Effective Pre-departure and Arrival Orientations for International Students

1. NAFSA Annual Conference St Louis, MOTuesday, May 28, 2013 Effective Pre-departure and Arrival Orientations for International Students (CTW WS044)

2. Workshop Team • AneliseZandonaHofmann, M.A. • Coordinator, Office of International Cooperation and Exchanges, Pontifical Catholic University of Paraná • Denise Bellamy, M.S. Ed • Director of Study Abroad and Exchanges, The University of North Carolina at Greensboro • Kaitlin Ritchie, M.S.Assistant Director of Study Abroad and Exchange 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 Learning Objectives • to critically evaluate the effectiveness of their Pre-Departure and Arrival Orientations • to identify good practices in pre-departure and arrival orientation sessions that help prepare their students for the international experience

5. Workshop Learning Objectives • to adjust their existing pre-departure and arrival orientation sessions or develop new ones • to prepare a handbook on Pre-Departure and Arrival Orientation sessions

6. Expectations • Cross-cultural awareness and adjustment; campus and community integration • “Best practices in preparing a student to be successful not just immediately after he or she arrives in the new country, but longer-term.”

7. Workshop Participants • Participants` profile: • 10 non-U.S. and 48 U.S. • Small liberal arts schools • Large research universities • Community Colleges • Other Organizations • Responsible for Study Abroad programs • Responsible for pre-departure orientations • Responsible for on-site arrival orientations • Both

8. Workshop Participants

9. Get to Know Each Other • ARETA ULHANA GALAT • My parents named me AretaUlhanaGalat. Areta is Greek for “of noble kind”; ULHANA is Ukrainian for Juliana and means soft hair; and GALAT is Turkish for downward slope. • What`s in a name game? From Lamback, Ruth in Seelye’sExperiential Activities for Intercultural Learning pp. 53-4. 1996.

10. SUMMARY OF SURVEY RESPONSES - Challenges • “Too much information in too short period of time” • ESL students – low level of English proficiency • Poor attendance • Late arrivals / absences / jet lag • Use of technology (before arrival / during Orientation) • Communication with faculty • Balance the needs of a diverse group of students (language / culture) • Intercultural aspects

11. SUMMARY OF SURVEY RESPONSES – Successes • Collaborative efforts of multiple campus offices in launching an extended international orientation • Involving our own students as ʺbuddies or peer advisorsʺ to be responsible for certain parts of the orientation such as ice breaking, campus tours, introducing the city, explaining the course registration system, and so on.

12. Expectations

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

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

15. 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

16. 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.

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

18. The Arrival Initial considerations for the onsite orientation

19. On-site Arrival Orientation • Write down a short mission statement for an on-site campus orientation program The primary purpose of the on-site orientation is… • Write down your Top 5 goals The goals of the on-site orientation are to…

20. Conceptual Framework for Orientations 4 Concepts • Common Needs • Principles of designing orientations • Components of the orientation • Approach -J. Meyer, Bowling Green State University

21. Needs of International Students 7 Unique Student Needs • Cross-cultural Adjustment • Academic Success: Adjusting to the American Educational System • Enhancing Language Proficiency • Establishing Interpersonal Relationships and Social Support Networks • Maintaining Physical and Psychological Well-being • Managing Finances • Knowing Immigration Regulations -J. Meyer, Bowling Green State University

22. Guiding Principles of Orientation UNCG • Share Information • Build Community • Engender trust

23. Guiding Principles of Orientation Other principles to consider….. • Theory Guided Orientation Practice • Facilitate Learning and Helping Students Learn How to Learn • Collaboration • Assessment -J. Meyer, Bowling Green State University

24. Components/Structure of Orientation Full Cycle Orientation • Pre-departure/Pre-arrival orientation • Arrival Orientation • On-going or Continuing Orientations • Returning Orientation

25. Components/Structure of Orientation Arrival Orientation – a good start! • Making students feel welcome • Providing opportunities to meet campus resources • Cultural adjustment • Factual information and practical guidance • Increasing knowledge of host culture and educational system

