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Sarah Bickel PhDCoordinating Presenter Thomas J. DeStefano Ed DPrincipal Investigator Susan Longerbeam PhDCo Investigator Yu, Lixin PhDCo Investigator.

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Presentation on theme: "Sarah Bickel PhDCoordinating Presenter Thomas J. DeStefano Ed DPrincipal Investigator Susan Longerbeam PhDCo Investigator Yu, Lixin PhDCo Investigator."— Presentation transcript:

1 Sarah Bickel PhDCoordinating Presenter Thomas J. DeStefano Ed DPrincipal Investigator Susan Longerbeam PhDCo Investigator Yu, Lixin PhDCo Investigator Wang, FengInternational Student

2 The number of Chinese students studying on U.S. university campuses has grown significantly over the past several decades since Deng Xiaoping in 1978 first charged the Chinese Ministry of Education to find the means to send Chinese students to study abroad. Since that initial development, U.S. universities have become the number one choice of Chinese students seeking a study abroad opportunity (Blumenthal & Yang, 2008).

3 Today the number of Chinese students studying on U.S. campuses exceeds 70,000, with expectations of even greater growth in the future The Peoples Republic of China has suggested a goal of 500,000 Chinese students studying abroad by 2020.

4 Through the years, student development and college impact research on the experiences of U.S. college students has led to significant improvement in academic instruction and student affairs practice. This knowledge has led to increased success of greater numbers of U.S. students in higher education (Astin, 1993; Kuh & Hu, 2001; Pascarella & Terenzini, 2005). Due to distinct cultural and developmental differences of international students, the U.S. university experiences of Chinese international students may be very different from that of U.S. students.

5 Several researchers have found that international students face culturally unique challenges in adjusting to the U.S. university experience (Wong, 2004; Lacina, 2002; Hayes & Lin, 1994). Research suggests that Asian international students experience greater adjustment stress than other international students (Yoon & Jepsen, 2008), possibly a result of the distinct differences between several aspects of Asian culture and U.S. culture (Furnham & Bochner, 1986).

6 Campus climate studies indicate that student success is influenced by campus racial and ethnic climates (Hurtado, 1992; Hurtado, Milem, Clayton-Pedersen, & Allen, 1999). This is particularly important for international students who come from non-western cultures (Furnham & Bochner, 1986; Wang & Mallinckrodt, 2006). Students who engage across ethnic diversity benefit academically, socially and economically (Milem, 2003).

7 Learn some of the important factors that influence and contribute to the success of Chinese international students who study in the US.; Understand to what extent Chinese international students become engaged in the academic and socio-cultural domains of U.S. universities; Learn factors that influence and contribute to Chinese international student engagement; Understand the role that student affairs educators can play in enhancing campus and community climate of Chinese International students who study on U.S. campuses; Learn how student affairs educators can partner with faculty and U.S students in creating a positive campus climate for international students.

8 The Center for International Education of Northern Arizona University The TOEFL Board of the Educational Testing Service The Chinese Center for International Educational Exchange The American Association for State Colleges and Universities Shannxi International Cooperation Research Fund

9 Xian Shiyou University Xian University of Science and Technology Chongqing University of Post and Telecommunications Shandong University at Wehai Soochow University Nanjing Normal University

10 Troy University George Mason University, Northern Arizona University, Ball State University, University of North Carolina at Pembroke,

11 This project utilized quantitative and qualitative analyses to evaluate the Dual Degree program Focus groups and interviews Student Essays Academic data Archival data Survey data

12 81 students participated in focus groups on US campuses. 20 U.S. roommates of Chinese study abroad students 99 U.S. faculty and staff participated.

13 54 faculty and staff participated in focus groups in China A total of 36 4 th year Chinese study abroad students participated in focus groups on Chinese campuses. 15 parents participated in focus groups on Chinese campuses. 15 2009 program graduates attended a focus group in Wehai China

14 Academic records of 659, Chinese study abroad students attending a U.S. university from fall of 2001 through fall 2009 were utilized for the analyses of archival academic variables 361 current and former Chinese study abroad students who participated in the survey phase of this assessment 59 2009 graduate essays were analyzed

15 The ICSES developed by Lan-Sze Pang (2007) is a 40 item standardized instrument that measures international student experience at U.S. colleges and universities. The four sub-scales are: The Perceived cultural tolerance from U.S. nationals; Social & academic interactions with U.S. students; Perceived residential climate; personal & academic interactions with U.S. faculty.

16 The dual degree graduation rate was found to be 91.2% for the cohort groups entering the program between 2001 and 2006 The mean final cumulative GPA at U.S. universities for those students in the data base was 3.22. When GPA was compared over time students showed gradual increases in their American campus grade point averages.

17 Students were at the top of the class academically Students win awards in their departments for extraordinary academic work. Students were among the most successful students at their institutions.

18 Students who took up to two semesters of Intensive English classes were found to be just as academically successful as the students who tested out of Intensive English because of higher levels of English proficiency. Students perceptions of contributors to academic success were: having good study habits, being personally motivated, having close relationships with professors, receiving help from other Chinese students. attending tutoring centers improved English skills

19 Chinese study abroad students have positive perceptions of their personal and academic interactions with U.S. faculty Students have positive perceptions of the overall campus climate at their U.S. university. Students were slightly less positive regarding their social and academic interactions with U.S. students Students had less positive perceptions of the cultural tolerance from U.S. Citizens.

