International Students.Through bringing aspects of their cultures to campus, international students help cultivate a larger world view. These international students bring experiences to the classroom that help to enrich and enhance the college experience for all students.
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The following is information provided by the office of International Student Services (ISS).
Differing Needs of International Students:
Due to the large number of countries of origin, international students can experience a variety of challenges as they progress through their career at SNHU. These may include:
- Language barriers: Although many students may have an understanding of the English language, it may be a secondary language for them. This means that non-native speakers take moments longer to process English words, slang, and sentences, especially if the speaker is new to the US.
- Cultural barriers: The culture in a student's country of origin may be drastically different than in the US. Some differences may include:
- Unfamiliarity with or lack of utilization of academic support resources--many countries have different types of support systems for students than in the US
- Difference in display of respect for authority--in some cultures, it is considered rude to make eye contact with an authority figure
- Lack of citation of sources--it may not be the academic norm, or may even be considered improper, to cite sources
- Standards for working with individuals of the opposite gender--certain cultures deem it inappropriate to work across gender divisions
- Egocentric behaviors: Certain cultures place an emphasis on "right here, right now" behaviors toward receiving service; this feels contrary to other cultural traditions of "wait your turn".
| Aspects of Non-US Academic Cultures | Aspects of US Academic Culture | |
|---|---|---|
| Course delivery | § primarily lecture style |
§ often lectures, seminars |
| § one-way delivery of information | § expectation that students ask questions and participate in discussions | |
| § note-taking | ||
| § student participation may not be encouraged | ||
| In-class activities | § experience of presentations and/or working in groups may be limited | § students give presentations |
| § non-participation may be a sign of politeness, not of passive learning | § group work occurs | |
| § participation expected- asking/answering questions | ||
| § debate possible | ||
| Learning styles | § Rote learning (memorization and recitation) customary – focus on 1-2 main textbooks per course | § critical thinking and analysis of a range of course materials is expected |
| § reflection | ||
| § emphasis is on autonomous and exploratory learning | ||
| Contact time | § 30 hours per week classroom time common | § contact hours with tutors is more limited |
| § students are expected to organize their study/research time outside of class. | ||
| Personal Experience | § may not see personal experience as having educational value | § personal experience seen as relevant |
| Course Materials | § limitation of learning materials (use of 1-2 main textbooks) | § A plethora of resources exist (books, journals, articles, papers, magazines, online sources) |
| Computer literacy | § computer access limited | § computer literacy and online communication (email, blackboard) expected |
| Plagiarism | § seen as flattery to use the ideas and words of others | § not quoting sources = plagiarism |
| § isn’t a need to acknowledge the original sources | § plagiarism has serious academic disciplinary consequences | |
| § may be seen as disrespectful to tutor to acknowledge source | ||
| Testing knowledge | § oral and written exams are of primary importance | § focus on writing skills (essays and dissertations) |
| § recitation of course content within exam | § discussion of reading materials | |
| § class attendance & participation | ||
| § assessment criteria and learning outcomes | ||
| § referencing properly | ||
| Communication Styles | § oral and written communication styles may be circular | § arguments, presentations, etc., expected to highlight the main points |
| § direct and linear | ||
| Workload | § study may be relaxed throughout the semester or year, but heavy before finals | § heavy and constant work from the first day of class |
| Tutor – student dynamics | § relationship between professors and students is very formal | § relationship between professors and students is often informal |
| § professors may be inaccessible | ||
| § academic authority is not questioned | ||
| Support Services | § no or very few academic support services | § many support services exist to ensure academic success (ISS, advisors, mentors) |
Information based on material from: Office of International Education and Exchange, University of Oregon (2001). Advising Across Cultures. Unpublished materials; Eugene, Oregon, U.S.A.
Recommendations for Faculty:
The following faculty recommendations are taken from the Office of International Student Services:
- Develop a relationship. Spend a few minutes talking with the students about their countries and families. Show an interest in the person (relational orientation).
- Find out what they are here for; respect their goals and help them accomplish them.
- Explain the academic system and your role in it! (in many cultures, systems are not as important as people).
- When speaking to students with English language difficulty, use plain English. Avoid jargon, slang, and colloquial English. Speak in short sentences. Speak slowly (not louder), enunciate clearly. Direct your voice toward the individual or group.
- Check with your eyes for understanding. If you see confusion, stop and repeat. Repeat important points and check from comprehension. Rephrase if the message is not understood.
- Periodically ask questions to check for understanding. Avoid “Do you understand?” Instead try, “Is that clear?” or “Do you have any questions?” Write things down if students cannot understand your spoken message.
- Ask one question at a time. Avoid tag or negative questions.
Q: “You haven’t turned in your assignment yet, have you?”
English: “No” (=I have not turned it in).
Japanese “Yes” (=yes, you are right, I have not turned it in).
Instead ask: “Have you turned in your assignment?” - Allow students time to formulate responses. Allow them enough time for silence!
- Listen to students until they are finished speaking. The critical information, message, question may be at the end of the utterance.
- Please keep in mind that in order to help a “minority” group (e.g. international students) feel included in your department, you need to move them from the “margin” into the “center”. Design programs that empower your underrepresented students and make them feel that they also matter.
Additional Resources:
Supporting SNHU International Students - SNHU ISS office
