In Their Shoes

Presented By:
Rachel Fatto
Daniel Schwartz
Stony Brook University
PUT YOURSELF IN THEIR SHOES:
TRAINING STUDENT STAFF TO
EFFECTIVELY CONNECT WITH THE
GLOBAL CAMPUS COMMUNITY
The Student
Affairs
Conference at
NYU
REDEFINING
GLOBAL:
CREATING A
BOUNDLESS
EXPERIENCE
February 2012

! Purpose
! Facts
! Theories
! Training Specifics
! Self Assessment
! Debrief
! Questions/Wrap Up
PRESENTATION OUTLINE

INTERNATIONAL STUDENT POPULATION AT A
GLANCE
Between 2000-2001 and 2011-2012 there has been an increase to a record high of
32% .

1.  China (21.8%)
2.  India (14.4%)
3.  South Korea (10.1%)
4.  Canada (3.8%)
5.  Taiwan (3.4%)
GLANCE: TOP 5 PLACES OF ORIGIN

1.  University of Southern California
2.  University of Illinois- Urbana-
Champaign
3.  New York University
4.  Purdue University
5.  Columbia University
GLANCE: TOP 5 U.S. INSTITUTIONS

1.  New York University (7,988)
2.  Columbia University (7,297)
3.  SUNY University of Buffalo (5,185)
4.  Cornell University (4,357)
5.  SUNY Stony Brook University (3,324)
**New York State is 2nd in U.S. States
hosting International Students **
GLANCE: TOP 5 INSTITUTIONS IN NEW YORK

1.  Business Management (21.5%)
2.  Engineering (18.7%)
3.  Math and Computer Science (8.9%)
4.  Physical and Life Sciences (8.8%)
5.  Social Sciences (8.8%)
** Health Professions comes in 7th with 4.5%**
GLANCE: TOP 5 FIELDS OF STUDY

1.  Personal and Family (63.4%)
2.  U.S. College or University (22.9%)
3.  Foreign Government or University (5.8%)
4.  Current Employment (4.6%)
5.  Foreign Private Sponsor (1.0%)
GLANCE: TOP 5 PRIMARY SOURCE OF
FUNDING

Category 1
•  Foreign students
–  Individuals who leave
their homeland with the
purpose of seeking
education for a specific
training or degree.
–  The Educational process
can range from two to
four years depending on
the degree program
requirements.
www.internationalstudent.com
Category 2
!  Exchange Students
! Individuals who study
abroad at an educational
institution for a
semester or two.
! The process is more
focused on experiencing
and learning about a
culture different from
their own.

! A sense of confusion
and uncertainty
sometimes with
feelings of anxiety
that may affect
people exposed to an
alien culture or
environment without
adequate preparation
Merriam-Webster Dictionary
CULTURE SHOCK

!  Embarrassment
!  Homesickness
!  Identity confusion
!  Depression
!  Frustration
!  Strain on family ties
!  Feeling confused and
uncomfortable
!  Stereotypes are being reinforced
!  Friction
!  Anxiety
!  Overeating or loss of appetite
!  Excessive or lack of sleep
!  Inability to focus
SYMPTOMS OF CULTURE SHOCK
http://www.youtube.com/watch?v=3iPQZSxNqxs

!  Homesickness
!  Support system
!  Social relationships
!  Language barrier
!  Level of English
!  Role Adjustment
!  University Student
!  Young Adult
!  Foreigner
!  Ambassador for their home country
!  Methods of instruction
!  Use of Textbooks
!  Open discussion vs. Lecture
!  Use of technology
!  Contact with professor
TRANSITIONAL CHALLENGES

Transitions: Events or nonevents resulting in
changed relationships, routines, assumptions,
or roles.
Transitions have meaning for the individual
based on:
Type
Context
Impact
SCHLOSSBERG, WATERS, AND GOODMAN’S
TRANSITION MODEL

Situation: trigger, timing, control, role change, durations,
previous experience
Self: personal and demographic characteristics, psychological
resources
Support: types, functions, measurement
Strategies: categories, coping modes
THE TRANSITION PROCESS
MOVING IN, MOVING THROUGH, MOVING OUT

! Visible Map of the World in office
! Know other resources on and off campus to refer them to
! Provide support materials in writing
! Check for comprehension
! Variety of questioning techniques
! Wait 10-12 seconds for response
! A head nod does not mean they understand
! Beware of cultural references or slang phrases
! Round table discussion
! https://sites.google.com/site/ispstonybrook/home
! Train your front desk/student workers
MEETING THE TRANSITIONAL CHALLENGES

!  Mattering: “our belief, right or wrong, that we matter to
someone else.”
(Schlossberg 1989)
Five Elements of Mattering:
!  Attention- the interest or notice of another person
!  Importance- someone else cares about what we want, think
and do.
!  Ego Extension- someone will be proud of our accomplishments
or saddened by our failure.
!  Dependence- the feeling that one is needed by someone else.
!  Appreciation- the feeling that ones efforts are recognized and
valued by others.
THEORY OF MATTERING

