effective pre-departure and arrival orientations for international students

Effective Pre-departure and Arrival Orientations

for International Students

NAFSA Annual ConferenceSt Louis, MOTuesday, May 28, 2013

(CTW WS044)

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Workshop Team

AneliseZandonaHofmann, M.A. Coordinator, Office of International Cooperation and

Exchanges, Pontifical Catholic University of Paraná

Denise Bellamy, M.S. Ed Director of Study Abroad and Exchanges, The University of

North Carolina at Greensboro

Kaitlin Ritchie, M.S.Assistant Director of Study Abroad and Exchange Programs, The University of North Carolina at Greensboro

AretaUlhanaGalat, M.A. EducationUSAAdviser/Head of the International Relations

Department, FAE Centro Universitario

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The Workshop Rationale

Brazil USA

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Workshop Learning Objectives

to critically evaluate the effectiveness of their Pre-Departure and Arrival Orientations

to identify good practices in pre-departure and arrival orientation sessions that help prepare their students for the international experience

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Workshop Learning Objectives

to adjust their existing pre-departure and arrival orientation sessions or develop new ones

to prepare a handbook on Pre-Departure and Arrival Orientation sessions

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Expectations

Cross-cultural awareness and adjustment; campus and community integration

“Best practices in preparing a student to be successful not just immediately after he or she arrives in the new country, but longer-term.”

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Workshop Participants

Participants` profile:- 10 non-U.S. and 48 U.S.- Small liberal arts schools - Large research universities- Community Colleges- Other Organizations- Responsible for Study Abroad programs- Responsible for pre-departure orientations- Responsible for on-site arrival orientations- Both

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Workshop Participants

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Get to Know Each Other

ARETA ULHANA GALAT

My parents named me Areta Ulhana Galat. Areta is Greek for “of noble kind”; ULHANA is Ukrainian for Juliana and means soft hair; and GALAT is Turkish for downward slope.

What`s in a name game?

From Lamback, Ruth in Seelye’sExperiential Activities for Intercultural Learning pp. 53-4. 1996.

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SUMMARY OF SURVEY RESPONSES - Challenges

• “Too much information in too short period of time”

• ESL students – low level of English proficiency

• Poor attendance • Late arrivals / absences / jet lag• Use of technology (before arrival /

during Orientation)• Communication with faculty • Balance the needs of a diverse group of

students (language / culture)• Intercultural aspects

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SUMMARY OF SURVEY RESPONSES – Successes

• Collaborative efforts of multiple campus offices in launching an extended international orientation

• Involving our own students as ʺbuddies or peer advisorsʺ to be responsible for certain parts of the orientation such as ice breaking, campus tours, introducing the city, explaining the course registration system, and so on. 11

Expectations

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Managing Expectations

What do you expect your students to know before they leave to study abroad / before they arrive on your campus?

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Managing Expectations

How realistic are your expectations?

How much do students actually know?

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Overseas Pre-departure Orientation

Pre-arrival expectations vs. reality check (upon arrival on campus)

Consider types of student: Degree-seekers vs. exchange

(Long term vs. short term impact) Undergraduate vs. graduate

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Overseas Pre-departure Orientation

Exchange students should know: their absence is “temporary” they will return to theiracademic

life at home institution after one or two semesters abroad.

Helpful for students’ smoother entry and reentryprocess.

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Before Students Leave TheirHome Country

What’s the student mindset?

Preparation involves: Perceptions Expectations Awareness

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The Arrival

Initial considerations for

the onsite orientation

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On-site Arrival Orientation Write down a short mission statement

for an on-site campus orientation program

The primary purpose of the on-site orientation is…

Write down your Top 5 goals

The goals of the on-site orientation are to… 19

Conceptual Framework for Orientations

4 ConceptsCommon NeedsPrinciples of designing orientations

Components of the orientation

Approach

-J. Meyer, Bowling Green State University

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Needs of International Students

7 Unique Student Needs Cross-cultural Adjustment Academic Success: Adjusting to the

American Educational System Enhancing Language Proficiency Establishing Interpersonal Relationships

and Social Support Networks Maintaining Physical and Psychological

Well-being Managing Finances Knowing Immigration Regulations-J. Meyer, Bowling Green State University 21

Guiding Principles of Orientation

UNCGShare InformationBuild Community Engender trust

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Guiding Principles of Orientation

Other principles to consider…..

Theory Guided Orientation PracticeFacilitate Learning and Helping

Students Learn How to LearnCollaborationAssessment

-J. Meyer, Bowling Green State University

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Components/Structure of Orientation

Full Cycle Orientation

Pre-departure/Pre-arrival orientationArrival OrientationOn-going or Continuing OrientationsReturning Orientation

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Components/Structure of Orientation

Arrival Orientation – a good start!

Making students feel welcomeProviding opportunities to meet

campus resourcesCultural adjustmentFactual information and practical

guidance Increasing knowledge of host culture

and educational system 25

Approaches to Orientation

Web posting Networking with current, experienced

international students Networking with current, experienced

domestic students Networking with the local community Coffee Hours Role-Playing American and International Documentary

Film International Speakers Academic and Social Workshops And more…!

