Tag Archives: Tara Madden-Dent

June 17, 2013 · 6:00 am

International Student Interview: Cross-Cultural Adaptation (Congo & Gabon, South Africa)

I’d like to thank my student Kayla Williams for her excellent final project: International Student Interview.  I would also like to thank Mireille (Mimi) for sharing her story with us.  Because of their hard work, we have access to the cross-cultural experiences of a UNR international student from Congo, Africa.  I hope that this helps students coming to America as well as educators in America better prepare for study abroad’s challenges and rewards.

Many of Mimi’s cross-cultural adaptation and transitional challenges are shared among international students.  The following key points are from the video:

  • Cross-Cultural Challenges: Language and family separation.  She coped with language challenges by practicing with friends/teammates/family & taking English classes. She had made more friends by getting involved with sports.  Being separated from family can be very challenging but she used social media and phone calls to stay in touch.  (Skype).
  • When Mimi came to the U.S., she knew people here which is helpful.
  • She likes the U.S. culture and freedom of speech.
  • Study Abroad Rewards: Increases professional development, athletic opportunities, knowledge/experience, open-mindedness.  Builds friendships, language skills, cultural competencies, international experience.

To provide more stories about study abroad in America, I will post a new international student interview from a different country each week for the few weeks. Check out previous interviews with Jiao Jiao from Beijing, China, Nikki from Vietnam, or Chavisa from Bangkok, Thailand. Hope you find this helpful and please comment if you do.  Thanks.

Also, HLSL Institute is a helpful resource for international students, travelers, expatriates and expatriate families coming to the U.S.    Check it out if you want help with cultural transition, language, transportation, and acculturation development.

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June 10, 2013 · 6:00 am

International Student Interview: Cross-Cultural Adaptation (Bangkok, Thailand)

I’d like to thank my student Dana Moreno for her excellent final project: International Student Interview.  I would also like to thank Chavisa for sharing her story with us.  Because of their hard work, we have access to the cross-cultural experiences of a UNR international student from Bangkok, Thailand.  I hope that this helps students coming to America as well as educators in America better prepare for study abroad’s challenges and rewards.

Many of Chavisa’s cross-cultural adaptation and transitional challenges are shared among international students.  The following key points are from the video:

  • Cross-Cultural Challenges: Language and family separation.  She coped with language challenges by practicing with friends/teammates in addition to watching movies, listening to music, writing, and getting involved with activities to use the English language often.  She had made more friends by getting involved with sports.  Being separated from family can be very challenging but she used social media to stay in touch.   (Skype and Facebook).
  • When Chavisa came to the U.S., she knew people here which is helpful.  She also had experience in Australia which helped prepare her for life in the U.S.
  • She likes the U.S. culture, educational system, and diversity of people here
  • Study Abroad Rewards: Increases professional development, confidence, knowledge/experience, open-mindedness.  Builds friendships, language skills, cultural competencies, international experience.

To provide more stories about study abroad in America, I will post a new international student interview from a different country each week for the few weeks. Check out previous interviews with Jiao Jiao from Beijing, China or Nikki from Vietnam. Hope you find this helpful and please comment if you do.  Thanks.

Also, HLSL Institute is a helpful resource for international students, travelers, expatriates and expatriate families coming to the U.S.    Check it out if you want help with cultural transition, language, transportation, and acculturation development.

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June 3, 2013 · 6:00 am

International Student Interview: Cross-Cultural Adaptation (Vietnam)

I’d like to thank my student Shirin Abboud for her excellent final project: International Student Interview.  I would also like to thank  Nhi (Nikki) Vuong for sharing her story with us.  Because of their hard work, we have access to the cross-cultural experiences of a UNR international student from Vietnam.  I hope that this helps students coming to America as well as educators in America better prepare for study abroad’s challenges and rewards.

Many of Nikki’s cross-cultural adaptation and transitional challenges are shared among international students.  The following key points are from the video:

  • Cross-Cultural Challenges: Language, making friends, and family separation.  She coped with language challenges by practicing with friends/teammates in addition to watching movies, writing, asking questions, and getting involved with activities to use the English language often.  She made friends by being more outgoing and getting involved with sports.  Being separated from family can be very challenging but Nikki uses social media to stay in touch.
  • Nikki came to the U.S. with her immediate family so knowing someone here is helpful but it means that there are more cross-cultural complexities that come with more people transitioning into the U.S. culture.
  • She likes the U.S. culture/friendly people/diversity
  • Study Abroad Rewards: Increases confidence, knowledge/experience, open-mindedness.  Builds friendships, language skills, cultural competencies, international experience.

To provide more stories about study abroad in America, I will post a new international student interview from a different country each week for the three weeks. Check out last week’s interview with Jiao Jiao from Beijing, China. Hope you find this helpful and please comment if you do.  Thanks.

Also, HLSL Institute is a helpful resource for international students, travelers, expatriates and expatriate families coming to the U.S.    Check it out if you want help with cultural transition, language, transportation, and acculturation development.