26. Approaches to Orientation • Web posting • Networking with current, experienced international students • Networking with current, experienced domestic students • Networking with the local community • Coffee Hours • Role-Playing • American and International Documentary Film • International Speakers • Academic and Social Workshops • And more…! -J. Meyer, Bowling Green State University

27. On-site Arrival Orientation Group Activity: The primary purpose of the on-site orientation is… The goals of the on-site orientation are to…

28. Guiding Principles

29. Share Information Purpose: Identify and address the common needs of international students by providing necessary information and available resources. • Presentations by various staff/faculty • Logistics, factual information, practical guidance • Addressing group via different learning style techniques

30. Build Community Purpose: Establish interpersonal relationships and develop social support networks. • Facebook (pre-arrival) • PAL program • Group bonding activity • Team Quest (experiential education group) • Speed Friending • Team Scavenger Hunt

31. Build Community Cont. • Campus-wide activities during orientation week • Athletic Events • Trip to Target • Co-Curricular Opportunities

32. Engender Trust Purpose: To build and foster a relationship of trust and care between the international students and the international office. • Pre-arrival communication • Knowledge and expertise • Relationships/Connections • Meeting throughout semester • Defuse, Reassure, Act

33. On-going Orientation On-going orientation topics: • Race and Everyday Life • Tips for Writing Academic Emails • Networking in the US: Practicing the Art of Small Talk • Nutrition and Wellness • Getting more involved in the local community and campus community

34. A Necessary Focus Intercultural Preparation

35. Cross-cultural adjustment is embedded in all parts of Orientation!

36. Intercultural Preparation Goal: Apply the principle of promoting intercultural learning and cross-cultural adjustment into the design and implementation of international student orientation

37. Addressing Culture in Orientation • Talk openly about cultural adjustment • Discuss culture in general (iceberg) and specific (stereotypes) ways • Discuss common reactions to cultural differences – ex. Cultural Adjustment Model • Present ways to mitigate culture shock

38. Addressing Culture in Orientation • Incorporate campus resources for integrating students into campus life and their new cultural environment • Safety (Safe Living Panel) • Academics (including, faculty/student relationships) • Housing • Student Health Center • Student Success Center • Co-Curricular opportunities/activities *More examples in Resource Guide

39. BREAK TIME! • We’re going to take a 20 minute break. • Restrooms are… • Please be back at your table by 10:20 • New seating arrangements

40. RECONNECTING!

41. The Stereotypes

42. Table Categories • Small private universities (on-site arrival orientation) • Large private universities (on-site arrival orientation) • Large public universities (on-site arrival orientation) • Small publicuniversities (on-sitearrivalorientation) • Largeuniversities (pre-departure orientation) • Small universities (pre-departure orientation) • Otherorganizations (ex.: Language Centers)

43. SAMPLE ORIENTATION DESIGN: GUIDING QUESTIONS • Does the sample orientation you designed follow the three guiding principles (info sharing, community and trust building)? • How appropriate is it for your institution? • How can it be improved or adapted for your institutional purposes? • How well does this orientation match the mission and goals you formulated earlier?

44. SUMMARY OF SURVEY RESPONSES - Challenges “Too much information in too short period of time” ESL students – low level of English proficiency Poor attendance Late arrivals / absences / jet lag Use of technology (before arrival / during Orientation) Communication with faculty Balance the needs of a diverse group of students (language / culture) Intercultural aspects

45. IDENTIFYING AND ADDRESSING CHALLENGES • Identify challenges in designing/improving your own orientation • Determine internal vs external challenges • Suggest ways to address these challenges

46. ORIENTATION EXPECTATIONS cross-cultural awareness and adjustment; campus and community integration “Best practices in preparing a student to be successful not just immediately after he or she arrives in the new country, but longer-term.”

47. 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

48. WRAP UP • Resource Guide • List of participants • Workshop evaluation THANK YOU!! OBRIGADA!!

49. Additional Resources

50. 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);