Grab_Kelsey Project Report FINAL

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Culture, Communication and Me:
Programming to Ease International Master’s Students’ Transition to HGSE
Kelsey Grab
T543: Applying Cognitive Science Research Principles to Learning and Teaching
Professor: Tina Grotzer; TF: Kyla Mills
April 2016

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Table of Contents
INTRODUCTION ..................................................................................................................... 3
PROJECT RATIONALE............................................................................................................ 4
PROJECT OVERVIEW.............................................................................................................. 5
LEARNERS ................................................................................................................................ 6
UNDERSTANDING GOALS.................................................................................................... 8
Lesson 1: IDENTITY, CULTURE AND COMMUNITY....................................................... 8
Lesson 2: SMALL TALK AND COMMUNICATION ........................................................... 9
LEARNING CHALLENGES................................................................................................... 11
TIMING.................................................................................................................................... 12
COURSE CONCEPTS.............................................................................................................. 13
CONCEPTUAL CHANGE .................................................................................................. 13
NOVICE TO EXPERT ........................................................................................................ 14
META COGNITION ........................................................................................................... 14
ASSESSMENT.......................................................................................................................... 15
CRITIQUE................................................................................................................................ 15
REFERENCES ......................................................................................................................... 18

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“Nothing important comes with instructions.” –James Richardsonk
INTRODUCTION
In my application to HGSE this fall I wrote about the idea of teaching as an act of
diplomacy. The curriculum I proposed for myself as a Special Studies student was rooted in the
concept that the most critical way to create a more peaceful world is to empower and engage
teachers to aid in diplomacy through educational exchange. Peaceful nations are built by teachers
who thoughtfully engage with their students, and I believe peaceful diplomatic exchanges can be
created through creating more informed and culturally sensitive educational exchanges. Here at
HGSE we are not only actively part of this educational exchange simply through the act of
classroom study, but through the relationships we build which recognize and honor culture as an
influencer of our thoughts, actions and teaching. We are actively training Americans to teach in
American classrooms and abroad, as well as asking international students to consider our American
classrooms in contrast to their own. We ask all students to take what they learn on campus to their
classrooms, yet we do not always support the differences the diverse population of HGSE students
come to campus with.
As someone who has traveled extensively internationally and lived abroad in cultures very
foreign to my own, I have experienced first-hand the challenges cultural difference can pose. I have
offended people with my speech and been hurt by misunderstanding the intentions of others. I have
struggled to identify my values and culture while trying to teach within another’s. I have been
surprised by differences experienced in a culture with a shared language. I have found myself unsure
how to approach to a professor in foreign University. I have been fortunate to be both frustrated
and embraced by cultural differences and had the opportunity to reflect and study the ways culture
has impacted my teaching and learning.

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As someone interested in building better educational exchanges, the fact that Harvard has
few resources for international students who struggle to adjust both ideologically and personally
compel me to take action. Irecognize the significant negative impact these challenges can have on a
student’s success both in and out of the classroom. In my experience teaching internationally, I
recognize the vast differences of learning in another culture and the importance of space to discuss
these issues. As an academic advisor to first year students at Harvard College, I have experience
counseling and advising international students with similar problems, but have not yet had the
opportunity to delve into theory and research on the topic. I am looking forward to creating
resources which will support and sustain the growing population of international scholars at HGSE.
PROJECT RATIONALE
Harvard University names diversity as a core value of its academic mission. A University-
wide Faculty Report (2012) stated that diversity in the community “provides irreplaceable
experiences for students who will work in an ever-more-diverse world,” (Powell). According to the
American Council on Education (2012) diversity enriches educational experiences, promotes
personal growth and strengthens communities. Exposing educators to a diversity of opinions and
experiences is a critical component of the mission and values of HGSE and Harvard University.
One of the most prominent ways diversity is seen in the HGSE community is in its sizeable and
diverse international students. According to the Harvard International Office (2016), international
students make up nearly 15% of the HGSE community, a number that has increased by 37% in just
five years.1
The international student population brings immense value to HGSE and yet, they
struggle to find the resources they need to best acclimate to American culture (Mills, 2016).
1 This follows the national trend as studied by the Institute of International Education, which saw a 10% increase in
2014-2015 of international students studying in the US (Open Doors 2015 Data).