20 How much do you feel like you belong to this university? 26.8% indicated very much 64% indicated somewhat 9.2% indicated very little 1% indicated not at all.

21 I made a right choice in attending this university: 51.6% indicated very much; 40.1%Indicated somewhat; 6.4% indicated very little; 1.9% indicated not at all.

22 When Chinese study abroad students had positive experiences with U.S. students, they tended to view themselves as more engaged in the academic and socio-cultural domains of U.S. universities. Students with stronger personal and academic relationships with faculty had higher perceived sense of involvement on the campus.

23 Chinese students who had the opportunity to live on campus with U.S. roommates had more positive perceptions of U.S. citizens than Chinese study abroad students who did not have a U.S. roommate. Chinese students who lived off campus with other Chinese students had the least positive perceptions of U.S. citizens

24 These included: improved English skills obtaining two degrees and learning practical applications related to their academic majors. In addition students described: an appreciation for obtaining a more global perspective the development of personal leadership and communication skills an increased sense of confidence and self-reliance.

25 Appreciated the assistance their students received with the U.S. visa process. appreciation for facilitating partnerships with U.S. universities. the Dual Degree program has become a recruiting advantage for students who specifically want to participate in the Dual Degree program.

26 intercultural communication between U.S. and Chinese universities joint faculty exchanges discussion related to curriculum improvements. Chinese faculties believe Dual Degree students are provided with a greater variety of course offerings through attendance at two universities.

27 personal confidence clearly focused vocational direction. very good communication skills, and are effective in making public presentations. improvements in their English language skills.

28 to have more breadth of knowledge compared to their non-Chinese study abroad students counterparts less depth of knowledge in specific content areas compared to their non-Chinese study abroad students counterparts to score lower than non-Chinese study abroad students on fourth year examinations to sometimes have difficulty on specific aspects of their final dissertations

29 roommates who had positive experiences with Chinese roommates expressed interests in global issues and in opportunities for travel abroad. Chinese study abroad students students challenge U.S. students to do their best Chinese study abroad students can provide a global perspective to U.S. students

30 Chinese study abroad students contribute to a diverse student body on U.S. university campuses Chinese study abroad students provide a global perspective to U.S. academic instruction Dual degree programs have become a catalyst for other types of exchanges between U.S. and Chinese partner universities Chinese study abroad students provide a financial benefit to U.S. universities through increased tuition revenue.

31 Benefits of the Dual Degree program far outweighed the challenges. Students are not simply graduating from two universities; they are also achieving their goals, gaining a global perspective, learning English, and preparing for a better future.

32 Chinese student learning while in the U.S. was significant – particularly in gaining self-efficacy and confidence in leadership, teamwork, and discussion- based skills. Chinese students grew through challenges ranging from learning to cook, and travel on their own, to learning to make class presentations

33 U.S. campuses are under-utilizing the presence of Chinese students. Multiple opportunities to connect with U.S. students and faculty are not fulfilled. Some U.S. students under-appreciate the global learning opportunity of developing relationships with Chinese students.

34 English skills play a large role in the academic and social success and cultural integration of Chinese students. The importance of English proficiency to success in the program is significant.

35 There are benefits to both Chinese and U.S. university systems of the Dual Degree program. Administrators in both systems are gaining valuable knowledge from the other. Continued communication and travel between countries heightens the benefits.

36 For Chinese students who need additional instruction in English, it appears that up to two semesters of intensive English study are most facilitative of improving GPA. It may also be beneficial to pair Chinese students with English speakers who can help them to integrate and improve their English skills.

37 Given the importance of positive perceptions of not only campus communities, but of U.S. citizens in general, and in particular the important role of the U.S. roommate, campus living and learning communities should be intentionally designed. Purposeful selection of U.S. roommates with an interest in Chinese culture will enhance their role as ambassadors to Chinese college students.

38 Chinese students not only benefit from living on campus with culturally receptive U.S. roommates, but they also have better academic and social integration when they work on campus. Campuses could look for ways to increase Chinese student campus employment and other involvement opportunities.

39 Chinese students have much to offer and much to learn through active participation in course discussion. To heighten the cultural and global exchange opportunities offered by the classroom presence of Chinese students, faculty could increase discussions in classes

40 Improvement in communication through strengthening relationships between Chinese and U.S. university administrators and faculty should continue to improve articulation and curriculum challenges.

41 Personal rather than institutional The University experience should transform the worldviews of our students Recognize the mutual benefits for U.S students and international students when these respective students learn and interact together

42 Personal Introduction Feng Wang (Bruce) 2006 – 2008: Beijing International Studies University 2008 – Present: Northern Arizona University Major: Finance and Marketing

43 Language Cultural Difference Academic Success

44 Well… Something wrong with the ceiling?

45 Make friends with American students Join clubs and organizations Dont afraid of making mistakes ASK !!!

46 Bigger than Language, because they are intangible Example: Food, Work





51 Etiquette and Manners Non-verbal Communications

52 Example: Personal Space: The bubble


54 Work on English Language Understand Cultural Difference Learn to respect others culture before expect others to respect yours

55 Raise Diversity Awareness for Instructors a. Teaching Models b. Faculty Exchange More Opportunities for Multi- cultural Events

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