Guidelines for Predeparture and Arrival Orientations

1. NAFSA Annual Conference Houston Tuesday, May 29, 2012 Guidelines for Predeparture and Arrival Orientations (CTW WS039)

2. Workshop Team • AneliseZandonaHofmann, M.A. • Coordinator, Office of International Cooperation and Exchanges, Pontifical Catholic University of Paraná • Christa Bosenberg, M.S. • Special Academic Programs, Student Services Coordinator , Center for Global Engagement, Florida State University • Penelope Pynes, Ph.D. • Associate Provost for International Programs, The University of North Carolina at Greensboro • AretaUlhanaGalat, M.A. • EducationUSAAdviser/Head of the International Relations Department, FAE Centro Universitario

3. The Workshop Rationale Brazil USA

4. Workshop Participants • Participants` profile: - 9 non-U.S. and 47 U.S.; - Small liberal arts schools - Large reseach universities; • Other • Responsible for Study Abroadprograms • Responsible for pre-departure orientations vs `now-you-have-arrived` orientations • Both

5. Get to Know Each Other • “What’s in a Name” Game Example: My parents named me Christa Lee Bosenberg. Lee is my mom’s and my grandma’s middle name. My last name is German. From Lamback, Ruth in Seelye’sExperiential Activities for Intercultural Learning pp. 53-4. 1996.

6. Expectations

7. Managing Expectations What do you expect your students to know before they leave to study abroad / before they arrive on your campus?

8. Managing Expectations How realistic are your expectations? How much do students actually know?

9. Overseas Pre-departure Orientation • Pre-arrival expectations vs. reality check (upon arrival on campus) • Consider types of student: • Degree-seekers vs. exchange (Long term vs. short term impact) • Undergraduate vs. graduate

10. Overseas Pre-departure Orientation • Exchange students should know: • their absence is “temporary” • they will return to theiracademic life at home institution after one or two semesters abroad. Helpful for students’ smoother entry and reentryprocess.

11. Before Students Leave TheirHome Country What’s the student mindset? Preparation involves: • Perceptions • Expectations • Awareness

12. Guiding Principles of Orientation • Share Information • Build Community (among students) • Engender trust (for staff) “Full cycle advising”

13. A Necessary Focus: Intercultural Preparation

14. Building Trust & Relationship • Facilitating a comfortable cultural adjustment process and cross-cultural skills building naturally builds trust and relationship.

15. Addressing Culture in Orientation • Learn names • Talk openly about cultural adjustment • Discuss common reactions to cultural differences • Present ways to mitigate culture shock • Suggest reflective writing as a coping strategy

16. Addressing Culture in Orientation • Talk about safety in cultural terms • Discuss culture in both culture general (iceberg) and culture specific (stereotypes) ways • Incorporate campus resources for integrating students into campus life and their new cultural environment At the end of the presentation you can find examples

17. SAMPLE ORIENTATION DESIGNS: GUIDING QUESTIONS • Do these sample orientations follow the three guiding principles (info sharing, community and trust building)? • How appropriate are they for the institution type listed? • How can they be improved or adapted for your institutional purposes? • How well does this orientation match the mission and goals you formulated earlier?

18. IDENTIFYING AND ADDRESSING CHALLENGES • Identify challenges in improving our own orientation • Determine internal vs external challenges • Suggest ways to address these challenges

19. ACTION PLAN • Write down individually: 3 things you learned today 2 ideas you will implement 1 step you plan to do when you return home

20. WRAP UP • Handbook • Resources • List of participants • Workshop evaluation THANK YOU!! OBRIGADA!!

21. Additional Resources

22. PUCPR Overseas Pre-departure Orientation • EXCHANGE APPLICATION PROCESS CHECKLIST for PUCPR students 1. Advising (options) and application to exchange program – internal application process during the academic semester prior to the exchange program period; 2. Qualify (meet PUCPR requirements: have attended minimum of 4 semesters at home institution; grades above 6,5 (Brazilian grading system – equivalent to U.S. gpa 2.6); language proficiency of country of destination; study plan (course selection);