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Research has shown international students face a myriad of challenges in their acclimation to
the US. These challenges vary based on students’ time in the US and their home culture. A review of
the literature and conversations with many international students at HGSE has indicated while there
are numerous factors which influence the challenges, there are adjustment issues all students face,
including general living, academic, sociocultural and personal psychological (Hyun, Quinn, Madon,
& Lustig, 2012). It is only recently HGSE has recognized the needs of this population. In speaking
with Tracie Jones, Student Engagement Officer at HGSE, I learned that just last year she was tasked
with attempting to create programming specifically for international students. Unfortunately, Tracie
has not been able to find effective means of connecting and assisting this group. Although she has
planned weekly meetings for international students to discuss their concerns in a safe space, they are
typically busy during this time frame and are unable to attend. Because international students are
trying to immerse themselves in other groups and clubs and therefore cannot attend the sessions
Tracie has planned, it is clear programming for these students needs to be adjusted. Tracie is
enthusiastic about finding solutions to this problem and has expressed interest in implementing my
programming next year during new international student orientation (Jones, 2016). We believe a
more robust orientation program could help encourage community building early in the semester
which will create bonds between students and staff that support students all year.
PROJECT OVERVIEW
I am proposing workshops which will be held during orientation to build community, create
opportunities for discussion about cultural difference and offer instruction on communication
differences in the U.S. Students will be asked to fill out some surveys and reflection sheets before
they arrive to campus and will use these reflections as a springboard for on campus conversations
and as a tool for measuring change. By reaching these students upon their arrival many of their
concerns can be alleviated quickly and an understanding of the resources available to them will be

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known, with the hope that later in the semester they find it easier to receive support. Additionally,
students will be able to connect with one another and know where their peers are from early in the
academic year. Together, students will ask themselves and share thoughts on generative questions
such as, “Who am I as an international student at HGSE,” “How am I perceived as an international student,”
“How does culture impact communication,” and “What are some of the challenges I will face in communicating with
Americans?” While exploring differences in American culture we will honor and respect each
student’s home culture and continually ask how this increased understanding will help each
individual become a better student at HGSE with the hopes of becoming educators upon
graduating.
LEARNERS
I have chosen to structure my curriculum for HGSE Master’s students. This is a group
which needs support for their academic and social transition to the U.S. HGSE masters students are
unique to other graduate students at Harvard because their program is a single year. This puts an
additional pressure on students to adjust and gain comfort quickly at HGSE. For many of these
international students, this is their first time in the US. Although they may have an understanding of
American culture from music and television, I would like for students to acknowledge the
complexity of culture and the stereotypes we hold, not only theirs about Americans, but Americans
about them. Students who have prior living experience in the U.S. may experience unexpected
challenges or questions within the Harvard community and will benefit from a better understanding
of the resources and community available to them at HGSE.
Master’s students at HGSE are adults, and as such, appreciate “self-authored” learning (Class
Notes, b. 2016). Students willhave their own goals and expectations for these programs and learning
must be structured to allow for each individual to tailor their learning experience for their own
needs. With this in mind, discussions will be facilitated by a leader, with opportunities for

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participants to propose new topics of discussion for future conversations. This will help to guide
future programming and events for The Office of Student Affairs at HGSE. The diversity of
opinions and experiences will be respected and validated through personal reflection in journals and
safe spaces for sharing responses. In addition, to support of the many years of knowledge and
experience these students possess, open-ended questions will be posted to allow for increased
dialogue and opportunities to acknowledge student’s individual identities (Rochester Institute of
Technology Teaching and Learning Services).
Adult learners need to understand practical application of these conversations. With this in
mind, my programming incorporates role play of real situations students face and discussions about
the ways new understanding will improve personal, academic and social adjustment. Each
conversation is rooted in building skills to face potential challenges faced by HGSE students, as
identified by research and conversations with current HGSE international students. This ensures
conversations will be applicable. The goal is to create a space where students are actively creating
learning collaboratively themselves, as discussed by Hmelo-Silver (2004) in Problem-Based Learning:
What and How Do Students Learn? The opportunity to explore the personal issues of culture and
learning will facilitate opportunity for students to believe that their learning outcome is under their
control, creating an environment for deeper understanding and transfer (Hmelo-Silver, 2004).
In addition, to promote learning from one another I will be using a “barn raising” approach
(McCormick, D. & Kahn, M, 1982) to have students learn from one another rather than through
didactic instruction. Since there will be some students who have lived, learned or experienced
American culture already, they will serve as a great help to the students who have not. I hope that
the barn raising technique will also help to alleviate any tensions between the instructor (possibly
me) being American versus being an international student in the U.S.

