U.S. Classroom Culture

1. U.S. Classroom Culture Presented by International Student & Scholar Services Florida International University

2. Agenda • Overview of U.S. System of Education • Understanding the Academic Structure • Understanding the U.S. Classroom Learning Environment • Dominant pedagogical approach: learner-centered • Interaction in the classroom • Interaction with faculty & academic advisors • Methods of evaluation • Standards of Academic Conduct & U.S. Cultural Values

3. Overview of U.S. System of Education

4. Overview of U.S. System of Education • Both private and public schools tend to be governed by a decentralized system • Many decisions regarding curriculum, university structure, etc. are made at the local level • However, public institutions are affected by state legislatures (budget) • FIU is a public Florida state institution • Tax payers have a voice in how much money is allocated to public higher education through their elected representatives

5. Understanding the Academic Structure There are over 3500 institutions of higher education in the U.S., which include: • Two year community colleges offering Associate’s degrees • Four year colleges offering Bachelor’s degrees • Universities that offer degrees at every level awarded by departments that are grouped into schools and colleges • Universities with multiple campuses, each having different programs that may be spread out in different cities within the state • English language institutes either affiliated with or independent of other universities, colleges, and schools • Fully online universities and colleges, which offer distance education via the internet

6. Understanding the Academic Structure • Organization is similar for both private and public universities Appointed by university board of trustees or state board of regents to oversee all aspects of university Manages the various schools and departments Oversee the separate schools, institutes, and programs offered by the university Manages the affairs of the separate departments in each school or college Responsible for teaching and research in and beyond the classroom Teaching Assistants, Research Assistants, or administrative GA’s are appointed by the department or faculty members

7. Understanding the Academic Structure Administrative component of the classroom Some courses offered only in one term per year or only at certain times • You may not always be able to take a course in the semester you want due to limited space • It may not be offered because there are not enough students wanting to take it or not enough faculty available to teach it Full course of study: determined by the university • In the U.S. varies by school, level, program, semester • At FIU: Undergraduate = 12 credits, Graduate = 9 credits • This guideline used for compliance in many areas: • International students • Student athletes • Graduate assistants • Eligibility for financial aid, scholarships, on-campus housing etc.

8. Understanding the Academic Structure Faculty: Professors, Instructors and Graduate Assistants Faculty differ in rank and length of contract. • Full professors are tenured and hold a doctoral degree. The promotion to this rank is determined by length of service, and the support of departmental chairpersons, colleagues, and administrators. • Tenure: on a permanent contract with the school until they retire • Assistant professors may or may not have a doctoral degree and usually have been in their position less than seven years. • Adjunct professors may be temporary or part-time employees of the university and may teach as little as one semester or teach on-and-off. • Graduate Assistants or Teaching Assistants (TA’s)play an important role: teaching, grading, meeting with and assisting individual students, and administrative work.

9. Understanding the U.S. Classroom Learning Environment Important cornerstones of the U.S. classroom learning environment: • The rights of the individual • Personal responsibility • Freedom of choice • Interactive learning • Liberal education • Independent thinking • Democratic principles

10. Understanding the U.S. Classroom Learning Environment Two Pedagogical Approaches

11. Understanding the U.S. Classroom Learning Environment Two Pedagogical Approaches

12. Understanding the U.S. Classroom Learning Environment Two Pedagogical Approaches • These are generalizations • Both styles used in any country, school, even in the same classroom • AT FIU YOU WILL FIND BOTH • It may depend on: • Individual professor’s style • Field of study: More teacher-centered in the physical/biological sciences and engineering • The learner-centered approach more dominant in U.S. than some other countries Before coming to the U.S., some international students may have little experience with the learner-centered style and must adjust their behavior in certain classes to succeed

13. Understanding the U.S. Classroom Learning Environment Computer-based instruction • Depending on course offerings, you may have to take certain classes online • Even for an in-person class, professor may use online resources to hold discussions or expand on lecture concepts or practice problems • Online classes may be either teacher-centered or learner-centered, just like in-person classes

14. Understanding the U.S. Classroom Learning Environment Interaction in the classroom • Class participation is important; it may be part of your final grade • If it will be difficult for you to think of a question or comment fast enough to respond quickly, spend time prior to class coming up with some questions you want to ask or opinions you want to share • Student’s perspective valued in the learner-centered classroom • Students: • Should be able to think independently • May express their opinions • May openly disagree with the instructor during a discussion/debate • Should be able to back up their opinion with evidence

