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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
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Objectives for Session Where we are at PSU Where we are at PSU Where we want to be Where we want to be How to get from where we are to where we want to be How to get from where we are to where we want to be
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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
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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 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 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 Oftentimes required little academic or ESOL support; Dean’s and President’s Lists Profile is changing in part due to variety of recruitment streams 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) 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 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 May have less understanding of American classroom culture; fewer study skills; and may need a higher level of ESOL and academic tutorial support
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Culture in the Classroom Working with International Students in Your Classroom
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American Style Education Participatory Participatory Rigorous Rigorous Group work is prevalent Group work is prevalent Student Centered Student Centered
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Expectations of international students in your classroom Lecture Lecture Didactic Teaching Style Didactic Teaching Style Learning means Listening, not engaging Learning means Listening, not engaging Teacher centered, not student centered Teacher centered, not student centered
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Cross-Cultural Issues Grading system and course credit Grading system and course credit Student/professor relationship- informal or formal? Student/professor relationship- informal or formal? Teacher centered vs student centered Teacher centered vs student centered Faculty office hours Faculty office hours Collaboration vs competition Collaboration vs competition Research and citation methods Research and citation methods
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How to Make it Work? Discussion- What has worked well in your classroom when working with international students? Discussion- What has worked well in your classroom when working with international students? ( 2-3 minutes) ( 2-3 minutes) Develop list of strategies Develop list of strategies
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Tips for Creating a Classroom that is Culturally Sensitive…. Explain to students your reasons behind wanting participation and discussion Explain to students your reasons behind wanting participation and discussion Speak slowly and clearly Speak slowly and clearly Clearly articulate expectations Clearly articulate expectations Explain academic dishonesty and consequences Explain academic dishonesty and consequences Encourage use of office hours Encourage use of office hours Be supportive when working with students who are struggling in small groups Be supportive when working with students who are struggling in small groups
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More Tips… Provide writing samples of written work demonstrating correct and incorrect citations Provide writing samples of written work demonstrating correct and incorrect citations Review and give feedback on different stages of the writing process 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 Encourage students to talk about their cultural norms and values in the classroom, when appropriate Understand the symptoms of culture shock (emotional, anger, etc) Understand the symptoms of culture shock (emotional, anger, etc) Ask for support if needed Ask for support if needed
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Academic Advising and International Students Tips and Traps
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Quick Reference of Immigration Terminology Visa: Entry document to the U.S. Visa: Entry document to the U.S. Only needs to be valid when a student enters 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. 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 Students must renew expired visas outside the U.S. if they intend to return F-1 Student visa vs J-1 Exchange Visitor visa 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 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) DS-2019 (J) Maintaining status: Fulfilling status requirements as an international student Maintaining status: Fulfilling status requirements as an international student Most critical element of being legal while in the U.S. Most critical element of being legal while in the U.S.
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Federal Regulations for Students to Maintain Legal Status in the U.S. Must be enrolled full-time during ‘regular’ terms 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 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 must make ‘normal progress’ towards their degree Students are ONLY allowed 1 online course per term Students are ONLY allowed 1 online course per term Students last class cannot be an online class Students last class cannot be an online class
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More Regs… Students dropping a class should always consult with international student advisor before doing so 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 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 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 Students are allowed to work only on-campus and no more than 20 hours per week during the school terms
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Advising Scenarios Student is registered for 12 credits, drops a course 1 day before add/drop deadline. What to do? 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? 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 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? 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?
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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? 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? 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?
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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 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 ESOL course Exchange students need course approvals from their home institution Exchange students need course approvals from their home institution Encourage students to utilize academic support resources Encourage students to utilize academic support resources Meet regularly (weekly?) with students on academic probation Meet regularly (weekly?) with students on academic probation
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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
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Developing an Action Plan… What Next? Questions for group to consider: 1. What support do you need? 2. 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
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Questions? Contact us: Daniel Moore- dmoore@plymouth.edu dmoore@plymouth.edu Deb Regan- dregan@plymouth.edu dregan@plymouth.edu Jane Barry- jane.barry@plymouth.edu jane.barry@plymouth.edu Jess Pine- jpine@plymouth.edu jpine@plymouth.edu Filiz Otucu- fotucu@plymouth.edu fotucu@plymouth.edu
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