Your SlideShare is downloading. ×
College student developement presentation
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.


Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

College student developement presentation


Published on



Published in: Education

  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1. The International Student Experience Hanju Kang Dave Nguyen Leigh Viscomi
  • 2. Presentation Overview
    • What is an international student?
    • Theory
    • Previous Research
    • Support Services
    • Model
    • Application of Theory/Model
    • Learning Outcomes
  • 3. Learning Objectives
    • At the end of this presentation, participants will:
        • Know the definition of an international student
        • Define the student experience for international students
        • Apply previous research about international students to improve current program offerings
        • Understand the needs of international students
  • 4. International Student
    • A college student, typically in early adulthood, who:
      • Is not a citizen or permanent resident of the United States but is enrolled in an American higher education institution.
      • Needs to be authorized for study in United States by holding a valid Study Permit/F-1 Visa
  • 5. Theory
    • 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.
  • 6. Previous Research
    • Phinney’s Model of Ethnic Identity Development
    • Schossberg’s Transition Theory
    • Oberg’s Theory of Cultural Adjustment
  • 7. Jean Phinney (1990)
    • Ethnic identity develops from the shared culture, religion, geography, & language that individuals share
    • 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
  • 8. 2 Major Conflicts
    • Conflict 1: Stereotypes and prejudice
    • Conflict 2: Clash of values
  • 9. 3 Stages
    • Diffusion-Foreclosure
      • Ethnicity not explored
    • Moratorium
      • Increasingly aware of ethnicity and seeks more information
    • Identity Achievement:
      • Healthy and secure sense of ethnic identity
  • 10. Nancy Schlossberg (1984)
    • 3 Types of Transitions
      • Anticipated
      • Unanticipated
      • Non-events
    • 4 S’s
      • Situation
      • Self
      • Support
      • Strategies
  • 11. Kalervo Oberg (1960)
    • Four stages of emotional reactions related to cross-cultural adjustment
      • Honeymoon stage
      • Crisis Stage
      • Recovery Stage
      • Adjustment Stage
  • 12. Support Services
    • Counseling Center
    • Residential Life
    • Academic Advisor
    • Health & Wellness
    • Writing/Tutoring Center
    • Spiritual Life
    • Language Center
    • Career Center
  • 13. Support Services
    • 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)
    Support Services
  • 14. Academic Rigor
    • This is often a key consideration for international students when selected an institution.
    Academic Rigor
  • 15. Office of International Students
    • Financial pressure is one of the most significant issues facing international students.
    • Students did not frequently use this resource
    Office of International Students
  • 16. Orientation
    • 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.
  • 17. Establishing Meaningful Relationships
    • 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)
    Establishing Meaningful Relationships
  • 18. Loyalty to Ethnic Values
    • Maintaining a sense of self and where the student is from.
    • Enriching the campus
    Loyalty to Ethnic Values
  • 19. Student Experience
    • Series of experiences that make up the college experience.
    • Positive student experiences often lead to retention.
    Student Experience
  • 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. International Student Model Office of International Students Academic Rigor Support Services Loyalty to Ethnic Values Student Experience Establishing Meaningful Relationships Student Experience
  • 22. International Student Model Office of International Students Support Services Loyalty to Ethnic Values Student Experience Orientation Establishing Meaningful Relationships
  • 23. Application of Theory/Model
    • Faculty/Staff
      • Training
      • Knowledge of support services
    • Student Peers
      • Understanding & openmindness
      • Community expectations
    • Institution
      • Commitment to diversity
  • 24. Learning Reconsidered
    • Relationships make the “map” come alive.
    • Student Outcomes
    • Focusing on student learning outside of the classroom
  • 25. Review and Application
    • International students have different needs and dilemmas than traditional US-based students
    • Universities should provide supports services to better student experiences and for retention
    • The University community should promote the diversity and cultural richness international students bring to campus
    • Utilize previously performed research to better integrate international students
  • 26. References
    • ACPA/NASPA (2004). Learning Reconsidered: A campus-wide focus on the student experience.
    • Bradley, G. (2000). Responding Effectively to the Mental Health Needs of International Students, Higher Education, 39(4), 417-433.
    • 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.
    • Surdan, J. C. & Collins, J. R.(1984). Adaptation of International Students: A cause for concern, Journal of College Student Personnel, 25(3), 240-245.
    • 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.
  • 27. Thank You
    • Any Questions?