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May 28, 2013 · 12:10 pm

International Student Interview: Cross-Cultural Adaptation (Beijing, China)

I’d like to thank my student Amanda Santos for her excellent final project: International Student Interview.  I would also like to thank  Mengjiao Mi “Jiao Jiao”, for sharing her story with us.  Because of their hard work, we have access to the cross-cultural experiences of a UNR international student from Beijing, China.  I hope that this helps students  coming to America as well as educators in America better prepare for study abroad’s challenges and rewards.

Many of Jiao Jiao’s cross-cultural adaptation and transitional challenges are shared among international students.  The following key points are from the video:

  • Jiao Jiao just graduated from the University of Nevada, Reno this month! Congrats Jiao Jiao!
  • Jiao Jiao is an accomplished UNR athlete (impressive dedication for her studies and sports commitments)
  • Cross-Cultural Challenges: Language, time management, and family separation.  She coped with language challenges by practicing with friends and teammates, asking questions, and getting involved with activities to use the English language often.  She coped with balancing academic and athletic responsibilities by structuring time management skills.  Being separated from friends and family can be very challenging but she used social media to connect and stay in touch.   Time differences were an issue but staying up late or getting up early to chat was worth it.
  • Jiao Jiao came to the U.S. without knowing anyone here. (That takes courage)
  • She likes the U.S. food (except raw,cold vegetables) & U.S. culture/friendly people (but was shocked about dating culture).
  • Jiao Jiao is planning on applying to UNR’s Public Health Masters program in 2014
  • Study Abroad Rewards: Increases confidence, knowledge/experience, open-mindedness.  Builds friendships, language skills, cultural competencies, international experience.

To provide more stories about study abroad in America, I will post a new international student interview from a different country each week for the next month. Hope you find this helpful and please comment if you do.  Thanks.

Also, HLSL Institute is a helpful resource for international students, travelers, expatriates and expatriate families coming to the U.S.    Check it out if you want help with cultural transition, language, transportation, and acculturation development.

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April 7, 2013 · 10:04 pm

New Nevada Higher Education Funding Formula: Making International Students More of a Priority

fund form

There are two aspects of the new Nevada higher education funding formula that will contribute towards a stronger demand for international students.  The first involves how Nevada college and university revenue will be calculated.  The traditional formula was based on student enrollment (colleges received funding based on the number of students who enrolled in courses).  The new funding formula is based on student completion rates (colleges receive funding based on the number of students who pass their courses). This change means that colleges and universities only get paid if the students are successful and pass a class.

(old) Enrollment rates    —>    (new) weighted student course    +   completion rates  =  Pay for performance model

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This is a good change if Nevada’s colleges have high performing students who pass all their classes.  Unfortunately, research demonstrates that this is not always the case.  Out of seven public colleges and universities and a handful of private colleges in the state, in-state (resident) students only demonstrate approximately 50% graduation rates within 6 years; whereas, non-resident aliens (out-of-state/international) students demonstrate approximately 70% graduation rates.  This means that the Nevada System of Higher Education (NSHE) will collect approximately 20% more revenue from international and out-of-state students.

The second aspect of the new NV higher education funding formula that contributes towards a stronger demand for international students includes how student tuition/fees are kept on campus.  You see, in-state (resident) students pay approximately $6,500 per year whereas; non-resident aliens (out-of-state/international) students pay approximately $20,000 per year.  Nevada higher education institutions will be able to keep more of their out-of-state student tuition/fees compared to the in-state student tuition/fees based on this new formula.

Remember, higher education is a business.  If international students bring in more out-of-state tuition/revenue and are more likely to pass their courses (hence, more money), colleges and universities will undoubtedly favor and invest in international student recruitment, retention, and graduation.  This is a significant change for Nevada since for many years institutions have under-appreciated the vast diversity and globalization benefits that international students contribute to campuses and communities.  Hopefully, the unintended consequences of this new funding formula will ultimately stimulate greater research, cross-cultural support services, and international partnerships in Nevada.

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March 29, 2013 · 2:24 pm

Knock Knock…Who’s there? International Students and We Want Your Attention.

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By 2025, more than 8 million students are projected to be studying abroad (outside their home country).  This increasing demand for international education presupposes a growing need for student support resources to accommodate a growing international student aggregate.  But as higher education systems struggle with state and federal disinvestment (funding and support), it will also struggle with providing necessary resources (staffing, space, funding, etc.) for student success.  In the midst of this academic conundrum, international students will seek what other options are available.  This is a problem for higher education since it already completes with public, private, online, for-profit and non-profit educational entities for quality international students.  The colleges and universities who can’t provide and support their current students won’t be able to attract/recruit new ones.

Did you know that international students have different needs than domestic/traditional students?  For example, the need for cross-cultural transition education directly impacts student performance.  Many colleges and universities don’t provide the cross-cultural support.  If it is provided, many services are often very minimal, provided long after the semester initiated, or are grant funded (which means the money can always be discontinued after the fixed contract).  This is truly unfortunate for the international student body.  Cultural differences between American college cultures and the norms of international students can influence academic success, social skills, psychological health, and professional development.

