Questions for Formulating Significant Learning Goals
“A year (or more) after this course is over, I want and hope that students will be able to build their background knowledge on both the culture and nuiances of studying in the United States through the use of current and future technology.”
My Big Harry Audacious Goal (BHAG) for the course is: The vision of my business plan is to have a one stop shop of information for students to research the multiple steps in order to have the opportunity to study in the United States. The secondary goal for the plan is to have a student driven community where former students can share their experience and knowledge to those starting the process of obtaining the proper visas to study overseas. Thirdly, an everchanging library of information should be stored on the website that encompasses all aspects of moving to the United States including, but not limited to; the paperwork process, the visa interview, American college life expectations, American dialect and so on.
Foundational Knowledge
- What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future?
There are three main aspects in order to study in the United States. The first aspect is the paperwork needed to obtain a student visa, second is preparing for the interview at the U.S. embassy, and lastly the vocabulary, idioms, dialect, types of exchange programs and the overall cultural differences to prepare for when studying in the United States. First students need to know the proper way to fill out the paperwork. Before being accepted as an exchange student the Korean student must provide financial information to the U.S. embassy showing the student has enough financial assets to support life in the United States. Although there is no set amount the prevailing opinion is to be able to show at least $10,000 in liquid assets from an approved sponsor. Students must also be aware who can be a viable sponsor for their studies in the United States.
The second aspect in preparing to be a student to study abroad is the interview conducted at the U.S. Embassy. It has been my experience the interview has thwarted many students from reaching their goal. Three major factors tend to negatively affect a student’s ability to get approval from the U.S. Embassy. First are nerves, second is preparedness and third is English proficiency. Both nerves and preparedness can be overcome through learning through an online platform, much like has been presented as my BHAG in my Innovation Plan. Through learning from others who have come before them and practicing common questions asked in the interview student can reduce the first two obstacles. The third obstacle of English proficiency can be overcome through studying. There is simply no way to overcome a lack of English proficiency other than studying. However, part of my Innovation Plan is to have a section dedicated to links and videos to help tutor the students who need the extra time to increase their English ability.
Lastly, the third aspect of learning the American vocabulary, American idioms, the different dialect from the different regions of the United States, the cultural differences between South Korea and The United States and the different exchange programs need to be addressed. Much of this can be remedied through videos already created and available on the internet. A quick Google search or a search on YouTube can open up a plethora of information on these topics. A creation of a library of information can help students gain the needed background knowledge in order to succeed and flourish when in the United States. Another aspect of the BHAG is to have an online learning community where students participate in Q & A sessions, Mentor-Mentee programs and virtual roundtable discussions.
From what I have learned thus far, and going forward in my studies, my hope is to have the tools needed to create a system in which students can take ownership of their learning. This will develop their survival skills for moving to a new country as this skill will serve them well while overseas. My Innovation Plan hopes to reduce the learning curve of the students, while at the same time reduce the effective filter thereby giving the students the best opportunity to succeed.
- What key ideas (or perspectives) are important for students to understand in this course?
I believe it is important for students to understand things are not going to be easy, but continual learning will help make the process better. This continual learning can be achieved through a growth mindset and the ability to not sweat the small stuff. Both of these attitudes can help propel the student for success by adapting to new lessons, while at the same time reducing the stress level to only concerning oneself with those things that can be controlled. These two perspectives can create a positive attitude thereby reducing the affective filter.
The first and most powerful idea is that of a growth mindset. Deciding to move to another country, for any length of time takes determination and a mental toughness to overcome obstacles. Having a strength mindset, will help with overcoming obstacles. For example, if one has their application accepted, but gets denied at the interview process one may feel defeated and give up on their dream. That same student adopting a strength mindset can learn from their initial experience and chose to grow from the first defeat and try again. This one change to their mindset can help them moving forward. A growth mindset will also serve these students well as they try and navigate life in the United States. Culturally, life in the United States is much different than that in South Korea. Developing an attitude of acceptance of differences will in turn provide opportunities for growth. One can take the good from both life in Korea and life in the United States thus creating “the best of both worlds”. This is something that I personally have been able to do on many occasions in my life. It has served me well and I feel the same can be done with my students.