15. Understanding the U.S. Classroom Learning Environment Interaction in the classroom • Speak with your professor if you feel uncomfortable or have trouble participating in class • Students must find balance between being independent learners and asking questions: • Instructors expect you to read assigned materials, use appropriate study aids, consult fellow classmates, etc. – they will not treat you like babies and expect you to do a lot on your own • However, lack of participation in class and not asking questions and not asking for help can be seen as disinterest or failure to learn – simply reading the text, listening and taking the test may not be enough

16. Understanding the U.S. Classroom Learning Environment Interaction with faculty • Faculty in the U.S. may be less formal • There is variation school to school and among individual faculty members. • Some faculty may choose to be on a first name basis with students. • Both students and faculty often dress very informally. • Faculty may roam the classroom while talking or sit at the edge of a table in a relaxed posture. Relaxed dress and posture should not be confused with relaxed standards; high standards in academic performance are still expected. • Faculty-student relationship • The faculty-student relationship in the U.S is considered a professional one. • Professional and personal relationships in the U.S. usually do not overlap. • Student-faculty communication is direct and specific. • Consulting with faculty about class work is considered normal and it is welcome. • Most faculty are willing to meet with students during office hours.

17. Understanding the U.S. Classroom Learning Environment Academic advisors • A critical resource for students to draw upon • To discuss progression toward your degree, selection and sequencing of courses, you must usually meet with an academic advisor (not your professors) – advising may be general (undeclared majors – PC 249) or by department • Make a plan; visit often to check progress and update plan • Panther degree audit • Transfer and Transition Services: PC 237 YOU + ACADEMIC ADVISOR = GRADUATION

18. Understanding the U.S. Classroom Learning Environment Freedom of choice and personal responsibility • Freedom to choose field of study, courses, research topics and design • Ability to change academic path at any point • With freedom comes responsibility • YOU must know the choices and make informed decisions • YOU have responsibility to know deadlines, required forms, procedures for payment, etc. • Administrators, advisors and instructors are there to guide you • You are not expected to know all the answers, but you are expected to ask for or find information • “But nobody told me…” will NOT be a valid excuse

19. Understanding the U.S. Classroom Learning Environment Evaluation of learning • The instructor’s evaluation methods will be indicated in the syllabus • Students are evaluated in many ways: Exams: multiple choice, short answer, essay Papers, lab reports Oral presentations, group projects Participation in class discussion, attendance • Multiple-Choice Tests: Not used in some other countries, but popular in the U.S. because easy to grade – students should expect and learn how to take this type of test • Academic work throughout the semester is cumulative: • In most classes you will have several tests and assignments that will all count as a significant part of your final grade (not just one final exam)

20. Understanding the U.S. Classroom Learning Environment Academic Writing • Direct and clear writing is valued in the U.S. • Writing should convey the same message to all readers • The main point or thesis is stated clearly, proven with related evidence, and then summarized • Some international students feel U.S. style is dry and repetitive, but must conform to this writing style to succeed • Strategies for success: • Follow specific writing guidelines given by instructors in the syllabus/in class • Visit the Learning Center: GL 120 • Purchase recommended specific style manuals • MLA • APA • Chicago Style

21. Standards of Academic Conduct & U.S. Cultural Values Ownership of knowledge • Academic rules, and U.S. laws, protect the individual’s right to own his or her words and ideas. • Original ideas, words, and knowledge: what is already written must be cited: books journal articles unpublished manuscripts web or other internet-based sources spoken words from a formal speech • Plagiarism: using ideas or words of another without giving proper credit to the author • This is one form of ACADEMIC MISCONDUCT

22. Standards of Academic Conduct & U.S. Cultural Values Individualism • In the learner-centered classroom, students are expected to do their own work and express their own opinions, free from influence of others • Sharing notes, papers, data, resources, information and ideas is sometimes appropriate and sometimes inappropriate – instructor will usually explicitly state what is expected • Cheating: using unauthorized sources or assistance on a test, or in a paper or other assignment • Violating instructions from a professor not to share data or ideas • When papers/tests that students turn in look too much alike • This is one form of ACADEMIC MISCONDUCT

23. Standards of Academic Conduct & U.S. Cultural Values Academic misconduct • Suspicion of plagiarism or cheating may lead to an official charge of academic misconduct • Processed through the school’s disciplinary committee • Even if not charged, professor usually gives a failing grade on the assignment or a failing grade for the course • Repeated offenses will lead to expulsion from the university

24. In Conclusion: Some Advice • Identify a fellow student who can help you learn about and understand the U.S. system • Don’t expect things to be the same as at home; look for opportunities and don’t be afraid of change • Even if you feel stressed or overwhelmed, approach your academic challenges with confidence – you are here because of your past academic successes • Invest time and effort in developing strong relationships with instructors and academic advisors – direct and regular communication with them is often the key to success