If students are not provided proper cross-cultural training before they arrive on American campuses and are not supported during post-induction cultural transitions, serious factors can derail their academic and professional goals (not to mention their overall wellness: psychological, emotional, financial, and physical wellbeing).

As higher education continues to feel the growing pains and pressures to enhance international student recruitment and retention, I believe there is a greater need to prioritize cross-cultural services.  If international students don’t experience a healthy transition, they are not as apt to succeed and pass their classes.

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February 23, 2013 · 4:45 pm

Cross-cultural Adaptation

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A couple days ago I bumped into a previous international student in front of my office. After exchanging pleasantries, my next question startled her, “how much longer do you have before graduation and how are you liking your study abroad so far?” It must have been a sensitive issue based on her squeamish hesitation.

Sighing with exhaustion, she admitted to having another two years of college before returning to her home country. She described that she was enjoying her time in America but that it was a challenge coping with the academic and social adjustments. “I have a friend now who helps me practice speak English. There aren’t any school services that I know of to practice speaking English and American students don’t have time to help.”

I then asked if she had made many American friends. “Not really. Americans pretty much keep to themselves. It would be nice to connect with a group of friends who were patient with me. It would also be helpful if they corrected my language skills instead of letting my misunderstandings pass by. How are my communication skills going to improve if I don’t know when I’m saying something wrong?”

Of course I offered to help and reminded her that my office door (and email) were always open but this topic begs the question: “Are colleges and universities providing sufficient support services for international students and can cultural adjustment be made fun, educational, and affordable?”

I think so but it presupposes that a new investment is made in this student body and new campus services. As globalization continues to reshape higher education, we’ll all feel the impact of a new international society. Employers are hiring culturally competent applicants and educational leaders are responsible for fostering those cultural competencies. In order to generate a diverse, internationally prepared workforce, we must first address how we introduce cultural sensitivities and facilitate cross-cultural adaptation. What international student support services do you use, do you need, or would recommend trying?

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December 4, 2012 · 3:05 am

International Student Support Services

Image Source: http://ow.ly/fNAFh

Image Source: http://ow.ly/fNAFh

Twenty-first century higher education strives to prepare an educated and civilly responsible workforce, capable of succeeding in competitive, global markets. Globalization and higher education are interdependent systems benefiting from each other’s successes as well as impacted by each other’s forgone positive contributions. Globalization is not a trend, but a growing influence reshaping college campuses and employer demands. As technology, transportation, and communication evolve, international collaboration increases; thus, presupposing a greater need for educational systems to bridge diverse cultural gaps.

Globalization and technology trends presuppose the increased need for highly skilled college graduates with intercultural communication and adaptation skills. As international student enrollment increases, there will also be increasing pressures to develop effective international student support services and the evaluation of those services while competing with for-profit and nonprofit institutions. Greater linkage between higher education student support services and international student needs will foster communication and facilitate better transition into American college cultures; ultimately strengthening international student successes.

Cross-cultural awareness + sensitivity + competencies = intercultural adaptation

Cross-cultural: researching and understanding the similarities and differences between two cultures.
Intercultural: The interaction between two cultures.

The preliminary findings from my dissertation pilot study, “International Student Perception of a Pre-Departure Cross-cultural Competency Preparation: A Phenomenological Study”, found two main themes. The first was that inbound international students need specific and unique student support services (compared to traditional students) that directly impact their academic success. The primary need was for better English speaking (not writing) services. The second was that cultural preparation strategies for international students are needed to enhance student transition into the American higher education system. Specifically, socialization or “sticky campus” strategies that increase a balanced student engagement lifestyle were addressed.

The international student perspective demonstrated that an earlier intercultural intervention could improve student cross-cultural competencies and thus, intercultural adaptation into American college cultures and their academic success. These findings should encourage college and university administrators to more intentionally and accurately address international student needs, prescribe more effective campus support services, and consider developing pre-departure cultural preparation services to better serve international students before they arrive on campus.

If you have experienced effective cultural preparation strategies or would like to recommend helpful educational strategies, please share them in the comments section below.  Thank you for visiting taramaddendent.com.

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October 31, 2012 · 7:29 pm

Student Discipline

Watch this video about school law, specifically student discipline, and participate in a discussion about policy and law.

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September 20, 2012 · 10:11 am

Public School Church/State Discussion

In June 2006, (Clark County, NV) Foothill High School Valedictorian Brittany McComb delivered a Christian-laced graduation speech.

Prior to graduation day, her speech was reviewed by school officials who required edits to avoid school-sponsored promotion of a religion.  Brittany agreed to the required changes but proceeded to use her original version anyway. School officials quickly cut off McComb’s microphone, to avoid anyone getting the idea their public school was preaching Christianity.

In relation to church/state regulations in public schools, what are your thoughts about this public school dilemma?  How does the Establishment Clause, Free Exercise Clause, student free speech and expression, limited-open forum/open-forum/closed forum, and preventative school policy relate to McComb’s speech?

In addition, here is a short article related to this topic: http://www.computernewbie.info/wheatdogg/2009/11/23/brittany-mccombs-legal-battle-ends-at-supreme-court/

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