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May 12, 2009
A SCCD Workshop for Faculty and Staff
5/12/2009 1
Collaborative Effort by District Faculty Development and Global District Council
Patti Conley, Faculty Development Coordinator
Andrea Insley, District Coordinator, International Programs
5/12/2009 2
Initiate discussion on this topic
Point people to available resources
Broaden awareness of our own cultural framework and of how this impacts our interactions
Enhance our appreciation of what it is like to be a non-native English speaking student on our campuses.
5/12/2009 3
A website including faculty resources in working with non-native English speaking students has been established through District Faculty Development: http://dept.sccd.ctc.edu/fd/default.aspx?pg=nonnativeenglish
Link will also be included in the District International Programs pages
http://seattlecolleges.edu/international
5/12/2009 4
Tina Young, Central, Director of Multicultural Initiatives
Understanding Cultural Identity Through an Identity Development Lens
5/12/2009 5
Saovra Ear, South, ESL, Transition Services/Advisor
Strategies for Working with Non-native Speakers of English (focus refugee/immigrant populations)
5/12/2009 6
Dana Servheen, North, Program Coordinator of International Programs
Trang Nguyen, North, International Student from Vietnam
Student Services Challenges and Best Practices
5/12/2009 7
Bob Dela-Cruz, South, Instructor
Best Practices in the Classroom
5/12/2009 8
Karen Michaelsen, Central, Librarian/Faculty
Help non-native English speaking students understand and avoid plagiarism.
5/12/2009 9
By Tina YoungDirector of Multicultural InitiativesSeattle Central Community College
5/12/2009 10
To introduce concepts for consideration, reflection, and exploration to deepen understanding of cultural identity – one’s own and the identity of others – in order to strengthen practice inside and outside the classroom
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◦Identity is complex and individual◦Identity development is a process ◦Everyone is at a different point in their understanding of their own identity and the identity of others
5/12/2009 12
History, traditions, values, cultural articulations
5/12/2009 13
•Norms, Rules•Cultural Dimensions•Institutional Dimensions
5/12/2009 14
Social Identity categories describe dimensions of personal identity, i.e.,
Race Ethnicity Birthplace Age Gender Economic class Physical Ability Sexual Orientation
5/12/2009 15
1. Conformity Stage – “What do you mean I’m different?”
2. Dissonance Stage – “I can’t believe this is happening to me”
3. Resistance and Emersion Stage – “ I’m confused and full of rage!”
4. Introspection Stage – “Oh now I understand, I may be wrong.”
5. Synergistic Articulation and Awareness Stage – “I found my place in the big picture.”
Reference: Atknison, D.R., Morten, G., & Sue, D.W. (1998). Counseling American minorities (5th ed.). New York: McGraw-Hill
5/12/2009 16
5/12/2009 17
By Sy EarTransition Services Advisor
South Seattle Community College
5/12/2009 18
These are the 9 strategies that I use every day in working effectively with non-native speakers in the Advising/Counseling office
1. Communication is more time consuming2. Be aware of etiquettes in different cultures3. Speak slowly and clearly4. Use formal English5. Restate what students are saying or asking6. Repeat ideas not understood7. Ask student to summarize8. Put communication in writing9. Remember to be patient!
5/12/2009 19
Have a positive attitude Allow more timeExample: If it takes 10 minutes to
communicate with a native speaker, plan for 15-30 minutes for a non-native speaker
5/12/2009 20
Be aware that cultural etiquettes could be different from other countries
Non-native speakers are also adjusting to the “American” culture
Examples:◦ Some may not look you in the eyes◦ Some may not shake or touch your
hands (Don’t be offended!)
5/12/2009 21
Remember that most non-native speakers have had limited exposure to English
Do not raise your volume with these students; that might be more of a distraction to them
They might not be accustomed to regional accents
They mostly are not ready for the conversational speed of native speakers
5/12/2009 22
Eliminate use of slang(It is usually only understood by the local culture)
Most non-native students exposed to English might have been limited to English teachers and pronunciation tapes, etc.
