help. Journal of Multicultural Counseling and
Development, 31(3), 205-222.
Zillmann, D. (1991). Empathy: Affect from bearing witness to the emotions of others.
Responding to the screen: Reception and reaction processes, 135-167.
Zimmerman, B. J., & Kitsantas, A. (2005). The Hidden Dimension of Personal Competence:
Self-Regulated Learning and Practice.
Zimmerman, B., & Schunk, D. (2006). Competence and control beliefs: Distinguishing the
means and ends. Handbook of educational psychology, 349-367.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 89
Appendix A
Unit Lesson Plans and Materials
Overview of Units and Modules
Unit 1. How to learn effectively
Module 1. How to set learning goals
Module 2. How to manage your time
Module 3. How to take notes
Module 4. How to use self-regulation strategies for successful learning
Unit 2. How to manage your emotions
Module 1: How to cope with stress and live a balanced, healthy life
Module 2: How to find a mentor and maintain a supportive relationship with a mentor
Unit 3. How to communicate effectively
Module 1: How tell a compelling story
Module 2: How to develop empathy
Course Overview
Plan and Instructor’s Guide
Duration: 25 minutes
Lesson Materials
Presentation tools: online learning platform, PPT slides
Learner Characteristic Accommodations
Learners are mainland Chinese students who are motivated to pursue further education in the
United States. They possess limited ability/knowledge in regards to effective learning strategies
to maintain high academic performance. Also lack skills to cope with stress in a new cultural
environment, background to engage with local American communities.
Developer’s Notes
To informally assess training participants’ prior knowledge before start of program- provide
references that will provide context in relation to prior educational experience; Identify learning,
emotional and sociocultural strategies they know and are using. The program also needs to
provide opportunities for learners to pause and make personal notes.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 90
Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Introduction 5 Provide motivation by drawing
the learner’s attention to a pre-
recorded presentation that
narrates two stories of two
Chinese students: one student
has encountered the problems
and difficulties in the process
of adjusting to American
culture, such as lack of English
proficiency, cultural awareness
and poor academic
performance. The other student
has been equipped with
requisite skills s/he needs and
has been actively involved in
the social and academic life in
the United States.
Provide the overall purpose of
the course.
Learners will complete a brief
online self-assessment
questionnaire.
Narrator will
introduce the course
and play the pre-
recorded
presentation of two
student examples.
Ask the learners to
complete the online
self-assessment
questionnaire, which
also includes
learners’ personal
goal of what they
want to get out of
the course and how
they would
immediately apply
it.
Learners will
be active note-
takers and
complete
subsequent
questionnaire.
Course Goal 5 Introduce the course goal and
outcomes. The goal of the
course is to empower mainland
Chinese students, increase their
academic self-efficacy, reduce
stress and improve
communication skills by
gaining practical skills and
knowledge for their future
academic and professional
success.
Present the course
goal and outcomes.
Listen to the
narrator and
match the goal
and outcomes
to their
personal goals
and
application.
Pause the tape
and write
down their
personal
goals.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 91
Purpose for
the Course
5 Stimulate motivation by
describing the opportunity
being provided to the learner
and the risk that will be
avoided if the course is
mastered.
Benefits: The course will
introduce influential concepts
that will benefit learners’
academic, emotional and
socio-cultural development.
Learners should know what is
possible by learning how to set
SMART goals.
Risks: learners will continue
experiencing acculturative
stress stemming from
difficulty to adapt to pace of
life in their environment.
Present purpose of
the course and the
value in mastering
knowledge base
presented in the
course; encourage
the learners to
envision what
success looks like to
them when
observing real-life
success stories from
past program
participants shown
in pre-recorded
scenarios.
Ask learners to
answer questions
such as: “What is
the value for me in
this course” and
“Can I do it?” and
“Will I be able to
apply concepts to
real world
situations?”
Learners will
pause the
video and
write down
their answers
to the
questions.
Course
Overview
10 Show each of the units in the
course to provide a mental
model and assist the learners to
organize their learning. Show
that the sequence is “as
performed”.
Show overview of the course.
Activities to assist in the
completion of course goals,
which include:
● Presentations
● Self-assessments
● Portfolio
Present a brief
overview of each
unit and module.
Use a visual model
to display the
units/modules in the
course and how each
relates to achieving
a given course goal.
Describe the
reasoning for
designing the
units/modules.
Describe how the
Learners
follow
narrator and
write down
notes as they
relate to each
unit/module.
Identify their
personal goals
and reasons
for taking the
course.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 92
● Self-reflection
units are structured,
the overarching
design of the units,
and some of the
common
components and
activities that each
unit provides.
Total Time 25
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 93
Learning, Social Emotional and Sociocultural Strategies
Lesson Plan and Developer’s Guide
Unit 1: How to learn effectively
Module 1. How to set learning goals
Terminal learning objectives.
● Learners will be able to set SMART goals and benchmarks for their study plans in
the United States.
Prerequisite analysis (enabling learning objectives).
● Know the definitions of goal setting and SMART goals
● Know the relationship between goal setting and motivation
● Know that setting goals can increase motivation and achievements
● Know the importance of taking ownership and responsibility for their learning by
setting SMART goals
● Be able to write measurable goals
Learning activities.
● Introduce the importance of goal setting
● After introductions and attention activities, assess prior knowledge of goal setting
and SMART goals
● Explain pre-requisite knowledge by providing definitions and examples and
nonexamples
● Provide opportunities for learners to self-assess their goal-setting
● Provide opportunities for learners to practice SMART goal setting
● Learners will transfer their knowledge into practice
Assessment.
● Learners will demonstrate goal setting strategies and set goals for their study
plans in the United States.
Unit Duration: 40 minutes
Introduction: This is the first module in Unit 1 on how to set learning goals in a new
learning environment. Most international students who come to the United States have an
educational goal, whether it’s earning a degree or improving English proficiency. However,
adjusting to a new culture can distract students from focusing on their learning goals. It is
especially important to set learning goals and stay on track in the fast-paced American academic
schedule. Goal setting can guide foreign students so that they accomplish expected and
successful results in both their academic and personal lives.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 94
Learning Objective(s)
Terminal Objective: Learners will be able to set SMART goals and set goals for their study plans
in the United States.
Enabling Objective(s):
● Know the definitions of goal setting and SMART goals
● Know the relationship between goal setting and motivation
● Know setting goals can increase motivation and achievement
● Know the importance of taking ownership and responsibility for their learning by setting
SMART goals
● Be able to write a goal
Lesson Materials
● Access to network-connected computer for learning platform
● Goal setting articles
● Video: former students explaining how goal setting strategies helped them become
successful
● Presentation slides using pre-recorded lecture videos
Learner Characteristic Accommodations
The course will be administered online. The course will provide digital readings.
Developer’s Notes
This is an online asynchronous course. However, learners will be given a deadline to complete
the module and leave comments and questions on the learning platform or via emails during a
certain period of time. Instructors and teaching assistants will respond to the questions within the
time framework to facilitate learning. Please see the table below for specific Narrator
Action/Decision (Supplantive events of instruction).
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 95
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
5 Set the proper classroom
environment by playing
motivational media: TED
Talk video on Goal Setting
“Try Something New for 30
days” by Matt Cutts & Steve
Jobs’ Stanford Graduation
Commencement “How to
live before you die” or select
a video on Chinese famous
figures ie: Jack M, that suits
Chinese audience
Narrator pre-records
all audio such as
voice-over images in
PowerPoint slides.
Narrator connects the
TED talk video with
the learners on the
value in goal setting
and effective learning
strategies
Ask the learners to
write down their
learning goals for
what they want to get
out of the course and
how they would
immediately apply it.
Learner react
by
connecting
their personal
experience to
the video and
write down
their learning
goals for the
course and
how they can
immediately
apply it.
Learning
Objectives
1 Introduce the unit learning
objectives, goal and outcomes
via a pre-recorded voice-over
images in PowerPoint slides
Narrator paraphrases
the objectives via a
pre-recorded voice
over images in
PowerPoint slides.
Relate the guiding
question to the
learning objectives
and purpose of the
lessons.
Learners
review
objectives,
can follow up
in case of
need to
clarify steps
Reasons for
Learning
- Benefits
- Risks
1 Describe the benefits of
successfully completing the
unit and the risks that are
avoided
Benefits: being able to stay
focused on achieving learning
objectives, instead of being
distracted by new learning
Narrator states the
reasons for learning
the material and the
risk avoided. Key
points will be stated
aloud while others
will be bullet points
in the pre-recorded
voice over images in
Learners
review the
reasons for
learning.
Visual
symbols/icon
s illustrating
benefits and
risks will be
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 96
environments and culture.
Risks Avoided: Frustration,
helplessness, depression as a
result of feeling left out.
PowerPoint slides. used and will
reference
back to the
video played
in the
beginning of
the class.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Activate prior knowledge of
the meaning of what a goal is,
the value of goal setting.
“Constructivists believe that
prior knowledge impacts the
learning process”.
Narrator describes
prior knowledge
impact on the
learning process and
importance to the
construct of new
knowledge. Narrator
asks the learners
“whether they have
ever set goals when
learning.” and “if so,
what are their
strategies”. Multiple
choices will be given
for the second
question.
Learners
review and
respond to
the questions.
Learners may
pause the
video at any
time to take
notes,
describe their
learning
strategies.
Prerequisite
Knowledge
3 Teach concepts of:
● Goal setting
● SMART goals
● Motivation
By providing definitions and
examples and nonexamples.
Example: what is an academic
goal and what the motivation
is
Narrator provides
opportunities in an
interactive video
sequence for learners
to generate their own
examples and
nonexamples of the
academic goal and
motivation
Learners
listen and
provide
examples and
nonexamples
of the
academic
goal and
motivation
Learning
Guidance
- Lecture
- Demo.
15 When conducting lessons,
instructors shall follow the
ordered process to maximize
efficiency: present new
curriculum, allow learners to
Narrator describes the
definitions of goal
setting and SMART
goals, stresses the
value of setting goals
Learners
view the
presentation
and answer
the questions
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 97
digest, raise questions, and
reflect. Teaching assistants
provide immediate feedback.
Learners will be given a
certain period of time to view
the video and receive
immediate feedback from
course designers and teaching
assistants.
and by doing so,
motivation will be
increased.
Ask the learners if
they want to
adjust/modify goals
in writing after
feedback
as they
progress
through the
interactive
video.
Practice and
Feedback
5 Given materials, learners will
create their own SMART
goals and set their academic
goals
Narrator will
organize practice and
collect feedback
during the given
period of time.
Learners
practice and
engage in the
feedback
process
Authentic
Assessment
2
Learners will understand
learning goals, develop
SMART goals and assess goal
components
Narrator provides
assessment questions
to evaluate mastery of
criteria.
Learners will
respond to a
variety of
questions
related to
goal setting
scenarios.
Retention
and Transfer
1 Write down learners’ own
learning goals, plans to
transfer to their own academic
life
Narrator asks learners
to pause the video
and proceed to
required steps and
identify the terminal
and enabling
objectives, using the
handouts.
Learners
must self-
report/
provide
anecdotal
narrative
about the
application of
knowledge
and skills
developed
during the
lesson
Big Ideas
1 Review and ask students to
reflect: Review the “take-
away” from this unit and the
application of procedures.
Connect the importance of the
procedural knowledge to the
goals of the unit and course.
Ask learners to write
down their reflections
Learners
describe the
big-picture
ideas and
reflections
down in their
notebooks
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 98
Set learning goals that have
specific meaning and
implement them.
What is the big take-away
from setting learning goals
Advance
Organizer for
the Next Unit
1 Next module will cover time
management.
Total Time 40
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 99
Unit 1: How to learn effectively.
