Promoting International Student Success Berkeley International Office Campus Wide Advising Strategies

Outcomes  Enhance awareness of trends in Berkeley's international student population  Showcase units and services that support international students  Promote an inclusive environment for advising international students

Today’s Agenda  Snapshot of Berkeley’s International Population  BIO’s Role  Staff Perspectives: Advising Resources & Strategies  Cultural Dimensions  Advising Roundtables

A Snapshot

Total International Student Enrollment

International Undergraduate Growth

Undergraduate Top Countries of Origin 71% of International Undergraduates from East Asia & the Pacific

Fall 2010 Fields of Study

Berkeley International Office’s Role

BIO Services for All International Students Personal Advising  Individual Daily Drop-Ins & Appointments  Academic & personal adjustment  Financial issues  Visa related matters Group Advising  Intro to Culture Shock  Writing American-Style (SLC)  Well Rounded Bear (CPS)  Money Matters  Finding Internships & Networking (Career Center)  Major Match & Speed-Friending (TRSP)  Travel & Re-entry  Tax Assistance

BIO Services for All International Students & Staff  Outreach  International Student Experience: Pathways to Personal & Academic Success  Fall & Spring Orientations  Pre-Arrival Webinars & Community College Visits  Liaisons with International Student Groups  Dependent Orientation  Programs in the Resident Halls  Department-Specific Trainings

BIO Services for F-1 & J-1 Students  BIO’s responsibilities  Provide F-1 & J-1 immigration & visa related advice and guidance  Comply with federal reporting & monitoring requirements through the Student & Exchange Visitor Information System (SEVIS)  Issue F-1 I-20s and J-1 DS-2019s

Staff Perspectives

Staff Panelists Jesus Arciniega L&S Undergraduate Advising Alberto Ledesma Student Learning Center Aaron Cohen Counseling & Psychological Services Lorena Valdez Transfer, Re-Entry & Student Parent Center

Cultural Dimensions

 Power Distance  The extent to which one values hierarchy over egalitarianism High power distance cultures expect children to be obedient to their parents/elders and to those in higher authority (e.g. teachers) Teacher-centered teaching style – the teacher imparts knowledge to students Students are discouraged from contradicting their teachers as a sign of respect and from taking initiative Cultural Dimensions How might this affect your approach to advising? Geert Hofstede

 Individualism/Collectivisim  The extent to which the interest of the individual outweighs the interests of the group Most of the world is collectivist – individualism is the exception Characteristics of collectivist cultures: The group (family) and maintaining harmony as a priority Resources are shared – an entire family’s resources will go towards a U.S. university education  Low context vs. high context communication (Edward Hall) Individualist cultures = low context Explicit, direct communication style Collectivist cultures = high context Implicit communication, little verbal communication Cultural Dimensions How might this affect your approach to advising? Geert Hofstede

 Uncertainty Avoidance  The extent to which an individual feels threatened or anxious when confronted with ambiguous situations High uncertainty avoidance cultures Uncomfortable with change Finds ambiguous situations to be stressful Relies on rules and structure to minimize ambiguity – students are more comfortable in structured learning environments over open ended learning situations Cultural Dimensions How might this affect your approach to advising? Geert Hofstede

Scenarios

Scenario #1 - CPS  Yao Lee, a 3 rd year Chinese student  4.0 student enrolled in 13 units  Wants to drop to 10 units mid-semester  Not attending class because of headaches and fatigue.  Faculty are concerned but unwilling to excuse his absences.  Girlfriend of 5 years recently broke up with him over  Blames his family for pushing him to study in the US

Scenario #2 - TRSP  Ho Jin Kim, a Junior transfer from DVC  Visits your office to seek help with degree requirements  Prior to this visit, Ho Jin has only relied on friends for information  His limited English skills make it difficult to understand his questions and concerns

Scenario #3 - SLC  Jing Wu, a freshman from China  Worked very hard in Fall 2010 but only got a B- in her English class  Professor said it was related to her writing style and lack of classroom participation  Student doesn’t understand because she attended class everyday and wrote her papers based on her notes.

Scenario #4 – L&S  Guang Lu, 1 st semester transfer from Hong Kong  Goal oriented student who plans on grad school  Wants to drop two courses  Fears a low GPA will jeopardize his future  Frustrated because his grades in Hong Kong and community college were much better