Category Archives: International Education

Video Interview: International Transition

Thanks to my UNR student Laura for conducting an interview with Julie about her international transition from El Salvador.  Julie revealed many interesting challenges that one faces when traveling to the United States from another country. These cross-cultural challenges bring many opportunities for new programs and ideas to help ease the transition into our very unique culture.

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Video Interview: International Student from Senegal

Thanks to my UNR student Brianna Muse for conducting an interview with Ali Fall, an international student from Senegal, Africa.  Ali revealed many interesting topics and challenges that one faces when traveling to the United States from another country. These cross-cultural challenges bring many opportunities for new programs and ideas to help ease the transition into our very unique culture.

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Video Interview: International Student Transition

Thanks to Trudy, my UNR student, for conducting an interview with Alex Ngo, an international student from Vietnam.  Alex revealed many interesting topics and challenges that one faces when traveling to the United States from another country. These cross-cultural challenges bring many opportunities for new programs and ideas to help ease the transition into our very unique culture.

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Video Interview: Greek International Student

Thank to my UNR student, Ariel for her wonderful final project interviewing Stelios Papafloratos. The transition into a new culture can be very challenging. Stelios introduces us to his cross-cultural experience.

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Video Interview: International Transition

Thanks to my UNR student Jessica for conducting an interview with Alexandra who came to America from El Salvador.  Alexandra revealed many interesting challenges that one faces when traveling to the United States from another country. These cross-cultural challenges bring many opportunities for new programs and ideas to help ease the transition into our very unique culture.

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Video Interview: Korean Student Transitions to Reno, NV

Thanks to my student Yujin Kwak for conducting an interview with Woong Kim, an international student from Korea. Woong revealed many interesting topics and challenges that one faces when traveling to the United States from another country. These cross-cultural challenges bring many opportunities for new programs and ideas to help ease the transition into our very unique culture.

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Video Interview: International Student from France

Thanks to Brit, my UNR student, for conducting an interview with Victor, an international student from France.  Victor revealed many interesting topics and challenges that one faces when traveling to the United States from another country. These cross-cultural challenges bring many opportunities for new programs and ideas to help ease the transition into our very unique culture.

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Video Interview: International Student’s Transition (Vietnam to U.S.)

Thanks to my UNR student, Nicolette Rizzuto, for conducting an interview with Autumn , an international student from Vietnam.  Autumn revealed many interesting topics and challenges that one faces when traveling to the United States from another country. These cross-cultural challenges bring many opportunities for new programs and ideas to help ease the transition into our very unique culture.

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But I Have A College Degree….

At the closing of my office hours, a college student asked, “How can I become more professionally competitive before graduation?”.   When I inquired about her unique skills and experiences, she simply responded, “Well, I’ll soon have a college degree. Isn’t that enough?”.

Unfortunately, her response is quite common among college students.  Why do they think that a college degree equates to being valuable in the job market or even entitles them to a job after graduation?  IT DOESN’T!  Passing a class does not mean you have the qualifications to lead and administer many jobs. If fact, I would not hire many of my graduating college students.

A University colleague had mentioned that a basic college degree is just that, basic. He noted that many employers complain about how their new college graduate employees lack basic skills and struggle keeping up in today’s evolving business climate.  An increasingly popular expectation is that job applicants should have at least a college degree which makes other applicants with a unique skill, an advanced or professional degree, or some leadership or professional experience more valuable.  Having a mere college degree doesn’t mean you’ll be competitive in today’s job market and certainly doesn’t guarantee anyone a job after graduation.

I recommend that students develop and demonstrate unique skills before or during college that make them more competitive in our international job market.  So what does it take to stand out from the thousands of job seeking applicants?  I note a few key skills that can significantly make your resume shine in our globalized economy.

The first skill is to learn a second language.  (Many people outside the U.S. are laughing right now since it’s common for them to be fluent in two, three, or four languages). But for U.S. college students, learn a new language.  Bridging multiple languages is a true asset in almost all job markets and as globalization increases mobility, you can work in any location that you want, presupposing you have the ability to effectively communicate with the people in that area.  If you want to be highly competitive and a desired applicant, know at least a second language.

The second skill, is customer service communication skills. Regardless of your occupation, you most likely work with people in some degree.  Think of everyone you work with as a customer and provide your value to satisfy your responsibility to them.  As our planet blends into one big melting pot of nationalities, ethnicities, languages, religions, and life styles, you’re ability to work with diverse groups will make you a true competitor in the job market.  Operate from a server’s frame and practice interpersonal skills to be an effective communicator.