Module 1. How to set learning goals
Lesson Materials
Reading Sources
• Low Joy, and High Joy, List three months’ of what you are doing:
https://www.forbes.com/sites/sabinanawaz/2016/09/12/lead-with-joy-how-to-have-more-
impact-while-loving-what-you-do/2/#58166ee961ea
• Personal Goal Setting
https://www.mindtools.com/page6.html
• The Importance of Setting Goals as a Student
https://onlinelearningtips.com/2016/05/the-importance-of-setting-goals-as-a-student/
• SMART goals
https://www.mindtools.com/pages/article/smart-goals.htm
• The Essential Guide to write SMART goals
https://www.smartsheet.com/blog/essential-guide-writing-smart-goals
• Indispensable Importance of Setting Goals in College
http://www.fitnyc.edu/counseling-services/resources/goals/setting-goals.php
Video Sources
• Matt Cutts: Try something new for 30 days
https://www.ted.com/talks/matt_cutts_try_something_new_for_30_days
• Steve Jobs: How to live before you die
https://www.ted.com/talks/steve_jobs_how_to_live_before_you_die
Developer Sources
• Setting SMART goal activity
https://www.exploring.org/activity/setting-smart-goals-activity/
Lesson Contents and Scripts
• Introduction:
o Goal Setting is one of the most basic and essential skills someone can develop.
We touch on goal characteristics, time management, and what to do when
setbacks occur. This course will provide the knowledge and skills you need to
complete more tasks and get things done.
o At the end of the class, you will gain an understanding of these strategies:
§ Overcome procrastination
§ Manage time effectively
§ Accomplish important tasks
§ Self-motivate
§ Create SMART goals
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 100
• Play selected videos to provide context (See video sources for links)
• When it comes to learning, goal-setting is a priority. Everyday, we are making decisions,
such as what to eat for dinner, what to wear, where to travel. Have you ever set goals
when learning? If so, what are your strategies?
• The benefit of goal setting and the importance of goal setting in college
o v. College students tend to underestimate goal setting skills. Students who are
efficient at goal setting know their direction. They are high achievers and
motivated. With a clear goal in mind, students can perform beyond their potential
• SMART goal introduction
o Setting SMART goals can prepare you for the rigors of college study in the
United States.
• SMART goal introduction
• SMART goal practice
o Use the form below to practice setting a SMART goal
o Practice: envision something learners want to achieve and dream about. Be
specific. For example: something learners want to get done in the next week. Ask
learners to take a few minutes to write down some notes on a SMART goal that
can help learners accomplish that task.
o Questions to ask: Can you think of specific steps to complete a goal with SMART
elements in mind?
• Reflection
o Ask following questions:
§ What is the value of setting a goal?
§ Why do we need to set a SMART goal?
§ What are the challenges you have experienced in making a SMART goal?
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 101
S.M.A.R.T. Goals Template
Crafting S.M.A.R.T. Goals are designed to help you identify if what you want to achieve is
realistic and determine a deadline. When writing S.M.A.R.T. Goals, use concise language but
include relevant information. These are designed to help you succeed, so be positive when
answering the questions.
Initial Goal (Write the goal you have in mind):
______________________________________________________________________________
1. Specifics (What do you want to accomplish? Who needs to be included? When do you want to
do this? Why is this a goal?)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Measurable (How can you measure progress and know if you’ve successfully met your
goal?):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Achievable (Do you have the skills required to achieve the goal? If not, can you obtain them?
What is the motivation for this goal? Is the amount of effort required on par with what the goal
will accomplish?):
______________________________________________________________________________
______________________________________________________________________________
4. Relevant (Why am I setting this goal now? Is it aligned with overall objectives?):
______________________________________________________________________________
______________________________________________________________________________
5. Time-bound (What’s the deadline and is it realistic?):
______________________________________________________________________________
______________________________________________________________________________
S.M.A.R.T. Goal (Review what you have written, and craft a new goal statement based on what
the answers to the questions above have revealed):
______________________________________________________________________________
______________________________________________________________________________
(Source: https://www.smartsheet.com/blog/essential-guide-writing-smart-goals Note: the format
has been changed)
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 102
Learning, Social Emotional and Sociocultural Strategies
Lesson Plan and Developer’s Guide
Unit 1: How to learn effectively
Module 2. How to manage your time
Terminal learning objectives.
● Learners will master time management strategies and apply learned tools to their
studies.
Prerequisite analysis (enabling objectives).
● Know what the time demands are for an assignment.
● Know what time management is and whether learners are using any time
management tools
● Know what procrastination is
● Know the benefits of time management and risks of failing to manage your time
● Be able to create a schedule
Learning activities.
● After introductions and attention activities, assess prior knowledge of time
management
● Teach prerequisite knowledge by providing definitions and examples and
nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples
● Model the procedure for managing time
● Provide practice and feedback for time management
● Provide opportunities to transfer knowledge to manage their time effectively
Assessment.
● Given opportunities to talk about their time management implementation, learners
will apply time management tools taught in the class to practice.
Unit Duration: 40 minutes
Introduction: This is the second module in Unit 1. It teaches you how to manage your
time when studying in the United States. A clear goal can help guide you throughout your
experience in the United States and effective time management can help you stay on track and
achieve your goals efficiently. In this unit, you will learn time management strategies, that will
help you succeed at university and lead a less stressful life in the United States.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 103
Learning Objective(s)
● Learners will master time management strategies and apply learned tools to their study
Enabling Objective(s):
● Know what time management is and whether learners are using any time management
tools
● Know what procrastination is
● Know the benefits of time management and risks in failing to manage your time
Lesson Materials
● After introductions and attention activities, assess prior knowledge of time management
● Teach any prerequisite knowledge by providing definitions and examples and
nonexamples
● Provide opportunities for learners to generate their own examples and nonexamples
● Model the procedure for managing time
● Provide practice and feedback for time management
● Provide opportunities to transfer knowledge to manage their time effectively
Learner Characteristic Accommodations
Learners will take the course online. The course will provide digital readings.
Developer’s Notes
This is an online asynchronous course. However, learners will be given a deadline to complete
the module and leave comments and questions on the learning platform or via emails during a
certain period of time. Instructors and teaching assistants will respond to the questions within the
time framework to facilitate learning. See the table below for specific Narrator Action/Decision
(Supplantive events of instruction).
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
5 Gain attention by playing the
video “the importance of time
management” by Dr. Cal
Newport
Narrator pre-records
all audio such as
“voice-over” images
in PowerPoint slides.
Narrator connects the
video with the
learners on the value
of time management
Learners
listen, write
down their
takeaways,
learning goal
for the course
and how they
can
immediately
apply it.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 104
Ask the learners to
write down their
takeaways when
watching the video,
and what they want to
get out of the course
and how they would
immediately apply it.
Learning
Objectives
1 Introduce the unit learning
objectives, goal and outcomes
via a pre-recorded voice over
images in PowerPoint slides
Narrator paraphrases
the objectives via a
pre-recorded voice
over images in
PowerPoint slides.
Relate the guiding
questions to the
learning objectives
and purpose of the
lessons.
Learner
reviews
objectives
Reasons for
Learning
- Benefits
- Risks
1 Describe the benefits of
successfully completing the
unit and the risks that are
avoided
Benefits: good time
management skills can help
learners avoid procrastination
and stay focused on that
which makes us better
tomorrow. Other benefits
include: increased
productivity and efficiency,
potential for more
advancement opportunities
Risks Avoided: missed
deadlines, stress-induced
anxiety, poor work quality
Narrator states the
reasons for learning
the material and the
risk avoided. Key
points will be stated
aloud while others
will be bullet points
in the pre-recorded
voice-over images in
PowerPoint slides.
Learner
reviews
lessons.
Visual
symbols/icon
s illustrating
benefits and
risks will be
used and will
reference
back to the
initial Ted
Talk video.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
5 Activate prior knowledge of
the meaning of what time
management is, the value of
time management; what
procrastination is.
Narrator describes
prior knowledge
impact on the time
management and
importance to the
construct of new
Learners
watch the
video, listen
and respond
to the
questions.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 105
Strategies
(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
New knowledge:
● What are the time
management
strategies?
● Time management
timesheet
Activities:
● Play the TED talk
video:
on “how to multiply your
time”” by Rory Vaden” (play
7:00-10:00 min)
● Create a time
management sheet
knowledge. Narrator
plays the TED Talk
video; asks the
learners to write
down major
takeaways and ask
“whether they have
created to-do list or if
they have prioritized
their tasks.”
Learners may
pause the
video at any
time to take
notes, recall
their learning
strategies.
Prerequisite
Knowledge
3 Teach concepts of:
● Time management
● Procrastination
● Multiplier (individuals
can multiply their
time, which is to
spend time today that
helps create more time
for them tomorrow)
Providing definitions and
examples and nonexamples.
Reference time management
excel sheet template
Narrator provides
opportunities in an
interactive video
sequence for learners
to generate their own
examples and
nonexamples of their
to-do lists and time
management
strategies.
Learners
listen and
provide their
examples and
nonexamples
of their to-do
lists and time
management
strategies.
Learning
Guidance
- Lecture
- Demo.
15 Model/demonstrate the
procedure for managing time
(procedural knowledge and
give learners’ feedback)
When offering guidance,
instructors shall follow the
steps to maximize learning:
present new knowledge, allow
learners to digest, raise
questions, and reflect.
Teaching assistants provide
Narrator describes the
definitions of time
management,
procrastination,
multiplier while
stressing the new
concept that
individuals can
multiply their time by
creating a to-do list,
eliminating the task,
automating it or
Learners
view the
presentation
and answer
the questions
as they
progress
through the
interactive
video.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 106
immediate feedback. Learners
will be given a certain period
of time to complete the video
and receive immediate
feedback from course
designers and teaching
assistants.
delegating to
someone to help
achieve the task. Ask
learners to write
down their strategies
Practice and
Feedback
5 Given materials, learners will
create their own time
management strategies
Narrator organizes
practice and collects
feedback during the
given period of time.
Learners
practice and
engage in the
feedback
process.
Authentic
Assessment
2
Learners are able to develop
time management, track their
daily hours spent on each
task, analyze their daily
activities.
Narrator provides
assessment questions
to evaluate mastery of
criteria.
Learners will
respond to a
variety of
questions
related to
goal-setting
scenarios.
Retention
and Transfer
1 Write down learners’ own
learning goals
Narrator asks learners
to pause the video,
practice learning
techniques and
identify the terminal
and enabling
objectives, using the
handouts.
Learners
must self-
report/provid
e anecdotal
narrative
about the
application of
knowledge
and skills
developed
during the
lesson.
Big Ideas
1 Review and ask students to
reflect: Review the “take-
aways” from this unit and the
application of procedures.
Connect the importance of the
procedural knowledge to the
goals of the unit and course.
Setting learning goals
goals have specific meaning
and use.
What is your big take-away
Ask learners to record
lessons in notebooks
which will turn into
their personal
portfolio
Learners will
write down
their take-
aways for
this unit.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 107
from setting learning goals?
Advance
Organizer for
the Next Unit
1 Note-taking strategies, human
working memories and its
constraints will be covered in
the next module
Narrator asks learners
to complete the
assigned reading
articles before next
class.
Total Time 40
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 108
Unit 1: How to learn effectively.
Module 2. How to set learning goals
Lesson Materials
Reading Sources
• Top 12 time management tips
https://www.usnews.com/education/blogs/professors-guide/2009/10/14/top-12-time-
management-tips
• Time management skills for new college students
https://www.huffingtonpost.com/ross-a-rosenberg/time-management-tips-for-
_b_12435970.html
• How good is your time management?
https://www.mindtools.com/pages/article/newHTE_88.htm
• Learn to manage your time in College
https://www.usnews.com/education/blogs/the-college-experience/2011/10/05/learn-to-
manage-your-time-in-college
Academic Reading Materials (Optional)
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students' time
management: Correlations with academic performance and stress. Journal of educational
psychology, 82(4), 760.
Misra, R., & McKean, M. (2000). College students' academic stress and its relation to their
anxiety, time management, and leisure satisfaction. American Journal of Health Studies,
16(1), 41.
Qureshi, A., Pathan, S., & Khuwaja, P. (2016). An Investigation of the Impact of Time
Management on Personal Life and Study of Students. A Case Study of Institute of
Business Administration (IBA), University of Sindh. International Research Journal of
Arts and Humanities, 44(44), 163-168.