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UNDERSTANDING GOALS
Lesson 1: IDENTITY, CULTURE AND COMMUNITY
What do I think is American cultural identity?
What is my cultural identity?
How will my cultural identity be perceived here at HGSE?
Who am I as an international HGSE student?
UNDERSTANDING GOAL PERFORMANCES OF UNDERSTANDING
Students will understand they are part of a
community of international students at
HGSE.
 Students will complete survey after workshop to assess
effectiveness of relationship building.
 Data will be collected in regards to students’ attendance
at future international student events.
 An end of year survey should be completed to assess
the impact of this program over time.
Students will understand there are challenges
in acclimating to HGSE.
 Students will fill out a survey outlining challenges they
foresee and things they are excited about coming into
HGSE. (We will refer back to this throughout lessons
and at the end of the program.)
 Students will share their challenges in small groups and
with the larger community.
 Students will assess theirchallenges and the skillsthey
have to combat them following the programming.
Students will identify some of the ways
culture impacts communication.
 Students will be challenged to communicate with
atypical filters. (yes/no activity)
 Students will reflect on three different cultural
communication styles.
Students will understand some basic
definitions of culture and cultural identity.
 Students will attempt to create a definition of culture
that they find acceptable for understanding via
conversations in small groups and with the larger group.
 Students will discuss differences in culture with their
peers.
 Students will reflect on this understanding through
personal reflection.
Students will understand some defining
characteristics of their own cultural identity.
 Students will be asked to reflect on their culture and
how it is present in their life.
 Students will be given the opportunity to discuss
potential confusions or challenges with American

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culture.
Students will understand they hold
stereotypes of American culture.
 Students will complete survey before the workshop
regarding their ideas of stereotypes.
 Students will discuss what culture is.
 Students will discuss stereotypes in small groups and as
a community.
stereotypes of their own culture.
regarding their perceptions of theirhome culture.
 Students will discuss stereotypes in small and large
groups.
stereotypes of other cultures.
regarding their perceptions of stereotypes regarding other
cultures.
 Students will discuss stereotypes in small and large
groups.
Students will understand they may face
challenges with cultural difference with
cultural difference at HGSE.
 Students will reflect on their own culture in relation to
American culture as a group and privately.
Lesson 2: SMALL TALK AND COMMUNICATION
How does culture impact communication?
What are some of the challenges I will face in communicating with Americans?
How can I be a more effective communicator?
What are some challenges I may face in the classroom as an international student at HGSE?
UNDERSTANDING GOAL PERFORMANCES OF UNDERSTANDING
Students will understand there is no
“correct” way to communicate in
America.
 Students will practice improv methodsto consider
communication.
Students will understand a variety of
different cultural communication styles.
 Through metaphors of sport (rugby, bowling and
basketball) students will compare different kinds of
communication habits across cultures. Studentswill

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“perform” these different metaphors.
Students will identify some of the
communication characteristics of their
culture.
 Students will discuss the metaphors of rugby, bowling
and basketball together.
 Students will share with other what they believetheir
home culture is like.
communication characteristics of
American culture.
 Students will discuss the metaphors of rugby, bowling
and basketball together.
 Students will discuss with othershow American culture
is like basketball.
communication challenges they will face
within an American culture.
 Students will discuss the different metaphors in relation
to one another.
 Students will reflect in their journals some of the
challenges they expect to face and how they may overcome
them.
Students will understand what small
talk is.
 Students will analyze video clips which discussor
utilize small talk.
 Students will be asked to practice small talk with a
partner.
Students will understand some
aspects of their cultural orientation.
 Students will fill out the cultural orientation sheet.
 Students will reflect on their cultural orientation in
pairs.
Students will understand some
aspects of American cultural
orientation.
 Students will discuss in pairs what American cultural
orientations are.
Students will identify some ways their
cultural orientation may clash with
American cultural orientation.
 Students will reflect in pairs on American cultural
orientation in relation to their own.
 Students will write in their privatejournalsabout their
cultural orientation.
 Students will reflect on how knowing their cultural
orientation changes how they engage with their community.
Students will understand a model of  Students will use the small talk model to practice with

