Category Archives: Higher Education

Webinar: Discussing a Research Study about Study Abroad and Pre-departure Preparation for Internatioanl Students

Pre-departure Preparation of East Asian Students for U.S. Academic & Cultural Challenges

In our twenty-first century’s IT learning environment, how can we prepare international students for U.S. study before they arrive in the States?

This is the topic I will be discussing during Wednesday’s webinar entitled Developing Cultural Competence at the College and University Level hosted by the Berlitz Training Management Corporation on June 17 (7:00 am PST).

webinar
By helping international students develop better expectations of what they will experience during their first year at a U.S. campus, we can help them better manage cross-cultural adjustment challenges so they function as healthy and happy students whose English and social skills continuously develop as they succeed academically and  professionally.

Join the webinar and learn about how online cultural training is applied in U.S. universities.  Hope to see you Wednesday online.  ~ Tara

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3 Min Research Intro: New Pre-departure Course for International Students which also Recruits and Retains

Interested in learning why U.S. higher education is now offering pre-departure academic and cultural college prep courses to international students in foreign countries? Student success, international recruitment, and retention rates are definitely some benefits.

This video provides a 3 minute introduction to the research that led to today’s revolutionary international prep-courses.

First tested at a U.S. research university and then applied to HLSL Institute’s 2014 International Education Tour in South Korea and China, HLSL Institute now offers U.S. schools a pre-departure prep course that teaches international students success skills.  This course is a student service outreach effort that helps international students to be healthier, happier, more academically successful, and more professionally prepared in the U.S. before, during, and after study abroad.

This college course is taught in foreign countries (via hybrid instruction methods) before students arrive to the U.S.  The course teaches international students more accurate cross-cultural expectations about study, life, language, and work interactions and responsibilities.  International students gain cultural knowledge and competencies to manage cultural and academic stresses in addition to other impediments that typically upset adjustment processes during U.S. study.  Research findings indicated that international students are more confident to study abroad, to communicate and build U.S. friendships, and to prepare for internships and post-graduate professional opportunities.

U.S. institutions can begin offering this course to prospective international students, tailored for their institution’s particulars (e.g. campus resources, student expectations, internship opportunities, etc.) and customized for specific student learning pathways and academic programs of study.

Contact Dr. Madden-Dent to learn more about the research and the forthcoming 2015 U.S. Academic and Culture Studies course in South Korea and China to increase international student success, recruitment rates, and retention rates.

P.s.  Although this pre-departure class begins in the international students’ home country, it can also be effective for first-year international students already in the U.S. to aid with their transition and adjustment success.

The 2015 International Education Tour begins October 1, 2015 in South Korea and China.

Contact HLSL Institute to learn how U.S. campuses can be represented on the tour and how to offer this pre-departure course.

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Why study YOU before attending college?

After many years of teaching university students, the most powerful and influential lessons the undergraduates and graduate students preferred were the assignments which encompassed personal reflection and experiential learning.  These students described that studying the course’s learning objectives with personal exploration pedagogies, challenged their original worldviews, felt liberated from previous subconscious mental programs, and more confident to apply their new knowledge in everyday life decisions.  Many students reported that the self-awareness contributed to a clearer understanding of how they would move forward after the course to intentionally advance their professional and academic careers.

One student’s evaluation submission summarized the consensus nicely,

“For the four years of college courses I have experienced, this was by far, the most rewarding on every level and one of my favorites. I have never experienced such valuable information in a class that comes up in everyday life. The extremely eye-opening experiences and class material helped me stretch myself as an individual during the papers and class activities. I came out of this class with observations and feelings that I never knew I had.  I not only gained knowledge to apply to my future career, but I gained more self-confidence and really pushed myself to grow as a person.”

As an educator, there is no greater joy than witnessing my students demonstrate new skills, knowledge, and self-awareness.  Although my courses focused primarily on law, educational leadership, multiculturalism, and societal studies, many of the students reported that their experience was the closest thing they had ever had to a formal Self-Study course. 

Instead of waiting until adulthood to formally study the Self , what if actual “Self-Studies” courses were incorporated into elementary, middle and high school educational programs alongside required subjects like reading, writing, and math? Would it make a difference on the student’s development, their worldview, ethics, community engagement, health, grades, career choice, interpersonal relationships, financial stability, emotional intelligence, and long-term achievements? How would studying the Self influence the educational system, the city, state, nation, and planet?

Before we go any further, let’s understand the term “Self-Studies” to represent a formal course, grounded on legitimate peer-reviewed, tested, published research, and facilitated by well trained and highly qualified instructors whose aim is to foster individualized identity development and personal growth through self-reflection and experiential learning to encourage emotional intelligence, purposeful living, goal achievement, healthy lifestyles and interpersonal relationships, environmental awareness, and community contribution.