The last skill I recommend you consider having is social network skills.  This skill can be scary and intimidating for many but it’s an increasingly important skill for job seekers.  Even basic social networking skills can increase your worth as an employee if you market yourself professionally.  In the next few years, our world will experience significant dependency on technological applications.  So if you haven’t already, get in on the action by learning how to professionally use Facebook, Twitter, HootSuite, blogs, etc. and market your skills to future employers.

If I could go back in time to relive my college experience I would acquire all of these skills by committing to one academic and professional activity: Study Abroad.  Living in a non-English speaking country would help me learn a new language, effectively work with diverse groups, build leadership skills, and because I’d want to document my experience while sinuously communicating with family and friends back home, I’d also learn social media and technology communication skills.

When I read a college graduate’s application who has international experience on their resume, I see a competitive applicant.   For other helpful tips to increase your competitive edge, check out Social BusinessStudy Abroad or Skype Tips.

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Video Interview: International Student from Japan in Reno, NV

Thanks to my student Kristen VanCitters for conducting an interview with Moe Orihara, an international student from Tokyo, Japan,.  Moe revealed many interesting topics and challenges that one faces when traveling to the United States from another country. These cross-cultural challenges bring many opportunities for new programs and ideas to help ease the transition into our very unique culture.

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International Ph.D. Student Talks About Transition into Reno, NV

Filiz Gozenman, a Ph.D. student from Turkey shares about her transitional experience into Reno, NV.

3 short videos:

 

 

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Can a hug discriminate?

Students at the University gave free hugs to strangers throughout Reno

 

Hugs on campusStudents from the University’s College of Education dispersed throughout Reno with “Free Hugs” signs to study preconceived prejudices and confront their fears. More than 700 voluntary hugs were given to strangers.What if a stranger offered you a free hug simply as a gesture of love, connection and comfort? What factors would impact your decision to accept or deny the embrace? Would it make a difference if the hug came from someone who looks like you instead of being a different race, age, weight, social class or culture? If so, why does it matter?

Students at the University of Nevada, Reno set out to personally experience this interaction through a Free Hugs activity that investigated the demographics and reactions of random strangers who accepted or denied a free hug. Students held a sign that stated “Free Hugs”, and waited for volunteering strangers to participate at various Reno locations.

The purpose of the assignment was two-fold.  First, students observed the behaviors of strangers’ who participated in the hug, avoided or dodged the hug, and those who only watched curiously from afar. Second, students reflected and analyzed their personal experiences before, during and after the activity including any concerns, prejudices or feelings.

The analysis resulted in several conclusions, including the acknowledgement of apprehension and identification of prejudices.

“There was a man that came up to me who wore a turban,” one student who conducted her activity at Truckee Meadows Community College said. “He asked if he could get a hug with his arms stretched out wide. I was nervous, but pushed that aside and said yes. The hug was normal like if I had hugged a friend. That surprised me. My rush of nervousness left as he walked away, but that’s when I felt bad.  That was the first time I had ever hugged someone wearing a turban and it was then, I was aware of my bias.  Seeing the turban made me think of September 11th and terrorism, because that’s all I’ve seen portrayed on the news.”

All students who participated experienced fear, anxiety or prejudice. As strangers approached for a free hug, students became aware of their apprehensions connected with certain groups of people, took note of how they felt and what they thought, and then reflected on why they experienced those effects. Students identified that most of their ingrained fears stemmed from ignorance about the stranger’s culture. Additionally, students mentioned that their prejudiced thoughts linked back to negative images they had seen on television news stories and movies. These unwarranted fears contributed to why students may have been divided from the strangers their whole life.

“I thought he might be a homeless guy,” another student recounted. “He got up and started to walk toward me.  My heart started to pound because I wasn’t sure what to expect.  Would he smell bad or say something inappropriate? Surprisingly, both answers were no.”

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This activity also required students to identify their own prejudices and make a choice: allow their fear to control their actions before denying the stranger’s hug, or decide to expand their cultural awareness by “embracing” the moment and experiencing a heightened sense of vulnerability and inclusiveness.

“As a visitor from Pakistan, this may have been the only hug I would ever receive my entire life from a stranger, especially a female stranger, since it is not allowed where I’m from,” a man who chose to accept a student’s hug said.

