Understanding and Working with OSU’s International Students

INTO OSU and International ProgramsOctober 23rd 2014

Session hosts and presenters

Susan Beddes Program Manager, Undergraduate PathwayErich White Program Manager, Graduate Pathway Programs

Adrienne Radcliffe INTO OSU Instructor and ESL Teacher Trainer

Liu Yang INTO OSU Chinese Language and Culture AdvisorJalloul Jedidi INTO OSU Arabic Language and Culture Advisor

Bob Gilmour INTO OSU Director of Academic ProgramsRachael Weber Interim Director ISAS, International Programs

Organizational Charthttp://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 degree-seeking 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) Overview of INTO OSU ProgramsSusan BeddesErich White

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

http://international.oregonstate.edu/vpip/facts-figures

Fall 2014 Initial Enrollment Numbers

The Academic Programs IBT / IELTS Direct Entry

Academic English Program

Undergraduate Pathway

Graduate Pathway

- FP

32/3.5 

1    

38/4.0 

2    

45/4.5 

3    

53/5.0 

4    

60/5.5 

5 Term 1  

70/6.0 

6 Term 2 Term 1

80/6.5ENTER DEGREE

PROGRAMENTER DEGREE

PROGRAMTerm 3 Term 2

 -ENTER DEGREE

PROGRAM˅

ENTER UG SOPHOMORE

Term 3

 -ENTER DEGREE

PROGRAM˅ ˅

ENTER GRAD DEGREE PROG.

Fall 2014= 1,495 students - 770 364 280

• Study Abroad with English Parts I and II (SAWE) • Visiting International Student Program (VISP)• Special Programs

General English Program

FP

1

2

3

4

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

MTH Variable 4

HHS 231 Lifetime Fitness for Health 2

ALS 181 ESL Bridge- Lifetime Fitness for Health 2

PAC Physical Activity Class 1

Term 1 Total 15

ALS 162 Academic Reading and Writing 3

COMM 111 Public Speaking 3

MTH 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

MTH Variable 4

BA 101 Business Now 6

ALS 181 ESL Bridge- Business Now 2

Term 3 Total 17

Total 47

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

MTH 245 Mathematics for Management 4

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 0

IEPA 055NC TOEFL Preparation (non-credit) 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