Video Sources
• Dr. Cal Newport: The Importance of Time Management
https://www.youtube.com/watch?v=RLJ-SCjfmeA
Lesson Contents and Scripts
• Introduction and the value of time:
o This is the second module in Unit 1. It teaches you how to manage your time
when studying in the United States. A clear goal can help guide you throughout
your experience in the United States and good time management can help you
stay on track and achieve your goals efficiently. In this unit, you will learn time
management strategies, which will help you succeed in college and lead to a less
stressful life in the United States.
o Time is very limited. Each individual has the same 24 hours per day. Why do
some people achieve more than others with the same amount of time? Good time
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 109
management skills matter. Keep this in mind: being busy isn’t the same as being
effective.
o We can actually multiply our time. Here is the video I would like you to watch.
After viewing it, please write down the key takeaways.
• Play the video “The importance of time management” by Dr. Cal Newport
o To become a multiplier (not linear): we can multiply our time, which is to spend
time today that creates more time for us tomorrow.
o Let’s reflect on what we have done, find a way to discover and develop a pattern.
o When you do one thing, always consider urgency, importance and significance
• Time management strategies
o List and prioritize your to-do list
§ Complete important and urgent tasks
§ Prioritize what matters the most
o Keep a log
§ Be efficient and remove distractions
o Eliminate some tasks
§ Learn to say NO to some tasks because you cannot complete everything
o Automate the task
o Delegate the task
§ Teach someone to do the job
§ Reach out for help
o Avoid procrastination: we wait to do things and only approach tasks when
absolutely necessary or forced to.
o Achieve a healthy balance
• Ask learners to practice logging their tasks and time spent on a daily basis
• Time management spreadsheet template
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 110
Learning, Social Emotional and Sociocultural Strategies
Lesson Plan and Developer’s Guide
Unit 1: How to learn effectively
Module 3. How to take notes
Terminal learning objective.
● Given course readings, lectures and other content, learners will produce notes
using the Cornell or Mind-map techniques.
Prerequisite analysis (enabling learning objectives).
● Know what Cornell and Mind-map note-taking strategies are
● Know what a note is
● Be able to write a note on paper or electronically
Learning activities.
● Introduce the value of note-taking and its strategies
● After introductions and attention activities, assess prior knowledge of note-taking
strategies
● Teach any prerequisite knowledge by providing definitions and examples and
nonexamples
● Demonstrate procedural knowledge of taking Cornell and Mind-mapping notes
● Provide opportunities for learners to self-assess their note-taking strategies
● Give learners opportunities to practice taking notes and identify the kind of note-
taking that is best suited for them
● Provide feedback to learners
● Provide opportunities to transfer knowledge to use note-taking strategies
Assessment.
● Learners will demonstrate note-taking strategies that facilitate their learning and
help them remember lecture content.
Unit Duration: 40 minutes
Introduction: This is the third module in Unit 1. We take notes each day. However, have
you ever stopped and reflected, “is my note taking strategy effective?” or “is there another one
that can make my learning more effective?” Note-taking is a cognitive process that requires
learners to comprehend information and select key points in a short of period of time.
Researchers show that taking notes and reviewing them afterwards can produce the most recall.
Researchers also find that taking notes by hand is more effective than using computers. In this
module, you will study the working memory constraints, note-taking functions and strategies
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 111
used most frequently in the United States. An effective note-taking strategy can help learners to
be more productive and effective.
Learning Objective(s)
● Given course readings, lectures and other content, learners will produce notes using
the Cornell or Mind-map technique.
Enabling Objective(s):
● Identify Cornell note-taking, mind mapping and other note-taking strategies
● Know what a note is
● Be able to write a note on paper or electronically
Lesson Materials
● Articles and reading assignments before the module begins
Learner Characteristic Accommodations
Learners will take the course online. Reading materials will be given prior to the course.
Developer’s Notes
This is an online asynchronous course. However, learners will be given a deadline to
complete the module and leave comments and questions on the learning platform or via
emails during a certain period of time. Instructors and teaching assistants will respond to the
questions within the time framework to facilitate learning. See the table below for specific
Narrator Action/Decision (Supplantive events of instruction).
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 112
Gain
Attention
5 Gain attention by
playing a video on the
functions of note-taking
Narrator pre-records
all audio such as
“voice-over” images
in PowerPoint slides.
Narrator connects the
video with the learners
on the value of note-
taking
Ask the learners to
write down their
takeaways when
watching the video
and establish what
they want to get out of
the course and how
they would
immediately apply it.
Learners review
content, record
their takeaways,
learning goals
for the course
and how they
can
immediately
apply lessons.
Learning
Objectives
1 Introduce the module
learning objectives,
goal and outcomes via a
pre-recorded voice over
images in PowerPoint
slides
Narrator paraphrases
the objectives via a
pre-recorded voice-
over images in
PowerPoint slides.
Relate the guiding
question to the
learning objectives
and purpose of the
lessons.
Learners review
objectives
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 113
Reasons for
Learning
- Benefits
- Risks
1 Describe the benefits of
successfully completing
the module and the risks
that are avoided
Benefits: effective note-
taking strategies allow
learners to focus on key
ideas, master main
concepts and identify
the structure of a class
presentation. Good
note-taking skills can
make learners be more
effective. The benefit:
Allows learners to
create a systematic
record of study for
retrieving knowledge
and information letter.
It serves as a blueprint
and guideline for study.
Risks Avoided: Absent-
mindedness, incomplete
recall
Narrator states the
reasons for learning
the material and the
risks avoided. Key
points will be stated
aloud while others
will be bullet points in
the pre-recorded voice
over images in
PowerPoint slides.
Learners review
lesson. Visual
symbols/icons
identifying
benefits and
risks will be
used and will
reference back
to the video.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 114
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Activate prior
knowledge of the
familiar note-taking
New knowledge:
● What are the Cornell
and Mind map note-
taking strategies?
Activities:
● Students will be asked
to practice Cornell note-
taking
● Students will be given
time to create a mind
map based on their own
selected topic
Narrator describes
prior knowledge
impact on note-taking
and importance of
mastering effective
note-taking strategies.
Narrator plays videos
on human brain and
its working memories
Learners watch
the video, listen
and respond to
the questions.
Learners may
pause the video
at any time to
use either
Cornell or Mind
map strategies
to take notes.
Prerequisite
Knowledge
3 Providing definitions
and examples and
nonexamples.
Narrator provides
opportunities in an
interactive video
sequence for learners
to generate their own
examples and
nonexamples of note-
taking strategies
Learners listen
and provide
their examples
and
nonexamples of
note-taking
strategies
Learning
Guidance
- Lecture
- Demo.
15 Demonstrate the steps
for:
● Cornell and Mind-
mapping note-taking
strategies
● Working memories
● Higher order thinking
Model/demonstrate the
procedure for note-
Narrator describes the
definitions of Cornell,
Mind-map note
taking, working
memories and higher
order thinking.
Narrator stresses that
effective note-taking
strategies can help
learners become more
Learners view
the presentation
and answer the
questions as
they progress
through the
PPTs.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 115
taking (procedural
knowledge and give
them feedback).
productive.
Ask learners to write
down their strategies
Asks learners to write
down key takeaways
and ask them to
reflect on their note-
taking methods, what
can be improved;
share their own note-
taking tips
Practice and
Feedback
5
Given materials,
learners will decide the
note-taking strategies
that suit them.
Narrator will organize
practice and collect
feedback during the
given period of time.
Learners
practice and
engage in the
feedback
process
Authentic
Assessment
2
Learners can submit
their notes from
remaining modules by
using the note-taking
strategies taught in this
module
Narrator provides
assessment questions
to evaluate mastery of
criteria.
Learners will
respond to a
variety of
questions
related to goal-
setting
scenarios.
Retention and
Transfer
1 Write down learners’
own note-taking
strategies and apply the
skills learned in this
module to the
remaining course.
Narrator asks learners
to pause the video and
proceed to required
steps and identify the
terminal and enabling
objectives, using the
handouts.
Learners must
self-report/
provide
anecdotal
narrative about
the application
of knowledge
and skills
developed
during the
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 116
lesson
Big Ideas
1 Review and ask
students to reflect:
Review the “take-
aways” from this unit
and the application of
procedures. Connect the
importance of the
procedural knowledge
to the goals of the unit
and course.
Ask learners to record
content in notebooks
which will turn into
their personal
portfolio.
Encourage learners to
apply note-taking
strategies taught in
this class to the
remaining course.
Learners will
write down
their take-aways
for this module
Advance
Organizer for
the Next Unit
1 We will cover sel-
regulation in the next
module
Narrator provides a
brief description of the
next Unit.
Total Time 40
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 117
Unit 1: How to learn effectively
Module 3. How to take notes
Lesson Materials
Reading Sources
• 13 top tips for excellent note taking
https://www.rasmussen.edu/student-life/blogs/college-life/college-note-taking-tips/
• How to take notes in college like a pro
https://www.cc-sd.edu/blog/7-note-taking-skills-every-college-student-should-have
• Effective note taking in lectures and class using mind maps
https://www.mindmeister.com/blog/effective-note-taking/
• Mind mapping
http://www.mindmapping.com/
• 6 mind mapping for creative students
https://elearningindustry.com/6-best-mind-mapping-tools-creative-students
• A learning secret: Don’t take notes with laptop
https://www.scientificamerican.com/article/a-learning-secret-don-t-take-notes-with-a-
laptop/
Academic Reading Materials (Optional)
Donohoo, Jenni. (2010). Learning how to learn: Cornell notes as an example. Journal of
Adolescent & Adult Literacy, 54(3), 224-227.
Fisher, J. L., & Harris, M. B. (1973). Effect of note taking and review on recall. Journal of
Educational Psychology, 65(3), 321.
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard:
Advantages of longhand over laptop note taking. Psychological science, 25(6), 1159-
1168.
Piolat, A., Olive, T., & Kellogg, R. T. (2005). Cognitive effort during note taking. Applied
Cognitive Psychology, 19(3), 291-312.
Video Sources
• How to take great notes
https://www.youtube.com/watch?v=UAhRf3U50lM
Lesson Contents and Scripts
• Introduction and purpose of taking notes
o We take notes everyday. When you go grocery shopping, you will take a note.
Notes are a powerful learning tool when it's done correctly in an educational
setting. However, have you ever stopped and reflected, “is my note taking
strategy effective” or “is there another method- that can make my learning more
effective”? Note taking is a cognitive process that requires learners to
comprehend information and select key points in a short of period of time.
Researchers show that taking notes and reviewing them afterwards can produce
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 118
the most recall. Researchers also find that taking notes by hand is more effective
than using computers. In this module, you will study working memory
constraints, note-taking functions and strategies used most frequently in the
United States. An effective note-taking strategy can help learners to be more
productive and effective.
• Exercise
o Ask learners to listen to the following lecture for 30 seconds and take notes. What
would your notes be? Pause the video for learners to write down their notes.
• Introduce the importance and the need for taking notes
o There are many reasons for taking lecture notes.
§ Taking notes is integral to the process of learning.
§ Research suggests that students taking notes remember seven times better
than those who don’t.
§ Make learners concentrate during lectures.
§ Notes provide a gauge of what the instructors think is important.
§ Personal notes are usually easier to remember than the text.
• Strategies for taking good notes
o Use your own words
o Write down conclusions
o Write down questions and find evidence from the instructor during lectures to
answer your questions.
o Spend 10 minutes to review the notes, organize and expand them as needed.
o Instructors provide clues as to what is important to record. Some common clues:
§ Material written on the blackboard.
§ Repetition and emphasis
§ Summaries given at the conclusion of class.
§ Brainstorm different note taking strategies
o Select main ideas
o Summarize with short phrases and keywords
o When taking notes, we can use symbols and abbreviations to be more effective
• Cornell note-taking strategy
o Cornell note taking is considered one of the most effective note-taking strategies.
It helps learners to organize lecture information in four sections: key words, key
points, main ideas and blank section for summary after the lecture. As we just
mentioned, the most effective way of gathering valuable information from a
lecture is to form questions before the class and identify evidence from the
instructor to support the arguments that can help answer the questions.
o Present example of Cornell note-taking
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 119
§ The Main Column is for facts. Important: Don’t write down all facts
because it is impossible. Write down big ideas.
§ In the Cue Column, summarize the relationships among the big ideas that
strengthen memories. Formulate questions during the lecture and seek
answers at the same time. This process is necessary and essential for
exam-studying later.
§ In the Summary Column, reflect on the materials and notes. Spend 10
minutes after each lecture and write down takeaways in the Summary
Column. Answer the following questions:
• What have I learned this class?