! Ground Rules
! Open to learn
! Respect Others
! Confidentiality
! Use correct language
! Share own experience
! Role Modeling from Facilitator
! Use other campus resources and offices when needed
! Give enough time to debrief all activities
TRAINING STUDENT STAFF: GENERAL
GUIDELINES

! Aim: Getting to know each other:
! Focusing on how to pull out a bit about each
other’s cultural background in a non-threatening
way.
! Approx. timing: 15-20 minutes
! Approx. group size: 5-15 (but see also
Adaptations below)
! Resources: some prompt questions written up
for participants to read.
TRAINING STUDENT STAFF: CULTURAL NAME
GAME

Directions:
1. Ask everyone to think about their name for a minute and to get
ready to answer some or all of the following questions. You can
let them know that they only need share what they want to:
!  What is your full name?
!  Who gave you the name?
!  What does it mean?
!  Do you know the origins of your name?
!  What do people call you?
!  Is it a common name?
!  Do other people find your name easy?
!  Do you have a nickname?
2. Each participant is then given 45-60 seconds to talk about
their name.
TRAINING STUDENT STAFF: CULTURAL NAME
GAME

! Aim: To start students thinking about the
barriers that might prevent them from talking
to those who are different to themselves and
demonstrating the opportunities for learning if
they engage with the difference around them
in a positive way.
! Approx. group size: 6-30
! Resources: None
TRAINING STUDENT STAFF: COMFORT ZONES

Directions:
1.  Ask students to share with you why they sat where they
sat.
2.  Now ask students to ‘go and sit with person you think
might be most or very different to you.’
3.  Ask students to briefly discuss in groups of four how
they felt seeking out someone who was different and
then debrief how did that feel and why?
4.  Pull out that sitting with people most like you is
actually not a very helpful strategy for equipping us to
learn about an increasingly diverse and globalized
world.
TRAINING STUDENT STAFF: COMFORT ZONES

! Aim: Getting to know each other,
!  In particular each other’s past educational
experiences.
! Approx. timing: 25 minute
! Approx. group size: 5-10 (but see Adaptations
below)
! Resources: topics (photocopied and cut up), a
container.
TRAINING STUDENT STAFF: QUESTION TOPICS
OUT OF A BAG

Directions:
1.  Put some simple topics in a box/bag and ask students to pick one
and talk about it, for example, for 30 seconds.
Topics could include:
!  Who most inspired you to learn?
!  Why did you choose this subject and why this university?
!  What do you want to do with this degree when you have finished?
!  What kind of teacher-student relationship have you been used to in
the past i.e.: formal/informal, should agree with/don’t need to agree
with etc.?
!  What type of learning are you used to i.e.: big group/small group
active/ receptive, theory-based/practice-based etc.?
!  How would you describe the way you like to learn?
!  How have you normally worked with your fellow students/classmates?
!  What has surprised you most about learning in the university so far?
!  Have you worked a lot with people from other cultures before?
TRAINING STUDENT STAFF: QUESTION TOPICS
OUT OF A BAG

! Aim: Getting to know each other:
! Focusing on each other’s perceptions of what
their university experiences and university
relationships mean to them.
! Approx. group size: could be done in any size
but probably best done with smaller
! groups that can be observed.
! Resources: three sets of different colored
post-its.
TRAINING STUDENT STAFF: SHARING
METAPHOR

Directions:
1. Get the students into small groups and check that they all
understand what a metaphor is.
2. Explain that you would like them to think of a metaphor/s to use for
the roles the following play in their life: their university, their
university teachers, their peers. Make it clear that these are going to
be written on post-its and they will be anonymous so they can be as
honest as they like!
3. Display each set of post-its on three different flipcharts. The
facilitator may like to collect the most thought-provoking of these to
use as a learning resource for future groups.
4. Ask the group to pick out the similarities and differences that they
note.
5. A useful question to then ask is ‘Are there any differences we
should take note of as they may impact on how we all work together?’
TRAINING STUDENT STAFF: SHARING
METAPHOR

! Aim: Breaking the ice and giving students
practice at talking about cultural topics that
should highlight similarities and differences.
! Approx. timing: 20-30mins (depending on
number of topics introduced)
! Approx. group size: can be done with large
numbers (if the space is sufficient)
! Resources: need large enough space, pre-
prepared topics ready
TRAINING STUDENT STAFF: CONCENTRIC
CIRCLES

