May 12, 2009

A SCCD Workshop for Faculty and Staff

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Collaborative Effort by District Faculty Development and Global District Council

Patti Conley, Faculty Development Coordinator

Andrea Insley, District Coordinator, International Programs

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Initiate discussion on this topic

Point people to available resources

Broaden awareness of our own cultural framework and of how this impacts our interactions

Enhance our appreciation of what it is like to be a non-native English speaking student on our campuses.

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A website including faculty resources in working with non-native English speaking students has been established through District Faculty Development: http://dept.sccd.ctc.edu/fd/default.aspx?pg=nonnativeenglish

Link will also be included in the District International Programs pages

http://seattlecolleges.edu/international

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Tina Young, Central, Director of Multicultural Initiatives

Understanding Cultural Identity Through an Identity Development Lens

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Saovra Ear, South, ESL, Transition Services/Advisor

Strategies for Working with Non-native Speakers of English (focus refugee/immigrant populations)

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Dana Servheen, North, Program Coordinator of International Programs

Trang Nguyen, North, International Student from Vietnam

Student Services Challenges and Best Practices

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Bob Dela-Cruz, South, Instructor

Best Practices in the Classroom

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Karen Michaelsen, Central, Librarian/Faculty

Help non-native English speaking students understand and avoid plagiarism.

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By Tina YoungDirector of Multicultural InitiativesSeattle Central Community College

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To introduce concepts for consideration, reflection, and exploration to deepen understanding of cultural identity – one’s own and the identity of others – in order to strengthen practice inside and outside the classroom

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◦Identity is complex and individual◦Identity development is a process ◦Everyone is at a different point in their understanding of their own identity and the identity of others

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History, traditions, values, cultural articulations

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•Norms, Rules•Cultural Dimensions•Institutional Dimensions

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Social Identity categories describe dimensions of personal identity, i.e.,

Race Ethnicity Birthplace Age Gender Economic class Physical Ability Sexual Orientation

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1. Conformity Stage – “What do you mean I’m different?”

2. Dissonance Stage – “I can’t believe this is happening to me”

3. Resistance and Emersion Stage – “ I’m confused and full of rage!”

4. Introspection Stage – “Oh now I understand, I may be wrong.”

5. Synergistic Articulation and Awareness Stage – “I found my place in the big picture.”

Reference: Atknison, D.R., Morten, G., & Sue, D.W. (1998). Counseling American minorities (5th ed.). New York: McGraw-Hill

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By Sy EarTransition Services Advisor

South Seattle Community College

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These are the 9 strategies that I use every day in working effectively with non-native speakers in the Advising/Counseling office

1. Communication is more time consuming2. Be aware of etiquettes in different cultures3. Speak slowly and clearly4. Use formal English5. Restate what students are saying or asking6. Repeat ideas not understood7. Ask student to summarize8. Put communication in writing9. Remember to be patient!

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Have a positive attitude Allow more timeExample: If it takes 10 minutes to

communicate with a native speaker, plan for 15-30 minutes for a non-native speaker

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Be aware that cultural etiquettes could be different from other countries

Non-native speakers are also adjusting to the “American” culture

Examples:◦ Some may not look you in the eyes◦ Some may not shake or touch your

hands (Don’t be offended!)

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Remember that most non-native speakers have had limited exposure to English

Do not raise your volume with these students; that might be more of a distraction to them

They might not be accustomed to regional accents

They mostly are not ready for the conversational speed of native speakers

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Eliminate use of slang(It is usually only understood by the local culture)

Most non-native students exposed to English might have been limited to English teachers and pronunciation tapes, etc.

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Sometimes students do not have the vocabulary or command of the English language to get across what they are trying to say or ask

It may help clarify what students are trying to say

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Don’t assume that non-native students will automatically understand

Blank look on student’s face Student asking the same question again

and again

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Some students nod their head in politeness even though they do not understand

Again, be patient with the student; it will take non-native speakers longer to summarize than native speakers

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Whenever possible have visual aids Seeing it in writing helps them process

the information Also, it helps eliminate misunderstanding

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It can be frustrating trying to communicate with a non-native speaker

Imagine how frustrated non-native speakers are not being able to find words to ask questions and not understanding native speakers

It can be rewarding!

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By Dana ServheenProgram Coordinator of International Programs

North Seattle Community College

Trang NguyenInternational Student, North Seattle Community

College

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•ADMISSIONS

•HOUSING

•INITIAL FACE-TO-FACE CONTACT

•DOCUMENTATION

•TESTING/PLACEMENT

•ACADEMIC PLANNING

•FINANCES

•RULES AND POLICIES

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Parents, agents or extended family members often complete application paperwork and make initial arrangements for students to come to the United States. Some students arrive expecting most details to be taken care of and not aware of the numerous steps required to register for classes.

* Be aware of stresses a student may be experiencing

* Build relationships with students * Be careful not to assume that students

understand

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Home stay housing is often chosen by parents or agents. Students find themselves living with families from different cultural, social and religious backgrounds. They experience different habits and customs such as pets living in the house, hectic family schedules, and unusual foods. Often they are responsible for doing their own laundry and cleaning for the first time.

