College student developement presentation


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College student developement presentation

  1. 1. The International Student Experience Hanju Kang Dave Nguyen Leigh Viscomi
  2. 2. Presentation Overview <ul><li>What is an international student? </li></ul><ul><li>Theory </li></ul><ul><li>Previous Research </li></ul><ul><li>Support Services </li></ul><ul><li>Model </li></ul><ul><li>Application of Theory/Model </li></ul><ul><li>Learning Outcomes </li></ul>
  3. 3. Learning Objectives <ul><li>At the end of this presentation, participants will: </li></ul><ul><ul><ul><li>Know the definition of an international student </li></ul></ul></ul><ul><ul><ul><li>Define the student experience for international students </li></ul></ul></ul><ul><ul><ul><li>Apply previous research about international students to improve current program offerings </li></ul></ul></ul><ul><ul><ul><li>Understand the needs of international students </li></ul></ul></ul>
  4. 4. International Student <ul><li>A college student, typically in early adulthood, who: </li></ul><ul><ul><li>Is not a citizen or permanent resident of the United States but is enrolled in an American higher education institution. </li></ul></ul><ul><ul><li>Needs to be authorized for study in United States by holding a valid Study Permit/F-1 Visa </li></ul></ul>
  5. 5. Theory <ul><li>International students are likely to have a positive college experience if they are able to balance their own ethnic identity with American culture through assistance from college support services. </li></ul>
  6. 6. Previous Research <ul><li>Phinney’s Model of Ethnic Identity Development </li></ul><ul><li>Schossberg’s Transition Theory </li></ul><ul><li>Oberg’s Theory of Cultural Adjustment </li></ul>
  7. 7. Jean Phinney (1990) <ul><li>Ethnic identity develops from the shared culture, religion, geography, & language that individuals share </li></ul><ul><li>Focus is on how individuals come to understand the implications of their ethnicity and make decisions about its role in their lives, regardless of the extent of their ethnic involvement </li></ul>
  8. 8. 2 Major Conflicts <ul><li>Conflict 1: Stereotypes and prejudice </li></ul><ul><li>Conflict 2: Clash of values </li></ul>
  9. 9. 3 Stages <ul><li>Diffusion-Foreclosure </li></ul><ul><ul><li>Ethnicity not explored </li></ul></ul><ul><li>Moratorium </li></ul><ul><ul><li>Increasingly aware of ethnicity and seeks more information </li></ul></ul><ul><li>Identity Achievement: </li></ul><ul><ul><li>Healthy and secure sense of ethnic identity </li></ul></ul>
  10. 10. Nancy Schlossberg (1984) <ul><li>3 Types of Transitions </li></ul><ul><ul><li>Anticipated </li></ul></ul><ul><ul><li>Unanticipated </li></ul></ul><ul><ul><li>Non-events </li></ul></ul><ul><li>4 S’s </li></ul><ul><ul><li>Situation </li></ul></ul><ul><ul><li>Self </li></ul></ul><ul><ul><li>Support </li></ul></ul><ul><ul><li>Strategies </li></ul></ul>
  11. 11. Kalervo Oberg (1960) <ul><li>Four stages of emotional reactions related to cross-cultural adjustment </li></ul><ul><ul><li>Honeymoon stage </li></ul></ul><ul><ul><li>Crisis Stage </li></ul></ul><ul><ul><li>Recovery Stage </li></ul></ul><ul><ul><li>Adjustment Stage </li></ul></ul>
  12. 12. Support Services <ul><li>Counseling Center </li></ul><ul><li>Residential Life </li></ul><ul><li>Academic Advisor </li></ul><ul><li>Health & Wellness </li></ul><ul><li>Writing/Tutoring Center </li></ul><ul><li>Spiritual Life </li></ul><ul><li>Language Center </li></ul><ul><li>Career Center </li></ul>
  13. 13. Support Services <ul><li>Since foreign students are often overlooked, employees at a university writing center need to become aware of specials needs of non-native English Speakers (Hall, 2001) </li></ul>Support Services
  14. 14. Academic Rigor <ul><li>This is often a key consideration for international students when selected an institution. </li></ul>Academic Rigor
  15. 15. Office of International Students <ul><li>Financial pressure is one of the most significant issues facing international students. </li></ul><ul><li>Students did not frequently use this resource </li></ul>Office of International Students
  16. 16. Orientation <ul><li>According to the study of the Center for Teaching and Learning, international students don’t have an understanding of what will be required in American class. </li></ul>Orientation
  17. 17. Establishing Meaningful Relationships <ul><li>It was found that international students who spent more leisure time with Americans were significantly better adapted than those who spent more time with non-Americans (Surdan & Collins, 1984) </li></ul>Establishing Meaningful Relationships
  18. 18. Loyalty to Ethnic Values <ul><li>Maintaining a sense of self and where the student is from. </li></ul><ul><li>Enriching the campus </li></ul>Loyalty to Ethnic Values
  19. 19. Student Experience <ul><li>Series of experiences that make up the college experience. </li></ul><ul><li>Positive student experiences often lead to retention. </li></ul>Student Experience
  20. 20. International Student Model Office of International Students Academic Rigor Support Services Loyalty to Ethnic Values Student Experience Orientation Establishing Meaningful Relationships Adapted From: Bradley (2000); Hall (2001); Valdiriz (1982)
  21. 21. International Student Model Office of International Students Academic Rigor Support Services Loyalty to Ethnic Values Student Experience Establishing Meaningful Relationships Student Experience
  22. 22. International Student Model Office of International Students Support Services Loyalty to Ethnic Values Student Experience Orientation Establishing Meaningful Relationships
  23. 23. Application of Theory/Model <ul><li>Faculty/Staff </li></ul><ul><ul><li>Training </li></ul></ul><ul><ul><li>Knowledge of support services </li></ul></ul><ul><li>Student Peers </li></ul><ul><ul><li>Understanding & openmindness </li></ul></ul><ul><ul><li>Community expectations </li></ul></ul><ul><li>Institution </li></ul><ul><ul><li>Commitment to diversity </li></ul></ul>
  24. 24. Learning Reconsidered <ul><li>Relationships make the “map” come alive. </li></ul><ul><li>Student Outcomes </li></ul><ul><li>Focusing on student learning outside of the classroom </li></ul>
  25. 25. Review and Application <ul><li>International students have different needs and dilemmas than traditional US-based students </li></ul><ul><li>Universities should provide supports services to better student experiences and for retention </li></ul><ul><li>The University community should promote the diversity and cultural richness international students bring to campus </li></ul><ul><li>Utilize previously performed research to better integrate international students </li></ul>
  26. 26. References <ul><li>ACPA/NASPA (2004). Learning Reconsidered: A campus-wide focus on the student experience. </li></ul><ul><li>Bradley, G. (2000). Responding Effectively to the Mental Health Needs of International Students, Higher Education, 39(4), 417-433. </li></ul><ul><li>Hall, H. (2001). When background matter: three writing center employees' views on ESL students, paper presented at the annual meeting of the conference on college composition and communication in Denver, CO, March, 14-17, 2001. </li></ul><ul><li>Surdan, J. C. & Collins, J. R.(1984). Adaptation of International Students: A cause for concern, Journal of College Student Personnel, 25(3), 240-245. </li></ul><ul><li>Valdiriz, J. E. (1982). Foreign Students' Language Proficiency, their Perceptions of Language Adequacy and their performance at the Graduate level, Doctoral dissertation, The University of Michigan. </li></ul>
  27. 27. Thank You <ul><li>Any Questions? </li></ul>