International Student Experience


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International Student Experience

  1. 1. The International Student Experience Hanju Kang Dave Nguyen Leigh Viscomi
  2. 2. Presentation Overview <ul><li>Learning Objectives </li></ul><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 Reconsidered </li></ul>
  3. 3. Learning Objectives <ul><li>At the end of this presentation, participants will be able to: </li></ul><ul><ul><ul><li>Understand how international students are classified. </li></ul></ul></ul><ul><ul><ul><li>Identify the different needs that international students may have compared to American students. </li></ul></ul></ul><ul><ul><ul><li>Recognize the numerous support services that are integral to helping international students adjust and succeed. </li></ul></ul></ul><ul><ul><ul><li>Apply previous research regarding international students in order to improve campus support services & program offerings. </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>Is required to be authorized for study in the 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>2 Major Conflicts </li></ul><ul><ul><li>Conflict 1: Stereotypes and prejudice </li></ul></ul><ul><ul><li>Conflict 2: Clash of values </li></ul></ul>
  8. 8. 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>
  9. 9. 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>
  10. 10. 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>
  11. 11. Support Services <ul><li>Counseling Center </li></ul><ul><li>Residential Life </li></ul><ul><li>Academic Advising </li></ul><ul><li>Language Center </li></ul><ul><li>Health & Wellness </li></ul><ul><li>Writing/Tutoring Center </li></ul><ul><li>Spiritual Life </li></ul><ul><li>Career Center </li></ul>
  12. 12. Support Services <ul><li>Since foreign students are often overlooked, employees at a university writing center need to be aware of the special needs of non-native English Speakers (Hall, 2001). </li></ul>Support Services
  13. 13. Academic Rigor <ul><li>This is often a key consideration for international students when selecting an institution. </li></ul>Academic Rigor
  14. 14. Office of International Students <ul><li>Financial pressure is one of the most significant issues facing international students. </li></ul><ul><li>Students do not frequently use this resource. </li></ul>Office of International Students
  15. 15. 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 academic courses. </li></ul>Orientation
  16. 16. Establishment of 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>Establishment of Meaningful Relationships
  17. 17. Connection to Ethnic Values <ul><li>Maintaining a sense of self and a connection to their home country. </li></ul><ul><li>Enriching the college campus. </li></ul>Connection to Ethnic Values
  18. 18. Student Experience <ul><li>Series of events and relationships that make up the college experience. </li></ul><ul><li>Positive student experiences often lead to beneficial student development and retention. </li></ul>Student Experience
  19. 19. International Student Model Office of International Students Academic Rigor Support Services Connection to Ethnic Values Student Experience Orientation Establishment of Meaningful Relationships Adapted From: Bradley (2000); Hall (2001); Valdiriz (1982)
  20. 20. International Student Model Office of International Students Academic Rigor Support Services Connection to Ethnic Values Student Experience Establishment of Meaningful Relationships Student Experience
  21. 21. International Student Model Office of International Students Support Services Connection to Ethnic Values Student Experience Orientation Establishment of Meaningful Relationships
  22. 22. 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 & open-mindedness </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>
  23. 23. Learning Reconsidered <ul><li>Relationships make the “map” come alive. </li></ul><ul><li>Student Outcomes </li></ul><ul><li>Focus on student learning outside of the classroom </li></ul>
  24. 24. Review and Application <ul><li>International students have different needs and dilemmas that traditional US-based students do not. </li></ul><ul><li>Universities should provide numerous support services that help international students adjust, succeed, and stay. </li></ul><ul><li>The University community should encourage and promote the diversity and cultural richness that international students bring to campus. </li></ul><ul><li>Utilize previously performed research to better integrate international students into the community. </li></ul>
  25. 25. 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>Evans, N., Forney, D., & Guido-DiBrito, F. (1998). Student Development in College: Theory, Research, and Practice . San Francisco, CA: Jossey-Bass. </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 </li></ul><ul><li> 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 </li></ul><ul><li>Language Adequacy and Their Performance at the Graduate level , Doctoral </li></ul><ul><li>dissertation, The University of Michigan. </li></ul>
  26. 26. Thank You <ul><li>Any Questions? </li></ul>
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