Academic Advising of International Students: A Challenge to

Balancing Student Curriculum and Visa Requirements

Faculty Week 2012Session 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

How to get from where we are to where we want to be

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

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

Culture in the Classroom

Working with International Students in Your Classroom

American Style Education

Participatory

Rigorous

Group work is prevalent

Student Centered

Expectations of international students in your classroom

Lecture

Didactic Teaching Style

Learning means Listening, not engaging

Teacher centered, not student centered

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

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

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

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

Academic Advising and International

StudentsTips and Traps

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.

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

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

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?

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?

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

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

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

Questions?

Contact us:

Daniel Moore- dmoore@plymouth.edu

Deb Regan- dregan@plymouth.edu

Jane Barry- jane.barry@plymouth.edu

Jess Pine- jpine@plymouth.edu

Filiz Otucu- fotucu@plymouth.edu