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small talk. their peers.
Students will understand some of the
ways to use small talk while at
HGSE.
 Students will engage in a variety of situational skits to
practice small talk in action.
LEARNING CHALLENGES
These workshops ask students to be open, honest and reflective about themselves, their
cultures and their goals for the next year. This is inherently challenging, requiring trust and
transparency within a community that is new and unknown. The questions I ask students may make
them uncomfortable or frustrated. They may have a hard time opening up to the group or effectively
communicating their needs, expectations, fears, and concerns. In addition, they may not feel
comfortable sharing their experiences with a group of strangers. If a space which feels safe and
welcoming is not achieved, the program could be unsuccessful and potentially offensive. To
overcome this I have done my best to educate myself on these issues and consult with as many
international students as possible to best inform the work. In addition, I have tried my best to
structure conversations as to start with smaller issues and move to larger, more personal questions
and situations with time. Ihave also tried to be cognizant of potential language difficulties and done
my best to simplify wording and offer not only spoken word but visual information to improve
understanding.
In addition, students may have a variety of experiences with American culture. Some
students may have lived in the U.S. previously and have very different understandings in contrast to
someone who just arrived. These concepts and ideas require practice and will only be best
understood with more time and experience. To manage this I will remind the facilitator to be sure to
validate those students’ needs throughout the experience. In addition, I have tried to keep

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conversations open-ended as much as possible to create space for the variety of experiences in the
room.
There are a lot of issues current international students have identified to me as potential
topics for training and workshopping. The possibilities for useful discussions are endless. Based on
the research and materials available, I decided focusing on community building and communication
skills would be most beneficial for the time allotted. The “save for later” board will allow other
topics to come up as needed. I do however; fear students may come in with other needs they believe
to be more pressing that I will not be able to actively assist with.
TIMING
Graduate students are busy and there are many activities and events that are pulling on their
time. I believe that the beginning of the year is optimal for getting their attention as they will have
fewer academic requirements to complete at this time. In addition, establishing resources and
community from the start is imperative to creating the kinds of community this prototype is striving
to help form. Conversations with international students have pointed out to me that orientation at
present actually has the potential to offend and upset students since it gives little explanation of
cultural difference and possible misunderstandings (Sukheja, 2016).
Timing at the beginning of the year is difficult as students arrive at different times and need
an opportunity to settle in, figure out logistics and prepare for classes. This orientation program is
not mandatory and therefore, there is a risk that many students will not attend. In addition, the
orientation program must contain other programming and cannot solely be focused on
workshopping cultural difference and communication.

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COURSE CONCEPTS
CONCEPTUAL CHANGE
This material is predicated on students embracing a conceptual change in their own cultural
identity and American culture. I am trying to engage students in questions regarding who they are
now as a cultural being and how they will be perceived at HGSE. By asking students to reflect on
racism, cultural bias and personal concerns I challenge them to consider their own biases, prejudices
and stereotypes of others. As the lessons continue with private reflection and paired conversations
about challenging topics, I ask students to wrestle with their identity now that they are in the U.S.
and how this has changed from their home.
The work requires students to “trade up” their current understanding of culture and its place
in their life through open discussions about what defines culture. As discussed by Strike and Posner
(1985) in A Conceptual Change View of Learning and Understanding, conceptual change is only achievable
if students are dissatisfied with their current knowledge. Since students are not required to attend
these sessions, it is expected they indeed are looking for ways to expand their understanding.
Through conversations with those from different cultural backgrounds, the students are
challenged to consider new ways of thinking. In addition, I ask students to reflect on their own
misunderstandings and confusions, challenging them to acknowledge their own opportunities to
move from novice to expert. While no student is expected to become an “expert” of culture, they
will be given a framework to consider the complexity of the subject and begin to question their
previous assumptions. The hope is these conversations will make them grow to think reflectively
throughout the year and form more complex understandings of self, culture and stereotype.