• What did I already know?
• What’s the relationship between the facts? What are the main
theories?
• Mind mapping
o Mind mapping incorporates cognitive science and takes into consideration how
our brain processes information. Instead of writing facts and typing words, mind
map presents graphs and diagrams that demonstrate the connections between facts
and knowledge. It helps organize information in our mind and has a powerful
visual effect. Here are examples:
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 120
(source:http://www.mindmapping.com/)
• Mind mapping tools
o Coogle
o FreeMind
o MindMapple
o Text2mindmap
• Ask learners to practice Cornell note taking and mind map strategies
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 121
Learning, Social Emotional and Sociocultural Strategies
Lesson Plan and Developer’s Guide
Unit 1. How to learn effectively.
Module 4. How to use self-regulation strategies for successful learning
Terminal learning objective.
● Learners are able to effectively use self-regulation to accomplish their tasks and
monitor the effectiveness of self-regulation strategies.
Prerequisite analysis (enabling learning objectives).
● Know the definitions of self-regulation and its association with learning
performance
● Know the importance of self-regulation
Learning activities.
● Introduce the importance of mastering self-regulation
● After introductions and attention activities, assess prior knowledge of self-
regulation
● Teach any prerequisite knowledge by providing definitions and examples and
nonexamplesz
● Demonstrate procedural knowledge of self-regulations
● Provide opportunities for learners to regulate different strategies and monitor the
effectiveness of the taught strategies
● Provide immediate feedback and opportunities for learners to self-assess their
self-regulation
● Provide opportunities that allow learners to transfer their knowledge into practice
Assessment.
● Learners will demonstrate self-regulation strategies and their academic
performance is greatly improved.
Unit Duration: 40 minutes
Introduction: This is the last module of Unit 4. Self-regulation is a process where
individuals transform their thinking into tasks. It has a net positive effect on knowledge and skill
acquisition. Learners who actively apply self-regulation strategies take ownership of their
learning. They consciously regulate their behavior, monitor the strategies adopted for the
behavior, evaluate the outcomes and adjust actions accordingly. Proactive learners own their
academic performance. They take each opportunity as a learning process that contributes to their
personal growth. In this unit, learners will learn self-regulation strategies to become proactive
learners.
Learning Objective(s)
Terminal Objective: Learners will be able to effectively use self-regulation to accomplish their
tasks and monitor the effectiveness of self-regulation strategies.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 122
Enabling Objective(s):
● Understand the definitions of self-regulation and its association with learning
performance
● Know the importance of self-regulation
Lesson Materials
● Access to computer with internet for learning platform
● Self-regulation articles
● Video: “Self-Regulation Skills: Why They Are Fundamental”
● Presentation slides using pre-recorded lecture videos
Learner Characteristic Accommodations
Learners will take the course online. The course will provide digital readings.
Developer’s Notes
This is an online asynchronous course. However, learners will be given a deadline to complete
the module and leave comments and questions on the learning platform or via emails during a
certain period of time. Instructors and teaching assistants will respond to the questions within the
time framework to facilitate learning. See the table below for specific Narrator Action/Decision
(Supplantive events of instruction).
Instructional Activities
Instruction
al
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
5 Gain attention by playing the
YouTube video on “Self-
regulation Skills: Why They
Are Fundamental.”
Narrator pre-records
all audio such as
“voice-over” images
in PowerPoint slides.
Narrator connects the
YouTube video with
the learners on self-
regulation skills.
Ask the learners to
write down their
learning goals
identifying what they
want to get out of the
course and how they
Learners
review,
connect their
personal
experience to
the video and
write down
their learning
goals for the
course and
how they can
immediately
apply them.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 123
would immediately
apply it.
Learning
Objectives
1 Introduce the unit learning
objectives, goal and outcomes
via a pre-recorded voice over
images in PowerPoint slides
Narrator paraphrases
the objectives via a
pre-recorded voice
over images in
PowerPoint slides.
Relate the guiding
question to the
learning objectives
and purpose of the
lessons.
Learners
review the
objectives.
Reasons
for
Learning
- Benefits
- Risks
1 Describe the benefits of
successfully completing the unit
and the risks that are avoided
Benefits: learning and
practicing self-regulation skills
can help students’ academic
achievement, social competence
and initiate positive growth.
Risks Avoided: Low self-
regulation skills may cause
behavioral problems and
academic troubles.
Narrator states the
reasons for learning
the material and the
risk avoided. Key
points will be stated
aloud while others
will be bullet points
in the pre-recorded
voice over images in
PowerPoint slides.
Learners
review
reasons for
learning.
Visual
symbols/icon
s illustrating
benefits and
risks will be
used and will
reference
back to the
video.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
(What you
already
know...what
you are
going to
learn...and
how you are
going to
5 Activate prior knowledge of the
meaning of self-regulation
Narrators describes
prior knowledge
impact on the
learning process and
importance to the
construct of new
knowledge. Narrator
asks the learners
questions for teaching
self-regulation: How
do you feel now?
Anxious?
Overwhelmed?
Nervous? What
strategy can I use to
help me relax, focus
Learners
review and
respond to
the questions.
Learner may
pause the
video at any
time to take
notes.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 124
learn it.) or calm down after
taking the class? How
do I feel after using
the strategy?
Prerequisit
e
Knowledge
3 Teach concepts of:
● Self-regulation
definition
● Self-regulation skills
and strategies
Narrator provides
opportunities in an
interactive video
sequence for learners
to generate their own
examples and
nonexamples of self-
regulation
Learners
review and
provide their
examples and
nonexamples
of self-
regulation
Learning
Guidance
- Lecture
- Demo.
15 When offering updated
knowledge, instructors will
follow steps to maximize
learning: present new
knowledge, allow learners to
digest, raise questions, and
reflect. Teaching assistants
provide immediate feedback
when necessary.
Narrator stresses the
value of learning self-
regulation skills and
ask learners to write
down a situation
where they can apply
self-regulation skills
Learners
view the
presentation
and answer
the questions
as they
progress
through the
interactive
video.
Practice
and
Feedback
5 Given materials, learners will
create their own self-regulation
strategies
Narrator will
organize practice and
collect feedback
during the given
period of time.
Learners
practice and
engage in the
feedback
process
Authentic
Assessment
3
Learners are able to write down
their self-regulation strategies
and how they feel after adopting
the strategy.
Narrator provides
assessment questions
to evaluate mastery of
criteria.
Learners will
respond to a
variety of
questions
related to
goal-setting
scenarios.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 125
Retention
and
Transfer
2 Learners will keep using the
strategies taught in the class to
monitor and change their
behaviors.
Narrator asks learners
to pause the video
and proceed to
required steps and
identify the terminal
and enabling
objectives, using the
handouts.
Learners
must self-
report/provid
e anecdotal
narrative
about the
application of
knowledge
and skills
developed
during the
lesson
Big Ideas
2 Review and ask students to
reflect: Review the
“takeaways” from this unit and
the application of procedures.
Connect the importance of the
procedural knowledge to the
goals of the unit and course.
Ask learners to record
findings in notebooks
which will turn into
their personal
portfolio
Advance
Organizer
for the
Next Unit
2 In next Unit, we will cover how
to manage emotions. There will
be two separate units. Unit 1
will introduce strategies of
coping with stress by
maintaining a healthy diet,
exercising regularly and
participating in recreational
activities.
Ask learners how
they cope with stress.
What is their workout
plan? Do they have a
diet plan? What does
it consist of?
Learners will
write down
their thoughts
and share
their
messages in
the online
community
and platform.
Total Time 40
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 126
Unit 1: How to learn effectively
Module 4. How to use self-regulation strategies for successful learning
Lesson Materials
Reading Sources
• Self-regulation https://cehs.unl.edu/secd/self-regulation/
• What is self-regulation? Definition, theory + 95 skills
https://positivepsychologyprogram.com/self-regulation/
• What is the meaning of self-regulation
https://positivepsychologyprogram.com/self-regulation/#what-self-regulation
• Why self-regulation
https://positivepsychologyprogram.com/self-regulation/#why-self-regulation
• Common self-regulation strategies
https://nrcgt.uconn.edu/underachievement_study/self-regulation/sr_section7/
Video Sources:
1. Pre-class video: Self-Regulation and learning by Dr. Stuart Shanker - TedTalk
https://www.youtube.com/watch?v=HTbAFmOdImY
2. In-class video: Self-regulation skills: why they are fundamental
https://www.youtube.com/watch?v=m4UGDaCgo_s
Lesson Contents and Scripts
• Introduction:
o Today’s topic is self-regulation. Self-regulation is a process where individuals
transform their thinking into tasks. It has positive effects on knowledge and skill
acquisition. Learners who actively apply self-regulation strategies take ownership
of their learning. They consciously regulate their behavior, monitor the strategies
adopted for the behavior, evaluate the outcomes and adjust actions accordingly.
Proactive learners are in charge of their own academic performance. They take
each opportunity as a learning process that contributes to their personal growth. In
this unit, learners will learn self-regulation strategies to become proactive
learners.
o Unit goal: at the end of the class, you will be able to effectively use self-
regulation to accomplish your tasks and monitor the effectiveness of self-
regulation strategies
• What is self regulation?
o Self regulation is a vital skill that we usually do not think too much about. Self-
regulation is a process where individuals transform their thinking into tasks. It has
positive effects on knowledge and skill acquisition (Zimmerman, 2001).
o Show self-regulation and Bandura’s social learning theory diagram (source:
https://sites.psu.edu/aspsy/2015/04/05/improving-student-writing-self-regulation-
through-the-use-of-social-psychology/)
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 127
• Why self-regulation?
o Research shows that students with high self-regulation skills have high academic
achievement and performance. Individuals with high self-regulation skills also
know how to control their emotions and demonstrate strong social skills.
Therefore, it is important to cover self-regulation here, because it correlates with
two other essential topics (emotion and social network) in subsequent lessons.
• Self-regulation strategies
o Personal
§ Organize information
• mapping
§ Goal setting
• Time management
§ Keep records and monitoring
• Note taking
o Behavioral
§ Self monitoring
§ Self evaluating
o Environmental
§ Proactively seek information from public sources such as library and
internet
§ Proactively seek assistance from peers, professors, academic advisors and
mentors
• Questions for teaching self-regulation
o How do you feel now? Anxious? Overwhelmed? Nervous?
o What strategy can I use to help me relax, focus or calm down?
o How do I feel after using the strategy?
• Reference:
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 128
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement:
An overview and analysis.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 129
Learning, Social Emotional and Sociocultural Strategies
Lesson Plan and Developer’s Guide
Unit 2. How to manage your emotions
Module 1: How to cope with stress and live a well-balanced, healthy life
Terminal learning objective.
● Given a daily schedule of school, work and social activities, learners will create a
plan to maintain a healthy diet, exercise regularly and participate in recreational
activities to live a well-balanced, healthy life.
Prerequisite analysis (enabling learning objectives).
● Know what stress is
● Know what a well-balanced healthy life is
● Know what consists a healthy diet
● Know the relationship between health, diet and exercise
● Know what the plan is
● Be able to create a plan
Learning activities.
● After introductions and attention activities, assess prior knowledge of what stress,
diet and exercise are
● Teach any prerequisite knowledge by providing definitions and examples and
nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples
● Model the procedure for generating their own diet plan
● Provide practice and feedback for generating their own diet plan
● Model the procedure for generating their own exercise plan
● Provide practice and feedback for generating their own exercise plan
● Model the procedure for generating personal plan to deal with stress
● Provide practice and feedback for generating personal plan to deal with stress
● Provide opportunities to transfer knowledge to tackle stress
Assessment.
● Learners will demonstrate an informed wellness plan that allows them to create a
lifestyle that is manageable, relaxed and refreshing.
Unit Duration: 40 minutes
Introduction: Unit 2 will focus on how to manage your emotions. Good emotional
health is directly associated with your academic competence. It is common that Chinese students
often prioritize academics at the expense of personal well-being. School-life balance is
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 130
important for optimal functioning in general. There will be two modules in this Unit to educate
you on the various strategies to manage your emotions. Unit 2, Module 1 emphasizes techniques
to cope with stress and sustain a well-balanced life. While stress can keep us motivated to stay on
target, when pressures are too intense, individuals will experience cortisol overload, affecting
both your academic performance and quality of life. This unit will offer strategies to relieve
stress by creating a regular workout schedule, maintain a healthy diet and relax your body.