Secondly, only concerning oneself with those aspects of life one has a direct influence on can reduce the stress level of the student. From the book, “Don’t Sweat the Small Stuff” (Carlson, 1997) states to only worry about that which you can control. The same attitude works well with my students situations. If the paperwork has been denied due to some error, don’t stress over it because there is nothing you can do to change it. Instead, make the necessary changes and resubmit the forms. If you are not understood when speaking to a friend in the U.S., don’t stress over it, understand people are not grading your English proficiency all day every day. Instead, they will try and understand you. What’s done is done and don’t sweat it. Work to improve, but don’t dwell on what has happened. Learn and move on. These two small moves can achieve grand results.
Application Goals
- What kinds of thinking are important for students to learn?
- Critical thinking, in which students analyze and evaluate
- Creative thinking, in which students imagine and create
- Practical thinking, in which students solve problems and make decisions
In my field, all types of thinking are important at different times during the exchange process. Critical thinking skills are important when evaluating whether to study overseas or not. Not everyone has the skills and motivation to study in another country and that is alright. However, when one is trying to decide it is important to honestly evaluate what it entails to study in the United States. Analyzing the emotional expense and the financial expense can be beneficial in the decision making process. If one can critically weigh the pros and cons, then they are able to eliminate the cloud of excitement one can feel when thinking of studying abroad. Critical thinking is not only needed prior to boarding the plane to move, but critical thinking skills are needed in all aspects of life. Analyzing and evaluating are imperative when making decisions at every level. Many times, this will be the first time a student is away from their home. Although they may be studying at a university in Korea, it is nothing to get back home with little planning when living in South Korea. However, the student will now be living literally half-way around the world and they will need to be able to have critical thinking skills to problem solve on their own and for themselves.
Yet, students can not only problem solve using critical thinking skills, but practical thinking skills also serve an important purpose. Of course the first decision to be made is whether or not studying abroad is a good fit for them. Practical thinking helps with this issue. As well as creative thinking skills. When making the decision some type of creative thinking serves a purpose on imagining the reality that studying abroad can serve for them. Both creative and practical thinking helps the student decide on where to study. Is it best to study in a small rural town or do they see themselves in a large metropolitan area. Does a small, quiet school seem more appealing than a large, active school? All three skills need to be utilized in my students. So, just like in life, all types of thinking skills need to be used in order to afford the student the best chance at a positive experience.
Integration Goals
- What connections (similarities and interactions) should students recognize and make…:
Seeing that my position is not a teaching position, it is difficult to discuss what kind of connections they are to make in the course. However, the interactions students have when going abroad to study are said to be life changing. When a student steps out of their comfort zone, they grow as an individual and learn how to survive and make difficult decisions. Students will learn about themselves. They will learn different viewpoints from various cultures. The experience garnered will help students adopt a growth mindset and learn how challenges are opportunities to learn and mature. Of course the process is not an easy one, but with determjination one can find an inner spirit that thrives on overcoming challenges. This is more than an experience to study in another country, but it can end up being a life altering experience. Students should be able to connect with others on a personal level whereby they learn about life outside of South Korea. The drive to study in the United States can be adopted in all parts of life. This one experience can change the trajectory of their life. Their life can truly be changed from this one once in a life time opportunity.
Human Dimensions Goals
- What could or should students learn about themselves?
