Outreach with Purpose:

An Integrative Approach to Chinese Undergraduate Support

Kathleen McKeiver, M.Ed.and

Bruce Feng Wang

Presentation Outline:

1. NAU /China partnerships and China Initiatives

2. The academic experience of students in China

3. Pre-arrival support and social media outreach

4. Support and advocacy through pointed outreach and collaboration with NAU departments

5. Advising considerations for working with Chinese students (and other international students)

Background: NAU and China Relationships

2004: AASCU invites NAU to join the 1+2+1 dual degree program in partnership with CEAIE.

2006-2007: 1+2+1 program demands lead to hiring Coordinator (now Director) of China Program Initiatives

2007-2008: Strategic recruitment and strengthened relations with Chinese partners lead to Chinese student growth

2009/2010: NAU’s Global Leaning Initiatives leads to development of the China Initiatives Division and the addition of International Academic Advisor (now Coordinator)

2011: The China Initiatives Division now has four fulltime staff dedicated to Chinese student support and success.

China Program Student Population Growth:

Fall 2008: 64 Program Students

Fall 2009: 124 Program Students

Fall 2010: 191 Program Students

Fall 2011: 241 Program Students

2011 NAU Total International Student Population: – 973 students from 62 different countries– Largest populations from the Middle East and from China– NAU CIE also employs a Sponsored Student Coordinator to work with

our Middle Eastern student population

Common Stereotypes of Chinese Students

“They are really good at science, especially Math…”

“They don’t actually want to learn; they just want good grades”

“They never answer questions in class or participate in discussions.”

“They never make any effort to talk with anyone other than those who are also from China."

Academic Experience of Students in China

• A score-oriented learning behavior

---- The imprint of “Gao Kao”

• A one-way teaching (grading) system

Why? China’s current conditions/culture

What is Gao Kao?

Gao Kao: The National Higher Education Entrance Examination; the “Chinese SAT”

The sole criteria determining whether or not a student is allowed to go to college

Considered the “destiny determinant”

This is the foundation of China’s test-oriented education system

The main impact on student learning behavior

GAO KAO: Destiny Determinant

Learning in the Chinese Classroom

• Lecture-based courses

• Critical thinking is not encouraged

• Less faculty-student interaction

• Exam oriented: cramming; memorization

How Cultural Expectations Impact Chinese Student Learning

One Child Policy + Fierce Competition

High expectations from parents

Focus on certain majors

Clear Objective of studying in the U.S.

Academic success – most important goal!

NAU Chinese Website: cn.nau.edu

Current Students

Admitted Students

Prospective Students

Alumni

Visiting Scholars

NAU Chinese Newsletter

An outreach tool to connect and

inform current Chinese students,

alumni and new/existing partner

institutions about currenthappenings at NAU

• NAU facts• Current Events• Highlights of Colleges and

Departments• Successful stories of Alumni • Career Opportunities

Social Media Outreach

Chinese Facebook

Chinese Twitter

China Student Forum

International Student Support :University Collaboration

NAU Campus Wide Student Academic Support:

• SI (Supplemental Instruction)

• Math Success Program

• 1:1 Tutoring Appointments

• English Writing Center

• Business Communication Center

• Gateway Student Success Center Programs:

– Academic Coaching– Career Planning– Resume/Personal Statements

• International Academic Advisor

• The AcES Program

• Language Transition Support Leaders

• Conversation Partners

• PIE Supplemental Evening Classes

• International Student focused courses:

– NAU 100: University Transitions (international section)

– ANT 211: Anthropology of Everyday Life

NAU International StudentSpecific Academic Support:

International Academic Support: CIE and NAU Academic Advisor Collaboration

• Student support communication and collaboration

• Faculty needs regarding international student support

• International Exchange/non-degree seeking enrollment cooperation

• Identification of instutional processes that can be improved for international students

• PIE to Major transitions—in class presentations and translated documents

• Monthly cross-campus contact meetings for confirmation, review and input regarding academic support for international students.

Academic Support:China Initiatives Specific

• Translation of important documents to ensure understanding

• Semester monitoring of degree progression and graduation dates

• Mid-term and semester grade monitoring

• Probation outreach

• Invasive Outreach

• Collaboration with Student Affairs Faculty

• Academic Glossary –(Chinese translation)

• Graduation, Transcript, Diploma Assistance

New Program Student: Meetings within the China Initiatives Division Meetings Include:

• Review of syllabi and course schedule

• Introduction to LOUIE and BB Learn

• Degree progress, transfer credit and enrollment dates

• PIE Transitions

• Faculty Communication

• Midterm Grades and GPA calculator

• On-Campus Academic Resources

• Academic Probation and Suspension

• Student Clubs and Organizations

• Chinese Student website and Chinese Student Scholar Association

•Introductory meeting within the first 3 weeks of the new semester.

•Students meet with Advising Coordinator

and Student Specialist

•Meetings are with 2-3 students and last about

30 minutes.

