Promoting International Student Success Campus Wide Advising Strategies

Promoting International Student Success Campus Wide Advising Strategies Berkeley International Office

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-20 s and J-1 DS-2019 s

STAFF PERSPECTIVES

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

CULTURAL DIMENSIONS

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?

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?

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?

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 email 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