All students reported feeling excitement, joy, connection and/or accomplishment by the end of the activity.

“I’m going to save my Free Hugs sign and use it again, not for an assignment, but just because it made a difference in my life and many other lives,” one student said.

“Even after I had more than enough hugs to write about my experience, I wanted to stay out longer because it felt good,” another student said. “I could tell by strangers’ hugs, smiles and words of encouragement that others were feeling good too.”

By the end of the exercise, 700 – 800 hugs were exchanged around Reno.

This College of Education multicultural capstone course taught by Tara Madden-Dent is highly innovative and effective to incorporate empirical research with personal reflection. Students reported they had never taken a cultural studies course with such personal conviction and enlightenment as they studied similarities and differences between cultures. Tara Madden-Dent teaches Human Development & Family Studies and Education courses at the University of Nevada, Reno. Her educational blog can be found at https://taramaddendent.com/.

Original Article posted on UNR’s news website Nevada Today.

 

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My Interview with TeachingTraveling.com about HLSL Insitute

How fun is it to participate with Lillie Marshall (@WorldLillie) on www.TeachingTraveling.com?!!  It’s a blast!

As a featured guest, my interview discusses how I can teach from anywhere while expanding How Leaders Should Lead Institute. We discuss how HLSL Institute helps people from all around the world, how educators can become more culturally competent, and introduces cultural education.

Check out A Job Teaching International Students About American Culture to read the interview and share your thoughts.

As an international educator and University Instructor, I’m thrilled to be a part of the diverse global dialog about culture and education.

 HLSL Institute Featured Article

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What is Cultural Competence?

A student of mine shared a link to the State of Washington’s Superintendent of Public Instruction website during a discussion about cultural competence.
The website shared the following definition of what cultural competence is and what it is not.

“…cultural competence goes beyond memorizing a checklist of surface-level customs and cultural differences.
Cultural competence allows educators to ask questions about their practice in order to successfully teach students who come from different cultural backgrounds.

Developing skills in cultural competence is like learning a language, a sport or an instrument. The learner must learn, re-learn, continuously practice, and develop in an environment of constant change. Cultures and individuals are dynamic — they constantly adapt and evolve.

Cultural competence is:

•Knowing the community where the school is located.
•Understanding all people have a unique world view.
•Using curriculum that is respectful of and relevant to the cultures represented in its student body.
•Being alert to the ways that culture affects who we are.
•Placing the locus of responsibility on the professional and the institution.
•Examining systems, structures, policies and practices for their impact on all students and families.

Cultural competence is not:

•Good intentions.
•Cultural celebrations at designated times of the year, in designated ways.
•Kumbaya diversity.
•A list of stereotypes about what people from a particular cultural group do.
•Assumptions that all students from one culture operate in similar ways and have had similar experiences.
•The responsibility of children, their parents or the community.
•Color-blindness (treating everybody the same).
•Simple tolerance.”

As future educators and school administrators, we need to identify how intercultural and cross-cultural competence influences teacher preparation, student development, curriculum design, and educational policy.

“As educators, we want the best for students and seek ways to meet the needs of all learners in our classrooms. We sometimes find that this requires skills and knowledge far above and beyond the content area we are teaching…
Cultural competence provides a set of skills that professionals need in order to improve practice to serve all students and communicate effectively with their families. These skills enable the educator to build on the cultural and language qualities that young people bring to the classroom rather than viewing those qualities as deficits.

Cultural competence training asks educators to confront the stereotypes held both consciously and unconsciously about students. Bias affects the way that we perceive and teach students and has the potential to negatively affect student achievement.

Teachers who aspire to become more culturally competent can build relationships based on trust with students and their families, even though they experience the world in different ways. This is essential to closing academic achievement gaps and to fulfilling all students’ civil right to a quality education.”

My students are primarily future teachers and administrators. Read the comment section of “Cultural Studies & International Education” for a very interesting dialog about how they perceive the roll of multicultural, intercultural, and cross-cultural K12 education.  Other resources are introduced such as a great video: Why We Need Multicultural Education and a helpful webpage: Building Culturally Competent Organizations.

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Cultural Studies & International Education

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What impact does cross-cultural and international education have on the individual, the U.S. and the world? What are some benefits that come from cultural education and self-reflection? Is there any relationship connecting cultural awareness to personal development, social justice, international business, environmental sustainability, and world peace? If so, should more K-12 curriculum introduce multicultural studies and international education?