Directions:
1. Decide if students will stand or sit for this activity and then
organize students into two circles, an inner and outer circle, of the
same number of people. The two ‘rows’ should be facing each
other.
2. Explain that a topic will be read out and the students facing
each other will talk about the topic using half the time each.
3. Then the outside circle people will take a step clockwise and so
the next topic will be discussed by a different pairing and so on.
4. Depending on the size of the group different types of debriefs
can be run.
5. A discussion about how they felt doing this activity can work
well. For example, questions such as the following can be used:
‘Did you talk about things you would normally talk about with
strangers?’, ‘How did you like doing this?’ etc.
TRAINING STUDENT STAFF: CONCENTRIC
CIRCLES

! Aim: Encouraging students to reflect on the
factors that hold them back from engaging
with deeper intercultural dialogue.
! Approx. timing: 35 minutes
! Approx. group size: 10-20
! Resources: flipchart paper and marker pens,
post-its.
TRAINING STUDENT STAFF: WHAT’S
STOPPING US

Directions:
1.  Start off by showing some cartoons or videos depicting
stereotypes in different cultures.
2.  In small groups have participants to think about what
forces are moving students towards mixing more with
students from other cultures in their academic and social
life and what forces are holding them back?
3.  Ask them to add their thoughts onto post-its and add to a
flipchart.
4.  Have a discussion if things the “hold them back” really
should ie: language and key actions steps to be taken to do
to help remedy the situation.
TRAINING STUDENT STAFF: WHAT’S
STOPPING US

! Aim: Sharing perspectives and experiences of
university life.
! Approx. group size: could be used with large
group as long as they are split into
! small working and discussion groups
! Resources: flipchart and marker pens
TRAINING STUDENT STAFF: PERSPECTIVES

Directions:
1.  As individuals or as nationality groups draw a sketch map
of the area they are students in, marking on the places
that are most important to them (i.e. places they like,
where they spend most of their time, where they buy food,
relax, study etc. – both social and academic).
2.  Then ask them to compare their maps with another person
or group who might be quite different to them, pulling out
any similarities or differences they have noted and asking
each other any questions they have about lifestyle etc.
3.  Then ask if any of what has just been discussed might
inhibit mixing between students from different cultural
backgrounds.
4.  This can then lead onto discussions about if it does, should
we do anything about this? If so what? And what could we
as individuals do about this?
TRAINING STUDENT STAFF: PERSPECTIVES

! Aim: Encouraging students to explicitly look
at, discuss and prepare for the cross-cultural
differences that might emerge in group work.
! Approx. timing: 60 minutes
! Approx. group size: any, but would need to be
broken down into small discussion
! groups if more than six.
! Resources: Printed out scenarios
TRAINING STUDENT STAFF: SCENARIOS

Directions:
1.  Divide group into smaller groups, and give each one a
different scenario.
2.  Ask the group to identify
a) What issues might be coming up in the scenario?
b) Which of these might be cultural?
c) How would you address the issue in your current role?
d) What other information do you need to help the
student?
3. Share the ideas that come out of questions as a large group.
TRAINING STUDENT STAFF: SCENARIOS

CULTURAL COMPETENCY
SELF ASSESSMENT
CHECKLIST

!  Many or little international students go to your school?
!  How many international students do you think attend you institution?
!  Does good occupation assisting foreign students move to the America
and your school?
!  Do you believe your institution/ department/ office does a good job helping
international students transition to the United States?
!  What is it you or your employee do to assist international students
move to the America and your school?
!  What, if anything, does you or your staff do to help international students
transition to the United States and your institution?
!  Do you train your international students?
!  Other than basic diversity training do you do any other training or prepare your
student staff to work with international students?
!  Do you work together with foreign students?
!  How often do you interact with an international student in your office, res hall,
etc.?
!  What international students have you learned?
!  What type of training have you had in helping international students transition to
the United States or your institution?
THINK.PAIR.SHARE

COMMENTS/QUESTIONS
Thank You For Coming ☺

!  American culture shock for international students. (n.d.). Retrieved 02 01,
2012, from You Tube: http://www.youtube.com/watch?v=3iPQZSxNqxs
!  Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student Development
In College:Theory, Research, And Practice. San Fransicso: Jossey-Bass.
!  Institute of International Education. (n.d.). Open Doors Report. Retrieved
February 1, 2012, from Fast Facts 2010-2011: http://www.iie.org/
opendoors
!  Ozturgut, O., & Murphy, C. (2009). Literature vs. Practice: Challenges for
International Student in the U.S. International Journal of Teaching and
Learning in Higher Education, 374-385.
!  Phillips, K. D. (2002). Moving out of the Marginas: Mattering and the
International Student Experience. The Vermont Connection Journal, 6.
!  Pranata, H., Foo-Kune, N., & Rodolfa, E. (n.d.). International Students:
Supporting Their Transition to the United States. University of California,
Davis.
!  UK Council for International Students. (2009). UK Council for International
Student Affairs. Retrieved February 1, 2012, from Cross Cultural Training
Resources: http://www.ukcisa.org.uk/about/material_media/
pubs_crosscultural.php
REFERENCES

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