Stanford FLTA Orientation August 16 2011 Academic Life

Stanford FLTA Orientation August 16, 2011 Academic Life & Culture in the US University Ken Romeo, Academic Technology Specialist

Introductions Ken Romeo, Ph. D Academic Technology Specialist and Lecturer Academic Computing and Stanford English for Foreign Students Program August 16, 2011 Stanford FLTA Orientation

And you. . . ? • • Experience in the US? Experience in US universities? Experience with US exchange students? Experience with American instructors / professors in your home country? August 16, 2011 Stanford FLTA Orientation 3

Goals Address specific discussion points Facilitate discussion across your cultures Act as a vehicle to broader understanding • • • Of being a TA / teaching a language class Of the academic culture in US universities – – • At least 10 min of open Q&A at the end August 16, 2011 Stanford FLTA Orientation 4

How this will work • • • Discussion point introduction Small group discussion and prediction Presentation of student view Presentation of TA / teacher view Reflection Repeat for other points August 16, 2011 Stanford FLTA Orientation 5

Discussion Points • Plagiarism / cheating in the digital age • Cultural differences re: authority in educational settings • TAs and teachers as representatives of the culture they teach • What students expect of language courses / TAs / instructors August 16, 2011 Stanford FLTA Orientation 6

Plagiarism / cheating in the digital age • How does copy and paste from text on the web fit into the discussion of plagiarism? • How does machine translation (babelfish / google translate) fit into the discussion of plagiarism and cheating? How do you think language teachers should deal with it? August 16, 2011 Stanford FLTA Orientation 7

Key points • • • Technology is readily (too? ) accessible Often not very good Not everyone is using it “You’re only cheating yourself. ” Different cultural values w/r/t copying Implementation varies considerably August 16, 2011 Stanford FLTA Orientation 8

Cultural differences re: authority in educational settings • How is the relationship between students and teachers different the culture you study/teach and the US? • How do you think a cultural authority role that does not really match the culture where it is being taught should be realized in the classroom? August 16, 2011 Stanford FLTA Orientation 9

TAs and teachers as representatives of the culture they teach • How do/would you go about presenting your culture, both inside the classroom and outside? • What kinds of difficulties, especially stereotypes, do you think you might run into? • How should you deal with aspects of your culture that you don’t necessarily agree with? August 16, 2011 Stanford FLTA Orientation 10

What students expect • What are students’ expectations of language courses, instructors and TAs? • What advice do they have for future instructors / TAs? August 16, 2011 Stanford FLTA Orientation 11

Who are TAs? • • Varies by program, but … Grad students in other programs Non/Americans studying literature, culture, etc. Goals include financial support for study and building skills for future employment • Reality check: Foreign languages not always a high priority for students in the US August 16, 2011 Stanford FLTA Orientation 12

Post-Discussion • How did your predictions hold up? • What surprised you? • Are there any points you want to ask about? August 16, 2011 Stanford FLTA Orientation 13

Open Q&A and Reflection So what are your thoughts? August 16, 2011 Stanford FLTA Orientation

Finally, • YMMV (your mileage may vary) – Priorities and interpretations differ greatly by location • Many other discussion points: – Diversity in US society: facts and fictions – The language / literature split: departmental office politics – The future of a university education in the Internet age August 16, 2011 Stanford FLTA Orientation 15

Thank you! August 16, 2011 Stanford FLTA Orientation