Slide 0 - Oregon State University

Report
Understanding and Working with OSU’s
International Students
INTO OSU and International Programs
October 23rd 2014
Session hosts and presenters
Susan Beddes
Erich White
Program Manager, Undergraduate Pathway
Program Manager, Graduate Pathway Programs
Adrienne Radcliffe
INTO OSU Instructor and ESL Teacher Trainer
Liu Yang
Jalloul Jedidi
INTO OSU Chinese Language and Culture Advisor
INTO OSU Arabic Language and Culture Advisor
Bob Gilmour
Rachael Weber
INTO OSU Director of Academic Programs
Interim Director ISAS, International Programs
Organizational Chart
http://oregonstate.edu/main/intoosu
Learning Goals
At the end of the session, participants will:
1.
understand the INTO OSU academic programs and how they fit with OSU degreeseeking programs
2.
understand the structure and purpose of the Undergraduate and Graduate
Pathway Programs
3.
understand some of the cultural background issues that may affect international
students (with a focus on particular Arabic and Chinese students)
4.
be equipped with knowledge and strategies that will help you to work more
effectively with international students
Session Outline
Rachael Weber (5 mins)
Overview of international students at OSU
Bob Gilmour (10 mins)
Susan Beddes
Erich White
Overview of INTO OSU Programs
Liu Yang (10 mins)
Typical Issues & Reasons; Classroom Expectations;
Tips for Teachers (Chinese Students)
Jalloul Jedidi (10 mins)
Typical Issues & Reasons; Classroom Expectations;
Tips for Teachers (Arabic Students)
Adrienne Radcliffe (5 mins)
Communication Issues and Strategies to overcome them
Your questions and discussion (60 mins)
International Students at OSU
Fall 2014 Initial Enrollment Numbers
http://international.oregonstate.edu/vpip/facts-figures
The Academic Programs
IBT / IELTS
Academic English
Program
Undergraduate
Pathway
Graduate Pathway
General English
Program
-
FP
FP
32/3.5
1
1
38/4.0
2
2
45/4.5
3
3
53/5.0
4
4
60/5.5
5
Term 1
70/6.0
6
Term 2
Term 1
ENTER DEGREE
PROGRAM
ENTER DEGREE
PROGRAM
ENTER DEGREE
PROGRAM
ENTER DEGREE
PROGRAM
Term 3
Term 2
˅
ENTER UG
SOPHOMORE
Term 3
˅
˅
ENTER GRAD
DEGREE PROG.
-
770
364
280
80/6.5
-
Fall 2014
= 1,495 students
•
•
•
Direct Entry
Study Abroad with English Parts I and II (SAWE)
Visiting International Student Program (VISP)
Special Programs
5
81
Typical Issues, Reasons and Classroom Expectations
(Chinese Students)
• Chinese students are a varied and diverse group academically
---English ( Listening/Speaking/Reading/Writing)
• Active learning classroom is strange and intimidating for many Chinese
students
---Self-doubt feeds into their reluctance to speak in class
---Traditionally the Chinese educational system failed to create a mandatory or a
reward system for in-class participations
• Collectiveness dictates many classroom behaviors
---When having questions, they look to their friends for answers
---Friends influence each other significantly
---Cluster and talk in Chinese during class
---Copying and assisting is a common problem
• Not paying attention to the syllabus or attending during office hours
• Many tend not to work hard based on false expectations that
college courses are easy to pass.
Tips for Teachers (Chinese Students)
• Spend some time on syllabus and perhaps even design a quiz to enhance
knowledge, strongly enforce office hours
• Set up clear expectations and reiterate them throughout the course
• Emphasize the importance of in-class participations and call upon some
Chinese students to answer questions if necessary
• Reassure (Chinese )students individual opinion and content is valued
more than speaking skills
• Promote diversity amongst discussion groups
• Provide additional plagiarism education and warn of consequences
• Use collectiveness to instructors’ advantage
• Treat students as individuals with personal traits
Typical Issues, Reasons and Classroom Expectations
(Arabic Students)
• Classroom issues
- Students using Arabic in the classroom
- Students voicing their frustration about time limits
- Students not completely understanding what’s expected of them
- Students accusing teachers of not being helpful
- Most Middle Eastern students do not like the spotlight
- Grade Negotiation
- Addressing students or teachers from the opposite gender
- Communicate in writing when you can (always refer to the Syllabus)
- Enforce your office hours (Students will try to stop you in between classes)
Tips for Teachers (Arabic Students)
• A good personal relationship = successful meeting/Classroom interaction
• Don’t hesitate to utilize an interpreter if the subject being discussed require
an in-depth explanation
• Be somewhat familiar with the learning style your student is used to
• Most Arabs are habitually late (Schedule meetings 10 min before)
• Direct praise for strong character is very important (praise in public if
possible)
• Criticism is taken very personally, so it is important to phrase it carefully
• Sometimes, having University rules and policies translated into Arabic can
be beneficial
• Always assume that they are suffering from culture shock
• Teachers influence students, make that influence a positive one
Communication Issues and Strategies to Overcome them
• General difficulty in making the transition to a new learning environment:
build rapport with students – when possible!
• Taking an active role in the lesson and learning: require/encourage students
to come to the lesson prepared
• Reluctance to work in groups: assign groups, assign roles and particular
questions & tasks in advance
• Difficulty asking questions during class time and responding to questions on
the spot: allow students to write questions, start with writing reflection,
allow time at end of class for questions
• Difficulty following the lecture: provide slides on BB, flipped classroom,
provide tasks for lectures and videos, slow down, annunciate key words,
use examples related to students’ lives
Discussion: Your questions and comments
Undergraduate Pathway Schedule Example
Business Pathway Example:
ALS 150
Academic Reading and Writing
3
ALS 151
Academic Listening and Speaking
3
Variable
4
HHS 231
Lifetime Fitness for Health
2
ALS 181
ESL Bridge- Lifetime Fitness for Health
2
Physical Activity Class
1
Term 1 Total
15
Academic Reading and Writing
3
MTH
PAC
ALS 162
COMM 111 Public Speaking
MTH
3
Variable
4
ANTH 210 Comparative Cultures
3
ALS 181
ESL Bridge- Comparative Cultures
2
Term 2 Total
15
WR 121
English Composition
3
ALS 181
ESL Bridge- English Composition
2
Variable
4
BA 101
Business Now
6
ALS 181
ESL Bridge- Business Now
2
Term 3 Total
17
Total
47
MTH
Graduate Pathway Schedule Example
MBA Pathway Example:
ALS 162
Academic Reading and Writing
3
ALS 161
Academic Listening and Speaking
3
BA 211
Financial Accounting
4
Mathematics for Management
4
MTH 245
ECON 201 Introduction to Microeconomics
4
Term 1 Total
18
BA 213
Managerial Accounting
4
BA 390
Marketing
4
BA 512
Business Analysis and Communication
6
BA 512R Recitation for BA 512 – language support
IEPA 055NC TOEFL Preparation (non-credit)
0
0
Term 2 Total
14
BA 360
Introduction to Financial Management
4
BA 514
Sustainable Business Operations
4
BA 352
Managing Individual and Team Performance
4
BA 233
Legal Environment of Business
2
IEPA 005NC GMAT Preparation (non-credit)
0
Term 3 Total
14
Total
45

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