Based on that definition, that not one of my own alma maters had offered a Self-Studies course in my programs of study.  That’s a big deal considering that I have earned a high school diploma, college degree, and multiple graduate degrees (M.A.; Ph.D.).  How much more powerful would my academic, personal, and professional contributions be if my primary and secondary schools had offered courses like Mindfulness; Personal Habits and Behaviors; Core Principles and Values; Family and Cultural Influences; Healthy Relationships; Emotional Intelligence; Identity Exploration; My impact on Modern Society and the Environment; My Culture and how it Compares to others; and Financial Goal Planning? If I, as a young person, had studied where I came from, what I stood for, who I believe I am, how I would contribute my value to society, and who I wanted to share my life with, how would things be different today?

Only now, after 31 years, I’ve finally completed my first formal Self-Study program and recognize the tremendous power it provides.  The self-discoveries are tremendously helpful to grasp why I live the way I do and how I want to live from this point forward to achieve a clear, laser-focused goal.  We are seeing a movement across the United States of personal success courses emphasizing self-study, goal planning, networking, communication, and professional skills development to generate healthy, happy, skilled members of our society and workforce.  PSI Seminars, is one personal success educational organization that provides Self-Study courses that teach personal exploration to enable students to live with a better understanding of who they are, what they want, and how they can apply their unique abilities in daily life and achieve long-term goals.  Another organization, called One Life Fully Lived, is an example of personal development through self-study aiming to develop identify, core values, and personal life goals.

Because I’m an academic junky and educational advocate, I recommend Self-Studies as an early means to generate self-awareness that supports a lifetime of academic, professional, spiritual, social, emotional, physical, and financial successes. 

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Why Am I Teaching in Seoul, Shanghai, & Beijing? Read My Newest Publication “Preparing East Asian Undergraduates for the Cultural Challenges of Study in the U.S.”

Helping educate prospective students before they travel across the world to relocate in an unfamiliar culture with  little language skills is the most rewarding opportunity I have had thus far.  As demonstrated by research, the more cultural knowledge and experience a student has prior to study abroad, the more successful they will be with their academics, social life, communication, health, safety, and professional development in a new culture.

 

My newest publication, “Preparing East Asian Undergraduates for the Cultural Challenges of Study in the U.S.” is a condensed paper sharing how international students perceive U.S. cultural knowledge in regards to their preparation, transition, and adjustment during their first semester of U.S. study.  Ironically, although all participants wished they had been offered more formal lessons about U.S. culture prior to leaving their home country, not one had received or even heard about organized cultural training for study abroad!  YIKES!

 

THUS, for 5 1/2 weeks, my three objectives on the 2014 International Education Tour (Seoul, Shanghai, Beijing) is to:

1. Teach pre-departure U.S. college student success skills (U.S. culture, study skills, networking skills, language skills, and professional development skills) to students interested in U.S. study abroad.

2. Teach college student success strategies to students interested in improving their academic, social, language, and professional skills for NEVADA colleges and universities.

3. Apply my pre-departure and post-arrival relocation and adjustment curriculum to my own (first-time) stay in Asia to feel and experience a glimpse of what my international students endure before, during, and immediately after relocating to a culturally rough (different) environment with little (to no) language skills, resources, or local contacts for support.

INTERNATIONAL EDUCATION IS AWESOME!!!!

With the right preparation and guidance, cultural transition and relocation can be MUCH EASIER.  Saving time, money, stress, and energy can produce GREATER OUTCOMES while reducing negative culture shock symptoms. Contact me to learn more about this subject or post a comment/question below.  Thanks for stopping by my blog.

Na-jung-e bwae-yo!   나중에 봬요!

Tara Madden-Dent, Ph.D. is an international education consultation, teacher, and speaker.  She is available at:

          Twitter (@DrTaraMDent)     Facebook       HLSL Institute        LinkedIn       Academia.edu

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Filed under Higher Education, HLSL Institute, International Education, U.S. Culture

University of Nevada Students Learned U.S. Culture & Student Success Skills

UNR New  Int'l Student Workshop (Fall, 2014)

UNR New Int’l Student Workshop (Fall, 2014)

After two days teaching at the University of Nevada, new international student survey data indicates that workshop attendees gained cultural knowledge about the northern Nevada culture and skills to navigate the UNR campus.  Furthermore, these students (new to the U.S.) reported an increase in ability to use local campus and community resources for study, socialization and networking, communication skills, professional development, transportation and living needs.  The skills-based workshops were designed to develop specific competencies to bridge cultural gaps and encourage student success through state-depended learning activities. 

Pic V picpic III

Prior to this workshop, almost all new international students reported having no prior U.S. cultural training for living or studying in U.S. systems.  This is why I’m even MORE EXCITED to teach pre-departure U.S. cultural lessons on my 2014 International Education Tour in Seoul, South Korea, Shanghai, China, and Beijing, China this fall!  In addition to the upcoming tour’s instructional workshops and presentations, I will be visiting schools, volunteering as a language and culture teacher, networking with administrators and local businesses, representing Nevada institutions at study abroad fairs, and participating in interviews and making guest speaker appearances.  The tour’s research data will provide insight into how almost six weeks of pre-departure educational events will help prepare international students for U.S. study, how new international partnerships can be developed, and how Nevada college and university outreach, recruitment, and retention efforts may be strengthened. pic IV

 

If all cultural workshops and seminars on the tour are half as fun and effective as the University of Nevada’s were, I’m in for an excitingly wonderful adventure teaching abroad.  One and half weeks to go. Seoul, here I come!  pic II

 

Dr. Tara Madden-Dent teaches U.S. cultural workshops and consults for a variety of international educational programs. Contact HLSL Institute to request more information regarding cultural workshops, program evaluations, international representation, or guest speaker invitations.   

