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.