Students could and most likely will learn they are capable of doing much more than they ever thought was possible. Ralph Waldo Emerson is quoted as saying, “Life is a journey, not a destination.” This quote rings true in my students who decide to study abroad. The students learn with every step they take. One can find many examples from those of my former students and myself. Min traveling alone on winter break to Los Angeles, dreamed of watching his hero, Kobe Bryant, play for his beloved Lakers, making it to the game and watching his hero live and in person. The smile and stories he brought back with him will never fade away. His determination to make his dream come true made him a more determined person. Since graduating he has moved back and started a successful business working with a sneaker manufacturer living his dream. He continues to make trips to the United States for business and talks of his past experience and how his time studying in small town U.S.A. changed him. He learned about himself and how to overcome many challenges. He learned to make steps in chasing his dream. He learned that no goal is impossible through hard work.
I think of Sue, who went to school in Massachusetts, to study organic chemistry. She tells her story of feeling alone for many months. She tells of being buried in her studies, silent and afraid to talk to anyone in English. She talks about her chemistry professor who took the time after class to talk to her. She speaks of the gentle professor not speaking to her as a professor, but as a concerned human. They talked for some time and Sue talks about the power that gave her to tell her story. She talks about being listened to and valued for the first time. She speaks how that one experience sparked a flow of communication. She started to go out and search out people to talk to. She learned how to understand the strong Boston accent. She lived to communicate. Now, she speaks to those students who are worried and shy to study in the United States. To me she was a trailblazer for the shy students.
Lastly, I think of my journey. I think of how I left everything behind in South Korea and moved to an unknown country with my American husband and 1 year old son to a brand new world. I think of the times I was scared to talk because my English, in my mind, was not good enough. I think of the times I was afraid to drive. I remember staying at home waiting for my husband to come home from work so that we could do something. I look back at where I started and where I am now. I look at how I talk to anyone at anytime. I look at how I am attempting my masters. I look at how I still don’t understand the nuiances of studying online and how it all works. I look at all the mistakes I made in the first semester, but how I am growing from it all. I look at how my life feels complete and how my challenges have made me an impressive person. I think about how proud I am of myself for all that I have accomplished. I think of how proud I am that one day my children will see how hard I worked to overcome obstacles and how that hard work has changed me for the better. These and many other lessons can be learned from my students, because every student has their own journey to take and their own lessons to learn.
Caring Goals
- What changes/values do you hope students will adopt?
My hope is that students will learn about themselves and gain confidence in their ability. Another aspect that I gained as well as many others is the aspect of caring for those less fortunate. Not everyone has the ability to study overseas due to circumstances. My hope is that as students complete their journey studying in the United States, that they are able to become bastions of information. In essence, the student becomes a teacher to those who could not experience life overseas. They begin to internalize what they have experienced and teach what they have learned with others. In my current business, many past students share with potential students their experiences. A small community is being built and as the years pass, this community has the potential to grow, creating the desire of many more students to take the leap and attempt to study overseas.
“Learning-How-to-Learn” Goals
- What would you like for students to learn about:
I hope students are able to learn 3 important lessons with this experience. They should learn that they are stronger than they ever though they were, they should learn how to overcome obstacles, and they should learn the status quo is not always the best path. As stated previously, it takes a special type of person to decide to study in another country. It is easy to go to school in South Korea where you can fully understand the lessons and the culture and your peers. However, it is that special type of person to decide to go to another country and jump through all the immigration hoops to go and study with native English speakers where you are not sure you will understand everything. You are moving to a place where you are not the same as everyone else. You will most definitely be different, but you embrace that opportunity. By going through this process the student learns that all these obstacles and more actually make them stronger. The ability to anaylze information and problem solve while life moves forward at a rapid pace, can serve them well in the future.
Also, the ability to overcome obstacles enables these students to become more independent and less likely to give up on their dreams. It cannot be said enough that the process is not an easy one. From the start there are obstacles that need to be overcome in order to study overseas. Some obstacles are internal, for example, “Is my English good enough?”, “Is the paperwork filled out correctly?”, “Do I have what it takes to survive?”. While other obstacles are external like navigating life in a new country. Accepting and integrating a new culture. Learning a new dialect, understanding that what you were taught in English classes have been no help when you are emersed this country. How to go shopping, open a bank account, take a bus or train or subway. How do you live? All of these obstacles can either stop you in your tracks and you freeze or these obstacles are there for you to climb up and over to reach your personal pinnacle.
