International Student Experience
Upcoming SlideShare
Loading in...5

Like this? Share it with your network


International Student Experience






Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

International Student Experience Presentation Transcript

  • 1. The International Student Experience Hanju Kang Dave Nguyen Leigh Viscomi
  • 2. Presentation Overview
    • Learning Objectives
    • What is an international student?
    • Theory
    • Previous Research
    • Support Services
    • Model
    • Application of Theory & Model
    • Learning Reconsidered
  • 3. Learning Objectives
    • At the end of this presentation, participants will be able to:
        • Understand how international students are classified.
        • Identify the different needs that international students may have compared to American students.
        • Recognize the numerous support services that are integral to helping international students adjust and succeed.
        • Apply previous research regarding international students in order to improve campus support services & program offerings.
  • 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.
      • Is required to be authorized for study in the 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)
    • 2 Major Conflicts
      • Conflict 1: Stereotypes and prejudice
      • Conflict 2: Clash of values
  • 8. 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
  • 9. Nancy Schlossberg (1984)
    • 3 Types of Transitions
      • Anticipated
      • Unanticipated
      • Non-events
    • 4 S’s
      • Situation
      • Self
      • Support
      • Strategies
  • 10. Kalervo Oberg (1960)
    • Four stages of emotional reactions related to cross-cultural adjustment:
      • Honeymoon stage
      • Crisis Stage
      • Recovery Stage
      • Adjustment Stage
  • 11. Support Services
    • Counseling Center
    • Residential Life
    • Academic Advising
    • Language Center
    • Health & Wellness
    • Writing/Tutoring Center
    • Spiritual Life
    • Career Center
  • 12. Support Services
    • 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).
    Support Services
  • 13. Academic Rigor
    • This is often a key consideration for international students when selecting an institution.
    Academic Rigor
  • 14. Office of International Students
    • Financial pressure is one of the most significant issues facing international students.
    • Students do not frequently use this resource.
    Office of International Students
  • 15. 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 academic courses.
  • 16. Establishment of 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).
    Establishment of Meaningful Relationships
  • 17. Connection to Ethnic Values
    • Maintaining a sense of self and a connection to their home country.
    • Enriching the college campus.
    Connection to Ethnic Values
  • 18. Student Experience
    • Series of events and relationships that make up the college experience.
    • Positive student experiences often lead to beneficial student development and retention.
    Student Experience
  • 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. International Student Model Office of International Students Academic Rigor Support Services Connection to Ethnic Values Student Experience Establishment of Meaningful Relationships Student Experience
  • 21. International Student Model Office of International Students Support Services Connection to Ethnic Values Student Experience Orientation Establishment of Meaningful Relationships
  • 22. Application of Theory/Model
    • Faculty/Staff
      • Training
      • Knowledge of support services
    • Student Peers
      • Understanding & open-mindedness
      • Community expectations
    • Institution
      • Commitment to diversity
  • 23. Learning Reconsidered
    • Relationships make the “map” come alive.
    • Student Outcomes
    • Focus on student learning outside of the classroom
  • 24. Review and Application
    • International students have different needs and dilemmas that traditional US-based students do not.
    • Universities should provide numerous support services that help international students adjust, succeed, and stay.
    • The University community should encourage and promote the diversity and cultural richness that international students bring to campus.
    • Utilize previously performed research to better integrate international students into the community.
  • 25. 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.
    • Evans, N., Forney, D., & Guido-DiBrito, F. (1998). Student Development in College: Theory, Research, and Practice . San Francisco, CA: Jossey-Bass.
    • 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.
  • 26. Thank You
    • Any Questions?