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Promoting International Student Success

Discover trends in Berkeley's international student population and services supporting them, promoting inclusive advising. Uncover staff insights and cultural dimensions affecting advising approaches.

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Promoting International Student Success

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  1. Promoting International Student Success Campus Wide Advising Strategies Berkeley International Office

  2. 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

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

  4. A Snapshot

  5. Total International Student Enrollment

  6. International Undergraduate Growth

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

  8. Fall 2010 Fields of Study

  9. Berkeley International Office’s Role

  10. BIO Services for All International Students Personal Advising Group Advising • Individual Daily Drop-Ins & Appointments • Academic & personal adjustment • Financial issues • Visa related matters • 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

  11. 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

  12. 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

  13. Staff Perspectives

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

  15. Cultural Dimensions

  16. Cultural Dimensions Geert Hofstede • 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 How might this affect your approach to advising?

  17. Cultural Dimensions 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 How might this affect your approach to advising?

  18. Cultural Dimensions 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 How might this affect your approach to advising?

  19. Scenarios

  20. Scenario #1 - CPS • Yao Lee, a 3rd 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 email • Blames his family for pushing him to study in the US

  21. 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

  22. 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.

  23. Scenario #4 – L&S • Guang Lu, 1st 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

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