Lastly, students should learn how doing it the way things have been done previously is not always the best way. Life in any country has its pros and cons. No one country does everything perfectly. This becomes abundantly clear when traveling and living in a new land. Students who experience life abroad can take the good in their new country and combine that with the good from their home country and develop a style that incorporates both. This type of knowledge can not be learned from a book or listening to some others account. This can only be accomplished through experiencing it for oneself. That is truly learning and growing.
Learning Environment & Situational Factors to Consider
1. Specific Context of the Teaching/Learning Situation
How many students are in the class? Is the course primary, secondary, undergraduate, or graduate level? How long and frequent are the class meetings? How will the course be delivered: live, online, blended, flipped or in a classroom or lab? What physical elements of the learning environment will affect the class? What technology, networking and access issues will affect the class?
The amount of students is reliant on the number of students applying to North American universities through my company website. The number of students would have to be limited, based on the number of MOU’s or Memorandum of Understanding, obtained with each university as well as the number of students agreed upon for receiving provided with each MOU.
The “course” would be self-paced and not graded. The course would be completely voluntary with all content being online. However, certain circumstances would have a need for a phone call or online meeting as needed. Students would need full access to the internet, however, if a student does not have access to the internet while living in South Korea, the student could go online using the many PC rooms available. According to statistics provided by datareportal.com, 50.29 million users are accessing the internet in South Korea with a 97.57% access of the entire population. South Korea is seen as one of the highest accessibility numbers throughout the world.
2. General Context of the Learning Situation
What learning expectations are placed on this course or curriculum by: the school, district, university, college and/or department? the profession? society?
There are no learning expectations being placed on this course by any school, district, university or department. However, the learning expectations would be placed by the students accessing the information. If students feel that the information garnered by the course has not been positive, then the usage numbers will show this. Also, a survey can convey the effectiveness of the course. Through survey results I would be able to revamp the course to meet the everchanging needs of the students. It is important to note, that as technology changes so must the course. For example, one space that my business is looking to utilize is the advent of virtual reality. If harnessed properly, this technology can be beneficial in adapting the community aspect in the business model. If VR technology advances, one can see the potential of having students visit North America through VR prior to boarding an airplane. These are some of the expectations and curriculum that are present and possible moving forward.
3. Nature of the Subject
Is this subject primarily theoretical, practical, or a combination? Is the subject primarily convergent or divergent? Are there important changes or controversies occurring within the field?
The subject matter is both theoretical and practical. It is theoretical as each student’s experience will be different, therefore the information in the library will be theory. However, the information is also practical as the information can be utilized to make the transition easier and more seamless. The subject would most likely be considered divergent. Having the ability to solve the types of problems that will be present with a transition to studying overseas, one must be able to finding multiple solutions to problem, thereby becoming creative in solving problems. However, that is not to say that convergent problem solving does not have a place in this arena. There are times that will be presented where one well developed solution is present and must be followed. Things like paperwork and proof of financial stability come to min as convergent solutions. These would be unchanging and needed to be followed properly to be correct.
4. Characteristics of the Learners
What is the life situation of the learners (e.g., socio-economic, cultural, personal, family, professional goals)? What prior knowledge, experiences, and initial feelings do students usually have about this subject? What are their learning goals and expectations?
The learners in my scenario would most likely be socio-economically ranked middle to upper class. This is because there needs to be a certain financial representation met in order to be accepted as a foreign exchange student. However, there are ways around the documentation, for example, a qualifying relative, can show the needed assets for the potential student whereas they have no intention of supporting the student whilst they are studying overseas. Though this loophole is made available, most students will have some sort of financial security that allows them to participate as a foreign exchange student. Culturally, nearly all students would be South Korean. By its nature, South Korea, is a homogenous society and the students that I would assist would be South Korean. Many families will influence a potential student to study overseas as this experience can accomplish two aspects for their future. First, this experience is looked at favorably on a resume. Secondly, the pure nature of the total immersion of studying in a native English speaking country will increase the students’ English proficiency. This can also benefit the student while working in the near future.