5/12/2009 23
Sometimes students do not have the vocabulary or command of the English language to get across what they are trying to say or ask
It may help clarify what students are trying to say
5/12/2009 24
Don’t assume that non-native students will automatically understand
Blank look on student’s face Student asking the same question again
and again
5/12/2009 25
Some students nod their head in politeness even though they do not understand
Again, be patient with the student; it will take non-native speakers longer to summarize than native speakers
5/12/2009 26
Whenever possible have visual aids Seeing it in writing helps them process
the information Also, it helps eliminate misunderstanding
5/12/2009 27
It can be frustrating trying to communicate with a non-native speaker
Imagine how frustrated non-native speakers are not being able to find words to ask questions and not understanding native speakers
It can be rewarding!
5/12/2009 28
By Dana ServheenProgram Coordinator of International Programs
North Seattle Community College
Trang NguyenInternational Student, North Seattle Community
College
5/12/2009 29
•ADMISSIONS
•HOUSING
•INITIAL FACE-TO-FACE CONTACT
•DOCUMENTATION
•TESTING/PLACEMENT
•ACADEMIC PLANNING
•FINANCES
•RULES AND POLICIES
5/12/2009 30
Parents, agents or extended family members often complete application paperwork and make initial arrangements for students to come to the United States. Some students arrive expecting most details to be taken care of and not aware of the numerous steps required to register for classes.
* Be aware of stresses a student may be experiencing
* Build relationships with students * Be careful not to assume that students
understand
5/12/2009 31
Home stay housing is often chosen by parents or agents. Students find themselves living with families from different cultural, social and religious backgrounds. They experience different habits and customs such as pets living in the house, hectic family schedules, and unusual foods. Often they are responsible for doing their own laundry and cleaning for the first time.
Ask about how the student is getting along
Encourage them to talk with their host family
Suggest other housing options
5/12/2009 32
Building rapport and trust with new students is important. For many, arriving at college in the US is the first time they experience people from diverse cultures. Organized orientation programs are an important way to introduce them to our multi-cultural society, allowing them to learn about others and to develop a new support system.
☺Provide a warm, personal welcome by introducing yourself
☺Become the student’s first corner stone if building a new support system
5/12/2009 33
Immigration and institutional requirements for documenting and tracking students can be demanding and confusing. Students from different backgrounds react differently to the requirements of sharing personal data.
• Acknowledge concerns and safety issues
• Explain in detail what is needed
• Explain the consequences
5/12/2009 34
Students arrive with high expectations and pressure to succeed. They often want a step-by-step plan that tells them what to do and when to do it in the quickest way possible. Testing and placement can be viewed as an obstacle to be overcome.
Explain that their success is important Emphasize that good grades can be
more important than going fast Encourage students to become involved
5/12/2009 35
Perhaps for the first time in their lives, international students become responsible for their own finances. Not only do they have to pay all their own bills, but they have to learn how to do this in a foreign culture with new and different systems.
Don’t assume students understand payments
Provide detailed information Explain the consequences
5/12/2009 36
The US immigration rules and policies for
international students are numerous and
complicated. Students must comply to
both immigration AND institution rules, the
consequences for non-compliance can be
severe.
