College student developement presentation

The International Student ExperienceThe International Student ExperienceHanju Kang

Dave Nguyen

Leigh Viscomi

Hanju Kang

Dave Nguyen

Leigh Viscomi

Presentation OverviewPresentation Overview

What is an international student? Theory Previous Research Support Services Model Application of Theory/Model Learning Outcomes

What is an international student? Theory Previous Research Support Services Model Application of Theory/Model Learning Outcomes

Learning ObjectivesLearning Objectives

At the end of this presentation, participants will: Know the definition of an international student Define the student experience for international

students Apply previous research about international

students to improve current program offerings Understand the needs of international students

At the end of this presentation, participants will: Know the definition of an international student Define the student experience for international

students Apply previous research about international

students to improve current program offerings Understand the needs of international students

International StudentInternational Student

A college student, typically in early adulthood, who: Is not a citizen or permanent resident of the

United States but is enrolled in an American higher education institution.

Needs to be authorized for study in United States by holding a valid Study Permit/F-1 Visa

A college student, typically in early adulthood, who: Is not a citizen or permanent resident of the

United States but is enrolled in an American higher education institution.

Needs to be authorized for study in United States by holding a valid Study Permit/F-1 Visa

TheoryTheory

International students are likely to have a positive college experience if they are able to balance their own ethnic identity with American culture through assistance from college support services.

International students are likely to have a positive college experience if they are able to balance their own ethnic identity with American culture through assistance from college support services.

Previous ResearchPrevious Research

Phinney’s Model of Ethnic Identity Development

Schossberg’s Transition Theory Oberg’s Theory of Cultural Adjustment

Phinney’s Model of Ethnic Identity Development

Schossberg’s Transition Theory Oberg’s Theory of Cultural Adjustment

Jean Phinney (1990)Jean Phinney (1990)

Ethnic identity develops from the shared culture, religion, geography, & language that individuals share

Focus is on how individuals come to understand the implications of their ethnicity and make decisions about its role in their lives, regardless of the extent of their ethnic involvement

Ethnic identity develops from the shared culture, religion, geography, & language that individuals share

Focus is on how individuals come to understand the implications of their ethnicity and make decisions about its role in their lives, regardless of the extent of their ethnic involvement

2 Major Conflicts2 Major Conflicts

Conflict 1: Stereotypes and prejudice Conflict 2: Clash of values

Conflict 1: Stereotypes and prejudice Conflict 2: Clash of values

3 Stages3 Stages

Diffusion-Foreclosure Ethnicity not explored

Moratorium Increasingly aware of ethnicity and seeks more

information Identity Achievement:

Healthy and secure sense of ethnic identity

Diffusion-Foreclosure Ethnicity not explored

Moratorium Increasingly aware of ethnicity and seeks more

information Identity Achievement:

Healthy and secure sense of ethnic identity

Nancy Schlossberg (1984)Nancy Schlossberg (1984)

3 Types of Transitions Anticipated Unanticipated Non-events

4 S’s Situation Self Support Strategies

3 Types of Transitions Anticipated Unanticipated Non-events

4 S’s Situation Self Support Strategies

Kalervo Oberg (1960)Kalervo Oberg (1960)

Four stages of emotional reactions related to cross-cultural adjustment Honeymoon stage Crisis Stage Recovery Stage Adjustment Stage

Four stages of emotional reactions related to cross-cultural adjustment Honeymoon stage Crisis Stage Recovery Stage Adjustment Stage

Support ServicesSupport Services

Counseling Center Residential Life Academic Advisor Health & Wellness Writing/Tutoring Center Spiritual Life Language Center Career Center

Counseling Center Residential Life Academic Advisor Health & Wellness Writing/Tutoring Center Spiritual Life Language Center Career Center

Support ServicesSupport Services

Since foreign students are often overlooked, employees at a university writing center need to become aware of specials needs of non-native English Speakers (Hall, 2001)

Since foreign students are often overlooked, employees at a university writing center need to become aware of specials needs of non-native English Speakers (Hall, 2001)

Support Services

Academic RigorAcademic Rigor

This is often a key consideration for international students when selected an institution.

This is often a key consideration for international students when selected an institution.

Academic Rigor

Office of International StudentsOffice of International Students

Financial pressure is one of the most significant issues facing international students.