23. PUCPR Overseas Pre-departure Orientation 3. Apply with host institution: complete application; submit documents; research appropriate academic program and respective course descriptions; select courses and discuss them with academic advisor at home institution; submit study plan with host institution; check academic calendar at host institution for travel plan purposes; understand host institution admission policies and revelant academic regulations for exchange students; research housing options and apply for it; sudent visa application; travel arrangements;

24. PUCPR Overseas Pre-departure Orientation 4. Still at home institution – meet at least twice with academic advisor regarding study plan; discuss options for remaining courses to be taken upon return to PUCPR – validation process of credits taken overseas; inform the relevant areas of home institution regarding student’s time off for study abroad (for instance: financial aid). Take into consideration: a) the lock step nature of our programs (annual, determined courses - prescribed curriculum); b) Brazilian academic calendar: 1st Semester: Feb through Jun 2nd Semester: Aug through Dec

25. PUCPR Overseas Pre-departure Orientation 5. Keep in mind: students on an exchange are still “home institution students: (i.e. at PUCPR they remain registered in a course called “exchange” andtuitionis not charged during that period); must keep following PUCPR regulations; should keep in touch with classmates and professors, if possible; get regular updates on institutional activities; don’t lose ties.

26. FSU Cultural Preparation Sample Activities

27. Talk Openly About Cultural Adjustment

28. Discuss Common Reactions to Cultural Difference • Fatigue, irritability • Reluctance to be social • Negative feelings toward host culture • Dependence on members of home culture • Being disengaged from the present

29. Discuss Ways to Mitigate Culture Shock • Be patient with yourself. • Be flexible. • Keep a regular schedule. • Eat well, exercise, get enough rest. • Set attainable goals. • Talk about your concerns.

30. Have Students Do Goal Setting • Set goals in small groups • Ask students to write letters to themselves outlining their goals and where they hope to be at the end of their program • Make sure your goals are realistic/attainable.

31. Do Reflective Writing About Concerns • Reflecting/Writing about things we are concerned about can help us feel those feelings and move through them. • Small group discussion can help peers talk together about their perceived challenges, initiating a support system

32. Talk about Safety on Campus • Review rules and safety considerations on your university • But, also talk about safety in a different cultural context

33. Safety in a New Cultural Context • Cultural differences and their impact on social relationships • Don’t be a “wounded zebra” • Trust and the stranger myth

34. Safety in a New Cultural Context • Recognize what is not normal • Trust your gut (or your instincts) • Learn the ABCs of self protection: • Awareness • Boundaries • Communication • Get comfortable saying “No”

35. What is Culture? “Learned patterns of perception, values and behaviors, shared by a group of people, that are dynamic and heterogeneous. “ Martin, Judith and Thomas K. Nakayama . Experiencing Intercultural Communication, An Introduction, Fourth Edition. pp. 32. 2011.

36. Understanding Culture

37. Understanding Culture

38. The Stereotypes We Bring With Us

39. Garnetians and Goldians Imagine a world where two cultures collide. When the Goldian arrives in Garnetia, she finds out that Goldians behave in some very shocking (and off putting) ways!

40. Characteristics Most Often Associated with Americans

41. Characteristics Least Often Associated with Americans

42. People can look at the same thing and see different things.

43. Perspective is Everything

44. Perspective is Everything

45. Perspective is Everything “The more you look at the world, the more you recognize how people value things differently.”

46. Preparing Students for life on a U.S. University Campus • Involve American professors and students in the Orientation discussion • Orient students to classroom culture • Offer information about co-curricular activities and life on campus • Introduce them to the library and online resources • Teach them how to use technologies like Blackboard

47. Ask U.S. Students & Faculty to Discuss Campus Life

48. Ask U.S. Students to Discuss Resources on Campus • Tutoring/Writing center, etc. • Religious and Spiritual Resources • Recreational Resources • Counseling Resources

49. Introduce Students to Campus Life-Beyond Orientation • Talent Show • Social and Recreational Activities • Student Organizations • Fourth of July Celebration • Thanksgiving Meal

50. Introduce Students to Campus Life-Beyond Orientation • Peer Mentors, U.S. students from your university, can be a GREAT asset! (If silly at times)