-J. Meyer, Bowling Green State University26

On-site Arrival Orientation Group Activity:

The primary purpose of the on-site orientation is…

The goals of the on-site orientation are to…

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Guiding Principles

Share Information

Presentations by various staff/faculty

Logistics, factual information, practical guidance

Addressing group via different learning style techniques

Purpose: Identify and address the common needs of international students by providing necessary information and available resources.

Build Community

Facebook (pre-arrival)

PAL program Group bonding

activity Team Quest

(experiential education group)

Speed Friending Team Scavenger Hunt

Purpose: Establish interpersonal relationships and develop social support networks.

Build Community Cont.

Campus-wide activities during orientation week Athletic Events Trip to Target

Co-Curricular Opportunities

Engender Trust

Pre-arrival communication

Knowledge and expertise

Relationships/Connections

Meeting throughout semester

Defuse, Reassure, Act

Purpose: To build and foster a relationship of trust and care between the international students and the international office.

On-going Orientation

On-going orientation topics: Race and Everyday Life Tips for Writing Academic Emails Networking in the US: Practicing the Art of

Small Talk Nutrition and Wellness Getting more involved in the local

community and campus community

A Necessary Focus

Intercultural Preparation

Cross-cultural adjustment is embedded in all parts of Orientation!

Intercultural Preparation

Goal: Apply the principle of promoting intercultural learning and cross-

cultural adjustment into the design and implementation of international

student orientation

Addressing Culture in Orientation

Talk openly about cultural adjustment

Discuss culture in general (iceberg) and specific (stereotypes) ways

Discuss common reactions to cultural differences – ex. Cultural Adjustment Model

Present ways to mitigate culture shock

Addressing Culture in Orientation

Incorporate campus resources for integrating students into campus life and their new cultural environment

▪ Safety (Safe Living Panel)▪ Academics (including, faculty/student

relationships)▪ Housing ▪ Student Health Center▪ Student Success Center▪ Co-Curricular opportunities/activities

*More examples in Resource Guide

BREAK TIME!

We’re going to take a 20 minute break.

Restrooms are…Please be back at your table by

10:20New seating arrangements

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RECONNECTING!

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The Stereotypes

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Table Categories

Small private universities (on-site arrival orientation)

Large private universities (on-site arrival orientation)

Large public universities (on-site arrival orientation)

Small publicuniversities (on-sitearrivalorientation)

- Largeuniversities (pre-departure orientation)

- Small universities (pre-departure orientation)

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- Otherorganizations (ex.: Language Centers)

SAMPLE ORIENTATION DESIGN: GUIDING QUESTIONS

1. Does the sample orientation you designed follow the three guiding principles (info sharing, community and trust building)?

2. How appropriate is it for your institution?3. How can it be improved or adapted for

your institutional purposes? 4. How well does this orientation match the

mission and goals you formulated earlier?

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SUMMARY OF SURVEY RESPONSES - Challenges

• “Too much information in too short period of time”

• ESL students – low level of English proficiency • Poor attendance • Late arrivals / absences / jet lag• Use of technology (before arrival / during

Orientation)• Communication with faculty • Balance the needs of a diverse group of

students (language / culture)• Intercultural aspects

IDENTIFYING AND ADDRESSING CHALLENGES

1. Identify challenges in designing/improving your own orientation

2. Determine internal vs external challenges

3. Suggest ways to address these challenges

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ORIENTATION EXPECTATIONS

• cross-cultural awareness and adjustment; campus and community integration

• “Best practices in preparing a student to be successful not just immediately after he or she arrives in the new country, but longer-term.”

ACTION PLAN

Write down individually:

3 things you learned today2 ideas you will implement1 step you plan to do when you return home

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WRAP UP

Resource GuideList of participants Workshop evaluation

THANK YOU!!OBRIGADA!!

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Additional Resources

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PUCPR Overseas Pre-departure Orientation

EXCHANGE APPLICATION PROCESS CHECKLIST for PUCPR students

 1. Advising (options) and application to exchange program – internal application process during the academic semester prior to the exchange program period;

2. Qualify (meet PUCPR requirements: have attended minimum of 4 semesters at home institution; grades above 6,5 (Brazilian grading system – equivalent to U.S. gpa 2.6); language proficiency of country of destination; study plan (course selection);

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PUCPR Overseas Pre-departure Orientation

3. Apply with host institution: complete application; submit documents; research appropriate academic program and respective course descriptions; select courses and discuss them with academic advisor at home institution; submit study plan with host institution; check academic calendar at host institution for travel plan purposes; understand host institution admission policies and revelant academic regulations for exchange students; research housing options and apply for it; sudent visa application; travel arrangements;

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PUCPR Overseas Pre-departure Orientation

4. Still at home institution – meet at least twice with academic advisor regarding study plan; discuss options for remaining courses to be taken upon return to PUCPR – validation process of credits taken overseas; inform the relevant areas of home institution regarding student’s time off for study abroad (for instance: financial aid).Take into consideration: a) the lock step nature of our programs (annual,

determined courses - prescribed curriculum); b) Brazilian academic calendar:

1st Semester: Feb through Jun 2nd Semester: Aug through Dec

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PUCPR Overseas Pre-departure Orientation

5. Keep in mind: students on an exchange are still “home institution students: (i.e. at PUCPR they remain registered in a course called “exchange” andtuitionis not charged during that period); must keep following PUCPR regulations; should keep in touch with classmates and professors, if possible; get regular updates on institutional activities; don’t lose ties.

