Academic Life & Culture in the US University

1. Stanford FLTA Orientation  August 16, 2011 Academic Life & Culture in the US University  Ken Romeo, Academic Technology Specialist

2. Introductions Ken Romeo, PhDAcademic Technology Specialist and LecturerAcademic Computing and Stanford English for Foreign Students Program Stanford FLTA Orientation

3. And you . . . ? • Experience in the US? • Experience in US universities? • Experience with US exchange students? • Experience with American instructors / professors in your home country? Stanford FLTA Orientation

4. Goals • Address specific discussion points • Facilitate discussion across your cultures • Act as a vehicle to broader understanding • Of being a TA / teaching a language class • Of the academic culture in US universities • At least 10 min of open Q&A at the end Stanford FLTA Orientation

5. How this will work • Discussion point introduction • Small group discussion and prediction • Presentation of student view • Presentation of TA / teacher view • Reflection • Repeat for other points Stanford FLTA Orientation

6. Discussion Points • Plagiarism / cheating in the digital age • Cultural differences re: authority in educational settings • TAs and teachers as representatives of the culture they teach • What students expect of language courses / TAs / instructors Stanford FLTA Orientation

7. Plagiarism / cheating in the digital age • How does copy and paste from text on the web fit into the discussion of plagiarism? • How does machine translation (babelfish / google translate) fit into the discussion of plagiarism and cheating?  How do you think language teachers should deal with it? Stanford FLTA Orientation

8. Key points • Technology is readily (too?) accessible • Often not very good • Not everyone is using it • “You’re only cheating yourself.” • Different cultural values w/r/t copying • Implementation varies considerably Stanford FLTA Orientation

9. Cultural differences re: authority in educational settings • How is the relationship between students and teachers different the culture you study/teach and the US? • How do you think a cultural authority role that does not really match the culture where it is being taught should be realized in the classroom? Stanford FLTA Orientation

10. TAs and teachers as representatives of the culture they teach • How do/would you go about presenting your culture, both inside the classroom and outside? • What kinds of difficulties, especially stereotypes, do you think you might run into? • How should you deal with aspects of your culture that you don’t necessarily agree with? Stanford FLTA Orientation

11. What students expect • What are students’ expectations of language courses, instructors and TAs? • What advice do they have for future instructors / TAs? Stanford FLTA Orientation

12. Who are TAs? • Varies by program, but … • Grad students in other programs • Non/Americans studying literature, culture, etc. • Goals include financial support for study and building skills for future employment • Reality check: Foreign languages not always a high priority for students in the US Stanford FLTA Orientation

13. Post-Discussion • How did your predictions hold up? • What surprised you? • Are there any points you want to ask about? Stanford FLTA Orientation

14. Open Q&A and Reflection So what are your thoughts? Stanford FLTA Orientation

15. Finally, • YMMV (your mileage may vary) – Priorities and interpretations differ greatly by location • Many other discussion points: • Diversity in US society: facts and fictions • The language / literature split: departmental office politics • The future of a university education in the Internet age Stanford FLTA Orientation

16. Thank you! Stanford FLTA Orientation