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May 12, 2009 A SCCD Workshop for Faculty and Staff 5/12/20091.

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Presentation on theme: "May 12, 2009 A SCCD Workshop for Faculty and Staff 5/12/20091."— Presentation transcript:

1 May 12, 2009 A SCCD Workshop for Faculty and Staff 5/12/20091

2  Collaborative Effort by District Faculty Development and Global District Council Patti Conley, Faculty Development Coordinator Andrea Insley, District Coordinator, International Programs 5/12/20092

3  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. 5/12/20093

4  A website including faculty resources in working with non-native English speaking students has been established through District Faculty Development: g=nonnativeenglish g=nonnativeenglish  Link will also be included in the District International Programs pages 5/12/20094

5 Tina Young, Central, Director of Multicultural Initiatives  Understanding Cultural Identity Through an Identity Development Lens 5/12/20095

6  Saovra Ear, South, ESL, Transition Services/Advisor  Strategies for Working with Non-native Speakers of English (focus refugee/immigrant populations) 5/12/20096

7  Dana Servheen, North, Program Coordinator of International Programs  Trang Nguyen, North, International Student from Vietnam  Student Services Challenges and Best Practices 5/12/20097

8  Bob Dela-Cruz, South, Instructor  Best Practices in the Classroom 5/12/20098

9  Karen Michaelsen, Central, Librarian/Faculty  Help non-native English speaking students understand and avoid plagiarism. 5/12/20099

10 By Tina Young Director of Multicultural Initiatives Seattle Central Community College 5/12/200910

11  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 5/12/200911

12 ◦ 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 5/12/200912

13  History, traditions, values, cultural articulations 5/12/200913

14 Norms, Rules Cultural Dimensions Institutional Dimensions 5/12/200914

15 Social Identity categories describe dimensions of personal identity, i.e.,  Race  Ethnicity  Birthplace  Age  Gender  Economic class  Physical Ability  Sexual Orientation 5/12/200915

16  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 5/12/200916

17 5/12/200917

18 By Sy Ear Transition Services Advisor South Seattle Community College 5/12/200918

19 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 consuming 2. Be aware of etiquettes in different cultures 3. Speak slowly and clearly 4. Use formal English 5. Restate what students are saying or asking 6. Repeat ideas not understood 7. Ask student to summarize 8. Put communication in writing 9. Remember to be patient! 5/12/200919

20  Have a positive attitude  Allow more time Example: If it takes 10 minutes to communicate with a native speaker, plan for 15-30 minutes for a non- native speaker 5/12/200920

21  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!) 5/12/200921

22  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 5/12/200922

23  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. 5/12/200923

24  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 5/12/200924

25 Don’t assume that non-native students will automatically understand  Blank look on student’s face  Student asking the same question again and again 5/12/200925

26  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 5/12/200926

27  Whenever possible have visual aids  Seeing it in writing helps them process the information  Also, it helps eliminate misunderstanding 5/12/200927

28  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! 5/12/200928

29 By Dana Servheen Program Coordinator of International Programs North Seattle Community College Trang Nguyen International Student, North Seattle Community College 5/12/200929


31 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 5/12/200931

32 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 5/12/200932

33 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 5/12/200933

34 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 5/12/200934

35 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 5/12/200935

36 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 5/12/200936

37 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. 5/12/200937

38 By Bob Dela-Cruz Instructor South Seattle Community College 5/12/200938

39 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 5/12/200939

40 a. Create and distribute a student data survey b. Have students introduce themselves c. Share your background; ask them for theirs 5/12/200940

41 a. Determine academic concerns/problems b. Learn about their native educational policies and procedures c. Learn about their history, social customs, and traditions d. Learn a few words in their native language such as “Hello” or “Thank you” 5/12/200941

42 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 during 1) Office hours and 2) Non-office hours 5/12/200942

43 a. Greet students in their native language b. Play native music in class c. 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 5/12/200943

44 Karen Michaelsen Faculty/Librarian Seattle Central Community College ©2009 5/12/200944

45 “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: 5/12/200945

46 –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." Unabridged (v 1.1). Random House, Inc. 19 Feb. 2009.. ism 5/12/200946

47 EVE Plagiarism Detection System (This is a viable option for individual faculty.) (This is a subscription service for individual faculty or an entire institution.) 5/12/200947

48 Cheating students cheat themselves. We want our students to develop: ◦ Self-responsibility ◦ Critical thinking ◦ Information literacy ◦ Ethical behavior 5/12/200948

49  Teach students we expect original work  Develop assignments that make it hard to cheat 5/12/200949

50 Student Conduct Incident Report 1.To unit administrator 2.To VP for Student Services Official responses 1.First time – may be a slap on the hand 2.Second time treated more seriously 5/12/200950

51 How can we turn a case of cheating into a learning experience? 5/12/200951

52 Teach students to avoid plagiarism: A tutorial from our neighbors to the north… Communicate expectations ◦ Include language on the course syllabus ◦ Develop a contract which asks students to affirm they will comply 5/12/200952

53  Academic integrity should be a campus value. Work with your colleagues to develop this culture.  Students who see others cheat and get away with it are more likely to do likewise. 5/12/200953

54 “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 5/12/200954

55 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) 5/12/200955

56  Librarians can help with research assignment design and resources  Do we have what your students need?  Do you know your librarian? NSCC SCCC SSCC 5/12/200956

57  Center for Academic Integrity – promote values of academic integrity on campus Center for Academic Integrity  Stanford University Library – resources on copyright and fair use guidelines Stanford University Library  – research resources for students and teachers 5/12/200957

58  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 5/12/200958

59 Questions? 5/12/200959

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