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Cultural Preparation Sample Activities

*Slides: 46-71 were provided by Laura Dobson, Florida State University 54

Learn Names

What’s in a Name if you have more time and a smaller group.

The Adjective, Action Name Recall Game with Alliteration! If you have less time and a larger group.

For example, my name is “Lilliputian Laura.” And, this is “Nice Nancy.”

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Talk Openly About Cultural Adjustment

HONEYMOON

SURFACE ADJUSTMENT

CULTURE SHOCK

FEEL AT HOME

UNRESOLVED CONFLICTS

DEPARTURE CONCERNS

STAGES OF CULTURAL ADJUSTMENT

Diagram Adapted from: Levine and Adelman, Beyond Language, Regents/Prentice Hall, 1995. Second Edition.

T I M E

F

E

E

L

I N

G

S

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Discuss Common Reactions to Cultural Difference

Fatigue, irritability Reluctance to be

social Negative feelings

toward host culture Dependence on

members of home culture

Being disengaged from the present

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Discuss Ways to Mitigate Culture Shock

Be patient with yourself.

Be flexible. Keep a regular

schedule. Eat well, exercise, get

enough rest. Set attainable goals. Talk about your

concerns.

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Have Students Do Goal Setting

Set goals in small groups

Ask students to write letters to themselves outlining their goals and where they hope to be at the end of their program

Make sure your goals are realistic/attainable.

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Do Reflective Writing About Concerns

Reflecting/Writing about things we are concerned about can help us feel those feelings and move through them.

Small group discussion can help peers talk together about their perceived challenges, initiating a support system

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Talk about Safety on Campus

Review rules and safety considerations on your university

But, also talk about safety in a different cultural context

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Safety in a New Cultural Context

Cultural differences and their impact on social relationships

Trust and the stranger myth

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Safety in a New Cultural Context

Recognize what is not normal

Trust your gut (or your instincts)

Learn the ABCs of self protection: Awareness Boundaries Communication

Get comfortable saying “No”

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Ask Your Students to Define Culture

Put your students’ definition here.

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What is Culture?

“Learned patterns of perception, values and behaviors, shared by a group of people, that are dynamic and heterogeneous. “

Martin, Judith and Thomas K. Nakayama . Experiencing Intercultural Communication, An Introduction, Fourth Edition. pp. 32. 2011.

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Understanding Culture

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Understanding Culture

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Garnetians and Goldians Imagine a world

where two cultures collide.

When the Goldian arrives in Garnetia, she finds out that Goldians behave in some very shocking (and off putting) ways!

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Characteristics Most Often Associated with Americans

France Japan Britain Mexico FranceIndustriou

sEnergeticInventiveDecisiveFriendly

Nationalistic

FriendlyDecisiveRudeSelf-

Indulgent

FriendlySelf-

IndulgentEnergeticIndustriou

sNationalis

tic

Industrious

IntelligentInventiveDecisiveGreedy

Industrious

EnergeticInventiveDecisiveFriendly

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Characteristics Least Often Associated with Americans

France Japan Britain MexicoLazyRudeHonest

Sophisticated

IndustriousLazyHonestSexy

LazySophisticated

SexyDecisive

LazyHonestRudeSexy

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People can look at the same thing and see different things.

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Perspective is Everything

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Perspective is Everything

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Perspective is Everything

“The more you look at the world, the more you recognize how people value things differently.”

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Preparing Students for life on a U.S. University Campus

Involve American professors and students in the Orientation discussion

Orient students to classroom culture

Offer information about co-curricular activities and life on campus

Introduce them to the library and online resources

Teach them how to use technologies like Blackboard

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Ask U.S. Students & Faculty to Discuss Campus Life

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Ask U.S. Students to Discuss Resources on Campus

Tutoring/Writing center, etc.

Religious and Spiritual Resources

Recreational Resources

Counseling Resources

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Introduce Students to Campus Life-Beyond Orientation

Talent Show Social and Recreational

Activities Student Organizations Fourth of July

Celebration Thanksgiving Meal

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Introduce Students to Campus Life-Beyond Orientation

Peer Mentors, U.S. students from your university, can be a GREAT asset! (If silly at times)

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Discuss your University’s Opportunitiesfor Intercultural Engagement Beyond Orientation

Certificate in Intercultural Competence

Global Ambassador Program

Coffee HourEducation Panel

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USEFUL LINKS

http://www.uncg.edu/ipg/studyabroad/nafsaorientationworkshop/orientationprograms.htm

http://www2.pacific.edu/sis/culture/

http://globaled.us/safeti/81