These are a few questions I challenge you to consider and then share in the comment section below. Feel free to provide resources that stimulate thought about this subject. We can all learn something from others. This is your opportunity to discuss an increasingly important and popular subject in the educational system.

Interesting resources include:

Programs like The Global Classroom in Portland, Oregon and the K-12 Global Education Outreach at Texas Tech University suggest that cultural studies are critical elements to well-rounded educational programs.

The short videos, Education: Culture Matters, Multiculturalism in the Modern World, and The Audacity and Beauty of Multi-Cultural Education also share the importance about culture based education.

Thank you for taking the time to invest in this subject matter.

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Study Abroad in the U.S. with HLSL Institute

Did you know that the United States continues to be a top study abroad destination for international students?  There have been significant enrollment increases of international students in the U.S. higher education system over the past six years.  In fact, there was a 6.5% increase in 2012 from the previous year reaching a record high of 764,495 international students studying in the United States.  Overall, by 2025, more than 8 million students are projected to be studying outside their home country.  The largest international student population studying in the U.S. is Chinese students. Twenty-five percent of all international students studying in the U.S. are from Mainland China and Taiwan.  Research suggests that this increasing trend will continue.

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But does this matter and is it this trend a good thing?  Yes and yes.  International students heighten global diversity awareness on campuses helping colleges and universities achieve their diversity missions, contribute to high quality research, and provide significant financing to institutions and to the U.S. economy.  Did you know that international students are a foreign policy asset contributing almost $22 billion annually to the U.S. economy?  Yes, I said $22 billion.  

But in order to maintain status as a top study abroad destination, the U.S. needs to begin investing in intercultural and cross-cultural research as well as specialized cultural services to address international student needs.

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You see, there’s a large array of transitional difficulties  impacting international students’ academic, social, and  professional success.  These students often struggle with language barriers, transportation challenges, social relationships, cultural differences, healthcare options, work (or lack thereof), life planning skills, new living conditions, and other cultural stresses. Many international students have described their campus’s services as limited and often inconsistent in helping with their cultural adaptation.  In fact, most cross-cultural competency training only begins after international students arrive to their U.S. campus during their stressful first semester.

Cultural competence training does contribute to greater intercultural sensitivity and cross-cultural adaptation. In fact, cultural preparation and training supports student academic success and their overall wellness. 
In addition, earlier cross-cultural preparation and more experience with or knowledge about a foreign culture, can help international students transition into the U.S. culture faster.  So, we know what needs to be done, what are some ways to implement earlier and more effective cultural preparation for this emerging student population?

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There is one academic pedagogical model, grounded on cross-cultural adaptation theory and student development theories, that prepares international students for successful cross-cultural adjustment and academic success: How Leaders Should Lead Institute (HLSL Institute).  HLSL Institute has studied the unique needs of international students as well as campus best practices to address their unique transitional needs.  Its programs are organized in three cross-cultural phases to meet this demographics unique academic adjustment needs:

  1. Predeparture cross-cultural training before international students come to the U.S.
  2. Post-arrival cross-cultural training during their studies abroad
  3. Repatriation preparation and/or professional development

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 Becoming a significant resource to improve study abroad, HLSL  Institute works with public or private, two-year or four-year,  traditional or online institutions to attract, recruit, retain, and  graduate successful international students.  As study abroad  enrollment steadily increases, so too will the demand for higher quality cross-cultural student services.

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In addition to students, HLSL Institute serves all  new international travelers, expatriates, or persons relocating to  a new culture in the U.S.  To contact a program director or learn  more information about HLSL Institute, visit www.hlslinstitute.org.

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College Students: Degrees, Employment, & Preparation

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Getting a college degree is no longer enough to land a job after graduation.  Today’s students must take into account not only what they would like to to with their academic training, but what employment opportunities will be available by the time they graduate and how to promote their skills to attract future employment.

According to Celine James in a recent article, Who Should Decide Your College Major, there is strong need for academic programs to better reflect job market trends and for students to be aware of which academic programs will satisfy economic demands by the time of their graduation.  The article states, “As a student, your potential earned income and long-term job prospects should weigh heavily in the decisions you make about majors, degrees and programs… and to weigh the research with your own personal interests and needs”.  In addition, the article introduces some federal funding efforts and legislation intending to incentivize specific degrees in order to help satisfy future employment needs.