Ask about how the student is getting along

Encourage them to talk with their host family

Suggest other housing options

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Building rapport and trust with new students is important. For many, arriving at college in the US is the first time they experience people from diverse cultures. Organized orientation programs are an important way to introduce them to our multi-cultural society, allowing them to learn about others and to develop a new support system.

☺Provide a warm, personal welcome by introducing yourself

☺Become the student’s first corner stone if building a new support system

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Immigration and institutional requirements for documenting and tracking students can be demanding and confusing. Students from different backgrounds react differently to the requirements of sharing personal data.

• Acknowledge concerns and safety issues

• Explain in detail what is needed

• Explain the consequences

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Students arrive with high expectations and pressure to succeed. They often want a step-by-step plan that tells them what to do and when to do it in the quickest way possible. Testing and placement can be viewed as an obstacle to be overcome.

Explain that their success is important Emphasize that good grades can be

more important than going fast Encourage students to become involved

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Perhaps for the first time in their lives, international students become responsible for their own finances. Not only do they have to pay all their own bills, but they have to learn how to do this in a foreign culture with new and different systems.

Don’t assume students understand payments

Provide detailed information Explain the consequences

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The US immigration rules and policies for

international students are numerous and

complicated. Students must comply to

both immigration AND institution rules, the

consequences for non-compliance can be

severe.

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By Bob Dela-CruzInstructor

South Seattle Community College

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1. Know your non-native English speaking students

2. Research their ethnic/cultural backgrounds

3. Reach out to the students academically

4. Reach out to the students personally

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a. Create and distribute a student data survey

b. Have students introduce themselvesc. Share your background; ask them

for theirs

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a. Determine academic concerns/problemsb. Learn about their native educational

policies and proceduresc. Learn about their history, social customs,

and traditions d. Learn a few words in their native

language such as “Hello” or “Thank you”

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a. Create course assignments which include/allow for the use of the students’ backgrounds

b. Provide tailored assistance for the students’ specific concerns

c. Be available during1) Office hours and 2) Non-office hours

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a. Greet students in their native languageb. Play native music in classc. Recognize and talk to the students

outside of the classroom and not always about academics

d. Listen to the students and their concerns; when appropriate, provide advice; advocate for the students

e. Attend functions involving the students

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Karen MichaelsenFaculty/Librarian

Seattle Central Community College©2009

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“Academic Integrity is a fundamental value of teaching, learning, and scholarship. Yet, there is growing evidence that students cheat and plagiarize.“

Center for Academic Integrity:http://www.academicintegrity.org

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–noun 1.the unauthorized use or close imitation

of the language and thoughts of another author and the representation of them as one's own original work.

2.something used and represented in this manner.   "plagiarism." Dictionary.com Unabridged (v 1.1).

Random House, Inc. 19 Feb. 2009. <Dictionary.comhttp://dictionary.reference.com/browse/plagiarism>.

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EVE Plagiarism Detection System (This is a viable option for individual faculty.)

Turnitin.com(This is a subscription service for individual faculty or an entire

institution.)

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Cheating students cheat themselves.

We want our students to develop:◦   Self-responsibility◦   Critical thinking◦   Information literacy◦   Ethical behaviorhttp://www.seattlecentral.org/sccc/

outcomes.php

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Teach students we expect original work

Develop assignments that make it hard to cheat

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Student Conduct Incident Report1. To unit administrator2. To VP for Student Services

Official responses1. First time – may be a slap on the

hand2. Second time treated more seriously

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How can we turn a case of cheating into a learning experience?

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Teach students to avoid plagiarism: 

A tutorial from our neighbors to the north… http://library.acadiau.ca/tutorials/plagiarism/

 Communicate expectations ◦ Include language on the course syllabus ◦ Develop a contract which asks students to affirm

they will comply

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Academic integrity should be a campus value. Work with your colleagues to develop this culture.

http://www.academicintegrity.org/

Students who see others cheat and get away with it are more likely to do likewise.

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“The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.”

American Library Association

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Use the strategies we learned today –

Make it hard to cheat; ask students to: Compare two sources Relate something to their own experience Apply a local issue to the global

environment (or vice-versa)

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Librarians can help with research assignment design and resources

Do we have what your students need?

Do you know your librarian?NSCC http://dept.sccd.ctc.edu/nslib/faculty.htm#Division

SCCC http://dept.sccd.ctc.edu/cclib/For_Faculty/liaisons.asp

SSCC http://dept.sccd.ctc.edu/sslib/contactus.asp

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Center for Academic Integrity – promote values of academic integrity on campus

Stanford University Library – resources on copyright and fair use guidelines

Plagiarism.org – research resources for students and teachers

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Mary Acob-Nash  Sara Baldwin  Colleen Comidy   Pamela Cox  Tram Dang  Tom Davis  Afke deJong-Keefe  Bob DelaCruz  Ann Dwyer  Saovra Ear  Sharon Gilman  Greg Hinckley  Andrea Insley  Linda Johnston 

Reza Khastou  Kathie Kwilinski Tracy Lai Dan Loos Monica Lundberg Christine Nguyen Steve Quig  Robert Schuessler Dana Servheen  Barbara Silas  Brian Smith Seana Sperling Yilin Sun Karen VanGenderen Andrea Vederoff  Howard Xie  Tina Young 

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Questions?

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