Learning Objective(s)
● Given a daily schedule of school, work and social activities, learners will create a
plan to maintain a healthy diet, exercise regularly and participate in recreational
activities to live a well-balanced life
Enabling Objective(s):
● Know what stress is
● Know what a well-balanced healthy life is
● Know what consists a healthy diet
● Know the relationship between health, diet and exercise
● Know what the plan is
● Be able to create a plan
Lesson Materials
● Articles and reading assignments before the module begins
Learner Characteristic Accommodations
Learners will take the course online. Learners will be provided digital readings and other
learning materials in advance, if necessary.
Developer’s Notes
This is an online asynchronous course. Learners can leave their messages and share their
thoughts through the MAAC online learning community.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 131
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
5 Gain attention by
playing a video of “Why
are college students so
stressed?” (3:28
minutes)
Narrator pre-records
all audio such as
“voice over” images
in PowerPoint slides
and asks the learners
to write down their
takeaways when
watching the video,
and what they want to
get out of the unit and
how they will
immediately apply it.
Learners
review content
and record
takeaways and
what they want
to get out of the
unit and how
they will
immediately
apply it.
Learning
Objectives
1 Introduce the module
learning objectives and
outcomes via a pre-
recorded voice over
images in PowerPoint
slides.
Narrator paraphrases
the objectives via a
pre-recorded voice
over images in
PowerPoint slides,
relating the guiding
question to the
learning objectives
and purpose of the
lessons.
Learners
review
instructions
and read
objectives.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 132
Reasons for
Learning
- Benefits
- Risks
1 Describe the benefits of
successfully completing
the module and the risks
that can be avoided.
Benefits: Mastering
strategies to reduce stress
can eliminate
unnecessary energy
drain, improve physical
and mental health,
improve memory
capacity. Other
psychological benefits
include: increased self-
esteem and self-
confidence; reduced
anxiety; increased
effectiveness and
improved academic and
personal success.
Risks Avoided:
physiological symptoms
such as: compromised
immune system; high
blood pressure, common
illness and associated
physical ailments.
Narrator states the
reasons for learning
the materials and the
risks avoided. Key
points will be stated
aloud while others
will be bullet points in
the pre-recorded voice
over images in
PowerPoint slides.
Learners review
reasons.. Visual
symbols/icons
indicating
benefits and
risks will be
used for the
video.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 133
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Activate prior
knowledge of stress,
healthy diet plan and
recreational activities
that are unique to
Chinese students such as
hiking, surfing and
football.
Narrator activates
learners’ prior
knowledge and asks
learners to recall and
write down their
recent stress moments
and how they handle
the stress while asking
what learners like to
eat when they
experience stress and
what kind of exercises
or recreational
activities they
participate in.
Learners watch
the video,
listen and
respond to the
questions.
Learners may
pause the video
at any time.
Prerequisite
Knowledge
3 Provide definitions and
examples and
nonexamples.
Introduce a plan:
What is considered a
healthy diet plan?
What are recreational
activities in the United
States?
Narrator introduces
the definitions of new
knowledge such as
healthy diet and
recreational activities
in the United States
and asks learners to
write down the big
takeaways and their
own approaches to
reduce the stress.
Narrator provides
opportunities in an
interactive video
sequence for learners
to generate their own
examples and
nonexamples of
strategies to reduce
Learners listen
and provide
their own
examples and
nonexamples of
stress-relieving
strategies, diet
and workout
plans.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 134
stress, diet and
workout plans.
Learning
Guidance
- Lecture
- Demo.
15 Demonstrate eight
strategies for coping
with stress.
Model/demonstrate the
procedure for reducing
stress.
Activities:
● Ask learners to
create a stress-
relief plan that
suits their needs.
● Ask learners to
create their own
diet plans
● Ask learners to
create their own
workout and
recreational
activity plans
(learners are
encouraged to
participate in at
least one new
recreational
activity)
Narrator describes the
eight strategies of
reducing stress that
includes nutritious
diet, different kinds of
workouts and
recreational exercises.
Narrator asks
learners to write down
their stress-relief
plans, healthy diet
plans and workout
plans. Narrator
stresses the
importance of stress
management and its
association with
academic achievement
and quality of life.
Learners view
the presentation
and answer the
questions as
they progress
through the
PPTs.
Practice and
Feedback
5
Given various scenarios,
learners will create
stress relief plans,
healthy diet plans and
workout plans .
Narrator will organize
practice and collect
feedback during the
given period of time.
Learners
practice and
engage in the
feedback
process.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 135
Authentic
Assessment
2
Learners will describe a
stress trigger and share
their strategies to cope
with the situations.
Narrator asks learners
to share their stressful
experience and listen
to their strategies
taught in this module.
Learners will
describe a
stress trigger
and share their
strategies to
cope with the
situations.
Retention and
Transfer
1 Write down learners’
own stress-relief
strategies and apply the
skills learned in this
module to the
remaining course.
Narrator asks learners
to pause the video and
identify the terminal
and enabling
objectives, using the
handouts.
Learners must
self-report and
or provide
anecdotal
narrative about
the application
of knowledge
and skills
developed
during the
lesson.
Big Ideas
1 Review and ask
students to reflect.
Review the
“takeaways” from this
module and the
application of
procedures. Connect
the importance of the
procedural knowledge
to the goals of the unit
and course.
Ask learners to record
lessons in notebooks
which will turn into
their personal
portfolio Encourage
learners to apply
stress-relief strategies
taught in this class to
the remaining course.
Learners will
write down their
takeaways for
this module.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 136
Advance
Organizer for
the Next Unit
1 The next module is an
extension of this
module, as we will dig
deeper to discuss how
to ask for help and how
to find a mentor.
Ask learners to
consider and write
down the qualities
they seek in a mentor
and identify potential
candidates, if
possible.
Learners will
write down
their thoughts
and share their
messages in the
online
community and
platform.
Total Time 40
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 137
Unit 2. How to manage your emotions
Module 1: How to cope with stress and live a well-balanced healthy life
Lesson Materials
Reading Sources
• CASEL (Educating Hearts. Inspiring Minds.)
Social and Emotional Learning https://casel.org/what-is-sel/
• Student guide to surviving stress and anxiety in college and beyond by Learn Psychology
https://www.learnpsychology.org/student-stress-anxiety-guide/
• College life: 10 ways to reduce stress
http://campusmindworks.org/students/self_care/managing_stress.asp
• Managing stress
http://campusmindworks.org/students/self_care/managing_stress.asp
• Exercise plan for college students
https://www.livestrong.com/article/410568-exercise-plans-for-college-students/
• College diet and fitness plan
https://www.trade-schools.net/articles/college-diet-fitness.asp
Video Sources
• Why are college students so stressed
https://www.youtube.com/watch?v=0EUx0YgGebQ
Academic readings (optional)
Chiauzzi, E., Brevard, J., Thurn, C., Decembrele, S., & Lord, S. (2008). MyStudentBody–Stress:
An online stress management intervention for college students. Journal of Health
Communication, 13(6), 555-572.
Lowry, R., Galuska, D. A., Fulton, J. E., Wechsler, H., Kann, L., & Collins, J. L. (2000).
Physical activity, food choice, and weight management goals and practices among US
college students. American journal of preventive medicine, 18(1), 18-27.
Lumley, M. A., & Provenzano, K. M. (2003). Stress management through written emotional
disclosure improves academic performance among college students with physical
symptoms. Journal of Educational Psychology, 95(3), 641.
Misra, R., & McKean, M. (2000). College students' academic stress and its relation to their
anxiety, time management, and leisure satisfaction. American Journal of Health Studies,
16(1), 41.
Oman, D., Shapiro, S. L., Thoresen, C. E., Plante, T. G., & Flinders, T. (2008). Meditation
lowers stress and supports forgiveness among college students: A randomized controlled
trial. Journal of American College Health, 56(5), 569-578.
Ross, S. E., Niebling, B. C., & Heckert, T. M. (1999). Sources of stress among college students.
Social psychology, 61(5), 841-846.
Yan, K., & Berliner, D. C. (2011). An examination of individual level factors in stress and
coping processes: Perspectives of Chinese international students in the United States.
Journal of College Student Development, 52(5), 523-542.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 138
Lesson Contents and Scripts
• Introduction
Unit 2 will focus on how to manage your emotions. Good emotional health is directly
associated with your academic competence and life quality. It is common that Chinese students
often prioritize academics at the expense of personal well-being. School-life balance is
important for optimal academic functioning. A good amount of stress keeps us motivated to stay
on target. When pressures are too intense, individuals will experience stress overload that will
affect both academic performance and quality of life. This unit will offer strategies to relieve
stress by creating a regular workout schedule, maintain a healthy diet and relax your body. These
strategies can contribute to positive emotional health.
• Healthy diet pyramid
“The Harvard Healthy Eating Pyramid represents the latest nutritional science. The
widest part at the bottom is for things that are most important. The foods at the narrow
top are those that should be eaten sparingly, if at all”.
(source:https://www.helpguide.org/articles/healthy-eating/healthy-eating.htm )
• Physical activities
Regular physical activity is essential for a healthy life. Physically inactive people are
almost twice as likely to develop coronary heart disease as people who engage in regular
physical activity. Physical and emotional well-being plays a major role in learners’
academic, professional, and personal success. Some studies show that mindfulness based
activities such as meditation and yoga can reduce stress. Be mindful as you accept each
moment as it is without judgment.
• Stress relief and management strategies
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 139
o Practice self-talk, ask for help, talk to a friend or loved one; integrate meditation
o Achievement better than perfectionism (not everything needs to be done 100%
perfect)
o Learning to say no to things (Chinese often do not want to say no to others)
o Eat healthy (refer to the diet pyramid)
o Exercise regularly (yoga, meditation, basketball, swimming, join fitness clubs, go
to gyms)
• Practice
o Write down what you normally eat for the week and compare the notes with the
diet pyramid. Make a plan to reduce the unhealthy food in your diet.
o Create a brand new healthy eating plan and stick to it.
o Create and generate a workout plan
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 140
Learning, Social Emotional and Sociocultural Strategies
Lesson Plan and Developer’s Guide
Unit 2. How to manage your emotions
Module 2: How to find a mentor and maintain a good relationship with a mentor
Terminal learning objective.
● Given the need for mentorship, learners will create a plan to find a mentor and
maintain a good relationship with a mentor.
Prerequisite analysis (enabling learning objectives).
● Know what mentorship is
● Know why we need a mentor
● Know how to identify a suitable mentor
● Know how a mentor can be helpful in academic and career life
● Know where we can locate mentorship resources in the United States
Learning activities.
● After introductions and attention activities, assess prior knowledge of mentorship
● Teach any prerequisite knowledge by providing definitions and examples and
nonexamples
● Provide opportunities for learners to generate their own example and non-
examples
● Module the procedure for generating steps of finding a mentor and maintaining a
good relationship with the mentor
● Provide opportunities for generating steps of finding a mentor and maintaining a
good relationship with the mentor
● Provide opportunities to transfer knowledge to create their own plans and steps to
look for a mentor and strategies to maintain a good relationship
Assessment.
● Learners will find a mentor who matches his/her needs and who is willing to
listen and provide constructive advice to learners.
Unit Duration: 40 minutes
Introduction: Mentorship is often available and arranged in the Chinese professional
settings such as manufacturing firms, medical and clinical fields, but not in the college, unless
students are pursuing Ph.D. degrees in the academia (Liu, liu, Kwan & Mao, 2009; Xing, 2009;
Gong, Chen & Lee. 2011; Dai, Xia & Hong, 2002). The old Chinese saying that you need a
person who has good judgments to identify a swift horse ( 伯乐识马, Bo Le Shi Ma) has
illustrated the importance and benefits of having an intelligent mentor who is caring and willing
to devote their time to their mentees. Learning how to look for a suitable mentor and how to
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 141
maintain a good relationship are crucial for mainland Chinese students who are studying in the
United States to overcome cultural barriers as well as look for opportunities in academic and
professional development. Unit 2, Module 2 will cover those mentorship tips and steps on how
learners can seek mentors and develop quality relationships.