Cultural Considerations for Academic Advising of Chinese Students

Cultural Norm

Social Relationships: Comfortable with hierarchical relationships and clear behavioral expectations.

Harmony vs. Truth: Students tend to avoid conflict, confrontation, criticism and controversy. Attention to preserving harmony and “saving face.”

Advising Considerations

•Explain who you are, what you do, and how you can help the student.

•Explain that we expect ALL students to seek out help on their own.

•Direct outreach may be necessary.

Cultural Considerations for Academic Advising of Chinese Students

Cultural Norm

Friendship: Longtime friends treated like

family.Feel obligated to help each otherRelational reciprocity.

Roles of Rules and Regulations: Believe more in personal

relationships than rules and procedures

Time Consciousness:More focus on the past and the

long- term future

Advising Considerations

• Implications for cheating and Academic Integrity

• Students may persist after being told “no”

• Focus on graduation. Graduate School preparation.

Quotes from Students—English Language

“English became the biggest problem in my life. I have been studying English for no less than 10 years, but American people still could not clearly understand what I wanted to say. In order to finish a [group] project, teammates usually have many meetings to discuss the detail of the project. Because I still did not get used to communicating with American students, I always remained silent at the meeting. Other teammates did not consider I tried my best to make any contribution to the project. I am sure I scored low on peer review.” --Zhang Chi B.S. Economics 2009

“I couldn’t understand what the teacher said in class because of the unfamiliar accent and the fast speaking speed. I felt frustrated but I didn’t give up. I started to learn everything from zero, yes like a new born baby. I became a hard-working person watching English movies all the time and imitating the US accent and the pronunciation. Ever since my English improved, I began to like the way teachers instruct the classroom, which was, teachers barely talk in the class, instead they prefer to give clues to lead students to think independently.” --Li Yi B.A. English 2009

Quotes from Students—US classroom

“In China, when we study, we only need to listen and take notes, but in the US the mode of teaching is so different. Teachers like everyone in class making discussion, thinking by themselves and making their own conclusions, rather than read the textbooks and make notes for students. Teachers attached a great importance to teamwork . This activity greatly inspired my interest in learning.” --Rong Hua B.S. Finance 2009

“Study is so different in the US—I have to learn to think differently. In China, they teach you the answer to the problem In the US, they teach you how to solve the problem” --Xu Zhikun B.S. Geology expected 2012

“The life in the US adapts to extroverts, and communications with each professor is important. Study in the United States focuses more on participation, assignments and discussions if the students want a high GPA.”—Gu Fengsucheng B.A. English 2009

Quotes from Students—Self Confidence

“ I had a hard time picking up school my first semester. I was not able to get everything from class because of the language. Every professor had their own ways of speaking and styles of teaching. I usually had to spend time adjusting to different teacher’s style. Additionally, the textbooks were so hard to understand. It usually took me 3x the average student to complete a reading. But I learned something valuable to me, that is, always ask. Americans are like this, when you need something, say it, or otherwise no one will be helping you.” –Liu Jia B.S Journalism 2009

“The most challenge for me was passing the TOEFL exam. I was a little worried about the exam at the end of the semester. However, all my instructors told me they believe I have the ability to pass and they would love to help me if I had any difficulties of it. It was the first time I had an idea about the way these American educators educate students. They prefer giving encouragement rather than frustrating students. Without their positive attitude towards me, I am not sure I had enough confidence to overcome all these obstacles that time.” --Yang Chang B.S. Political Science 2009

Academic Advising Considerations: Working with International Students

• Be Patient

• Check for understanding.

• Let the student start the conversation

• Encourage group advising sessions.

• Keep language simple for best understanding. Avoid slang and idioms.

• Learn about students’ home culture. Ask non-controversial

questions.

• Recognize indicators of cultural misunderstanding in communication

Academic Advising Considerations: Working with International Students

• Do not make assumptions about students’ language ability or culture

• Be accessible and timely through email—especially appointment requests.

• Recognize many students may not know US university vocabulary

• Be aware international students may not know things we expect American students to know

• Encourage students to get involved in student organizations and activities

• Written references are helpful for international students

Questions or Comments?

Kathleen McKeiver. M.EdCoordinator : International Academic Advising

Northern Arizona UniversityKathleen.McKeiver@nau.edu

and

Bruce Feng WangExecutive Assistant: China Initiatives

Northern Arizona University Feng.Wang@nau.edu

References

References

American International Education Foundation. (n.d.). Pre-departure orientation for Chinese students. Retrieved from http://china-nafsa.aief-usa.org

Institute of International Education. (2011). Open doors fact sheet: China. Retrieved from http://www.iie.org

Northern Arizona University Center for International Education. (2011). Annual report 2010-2011. Retrieved from http://international.nau.edu/communications/annual_report.html

Sino American 1+2+1 Dual Degree Program: Collection of 1+2+1 Graduates Experience at US Universities (2010). 3rd Edition. Compiled by American Association of State Colleges and Universities and the China Center for International Education Exchange.