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Promoting International Student Success

Promoting International Student Success. Campus Wide Advising Strategies. Berkeley International Office. Outcomes. Enhance awareness of trends in Berkeley's international student population Showcase units and services that support international students

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Promoting International Student Success

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  1. Promoting International Student Success Campus Wide Advising Strategies Berkeley International Office

  2. Outcomes • Enhance awareness of trends in Berkeley's international student population • Showcase units and services that support international students • Promote an inclusive environment for advising international students

  3. Today’s Agenda • Snapshot of Berkeley’s International Population • BIO’s Role • Staff Perspectives: Advising Resources & Strategies • Cultural Dimensions • Advising Roundtables

  4. A Snapshot

  5. Total International Student Enrollment

  6. International Undergraduate Growth

  7. Undergraduate Top Countries of Origin 71% of International Undergraduates from East Asia & the Pacific

  8. Fall 2010 Fields of Study

  9. Berkeley International Office’s Role

  10. BIO Services for All International Students Personal Advising Group Advising • Individual Daily Drop-Ins & Appointments • Academic & personal adjustment • Financial issues • Visa related matters • Intro to Culture Shock • Writing American-Style (SLC) • Well Rounded Bear (CPS) • Money Matters • Finding Internships & Networking (Career Center) • Major Match & Speed-Friending (TRSP) • Travel & Re-entry • Tax Assistance

  11. BIO Services for All International Students & Staff Outreach International Student Experience: Pathways to Personal & Academic Success Fall & Spring Orientations Pre-Arrival Webinars & Community College Visits Liaisons with International Student Groups Dependent Orientation Programs in the Resident Halls Department-Specific Trainings

  12. BIO Services for F-1 & J-1 Students BIO’s responsibilities Provide F-1 & J-1 immigration & visa related advice and guidance Comply with federal reporting & monitoring requirements through the Student & Exchange Visitor Information System (SEVIS) Issue F-1 I-20s and J-1 DS-2019s

  13. Staff Perspectives

  14. Jesus Arciniega L&S Undergraduate Advising Alberto Ledesma Student Learning Center Aaron Cohen Counseling & Psychological Services Lorena Valdez Transfer, Re-Entry & Student Parent Center Staff Panelists

  15. Cultural Dimensions

  16. Cultural Dimensions Geert Hofstede • Power Distance • The extent to which one values hierarchy over egalitarianism • High power distance cultures expect children to be obedient to their parents/elders and to those in higher authority (e.g. teachers) • Teacher-centered teaching style – the teacher imparts knowledge to students • Students are discouraged from contradicting their teachers as a sign of respect and from taking initiative How might this affect your approach to advising?

  17. Cultural Dimensions Geert Hofstede • Individualism/Collectivisim • The extent to which the interest of the individual outweighs the interests of the group • Most of the world is collectivist – individualism is the exception • Characteristics of collectivist cultures: • The group (family) and maintaining harmony as a priority • Resources are shared – an entire family’s resources will go towards a U.S. university education • Low context vs. high context communication (Edward Hall) • Individualist cultures = low context • Explicit, direct communication style • Collectivist cultures = high context • Implicit communication, little verbal communication How might this affect your approach to advising?

  18. Cultural Dimensions Geert Hofstede • Uncertainty Avoidance • The extent to which an individual feels threatened or anxious when confronted with ambiguous situations • High uncertainty avoidance cultures • Uncomfortable with change • Finds ambiguous situations to be stressful • Relies on rules and structure to minimize ambiguity – students are more comfortable in structured learning environments over open ended learning situations How might this affect your approach to advising?

  19. Scenarios

  20. Scenario #1 - CPS • Yao Lee, a 3rd year Chinese student • 4.0 student enrolled in 13 units • Wants to drop to 10 units mid-semester • Not attending class because of headaches and fatigue. • Faculty are concerned but unwilling to excuse his absences. • Girlfriend of 5 years recently broke up with him over email • Blames his family for pushing him to study in the US

  21. Scenario #2 - TRSP • Ho Jin Kim, a Junior transfer from DVC • Visits your office to seek help with degree requirements • Prior to this visit, Ho Jin has only relied on friends for information • His limited English skills make it difficult to understand his questions and concerns

  22. Scenario #3 - SLC • Jing Wu, a freshman from China • Worked very hard in Fall 2010 but only got a B- in her English class • Professor said it was related to her writing style and lack of classroom participation • Student doesn’t understand because she attended class everyday and wrote her papers based on her notes.

  23. Scenario #4 – L&S • Guang Lu, 1st semester transfer from Hong Kong • Goal oriented student who plans on grad school • Wants to drop two courses • Fears a low GPA will jeopardize his future • Frustrated because his grades in Hong Kong and community college were much better

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