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NOVICE TO EXPERT
The goal of my work is to bring students from a potentially novice understanding of culture
and challenging them to take on an expert level ability to understand cultural difference. As
discussed in our class on February 12th
, experts work at the edge of their competence and are
consistently engaging in a process of progressive problem solving (Class Notes, a. 2016).
I am asking students to challenge their current assumptions and ask questions of them which
will allow them to gain a deeper understanding of complex topics such as stereotypes, bias and
cultural difference. The nuanced nature of these topics requires students to engage in conversations
which inherently ask them to take on an expert lens. The act of questioning oneself helps to propel
the learner toward a deeper understanding of the information and with that, a greater appreciation
for difference which I hope will help guide them through their year.
META COGNITION
This programming is rooted deeply in metacognitive strategies to support learning. Meta
cognition allows students to reflect on their learning and the changes in understanding they are
experiencing before they arrive to campus, during the workshops and following (Class Notes, c.
2016). My work often asks students to consider how they think about particular pieces of culture
and communication. To aid in metacognitive thinking, students are asked to reflect on their
thoughts regarding cultural identity and American culture before they leave their homes, when they
come to orientation and throughout. By offering students the opportunity to reflect as they go and
also giving them the baseline before they leave, metacognition is continually reinforced.
Since I want students to be able to transfer their knowledge into their daily lives,
metacognition is essential. Swartz and Parks (1994) in The Role of Metacognition discuss practices for
infusing metacognition into teaching which I have made efforts to utilize consistently in my work.
With metacognition in mind I have tried to structure questions to help students think intentionally

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about their learning, and have also attempted to facilitatestudents transfer of their learning by giving
them opportunities to shift their thinking from the fun activities I am facilitating to their day-to-day
occasions to apply the knowledge (Swartz & Parks, 1994). Finally, as mentioned in our “Summary
Points from the Research of Teaching Thinking and Metacognition,” it is noted that metacognition
is important in facilitating conceptualchange (Class handout, 2016). As I have previously stated, my
work is deeply rooted in the values of conceptual change and therefore it is imperative students are
thinking about their thinking throughout, to enforce and encourage this process.
ASSESSMENT
Assessment for this kind of work is challenging and will be mainly focused on self-reported
reflections and responses to surveys pre, during and post work shop. Ideally there would be a follow
up workshop later into the semester/at the end of the first semester to acquire more feedback, since
much of this material really needs time to settle for students. In addition, the conversations had in
these groups can easily create opportunities for future workshops and support groups. An
assessment of the overall success of this program may also be if this kind of work happens and if
students are engaging with one another in these conversations after the sessions are over.
In light of the possibly patronizing undertones of this work, and since it is new and how it
will be received is unknown, a formal assessment is not possible. Because this material is sensitive,
personal and reflective, an assessment may imply that a student could be “good” or “bad” at being
at HGSE or understanding their own culture. This would not be in the spirit of the work and would
take away from the meaningful impact these workshops could have.
CRITIQUE
I offer several critiques of my prototype. First, I am simply not an expert in cultural
difference. While I have had a variety of rich experiences abroad in different cultural contexts, Ihave

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never been a foreign student coming to the U.S. for a masters’ at HGSE. With more time I will
continue to explore the literature, meet with more experts and gain a deeper understanding of the
topic. In addition, I wish I had a greater familiarity of psychology and counseling to inform this
work. These topics are potentially triggering for students. If I had more time I would consult with a
counselor who helps students with these issues to learn more about advice and support to offer
students who struggle with these issues. I hope to try and do this before implementation.
While I have done everything I can to speak with many international students at HGSE, the
reality is I could always speak with more students. In addition, the students coming in next year may
have different needs that I may not address. This may cause a tension if I am planning to present
this to students. If I could speak with incoming students before they arrive about their concerns, I
may be able to better understand their needs if they do differ, but right now I do not have access to
this population.
It may also be useful to have American students within these conversations. This is currently
not part of my program, but may need to be rethought if after experiencing the workshops this fall,
students seem interested in more interaction with American students. If I do wish to involve these
students, it may be useful to ask the registrar or Office of Student Affairs if there are any part-time
students who are engaged and interested in these topics to help with its implementation. It would
also be helpful to know if there were any international students who will be around to assist as well,
as they may be the best facilitators.
As I delve deeper into these conversations I realize that the questions I am asking
international students to consider could also be helpful for Americans. I wonder what it might be
like to offer this programming for American students who feel Cambridge is equally “foreign” to
them. In a community as diverse as HGSE there are many students from places radically different
than Cambridge who could probably use help adjusting to the culture of Cambridge. This work

