faculty strategies for effectively engaging international students
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Faculty Strategies for Effectively Engaging International StudentsBy Sara Stivers
Learning Objectives
1. Review the foundations of intercultural theories as they relate to instructional methods
2. Discuss how the demographics, expectations and perceptions of international student at Northeastern University affect students’ approach to learning and adaptation to the American classroom culture.
3. Given strategies for effective communication with international students, actively integrate these techniques into their classroom management styles.
4. Be able to effectively apply intercultural communication strategies when presented with real-life examples of student situations.
Agenda
Introduction
International Students at NU
What is Culture?
Material World Activity
Role Play Activity
Effective Instructional Strategies for Teaching International Students
Evaluation
International Students at NU
15% of students at NU are international
130 different countries
D’Amore-McKim School of Business has 34%
Vulnerable population for retention/graduation rates
Need for classroom integration with faculty as facilitators
Iceberg Model of culture
Developmental Model of Intercultural Sensitivity
Culture is…
Perception
Perception and behavior
Patterns of perception and behavior
Shared patterns of perception and behavior
Learned, shared patterns of perception and behavior
Historically transmitted and socially constructed patterns of perception and behavior
Cultural Diversity Model
Intercultural Communication
Inter-cultural Communication
Be Self-Aware: Investigate your own habits
Verbal: Do you speak fast, slow, loudly, quietly?
Non-verbal: Do you fidget? Do you look people in the eye?
Understand the image you present to the person/group
What privileges/stereotypes are attached to your identity?
Understand the stereotypes that you assign to others and make room for doubt
Be observant: Take it slow and observe the situation
Listen to the other person and show that you are listening
Clarify often by using statements like:
So, what you are saying is…?
Am I understanding it right that you mean...?
Be Culturally Aware: Understand the context
What are the cultural norms of the student’s home country?
Do you need to adjust your style to be understood?
small things make a BIG difference!
Discussion
What are some experiences that you have had with international students in the classroom?
Have you noticed any patterns or differences?
What do you find to be the biggest challenge?
Material World
Photos by Peter Menzel
Taken in the early 1990’s
Families around the globe
Posed outside of homes with all of their possessions
Discuss:
1. Where are they from?
2. What type of job?
3. Who is in the photo?
4. What is their socioeconomic status?
5. Other observations?
Debrief
Why was it easier to identify certain photos and harder to identify others?
What does this exercise show us about how your personal experiences affect your perspective?
How does recognizing your own personal biases affect your approach to cultural differences?
Relate your feelings and thoughts about this activity to your experiences in the classroom.
Culture is like water “There are these two young fish swimming along,
and they happen to meet an older fish swimming the other way, who nods at them and says, "Morning, boys, how's the water?" And the two young fish swim on for a bit, and then eventually one of them looks over at the other and goes, ‘What the hell is water?’”
“It is about simple awareness - awareness of what is so real and essential, so hidden in plain sight all around us, that we have to keep reminding ourselves, over and over: ‘This is water, this is water.’”
-David Foster Wallace
Role Play Activity
Groups of 3-4
Pass out worksheet with assigned scenario
Within your group, act out the student-teacher dialogue.
Discuss the situation within your group using the prompt questions as a guide.
Select two members of your group to present the scenario to the class
Role Play Debrief
Were the scenarios familiar to your personal experiences?
Why do you think the student behaved in this way? Why do you think the professor behaved in this way?
What are some of the emotions you felt?
What are some suggestions on how to best handle the situation?
How is culture and communication a factor in this situation?
Strategies for Successful Engagement
Now that we have identified the challenges, let’s explore techniques to address these concerns.
Class Participation
Use icebreakers to build confidence and comfort levels
Be specific with your expectations
i.e. respond to at least one question per class; visit office hours/TA if first test score is below 75
Vary the forms of participation
i.e. have students discuss in small groups before sharing with the class; select excerpts from online discussion boards as talking points; use a “talking stick” if in a large group discussion
Select students in advance who will be expected to answer questions in the following class discussion
Gives time to prepare and removes feelings of intimidation
Give constructive feedback throughout the semester of where the student stands and how to improve.
Group Projects
Assign groups
Removes feelings of nervousness, stress and isolation
Use group work assessment tools at the beginning of each group project
i.e. complete a worksheet of expectations/preferences when they first join a group
The “color test” is a tool for understanding how individuals work in groups
Break down assignment into tasks that allow for ownership by each group member
Peer evaluations.
Constructive feedback on each group member’s participation
Written Communication
Spend time reviewing academic integrity standards and citation requirements
Some cultures have different values of what is considered plagiarism in the US
Offer templates of expected formatting
Consider using exemplars from previous classes as a guide
Identify students who may need additional assistance to refer to the Writing Center
Classroom Lectures
Limit lectures to short periods
Avoid idioms or slang
Identify unusual terminology that may need to be further defined
Make presentation material available on Blackboard before and after class
Students can print and follow along during lecture, and follow up for clarification after class
Use non-verbal cues to alert students to important topics during a lecture
Summary
Set clear expectations for classroom culture
For faculty/student roles, grading, class participation, academic integrity, etc.
Be patient: listen to understand
Be approachable!
Encourage students to attend office hours, TAs, tutors, writing center, etc. as appropriate
Reinforce idea that it is ok to ask for help
In order to be successful, students should utilize all services offered by the university
Have resources available for health center, career counseling, academic advising, tutoring, etc.
Use first infraction as a learning opportunity
Evaluation
Please complete the brief survey to give feedback on this workshop and thoughts on future trainings!
Works Cited
Crose, B. (2011). Internationalization of the higher education classroom: Strategies to facilitate intercultural learning and academic success. International Journal of Teaching and Learning in Higher Education, 23(3) pp. 388-395.
Eberly Center for Teaching Excellence (n.d.). Teaching in an increasingly multi-cultural setting: A guide for faculty. Carnagie Mellon.
Lee, A., Rhiannon, D., Shaw, M. A. & Jie, Y. (2014). First-year students' perspectives on intercultural learning. Teaching in Higher Education, 19(5), pp. 543-554.