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Shanghai Ocean University Workshop at Sierra Nevada College

The excitement for this fall’s 2014 International Education Tour has now intensified after I taught international students from Shanghai Ocean University at Sierra Nevada College.  These students are visiting Nevada, USA for three weeks to get a feel for the U.S. educational system and learn professional development skills.

合影 Group Shot

For two hours, I had the pleasure of teaching these students for their first U.S. college class.  The lesson focused on entrepreneurial strategies to brand themselves or a product using social media platforms (AKA: Social Business).  The cross-cultural instruction and learning was accomplished through student surveys, reflections, lecture, demonstration, and activities.  Although language was an initial concern, the international students surpassed all expectation and showcased amazing talent to adapt to the U.S. learning style and apply their new knowledge in small group activities.  It was a lot of fun!

Dr. Dent Team D Dr.Dent Team Work

As an international speaker, I’ve developed curriculum for Eastern Asian students to learn cultural knowledge and skills so they can adjust faster during their transition into the U.S. culture and succeed in U.S. classrooms.  I look forward to traveling to China this fall (after a 16 day stop in South Korea) to teach U.S. college success skills and cultural competencies.  I invite other Shanghai and Beijing schools to contact me via Twitter (@DrTaraMDent) or in the comment section below to collaborate while I’m visiting abroad.
Here is one example of an upcoming U.S. College Student Success seminar held in Seoul, South Korean on Sept. 15:

Study in the U.S.A.

Study in the U.S.A.

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2014 International Education Tour in Seoul & Beijing: August – October

gradiStock_000020829404_SmallStudent: “What’s up Doc? Have any plans now that your dissertation is finished?” 

Me:  “I’m teaching my research in Korea and China.  My participants supported me and now I will support them.” 

Many people are surprised that I am not pursuing a traditional tenure-track career and instead, doing something completely foreign… literally foreign.  I’m teaching my research overseas on a 2014 International Education Tour in Seoul, South Korea and Beijing, China.  By partnering with Eastern Asian schools, colleges, and universities, I’m offering seminars about U.S. college success skills and cultural competencies to prepare students for United States studies.

 “There’s plenty of intelligence in the world, but the courage to do things differently is in short supply.” ~Marily Vos Savant

Typically U.S. colleges teach international students about U.S. culture and academic systems during the first week of school.  It’s often difficult learning during this time since students are already overwhelmed with moving into a new apartment, finding transportation, completing course placement tests, and buying textbooks while feeling jet lagged, knowing little English, and being alone in a foreign county.  The coolest part of teaching across the world will be seeing Korean and Chinese students learn how to succeed in the U.S. BEFORE they leave their homes.

My 2014 international education tour will help Korean and Chinese students prepare for life and studies the U.S. and thus, adjust to the academic and community culture faster.  These students will gain the knowledge, skills, and confidence to fully receive a quality, safe, and fun U.S. college experience.  Participants will be better prepared to earn higher grades, meet new U.S. friends, network with faculty, develop English skills, and avoid unnecessary acculturation stresses during their initial transition.

The tour’s theme is the “10 Best Strategies to Adjust and Succeed in the United States”.  For example, one of my seminars will be hosted at the prestigious Sookmyung Women’s University located in Seoul, South Korea.  I’m thrilled to collaborate with the Asia Institute and the HLSL Institute to teach 100 students in a three hour seminar consisting of traditional lecture, common U.S. classroom activities, guest speakers, group work, student and faculty videos, and an interactive workbook.  Together, we will provide these students with the elite preparation (knowledge and skills) to become excellent students in the U.S.

Study in the U.S.A.

Study in the U.S.A.

“미국대학에적응하고성공하기위한 10가지전략”

이세미나는학생들이미국대학에서또는다른교육기관에서공부할때미국의문화로적응하고, 건강, 안전, 성적, 전문적기술, 영어능력등을향상시키는것을준비하도록도와줍니다.

학생들은연구조사, 시범설명, 강의, 활동, 인터액티브워크북(Interactive Workbook), 초청연사, 학생, 학생경험담, 질의응답의순서로세미나를접하게됩니다.

성공적인유학을위해대단히중요하고유용한시간이될것입니다.

Visit www.studyusaseminar.eventbrite.com to enroll in the Seoul seminar on September 15, 2014 6-9 pm.

Schools or agencies in Beijing, China and Seoul, South Korea are invited to contact Dr. Tara Madden-Dent about collaborating during the 2014 tour and future tours (i.e. school visits, lectures, and seminars, etc). 

“Do not follow where the path may lead. Go instead where there is no path and leave a trail. ~Ralph Waldo Emerson.

 

 

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