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
3 Begin activity by
playing a video of
“Make an Impact:
Mentor In Real Life”
(2:54 minutes).
Narrator pre-records
all audio such as
“voice over” images
in PowerPoint slides
and asks the learners
to write down their
takeaways when
watching the video,
and what they want to
get out of this module
and how they will
immediately apply it.
Learners
review and
record their
takeaways and
what they want
to get out of the
module and
how they will
immediately
apply lessons.
Learning
Objectives
2 Introduce the module
learning objectives and
outcomes via a pre-
recorded voice over
images in PowerPoint
slides.
Narrator paraphrases
the objectives via a
pre-recorded voice
over images in
PowerPoint slides,
relating the guiding
question to the
learning objectives
and purpose of the
lessons.
Learners
review
instructions
and objectives.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 142
Reasons for
Learning
- Benefits
- Risks
3 Describe the benefits of
successfully completing
the module and the risks
that can be avoided.
Benefits: A quality
mentorship has powerful
and positive effects on
mentees. A caring
mentor can guide you,
share their experiences,
provide constructive
advice to navigate you
through challenges in
the cultural, academic
and professional
situations. Mentoring
promotes healthy social
attitude and emotions.
Risks Avoided: falling
off-track; acculturation
stress; negative
influences.
Narrator states the
reasons for learning
the materials and the
risks avoided. Key
points will be stated
aloud while others
will be bullet points in
the pre-recorded voice
over images in
PowerPoint slides.
Learners
review lesson.
Visual
symbols/icons
illustrating
benefits and
risks will be
used for the
video.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
(What you
already
know...what
you are going
2 Activate prior
knowledge of
mentorship, the value of
having a mentor and
approaches to
identifying a good
mentor.
Narrator activates
learners’ prior
knowledge and
comments on the
assignments from the
last module.
Learners watch
the video,
listen and
respond to the
questions.
Learners may
pause the video
at any time.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 143
to learn...and
how you are
going to learn
it.)
Prerequisite
Knowledge
5 Provide definitions as
well as examples and
nonexamples.
Narrator introduces
the definitions of new
knowledge.
Narrator provides
opportunities in an
interactive video
sequence for learners
to generate their own
examples and
nonexamples.
Learners
review and
provide their
examples and
nonexamples.
Learning
Guidance
- Lecture
- Demo.
15 Demonstrate steps
towards seeking mentors
and tips to maintain a
quality mentor
relationship
Introduce and describe
culturally-relevant tips
to mentorship in the
United States.
Activities:
● Ask learners to
write down what
qualities they can bring
to a mentor.
● Ask learners to
write down a list of
potential mentors they
would like to reach out
or identify role models
Narrator describes the
steps and tips on how
to look for a mentor
and develop the
relationship.
Narrator asks
learners to write down
answers to the activity
questions. Narrator
stresses the
importance of
mentorship and its
association with
healthy emotional
development and
quality of life.
Learners view
the
presentation
and answer the
questions as
they progress
through the
PPTs.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 144
Ask learners to consider
and record strategies
they currently use to
deal with uncomfortable
situations when
connecting with
strangers.
Practice and
Feedback
5
Provide examples of
succinct and well-
crafted “ask” emails and
conversational scripts
asking for potential
mentor’s time and ask
learners to practice.
Narrator will organize
practice and provide
feedback to those
learners who submit
“ask” emails and
conversation scripts
during the given
period of time.
Learners
practice writing
“ask” emails
and conduct
mock
conversations
with peers and
engage in the
feedback
process.
Authentic
Assessment
3 Assess learners’
performance through the
“ask” email assignment.
Narrator will assess
learners’ performance
through the “ask”
email assignment.
Learners can
confidently
conduct a mock
conversation
with a potential
mentor.
Retention and
Transfer
2 Learners will report
whether they succeeded
in search for a mentor
and share their
experience/progress.
Narrator asks learners
to pause the video and
identify the terminal
and enabling
objectives.
Narrator asks learners
to share mentor search
progress/experiences.
Learners must
self-report and
or provide
anecdotal
narrative about
the application
of knowledge
and skills
developed
during the
lesson.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 145
Big Ideas
2 Review and ask students
to reflect. Review the
“takeaways” from this
module and the
application of
procedures. Connect the
importance of the
procedural knowledge to
the goals of the unit and
course.
Ask learners to record
lessons in notebooks
which will turn into
their personal
portfolio.
Encourage learners to
apply mentorship
strategies taught in
this class to their real
life.
Learners will
write down
their takeaways
from this
module.
Advance
Organizer for
the Next Unit
2 The next module will
help learners to further
develop communication
skills and promote
healthy emotions
through empathy.
Narrator describes
next module’s key
elements.
Learners will
take notes and
pause anytime,
if necessary.
Total Time 40
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 146
Unit 2. How to manage your emotions
Module 2: How to find a mentor and maintain a good relationship with a mentor
Lesson Materials
Reading Sources
• The Chronicle of evidence-based learning
https://chronicle.umbmentoring.org/
• 9 tips to land a great mentor: How to ask a stranger for career advice
https://www.forbes.com/sites/sabinanawaz/2015/11/07/9-tips-to-land-a-great-mentor-
how-to-ask-a-stranger-for-career-advice/#715ca3bb10fe
• 4 things all mentors and mentees should know
https://leanin.org/tips/mentorship
Academic Readings (optional)
Liu, D., Liu, J., Kwan, H. K., & Mao, Y. (2009). What can I gain as a mentor? The effect of
mentoring on the job performance and social status of mentors in China. Journal of
Occupational and Organizational Psychology, 82(4), 871-895.
Xing, W. (2009). Contracting the Mentor-Apprentice Relationship and Labor Politics: A Case
Study on a State-Owned Manufacturing Enterprise in Northeastern China [J]. Society, 4,
002.
Gong, R., Chen, S. Y., & Lee, S. L. (2011). Does mentoring work? The mediating effect of
mentoring in China. Social Behavior and Personality: an international journal, 39(6),
807-824.
Dai, J. X., Xia, X. Y., & Hong, F. (2002). Male, Academician of CAS, Mentor of Doctor
Candidate, Beijing, 100083, China. Natural Gas Geology Accelerated the Growth of
Natural Gas Reserve in Large Scale in China, 5.
Mentoring organizations
• EdwitU: https://au.linkedin.com/company/edwithu
A high-quality mentoring organization especially tailored to mainland Chinese students
that matches mentees and mentors in the education field.
• MENTOR - the National Mentoring Partnership
https://www.mentoring.org/
Video Sources
• Make an impact: Mentor in real life
https://www.mentoring.org/why-mentoring/mentoring-impact/
Lesson Contents and Scripts
• Introduction
o Mentorship is often available and arranged in Chinese professional settings such
as manufacturing firms, medical and clinical fields, but not in the college, unless
students are pursuing Ph.D. degrees in academia (Liu, Liu, Kwan & Mao, 2009;
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 147
Xing, 2009; Gong, Chen & Lee. 2011; Dai, Xia & Hong, 2002). The old Chinese
saying that you need a person who has good judgement to identify a swift horse (
伯乐识马, Bo Le Shi Ma) has illustrated the importance and benefits of having
an intelligent mentor who is caring and willing to devote their time to their
mentees. Research suggest that individuals with mentors will earn and achieve
more in academic and professional development. Learning how to look for a
suitable mentor and how to maintain a good relationship are crucial for mainland
Chinese students who are studying in the United States to overcome cultural
barriers as well as look for opportunities in academic and professional
development. This unit will cover those mentorship tips and steps showing how
learners can seek mentors and develop quality mentoring relationships.
o Steps to find a mentor:
§ Step 1: Know yourself, what you want and what you can offer
§ Step 2: create a list of potential mentors and know their background.
Conduct background research of your mentor and be specific about what
you want. For example, when you want to ask a professor for the research
opportunities, you need to conduct thorough background research,
including Professor’s expertise, the reason for your interests, what you can
contribute to the research project. The approach is similar to the process
when applying for colleges and graduate schools. Your time spent in this
research before you draft the email will be worthwhile. A professor will
favor your tailored message and you will be more likely to receive a
response. This is the way to show that you value your potential mentor’s
time.
§ Step 3: Find common connectors to give you a warm introduction
§ Step 4: Draft well-thought emails. Be very specific in what you are asking.
Most individuals will immediately respond to emails that require less time
to process. Here is an “ask” email. Subject: 15 minutes of your time - your
expertise in cross-cultural education
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 148
§ Step 5: Practice meeting conversations
§ Step 6: Connect with courage
• “Done is better than perfect” - Facebook Motto
Some of you might be perfectionists. It takes courage for us to ask for what we want. A
little focused attention on these areas of communication is invaluable.
• Tips on how to maintain a positive relationship:
o Be flexible with your time
o Be humble
o Be mindful of your mentor’s time
o Be proactive
Mentors are more likely to continue to invest in mentees who prepare thoughtful
questions and will display willingness to discuss real challenges mentees are
facing. Listen carefully to mentors’ recommendations and report back on your
progress.
o Find someone whose academic path aligns with your goals and work hard to get
noticed.
o Build trust with your mentor
§ “Over time mentors can develop into sponsors who use their status and
clout to create opportunities and make connections for you. Before your
mentor will sponsor you, she needs to trust that you are reliable and a bet
worth making. To build trust, always follow through on what you say
you’re going to do and always do your very best work. When you’re
consistent over time, you build valuable trust with your mentor—and your
coworkers.” (source: https://leanin.org/tips/mentorship)
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 149
• Conclusion
Having a mentor who can listen to you and provide you with constructive advice when
you need can be significantl throughout your academic, professional and personal life.
Now, it’s time for you to practice reaching out to a potential mentor.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 150
Learning, Social Emotional and Sociocultural Strategies
Lesson Plan and Developer’s Guide
Unit 3. How to communicate effectively
Module 1. How to tell a compelling story
Terminal learning objective.
● Considering that effective communication is crucial in a new cultural
environment, learners will utilize communication strategies and storytelling
framework taught in this Unit to create a video of themselves presenting their
stories in a compelling and meaningful way so that they establish lasting
connections c with others.
Prerequisite analysis (enabling learning objectives).
● Know what effective communication is
● Know how to communicate effectively
● Know what storytelling is
● Know the value of storytelling
● Know the key elements of telling a compelling story
● Know compelling stories can facilitate communication
● Be able to tell a story
Learning activities.
● After introductions and attention activities, assess prior knowledge of what
compelling stories are and the value of compelling stories
● Teach any prerequisite knowledge by providing definitions and examples and
nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples
● Model the procedure for generating personal stories by using the templates that
will resonate with others and empower others to act
● Provide practice and constructive feedback for learners’ stories
● Provide opportunities to transfer knowledge to create their own personal stories
that resonate with others
Assessment.
● Learners will submit a video of themselves telling a compelling and meaningful
story about themselves that connects with others and improves their
communication skills.
Unit Duration: 40 minutes
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 151
Introduction: Adapting to a new set of cultural expectations and social norms is hardly an easy
transition. Developing effective communication skills and telling your stories to others will help
you connect with others and develop a network of new relationships. How you communicate can
positively or negatively affect the relationships you form. This Unit will focus on effective
communication strategies and demonstrate the tools to tell a compelling story. The lessons you
will absorb are applicable whenever a change in situation occurs. In this Unit, you will practice
communication skills, listen for opportunities to connect and share relevant information about
yourself. Transitions are stressful. However, if you feel that sense of achievement when
communicating effectively with others, your mind and behaviors will change. You may be more
open, want to explore new activities and ultimately develop a strong network within your
academic and social network. The total duration of this Unit is 40 minutes. You may pause at
any time, if necessary. Our goal is to make friends in a new environment through your effective
communication skills and storytelling.
Learning Objective(s)
● Given effective communication is important in a new cultural environment, learners
will use communication strategies and storytelling framework taught in this Unit to
create a video of themselves presenting their stories that are compelling, meaningful
and creates connection with others.
Enabling Objective(s):
● Know what effective communication is
● Know how to communicate effectively
● Know what storytelling is
● Know the value of storytelling
● Know the key elements of telling a compelling story
● Know compelling stories can facilitate communication
Lesson Materials
● Assign articles and videos before the unit begins.