Students did not frequently use this resource

Financial pressure is one of the most significant issues facing international students.

Students did not frequently use this resource

Office of International

Students

OrientationOrientation

According to the study of the Center for Teaching and Learning, international students don’t have an understanding of what will be required in American class.

According to the study of the Center for Teaching and Learning, international students don’t have an understanding of what will be required in American class.

Orientation

Establishing Meaningful RelationshipsEstablishing Meaningful Relationships

It was found that international students who spent more leisure time with Americans were significantly better adapted than those who spent more time with non-Americans (Surdan & Collins, 1984)

It was found that international students who spent more leisure time with Americans were significantly better adapted than those who spent more time with non-Americans (Surdan & Collins, 1984)

Establishing Meaningful

Relationships

Loyalty to Ethnic ValuesLoyalty to Ethnic Values

Maintaining a sense of self and where the student is from. Enriching the campus

Maintaining a sense of self and where the student is from. Enriching the campus

Loyalty to Ethnic Values

Student ExperienceStudent Experience

Series of experiences that make up the college experience. Positive student experiences often lead to retention.

Series of experiences that make up the college experience. Positive student experiences often lead to retention.

Student Experience

International Student ModelInternational Student Model


Students

Academic Rigor

Support Services


Student Experience

OrientationEstablishing Meaningful

Relationships

Adapted From: Bradley (2000); Hall (2001); Valdiriz (1982)



Students

Academic Rigor

Support Services

Loyalty

to

Ethnic

Val

ues

Student

Experience

Establishing Meaningful

Relationships

Stu

den

t

Exp

erie

nce



Students

Support Services


Student

Experience

Orientation

Establishing

Meaningful

Relationships

Application of Theory/ModelApplication of Theory/Model

Faculty/Staff Training Knowledge of support services

Student Peers Understanding & openmindness Community expectations

Institution Commitment to diversity

Faculty/Staff Training Knowledge of support services

Student Peers Understanding & openmindness Community expectations

Institution Commitment to diversity

Learning ReconsideredLearning Reconsidered

Relationships make the “map” come alive. Student Outcomes Focusing on student learning outside of the

classroom

Relationships make the “map” come alive. Student Outcomes Focusing on student learning outside of the

classroom

Review and ApplicationReview and Application

International students have different needs and dilemmas than traditional US-based students

Universities should provide supports services to better student experiences and for retention

The University community should promote the diversity and cultural richness international students bring to campus

Utilize previously performed research to better integrate international students

International students have different needs and dilemmas than traditional US-based students

Universities should provide supports services to better student experiences and for retention

The University community should promote the diversity and cultural richness international students bring to campus

Utilize previously performed research to better integrate international students

ReferencesReferences

ACPA/NASPA (2004). Learning Reconsidered: A campus-wide focus on the student experience.

Bradley, G. (2000). Responding Effectively to the Mental Health Needs of International Students, Higher Education, 39(4), 417-433.

Hall, H. (2001). When background matter: three writing center employees' views on ESL students, paper presented at the annual meeting of the conference on college composition and communication in Denver, CO, March, 14-17, 2001.

Surdan, J. C. & Collins, J. R.(1984). Adaptation of International Students: A cause for concern, Journal of College Student Personnel, 25(3), 240-245.

Valdiriz, J. E. (1982). Foreign Students' Language Proficiency, their Perceptions of Language Adequacy and their performance at the Graduate level, Doctoral dissertation, The University of Michigan.

ACPA/NASPA (2004). Learning Reconsidered: A campus-wide focus on the student experience.

Bradley, G. (2000). Responding Effectively to the Mental Health Needs of International Students, Higher Education, 39(4), 417-433.

Hall, H. (2001). When background matter: three writing center employees' views on ESL students, paper presented at the annual meeting of the conference on college composition and communication in Denver, CO, March, 14-17, 2001.

Surdan, J. C. & Collins, J. R.(1984). Adaptation of International Students: A cause for concern, Journal of College Student Personnel, 25(3), 240-245.

Valdiriz, J. E. (1982). Foreign Students' Language Proficiency, their Perceptions of Language Adequacy and their performance at the Graduate level, Doctoral dissertation, The University of Michigan.

Thank YouThank You

Any Questions?Any Questions?