5/12/2009 37
By Bob Dela-CruzInstructor
South Seattle Community College
5/12/2009 38
1. Know your non-native English speaking students
2. Research their ethnic/cultural backgrounds
3. Reach out to the students academically
4. Reach out to the students personally
5/12/2009 39
a. Create and distribute a student data survey
b. Have students introduce themselvesc. Share your background; ask them
for theirs
5/12/2009 40
a. Determine academic concerns/problemsb. Learn about their native educational
policies and proceduresc. Learn about their history, social customs,
and traditions d. Learn a few words in their native
language such as “Hello” or “Thank you”
5/12/2009 41
a. Create course assignments which include/allow for the use of the students’ backgrounds
b. Provide tailored assistance for the students’ specific concerns
c. Be available during1) Office hours and 2) Non-office hours
5/12/2009 42
a. Greet students in their native languageb. Play native music in classc. Recognize and talk to the students
outside of the classroom and not always about academics
d. Listen to the students and their concerns; when appropriate, provide advice; advocate for the students
e. Attend functions involving the students
5/12/2009 43
Karen MichaelsenFaculty/Librarian
Seattle Central Community College©2009
5/12/2009 44
“Academic Integrity is a fundamental value of teaching, learning, and scholarship. Yet, there is growing evidence that students cheat and plagiarize.“
Center for Academic Integrity:http://www.academicintegrity.org
5/12/2009 45
–noun 1.the unauthorized use or close imitation
of the language and thoughts of another author and the representation of them as one's own original work.
2.something used and represented in this manner. "plagiarism." Dictionary.com Unabridged (v 1.1).
Random House, Inc. 19 Feb. 2009. <Dictionary.comhttp://dictionary.reference.com/browse/plagiarism>.
5/12/2009 46
EVE Plagiarism Detection System (This is a viable option for individual faculty.)
Turnitin.com(This is a subscription service for individual faculty or an entire
institution.)
5/12/2009 47
Cheating students cheat themselves.
We want our students to develop:◦ Self-responsibility◦ Critical thinking◦ Information literacy◦ Ethical behaviorhttp://www.seattlecentral.org/sccc/
outcomes.php
5/12/2009 48
Teach students we expect original work
Develop assignments that make it hard to cheat
5/12/2009 49
Student Conduct Incident Report1. To unit administrator2. To VP for Student Services
Official responses1. First time – may be a slap on the
hand2. Second time treated more seriously
5/12/2009 50
How can we turn a case of cheating into a learning experience?
5/12/2009 51
Teach students to avoid plagiarism:
A tutorial from our neighbors to the north… http://library.acadiau.ca/tutorials/plagiarism/
Communicate expectations ◦ Include language on the course syllabus ◦ Develop a contract which asks students to affirm
they will comply
5/12/2009 52
Academic integrity should be a campus value. Work with your colleagues to develop this culture.
http://www.academicintegrity.org/
Students who see others cheat and get away with it are more likely to do likewise.
5/12/2009 53
“The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.”
American Library Association
5/12/2009 54
Use the strategies we learned today –
Make it hard to cheat; ask students to: Compare two sources Relate something to their own experience Apply a local issue to the global
environment (or vice-versa)
5/12/2009 55
Librarians can help with research assignment design and resources
Do we have what your students need?
Do you know your librarian?NSCC http://dept.sccd.ctc.edu/nslib/faculty.htm#Division
SCCC http://dept.sccd.ctc.edu/cclib/For_Faculty/liaisons.asp
SSCC http://dept.sccd.ctc.edu/sslib/contactus.asp
5/12/2009 56
Center for Academic Integrity – promote values of academic integrity on campus
Stanford University Library – resources on copyright and fair use guidelines
Plagiarism.org – research resources for students and teachers
5/12/2009 57
Mary Acob-Nash Sara Baldwin Colleen Comidy Pamela Cox Tram Dang Tom Davis Afke deJong-Keefe Bob DelaCruz Ann Dwyer Saovra Ear Sharon Gilman Greg Hinckley Andrea Insley Linda Johnston
Reza Khastou Kathie Kwilinski Tracy Lai Dan Loos Monica Lundberg Christine Nguyen Steve Quig Robert Schuessler Dana Servheen Barbara Silas Brian Smith Seana Sperling Yilin Sun Karen VanGenderen Andrea Vederoff Howard Xie Tina Young
5/12/2009 58
Questions?
5/12/2009 59