Learner Characteristic Accommodations
Learners will take the course online. Learners will be provided digital readings and other
learning materials in advance, if necessary.
Developer’s Notes
This is an online asynchronous course. Learners can leave their messages and share their
thoughts through the MAAC online learning platform.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 152
Instructional Activities
Instructional
Sequence
Time
(mins
)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
5 Gain attention by
playing a video of
“Student tips:
communication” (2:54
minutes).
Narrator pre-records
all audio such as
“voice over” images
in PowerPoint slides
and asks the learners
to write down their
takeaways when
watching the video,
and what they want to
get out of this module
and how they will
immediately apply it.
Learners
review and
record their
takeaways and
what they want
to get out of the
module and
how they will
immediately
apply lessons.
Learning
Objectives
1 Introduce the unit
learning objectives and
outcomes via a pre-
recorded voice over
images in PowerPoint
slides.
Narrator paraphrases
the objectives via a
pre-recorded voice
over images in
PowerPoint slides,
relating the guiding
question to the
learning objectives
and purpose of the
lessons.
Learners
review
objectives.
Reasons for
Learning
- Benefits
- Risks
1 Describe the benefits of
successfully completing
the unit and the risks that
can be avoided.
Benefits: effective
communication and
storytelling help build
rapport and trust with
Narrator states the
reasons for learning
the materials and the
risk avoided. Key
points will be stated
aloud while others
will be bullet points in
the pre-recorded voice
over images in
Learners listen
and read the
reasons for
learning.
Visual
symbols/icons
illustrating
benefits and
risks will be
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 153
others, connect you with
others, and make others
aware of your cultures
and roots and inspire
others; it’s a powerful
way to reflect on our
personal values and
build a network of
friends.
Risks Avoided:
disengagement with the
mainstream; detrimental
academic performance
and social life;
disaffection and unstable
emotional well-being.
PowerPoint slides. used for the
video.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Activate prior
knowledge of effective
communication and
storytelling.
Provide empathy quiz
for learners to assess
grasp of concepts.
Narrator activates
learners’ prior
knowledge and
provides empathy
quiz.
Learners watch
the video,
listen and take
the quiz.
Learners may
pause the video
at any time.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 154
Prerequisite
Knowledge
3 Provide definitions and
examples and
nonexamples.
Narrator introduces
the definitions of new
knowledge.
Narrator provides
opportunities in an
interactive video
sequence for learners
to generate their own
examples and
nonexamples.
Learners listen
and provide
their examples
and
nonexamples.
Learning
Guidance
- Lecture
- Demo.
15 Demonstrate 6 tips on
the impact of effective
communication and the 3
elements to compose a
compelling story.
Narrator describes the
tips and strategies of
effective
communication and
storytelling. Narrator
stresses the
importance of
effective
communication and
its impact on building
a strong and extended
network of friends.
Learners view
the
presentation
and answer the
questions as
they progress
through the
PPTs.
Practice and
Feedback
5
Provide time for practice
in the drafting of stories
Narrator will organize
practice and provide
feedback.
Learners
follow the
instructions
and further edit
their stories.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 155
Authentic
Assessment
2 Assess learners’
performance through
assigning the completion
of personal stories. The
goal of the story is to
practice effective
communication and
connect with others.
Narrator will assess
learners’ performance
through the
assignments
Learners will
submit their
video recording
of individual
stories.
Retention and
Transfer
1 Learners will report
whether they succeeded
in communicating with
other individuals and
telling an effective story
and building a network
of friends.
Narrator asks learners
to pause the video and
identify the terminal
and enabling
objectives.
Narrator asks learners
to share their progress
and experiences in
communicating with
others.
Learners must
self-report/
provide
anecdotal
narrative about
the application
of knowledge
and skills
developed
during the
lesson.
Big Ideas
1 Review and ask students
to reflect. Review the
“takeaways” from this
module and the
application of
procedures. Connect the
importance of the
procedural knowledge to
the goals of the unit and
course.
Ask learners to record
lessons in notebooks
which will turn into
their personal
portfolio. Encourage
learners to apply
communication and
storytelling strategies
taught in this class to
their real life.
Learners will
write down
their takeaways
for this
module.
Advance
Organizer for
the Next Unit
1 The next unit will cover
on communication skills
and how to tell a
compelling story
Narrator describes
next module’s key
elements.
Learners will
take notes and
pause anytime,
if necessary.
Total time 40
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 156
Unit 3. How to communicate effectively
Module 1. How to tell a compelling story
Lesson Materials
Reading Sources
• What is public narrative by Professor Marshall Ganz
https://changemakerspodcast.org/wp-content/uploads/2017/09/Ganz-
WhatIsPublicNarrative08.pdf
Video Source
• Your personality and your brain (15.53 minutes) (personality test)
https://www.youtube.com/watch?v=8pq_tCgDkT4
• The Recipe for Great Communication (4.42 minutes)
https://www.youtube.com/watch?v=qFWsTsvJ8Xw
• Powerful storytelling today: strategies for crafting great content
https://www.skillshare.com/classes/Powerful-Storytelling-Today-Strategies-for-Crafting-
Great-Content/827299602?via=homepage
• “Think Fast, Talk Smart: Communication Techniques” (58 minutes optional)
https://www.youtube.com/watch?v=HAnw168huqA
• 4 Things to Practice daily to Improve Communication Skills (4 minutes)
https://www.youtube.com/watch?v=dKzl_82PbU4
Lesson Contents and Scripts
• Introduction
Powerful stories leave your listeners with images in their minds that shape their
understanding of you. You will meet with classmates with diverse backgrounds and each
of you will have unique experiences. Telling a compelling story is an effective form of
communication because stories enable us to express our feelings and thoughts in a
memorable way. It also allows others to get to know you. Effective communication can
establish groundwork for trust, empathy and understanding. In this unit, you will learn
how to tell a powerful and authentic human-centered story. This will help you establish a
social/professional network of friends from different cultural backgrounds in the United
States.
• Play Ted Talk video “what makes you special” by Mariana Atencio
https://www.youtube.com/watch?v=MY5SatbZMAo
o Mariana Atencio is currently a NBC News journalist who has traveled the world
from Haiti to Hong Kong. Mariana tells her story about her first trip to the United
States for a summer camp. She said “Making a friend is a special reward in a
foreign country”. Her story illustrates many important elements and topics that
foreign students will encounter in the United States. Her immigrant experience
taught her that the only thing we all have in common is being human.
o How do you like the story?
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 157
• Tell a story of self:
o Tell others your values, experience, background, interests and motivations for
your actions.
o Ask learners guiding questions
§ What are my values?
§ What are my interests?
§ What have I done during the past to explore my interests?
§ Why do I want to study in the United States?
§ What do I need to do to get where I want?
§ What kind of challenges have I faced? How did I overcome them and how
will I prepare myself for unforeseen challenges?
• Ask good questions
o By asking good questions, you can find connections with others, including your
shared values, experience and how you prepare for upcoming challenges.
• Play video in class Communication “Student tips” (2.54 minutes)
https://www.youtube.com/watch?v=7RQ7MlmUaz0
• Practice: Brainstorm personal milestones. The following questions can help you craft
your story.
o What makes you special?
o What makes you different? This is the first step to appreciate what makes others
special.
o Identify reasons for coming to the United States and consider career/professional
path you seek.
o What is your calling? Remember being different means also thinking differently.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 158
Learning, Social Emotional and Sociocultural Strategies
Lesson Plan and Developer’s Guide
Unit 3. How to communicate effectively
Module 2: How to develop empathy
Terminal learning objective.
● Given a situation in which empathy is required, learners will develop skills to
listen to others’ perspectives, communicate smoothly with others and share
others’ feelings.
Prerequisite analysis (enabling learning objectives).
● Know what empathy is
● Know the difference between empathy and sympathy
● Understand that empathy is a skill that can be acquired
● Know that being empathic can establish trust with others and lead to the
development of social and professional networks
● Be able to employ active listening skills
Learning activities.
● After introductions and attention activities, assess prior knowledge of what the
empathy is
● Teach any prerequisite knowledge by providing definitions and demonstrating
examples and nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples
● Model the procedure for generating an empathic conversation with another person
● Provide practice and feedback for conducting an empathic conversation with
another person
● Provide opportunities to transfer knowledge to develop empathy and
communicate smoothly with others
Assessment.
● Learners will develop empathetic skills and find the conversations with others
joyful and meaningful.
Unit Duration: 40 minutes
Introduction: Higher education institutions in the United States have embraced
increasing diversity of their campuses. Empathy facilitates effective communication with others
from different cultural backgrounds and allows us to understand others’ thinking, behaviors and
values. It is useful to master empathetic skills when developing your academic and professional
networks. When you reach out to a potential mentor and develop new relationships with your
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 159
classmates, for example, it is important to listen to their thoughts and understand their
perspectives. Unit 3, Module 2 will teach learners how to develop empathy and become a better
communicator. Through empathy, learners will be able to consider different perspectives,
connect deeply with others, and avoid unnecessary misunderstanding and conflicts. Learners will
also to learn how empathy can be leveraged for one’s own personal well-being.
Learning Objective(s)
● Given a situation where empathy is required, learners will develop skills to listen to
others’ perspectives, communicate smoothly with others and share others’ feelings.
Enabling Objective(s):
● Know what empathy is
● Know the difference between empathy and sympathy
● Understand that empathy is a skill that can be acquired.
● Know that being empathic can establish trust with others and lead to the
development of social and professional networks
● Be able to employ active listening skills
Lesson Materials
● Assign articles and videos before the module starts.
Learner Characteristic Accommodations
Learners will take the course online. Learners will be provided digital readings and other
learning materials in advance, if necessary.
Developer’s Notes
This is an online asynchronous course. Learners can leave their messages and share their
thoughts through the online learning community.
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Narrator
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 160
Gain
Attention
5 Set the proper classroom
environment by playing
a video of “Brené Brown
on Empathy” (2:53
minutes).
Narrator pre-records
all audio such as
“voice over” images
in PowerPoint slides
and asks the learners
to write down their
takeaways when
watching the video,
and what they want to
get out of this module
and how they will
immediately apply it.
Learners listen,
write down
their takeaways
and what they
want to get out
of the module
and how they
will
immediately
apply it.
Learning
Objectives
1 Introduce the module
learning objectives and
outcomes via a pre-
recorded voice over
images in PowerPoint
slides.
Narrator paraphrases
the objectives via a
pre-recorded voice
over images in
PowerPoint slides,
relating the guiding
question to the
learning objectives
and purpose of the
lessons.
Learners listen
to the narrator
and review
objectives.
Reasons for
Learning
- Benefits
- Risks
1 Describe the benefits of
successfully completing
the module and the risks
that can be avoided.
Benefits: establish
meaningful connections
with others; be able to
better predict others’
actions and reactions,
which will help you
develop the
relationships. When
sharing with others your
Narrator states the
reasons for learning
the materials and the
risks avoided. Key
points will be stated
aloud while others
will be bullet points in
the pre-recorded voice
over images in
PowerPoint slides.
Learners
review the
reasons for
learning.
Visual
symbols/icons
illustrating
benefits and
risks will be
used for the
video.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 161
opinions and thoughts,
others will feel
connected with you.
Risks Avoided:
unnecessary
misunderstanding during
conversations
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Activate prior
knowledge of empathy
and the importance of
being empathetic.
Provide empathy quiz
for learners to test.
Narrator activates
learners’ prior
knowledge and
provides empathy
quiz.
Learners watch
the video,
listen and take
the quiz.
Learners may
pause the video
at any time.
Prerequisite
Knowledge
3 Provide definitions and
examples and
nonexamples.
Narrator introduces
the definitions of new
knowledge.
Narrator provides
opportunities in an
interactive video
sequence for learners
to generate their own
examples and
nonexamples.
Learners listen
and provide
their examples
and
nonexamples.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 162
Learning
Guidance
- Lecture
- Demo.
15 Demonstrate steps of
developing empathetic
skills
Introduce and describe
steps and tips of
empathy
Narrator describes the
steps and tips of
empathy. Narrator
stresses the
importance of
empathy and its
association with
effective
communication.
Learners view
the
presentation
and answer the
questions as
they progress
through the
PPTs.