5. Characteristics of the Teacher
What beliefs and values does the teacher have about teaching and learning? What is his/her attitude toward: the subject? students? What level of knowledge or familiarity does s/he have with this subject? What are his/her strengths in teaching? As the “teacher” of the subject, I believe that one can grow in all aspects of their life. One is not meant to be stuck in one avenue in their life. There are always opportunities to grow, though at times one fails, one can learn from these failings and grow in their ability. One must also be able to think outside the box and look at multiple ways of creating positivity and success. Thinking of the experience of the subject, I have lived it and feel have succeeded in life as an immigrant. I bring to this subject confidence and understanding to the trials of moving. I tend to be a sounding board for students worried about their upcoming move. Most of the time students are a mix of excited while at the same time apprehensive. My experience tends to help students overcome this through explanations and understanding.
BHAG- All of the previous helps narrow down my business plan into a nice 3 column plan as follows.
3 Column Table
BHAG (Big Hairy Audacious Goal) – Overarching Course Goal
Learners will be able to complete the governmental requirements to study in the United States, with the expectation that students will become knowledgeable of North American culture, language and pedagogy.
| Learning Goals | Learning Activities | Assessment Activities |
| Apply for a student visa using the appropriate factors needed to have the application accepted | Follow online tutorials showing how to properly prepare and fill out the necessary documents in order to apply for a student visa. | Prior to submitting the student visa application for approval, said student will turn in the paperwork for our review with all needed changes being completed, prior to final submission. |
| Sit for and pass the English proficiency portion of the Embassy interview to obtain a student visa | Practice speaking in a formal setting. Visit the online library of questions to become familiar with the style of questions. Review and practice the commonly asked student visa interview questions. Role playing with friends and family. | A role play scenario can be used to assess readiness for the U.S. Embassy interview. This can and most likely will occur through an online platform like zoom or Microsoft teams. A list of practice mods can be assigned prior to going for their live interview. |
| Become knowledgeable of North American dialect depending on the region chosen to study | Interact with the video library of dialect regions in the United States and Canada. Watch English spoken television shows and movies focusing on the accents, dialects, idioms and jargon. | An online quiz can be taken, in order to assess readiness. This quiz can consist of North American dialects, idioms, accents and social and academic jargon deemed necessary for survival overseas. |
| Become knowledgeable about studying culture at North American universities | Join community round table discussions and FAQ sessions delivered by former students. Review the videos explaining the differences on learning in North America compared to South Korea. | A quiz can suffice in calibrating readiness for studying at a North American university. Seeing that most assessments in this realm would need to be informal, it can be said that readiness would be more altruistic as opposed to concrete. |
| Reduce the effective filter and become proficiently comfortable with living in the United States | Build background knowledge thereby reducing the anticipated stress that is developed when moving to another country. Go through the virtual role plays available with life in North America. Attend community sessions discussing everyday life activities overseas. Read the provided literature available discussing how to live in the United States and Canada. | This arena can not fully be assessed until an actual move has occurred. However, the length of the learning curve should be reduced with a building up of background knowledge prior to arrival. The assessment of readiness can be obtained with a three part survey. One that occurs in their home country, prior to moving, the second occurring one month into moving and the last survey at the end of the term of overseas enrollment. From the survey results, one can evaluate and reevaluate the effectiveness of the community discussions and literature available to the students. |
| Pass the courses taken while studying overseas | Throughout the student’s stay in North America, the purpose is to study content and pass the required courses. These courses can consist of core curriculum as well as major specific courses. The goal is for students to be completely immersed in learning at a university in North America. The content should be understood and all pertinent exams should be passed. | This would be a formal assessment provided by the accepting university. This assessment would be beneficial in understanding each students ability while studying at a North American university. |