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could be adopted to support these populations, but in its current state focuses on exposing
international students to American cultural difference.
I do not know how students will respond to these activitiesin this format. While I have seen
or experienced most of my lesson components first hand, the group will likely respond differently to
them than groups I have seen in the past. I fear the lessons may move too quickly for students to
effectively create lasting knowledge, and also possibly so slowly that students get frustrated with the
content. This program is very much a work in progress. If I could, I would pilot this in small groups
to see how students respond to the material and change as needed.
Further, I am concerned that students will feel the work is patronizing. Much of this material
is easily accessible to students online and these conversations are fairly simple in their construction.
The students may be frustrated with some of the simplicity which could be misinterpreted as
demeaning rather than empowering. I have done my best to meet with students and staff to discuss
the material and see how they perceive it, but I could always meet with more students.
At the present time I also do not know what the schedule for orientation will look like and
how my programming will be received by the office of student affairs. It is possible they will want to
use only pieces of the program, change the structure or ask for different material based on feedback
they have received. I hope the material is as flexible as it needs to be to achieve the results I intend
to. I could be more involved with the Office of Student Affairs to advocate for my work and the
need that it fills, but right now they do not yet have an idea of how much time I could be allotted.

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REFERENCES
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adjustment. Journal of College Student Development,39(6), 539.
Class handout. (2016, Apr 8). [Summary Points from the Research on Teaching Thinking and
Metacognition] for T543: Applying Cognitive Science to Education. Cambridge, MA:
Harvard Graduate School of Education.
Class notes, a. (2016, Feb 12). [Expert Knowledge, Different Knowledge Types, and Getting to the
Bones] for T543: Applying Cognitive Science to Education. Cambridge, MA: Harvard
Graduate School of Education.
Class notes, b. (2016, Feb 19). [The Interaction of Cognitive Development, Culture and
Instructional Design] for T543: Applying Cognitive Science to Education. Cambridge, MA:
Class notes, c. (2016, Apr 8). [Infusing the Teaching of Thinking and Metacognition Into
Instructional Design] for T543: Applying Cognitive Science to Education. Cambridge, MA:
diSessa, A. (2006). A history of conceptual change research: Threads and fault lines. In R.K. Sawyer
(Ed.) The Cambridge handbook of the learning sciences, Chp. 16 (pp. 265-282). New York, NY:
Cambridge University Press.
Grotzer, T. (2016). Summary Points from the Research on Teaching Thinking and Metacognition.
[Class handout]. Harvard Graduate School of Education, Cambridge, MA.
Hall, E. T. (1966). The hidden dimension. Garden City, NY: Doubleday.
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Psychology Review, 16(3), 235–266. (EB/AC)
Hyun, Jenny, PhD., M.P.H., Quinn, B., PhD., Madon, T., PhD., & Lustig, S., M.A. (2007). Mental
health need, awareness, and use of counseling services among international graduate
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Jones, T. (2016, Feb 24). Personal Interview.
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McCormick, D. & Kahn, M. (1982). Barn raising: Collaborative group process in seminars.
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Mills, K. (2016, Feb 11). Personal Interview.
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engagement: Stories of Indonesian doctoral students on an American campus. The
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learners
Sukheja, A. (2016, Apr 12). Personal Interview.
Swartz, R. J. & Parks, S. (1994). Infusing the teaching of critical and creative thinking into content
instruction. Pacific Grove, CA: Critical Thinking Press and Software. Chapter 19,
Metacognition, Chp. 19 (pp. 519-529).
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Strike, K. A., & Posner, G. J. (1985). A conceptual change view of learning and understanding. In L.
H. T. West & A. L. Pines (Eds.), Cognitive structure and conceptual change (pp. 211-231). New
York: Academic Press.

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