1 / 21

Objectives for Session

Academic Advising of International Students: A Challenge to Balancing Student Curriculum and Visa Requirements Faculty Week 2012 Session D4-2:30-3:45 Presenters: Daniel Moore, Deb Regan, Jane Barry, Jess Pine. Objectives for Session. Where we are at PSU Where we want to be

harley
Télécharger la présentation

Objectives for Session

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Academic Advising of International Students: A Challenge to Balancing Student Curriculum and VisaRequirementsFaculty Week 2012Session D4-2:30-3:45Presenters: Daniel Moore, Deb Regan, Jane Barry, Jess Pine

  2. Objectives for Session • Where we are at PSU • Where we want to be • How to get from where we are to where we want to be

  3. Session Overview 1. PSU’s International Student Profile 2. Culture in the Classroom- tips and brainstorming 3. Academic Advising- Tips and Traps 4. Immigration and Federal Regulations 5. Advising Scenarios 6. Developing an Action Plan

  4. PSU Int’l Student Profile • Historically, our international students have primarily been student athletes, from Western and European countries (ex: Sweden, Germany, England, Canada); graduate students have often obtained undergraduate degrees in the US • Strong academic history; solid study skills; strong command of English-speaking skills; personal, psychological drive towards success • Oftentimes required little academic or ESOL support; Dean’s and President’s Lists • Profile is changing in part due to variety of recruitment streams • Coming from non-Westernized cultures (2012 samples: China, Saudi Arabia, Venezuela, Japan, Peru, Egypt) • May have weaker overall English proficiency due, in part, to having been introduced to English relatively recently • May have less understanding of American classroom culture; fewer study skills; and may need a higher level of ESOL and academic tutorial support

  5. Culture in the Classroom Working with International Students in Your Classroom

  6. American Style Education • Participatory • Rigorous • Group work is prevalent • Student Centered

  7. Expectations of international students in your classroom • Lecture • Didactic Teaching Style • Learning means Listening, not engaging • Teacher centered, not student centered

  8. Cross-Cultural Issues • Grading system and course credit • Student/professor relationship- informal or formal? • Teacher centered vs student centered • Faculty office hours • Collaboration vs competition • Research and citation methods

  9. How to Make it Work? • Discussion- What has worked well in your classroom when working with international students? ( 2-3 minutes) • Develop list of strategies

  10. Tips for Creating a Classroom that is Culturally Sensitive…. • Explain to students your reasons behind wanting participation and discussion • Speak slowly and clearly • Clearly articulate expectations • Explain academic dishonesty and consequences • Encourage use of office hours • Be supportive when working with students who are struggling in small groups

  11. More Tips… • Provide writing samples of written work demonstrating correct and incorrect citations • Review and give feedback on different stages of the writing process • Encourage students to talk about their cultural norms and values in the classroom, when appropriate • Understand the symptoms of culture shock (emotional, anger, etc) • Ask for support if needed

  12. Academic Advising and International Students Tips and Traps

  13. Quick Reference of Immigration Terminology • Visa: Entry document to the U.S. • Only needs to be valid when a student enters the U.S. • Can expire with no consequence to student as long as student remains in the U.S. • Students must renew expired visas outside the U.S. if they intend to return • F-1 Student visa vs J-1 Exchange Visitor visa • Issued based on a student’s acceptance to a U.S. school with corresponding immigration document, the Form I-20 (F) or DS-2019 (J) • Maintaining status: Fulfilling status requirements as an international student • Most critical element of being legal while in the U.S.

  14. Federal Regulations for Students to Maintain Legal Status in the U.S. • Must be enrolled full-time during ‘regular’ terms • Exceptions for enrolling less than full-time include: struggling academically, documented medical condition, or student is in last term of program. Note: all exceptions need authorization by international student advisor • Students must make ‘normal progress’ towards their degree • Students are ONLY allowed 1 online course per term • Students last class cannot be an online class

  15. More Regs… • Students dropping a class should always consult with international student advisor before doing so • Students changing major, minor, or extending their program need prior authorization from international student advisor • Students engaging in internships or practicums need prior authorization (CPT) by international student advisor • Students are allowed to work only on-campus and no more than 20 hours per week during the school terms

  16. Advising Scenarios • Student is registered for 12 credits, drops a course 1 day before add/drop deadline. What to do? • What if the student drops a course after the add/drop deadline? • Student wants to become a Frost School student and pursue an online degree - and remain in the U.S. - instead of continuing with his traditional degree program. Is this ok? What would you do? • Student is due to complete her program in December, but needs a course that PSU only offers in Spring. Can student take the course at another institution during the Fall term even though her immigration documents say Plymouth State University? What would you do?

  17. A Few More… • You are working with a Biology major from Italy to find an internship in order to complete his degree. Will this effect his immigration status? What would you do? • A Chinese student is on academic probation at the end of the Spring semester. She plans to return home over summer and renew her student visa while there. Could this be a problem? What would you do?

  18. Additional Advising Considerations and Tips • Most international students are not familiar with academic advising as we know it. They are coming from systems where courses are prescribed – few, if any, electives and no gen eds • ESOL course • Exchange students need course approvals from their home institution • Encourage students to utilize academic support resources • Meet regularly (weekly?) with students on academic probation

  19. Final Thoughts Many things impact an int’l student’s immigration status : Academic status/standing Employment, internships, practicums Updating designated school officials of address changes; program changes; plans for extended vacation; medical or personal life difficulties By working together, academic advisors and int’l student advisors can provide the most appropriate advice for a student’s circumstances or challenges

  20. Developing an Action Plan…What Next? Questions for group to consider: • What support do you need? • What are some ways we can collaborate to offer the best support for our international students? Possible activities: Semester meeting with GEO staff for immigration updates and advisor feedback

  21. Questions? Contact us: Daniel Moore- dmoore@plymouth.edu Deb Regan- dregan@plymouth.edu Jane Barry- jane.barry@plymouth.edu Jess Pine- jpine@plymouth.edu FilizOtucu- fotucu@plymouth.edu

More Related