Practice and
Feedback
5
Conduct “empathy
exercise” and read the
scenarios and ask
learners to imagine how
they would respond.
Narrator will organize
practice and provide
feedback to those
learners who respond
to the scenarios.
Learners read
the scenarios
and write down
or record how
they would
respond to the
scenarios.
Authentic
Assessment
2 Assess learners’
performance through
assignments of
identifying how empathy
exists in their academic
life in the United States
and sharing examples
where they show
empathy toward one
another.
Narrator will assess
learners’ performance
through the
assignments
Learners can
complete the
assignments
and feel
confident in
conducting an
empathetic
conversation
with others.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 163
Retention and
Transfer
1 Learners will report
whether they succeeded
in conducting
empathetic
conversations with
others.
Narrator asks learners
to pause the video and
identify the terminal
and enabling
objectives.
Narrator asks learners
to share mentor search
progress and
experiences.
Learners must
self-/provide
anecdotal
narrative about
the application
of knowledge
and skills
developed
during the
lesson.
Big Ideas
1 Review and ask students
to reflect. Review the
“takeaways” from this
module and the
application of
procedures. Connect the
importance of
procedural knowledge to
the goals of the unit and
course.
Ask learners to record
lessons in notebooks
which will turn into
their personal
portfolio.
Encourage learners to
apply empathy
strategies taught in
this class to their real
life.
Learners will
write down
their takeaways
for this
module.
Total Time 40
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 164
Unit 3. How to communicate effectively
Module 2: How to develop empathy
Lesson Materials
Reading Sources
● 7 Practical tips for increasing empathy
https://www.huffingtonpost.com/anne-loehr/seven-practical-tips-for-_b_9854350.html
Academic readings (optional)
Broome, B. J. (1991). Building shared meaning: Implications of a relational approach to empathy
for teaching intercultural communication. Communication education, 40(3), 235-249.
Hatcher, S. L., Nadeau, M. S., Walsh, L. K., Reynolds, M., Galea, J., & Marz, K. (1994). The
teaching of empathy for high school and college students: Testing Rogerian methods with
the Interpersonal Reactivity Index. Adolescence, 29(116), 961.
Kremer, J. F., & Dietzen, L. L. (1991). Two approaches to teaching accurate empathy to
undergraduates: Teacher-intensive and self-directed. Journal of College Student
Development.
Wilson, J. C. (2011). Service-learning and the development of empathy in US college students.
Education+ Training, 53(2/3), 207-217.
Zillmann, D. (1991). Empathy: Affect from bearing witness to the emotions of others.
Responding to the screen: Reception and reaction processes, 135-167.
Gompertz, K. (1960). The relation of empathy to effective communication. Journalism Quarterly,
37(4), 533-546.
Video Sources:
● The importance of empathy (4 minutes)
https://www.youtube.com/watch?v=UzPMMSKfKZQ
● The power of empathy: Helen Riess at TEDxMiddlebury (17.02 minutes)
https://www.youtube.com/watch?v=baHrcC8B4WM
● The power of empathy: Anita Nowak at TEDxMontrealWomen (12.37 minutes)
https://www.youtube.com/watch?v=BoEC7qMvTFE
LESSON CONTENTS & SCRIPTS:
● Introduction
● What is empathy?
“Empathy is the action of understanding, being aware of, being sensitive to, and
vicariously experiencing the feelings, thoughts, and experience” - Merriam-Webster.
“Research suggests that empathic people tend to be more generous and concerned with
others’ welfare, and they also tend to have happier relationships and greater personal
well-being. Empathy can also improve leadership ability and facilitate effective
communication.” (source: https://greatergood.berkeley.edu/quizzes/take_quiz/empathy)
Empathy will help win more allies and gain more friends.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 165
● Read this scenario: One of your classmates is sitting by himself on the bench in the
courtyard at your school and he appears to be sad. What would you do? How do you
handle this situation if you have a chance to speak with him? Would you listen quietly
and him you understand his situation? Do you have any other better response? Write
down the answers
● You can take an Empathy Quiz online by clicking this link:
https://greatergood.berkeley.edu/quizzes/take_quiz/empathy
● Strategies for developing empathy
○ Practice active listening
○ Share other’s joy
○ Look for commonalities with others
○ Practice eye gaze and eye contact when speaking with others
● Empathetic skills deserve more of our attention. When you are empathetic, you’re
practicing different approaches and will develop perspectives to aid you in finding better,
lasting connections with future friends and colleagues at school.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 166
Appendix B
Evaluation Instruments (Immediate and Delayed)
Course Evaluation 1
This is an example of how the curriculum will evaluate Level 1 Reaction. Please note that
evaluation tools should be tailored and modified to the specific needs of the curriculum.
Context: This 40-minute asynchronous online training course is designed to teach Chinese
mainland students effective communication strategies and how to tell a compelling story.
Instructions:
● Please use the following rating scale for questions 1- 4
0= strongly disagree 10= strongly agree
● Please circle the appropriate rating to indicate the degree to which you agree with each
statement.
1. The content in this unit is very beneficial. 1 2 3 4 5 6 7 8 9 10
2. I am confident that I use the skills taught in this
unit to develop my own compelling story
1 2 3 4 5 6 7 8 9 10
3. I will self-report my progress, record my own
story and submit the assignment
1 2 3 4 5 6 7 8 9 10
4. Overall, I am very happy with how the unit is
structured and delivered.
1 2 3 4 5 6 7 8 9 10
5. Please share any other comments you have about this unit.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 167
Course Evaluation 2
This is an example of a blended program evaluation.
Context: This asynchronous online training course is designed particularly for Chinese
mainland students and provides learners with valuable information and effective strategies on
academic, social and cultural aspects of studying in the United States.
Instructions:
● Please use the following rating scale for questions 1- 4
0= strongly disagree 10= strongly agree
● Please circle the appropriate rating to indicate the degree to which you agree with each
statement.
1. The training program is very useful. 1 2 3 4 5 6 7 8 9 10
2. The information in this program is applicable to
my study in the United States.
1 2 3 4 5 6 7 8 9 10
3. I am confident that I will apply the strategies and
skills taught in the program to my daily academic
and social life in the United States
1 2 3 4 5 6 7 8 9 10
3. I think I will put aside 15 minutes everyday for
self reflection and record situations where I have
used learned knowledge and strategies from the
Intro2A curriculum to either improve academic
performance or communication skills or regulate
and manage emotion. (Please note it is important
to reinforce the acquired the skills and knowledge
after participating in the program to make the
outcomes effective.)
1 2 3 4 5 6 7 8 9 10
4. I would recommend this program to others who
may find it beneficial.
1 2 3 4 5 6 7 8 9 10
5. How did learn about this program?
6. What additional information would you like to know to prepare for a smooth transition
in the United States?
7. What outcomes were you expecting to see from your efforts?
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 168
8. We welcome your suggestions for change and improvements for this training program.
9. Please share any other comments you may have about this training program.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 169
Course Evaluation 3
This is another example of Intro2A evaluation form that can be used several months after
the program implementation.
Context: This form was used three to six months after participants have completed the online
asynchronous training designed for mainland Chinese students. Your testimonials, success
factors, and barriers to success can help us improve the design our Intro2A course. The survey
takes approximately 15 minutes and we appreciate your participation and time. You will have
a chance to earn a $15 Amazon gift card.
Instructions:
● Please use the following rating scale for questions 1- 4
0= strongly disagree 10= strongly agree
● Please circle the appropriate rating to indicate the degree to which you agree with each
statement.
1. Looking back, it was worthwhile to take this
course.
1 2 3 4 5 6 7 8 9 10
2. I am seeing positive results from the training. 1 2 3 4 5 6 7 8 9 10
3. The MAAC has positively impacted my academic
and/or social life in the United States.
1 2 3 4 5 6 7 8 9 10
5. What strategies and skills taught in this training have been used the most while you
have been in the United States?
6. What early signs of success have you noticed from your efforts?
7. What topics/information do you wish to learn more of or should be added to this
training?
8. Please share with us a specific example of how you have applied knowledge and skills
learned from Intro2A to either improve your academic performance or communication
skills or regulate and manage your emotions.
LEARNING, SOCIAL EMOTIONAL AND SOCIOCULTURAL STRATEGIES 170
9. What are the challenges you face when adapting to the new cultural environment?
Please give a specific example. Your comments may help us create another unit in
Intro2A for future learners.
Abstract (if available)
Abstract
Many mainland Chinese students studying in the United States have experienced stress, loneliness and even isolation due to the overwhelming academic requirements, prolonged absence from home as well as the lack of social support. Although they have scored high on Test of English as a Foreign Language (TOEFL) and/or Graduate Record Examinations (GRE) exams and received offers from prestigious institutions, the transitional period has resulted in them feeling disengaged in class, less confident in communication and local cultural immersion. Causes of these challenges include, but are not limited to: language barriers, cultural shock, different academic expectations, learning styles and ways of thinking. Concerns about academic work, future job and life choices often lead to stress, depression, sleepless nights, weight and energy loss, skin problems, anxiety and fatigue. Students who pursue their dreams in the United States should have a meaningful and valuable experience. It is important to address the problems and mitigate their concerns, because those challenges, if not addressed, directly affect students’ self-efficacy, personal growth, academics, future career success and most importantly, their emotional development and well-being. This curriculum design describes an online course, called Introduction to America (Intro2A), a component of My American Adventure Coach (MAAC) program, which supports mainland Chinese students’ journey in the United States academically, emotionally and socio-culturally.
Linked assets
University of Southern California Dissertations and Theses
Conceptually similar
PDF
High school curriculum: Self-regulation for the secondary student
PDF
Applying culturally relevant pedagogy in the classroom: a course for secondary, public, urban school educators
PDF
My college coach: An online college admission counseling program for high school students
PDF
Mind, motivation, and meaningful learning: A cognitive science approach to learning how to learn
PDF
Developing a critical consciousness toward culturally responsive teaching through critical reflection: A professional development curriculum for elementary teachers
PDF
Experiential learning curriculum supporting guided pathways in California community colleges
PDF
A marriage and family therapy trainee curriculum: college student success in academic self-regulation
PDF
An academic and professional preparatory curriculum design and supplemental academic advisement tool: self-regulation, ethics, and communication for engineering graduate students
PDF
Aligning mission and practice: social justice curriculum for Jewish secondary day school students
PDF
ELD instruction across the content areas: a professional development program for teachers
PDF
Supporting learners with attention deficit hyperactivity disorder: a professional development curriculum for elementary teachers
PDF
Chinese students’ preparedness for university studies in the United States
PDF
First-generation college students and persistence to a degree: an evaluation study
PDF
Metacognition and self-regulation strategies to support high school student athletes
PDF
Acculturative stress of Chinese international students in the United States
PDF
The science of medical philanthropy: a guide for physicians
PDF
Student academic self‐efficacy, help seeking and goal orientation beliefs and behaviors in distance education and on-campus community college sociology courses
PDF
The tracking effect: tracking and the impact on self-efficacy in middle school students
PDF
Speech language pathologist professional evaluation curriculum: an administrative approach
PDF
Pre-departure preparedness for Chinese international master's students in the United States
Asset Metadata
Creator
Li, Jingjie Ginger
(author)
Core Title
An online curriculum for mainland Chinese students studying in the United States
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
11/08/2018
Defense Date
08/26/2018
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
acculturation,curriculum design,emotion,Empathy,goal setting,international students,mainland Chinese students,mentorship,note-taking strategies,OAI-PMH Harvest,self-regulation,story-telling,stress management,study in the United States,time management
Format
application/pdf
(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Yates, Kenneth (
committee chair
), Hirabayashi, Kimberly (
committee member
), Lundeen, Rebecca (
committee member
)
Creator Email
gingerli68@hotmail.com,jingjiel@usc.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-103167
Unique identifier
UC11676758
Identifier
etd-LiJingjieG-6939.pdf (filename),usctheses-c89-103167 (legacy record id)
Legacy Identifier
etd-LiJingjieG-6939.pdf
Dmrecord
103167
Document Type
Dissertation
Format
application/pdf (imt)
Rights
Li, Jingjie Ginger
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA
Tags
acculturation
curriculum design
goal setting
international students
mainland Chinese students
mentorship
note-taking strategies
self-regulation
story-telling
stress management
study in the United States
time management