Welcome to the Teaching in the US Series American Students' Expectations Session begins at 1PM ET/12PM CT/11AM MT/10AM PT Please configure your audio by running the Audio Set Up Wizard: Tools>Audio>Audio Set Up Wizard. Gale Lynch, Director, Global Education & International Services, Monroe Community College Tracy Mouser, Career counselor and Job Developer, Montana State University Billings

American Students’ Expectations of International Teaching Assistants (and ITAs’ responses to American students)

Webinar Learning Objectives Different cultural backgrounds can create problems in the classroom. ITAs may at times hold incorrect assumptions of American students’ academic and communicative expectations. This session aims to help ITAs to understand American students’ expectations in order to help ITAs improve their teaching and class design. 1)Brief review of culture and cultural values 2)Discuss how we approach cultures different than our own 3)Apply these concepts to the ITA setting

Culture, Cultural Values and Our Responses

CULTURE: A learned meaning system Consisting of pattern of SYMBOLS MEANINGS NORMS TRADITIONS BELIEFS VALUES that are passed on from one generation to the next & shared by members of a community (cf: Ting Toomey, 2005 Understanding Intercultural Communication)

What are some of your cultures’ values? Think about them and then share in the chat box at the side of the screen.

General Value Orientations four that we will consider today (taken from Geert Hofstede) Individualism (“I” identity, privacy, direct, independent) Power Distance (hierarchy, status, horizontal/vertical ) Uncertainty Avoidance (risk, ambiguity, challenges, routines ) Gender Roles (flexible roles, nurture/achieve, initiative)

How do we approach differing cultural values? Remembering these general cultural value categories will aid in your approach to understanding American students in the tutoring context.

Approaching Differences Diagram

Our Approach to a New Culture

The Inevitables to Cross-cultural Life

Our Response (will reflect our initial approach)

The Result

Approaching Differences in the Classroom

American Cultural Values (cf: Ting Toomey, 2011 Understanding Intercultural Communication) Individualism Act assertively to get what you want Compete in order to get ahead Act on your independent thoughts Be self-reliant and proclaim your personal freedom Voice personal opinions when everyone else disagrees

Classroom Example: A student challenges what you say in front of the whole class because she questions the validity or content of your explanation. How would you approach this?

One view: This behavior reflects the American value of individualism.

Approaching the Difference of Individualism in the Classroom Genuine learning consists of more than a command of a body of facts. Learning consists of a deeper understanding of these facts and an ability to apply what one knows in a variety of situations. ●Students are responsible for their own learning. ●Students are taught and encouraged to be critical thinkers, creative problem solvers and decision makers.

American Cultural Values (cf: Ting Toomey, 2005 Understanding Intercultural Communication) Small Power Distance Emphasize equal distance between subordinates and leaders Credibility is individual Relationships are informal Subordinates expect to be consulted

Classroom Example: A student visiting during office hours addresses you by your first name or sends you s that open with, “Hey, Yang” rather than “Dear Professor Yang”. How would you approach this?

One view: This behavior reflects the American value of small power distance.

Approaching the Difference of Small Power Distance in the Classroom All people in the class are learners, including the instructor or professor. Each one is in the process of discovery where new ideas can possibly challenge traditional thinking. ●The teacher’s role is to be a facilitator of learning. ●Students are encouraged to ask questions and challenge ideas, even of the teacher.

American Cultural Values (cf: Ting Toomey, 2011 Understanding Intercultural Communication) Weak Uncertainty Avoidance Encourage risk taking Uncertainty is welcomed Challenges are welcomed Conflict can be positive High tolerance for ambiguity

Classroom Example: You’ve noticed that many of your students are disengaged or chatting with each other during your class lectures. How would you approach this?

One view: This behavior reflects the American value of weak uncertainty avoidance.

Approaching the Difference of Weak Uncertainty Avoidance in the Classroom Discussion-style classrooms and study groups tend to be more popular than lecture-style. Students will contribute to discussions or just listen to what is being said in order to form their own ideas, processes or opinions. ●Students feel comfortable in less- structured learning situations. ●Students expect to develop innovative approaches to problem solving. ●Students are comfortable with conflict.

American Cultural Values (cf: Ting Toomey, 2011 Understanding Intercultural Communication) “Feminine” Culture Flexible gender roles Emphasize nurturance Both male and female take initiative Social adjustment (not academic performance) is critical Fluid gender communication

Classroom Example: You are a male TA. A female student asks to meet with you during your office hours in order to discuss her career options in a “traditionally male” career field. How would you approach this?

One view: This behavior reflects the American value of a “feminine” culture.

Approaching the Difference of “Feminine” Culture in the Classroom Female and male students expect to be treated the same and given the same opportunities. Classrooms should contain care- giving opportunities as well as be a venue for information-giving. ●Students are no longer viewing “traditionally male” or “traditionally female” fields as out of reach. Whatever a man (or woman) can do they can do. ●A teacher’s role is more than just information-giving; it is also guidance counseling.

Take Away: It’s all cultural. How we approach different cultures will affect the results of the interaction, even in the classroom. And remember… the American students are approaching your culture, too.

Webinar Learning Objectives Different cultural backgrounds can create problems in the classroom. ITAs may at times hold incorrect assumptions of American students’ academic and communicative expectations. This session aims to help ITAs to understand American students’ expectations in order to help ITAs improve their teaching and class design. 1)Brief review of culture and cultural values 2)Discuss how we approach cultures different than our own 3)Apply these concepts to the ITA setting

Questions or Comments? Type them in the Chat box.

U PCOMING E VENTS To sign up to hear about these and other CIRTL events, Developing Effective Communication Skills October 8 th, PM ET/11AM CT/10AM MT/9AM PT Speaker: Annie Laurie Nichols, Instructor of Record, University of Maryland