Deciding on a college degree or major can be a process to which requires significant consideration.  Pennsylvania State University has shared that 80% of college students are undecided about their college major during their first semester and that 50% of college students switch majors at least once during their academic career.  Penn State recommends that students begin to investigate their academic/professional interests early and provides helpful resources to do so.  One example includes “Major Decisions” written by Michael Leonard.  Remember, while deciding on a degree or major, be sure to balance your academic interest with its practical application in the job market 4-6 years for now.  The next step is to begin marketing yourself for that employment during your college experience.

Two previously discussed examples of how students and faculty can increase their attractiveness for employment include College = Employment and Social Business in Higher Education.   Students must now more than ever, build a professional profile marketing them as a viable job candidate.   Teresa Crane discusses a few strategies that students can practice during and after their academic career to increase professionalism and stand out from their competition.  In her recent article, Career Skills You Won’t Learn in School, she shares the following strategies to become more professionally attractive:

  • Identifying Potential Employers
  • Establish Your Online Presence
  • Develop A Job Search Strategy
  • Networking Skills
  • Job Searching Skills
  • Resumes
  • Cover Letters
  • Job Interviews
  • Job Offers
  • Persistence Skills
  • Future of Work

Finally, if you’re an international college student in the U.S, it can be more difficult getting a job after graduation.  These students often struggle with additional challenges including language, legislative, and cultural barriers.  In response, many of them are now outsourcing new resources that link academic preparation with professional development to enhance their likelihood of post graduation employment.  One educational service includes How Leaders Should Lead Institute (HLSL Institute) which specializes in cross-cultural adaptation in the U.S. International students receive help before, during, and after graduation through an individualized academic plan to manage academic requirements, professional goals, and the skills needed to achieve those goals.

CRUX: Getting a college degree is no longer enough to land a job after graduation.  Today’s students must plan ahead for long-term employment trends, create a personal brand to market their qualifications, as well as consider new professional development options.

I wish this fall semester’s students much success.

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International Graduate Student Interview: Cross-Cultural Adaptation (China)

I’d like to thank my student Sarah for her excellent final project: International Student Interview.  I would also like to thank Lai Wei 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 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 Lai Wei’s cross-cultural adaptation and transitional challenges are shared among international students.  The following key points are from the video:

  • Cross-Cultural Challenges: Culture differences & the language terms and phrases.
  • She copes with challenges by asking lots of questions about the culture, working hard, and by practicing English with roommates, friends, and student colleagues.
  • She likes the U.S. culture, friendly people, food, education system, technology, & shopping.
  • She recommends that international students know the language, be open-minded before you arrive with flexible expectations of what students will experience.
  • It has been a challenge not having family living in the U.S. but she did have friends from China studying in the U.S.
  • She uses Q.Q. (like Skype) and email helps to connect her to friends and family back home.  (Time difference is difficult).
  • Study Abroad Rewards:  New language skills, professional development, access to good education systems, cultural awareness.

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 students from Beijing, China, Vietnam, Bangkok, Thailand, the Congo, Japan, Mexico, London, & Netherlands.  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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International Student Interview: Cross-Cultural Adaptation (France)

I’d like to thank my student Adriana for her excellent final project: International Student Interview.  I would also like to thank Mathieu for sharing his story with us.  Because of their hard work, we have access to the cross-cultural experiences of an international student from France.  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 Mathieu’s cross-cultural adaptation and transitional challenges are shared among international students.  The following key points are from the video:

  • Cross-Cultural Challenges: Culture differences, English language terms and phrases, making friends, separation from friends/family from France.
  • He coped with challenges by studying hard, working on his English accent, communicating with Americans the majority of the time.  Living with American peers, playing tennis, and being in high school helped adaptation.
  • Food was much different/ a challenge.
  • He likes the U.S. culture/diversity
  • He recommends that international students get involved with local people, groups, and culture as soon as they can.  Learn the language and adapt.
  • Skype and email is fast and personal communication to connect with family/friends back home.
  • Study Abroad Rewards:  New language skills, professional development, job opportunities, access to good education systems, cultural awareness.

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 students from Beijing, China, Vietnam, Bangkok, Thailand, the Congo, Japan, Mexico, London, & Netherlands.  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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International Interview: Cross-Cultural Adaptation (Australia)

I’d like to thank my student Elizabeth for her excellent final project: International Interview.  I would also like to thank Sarah from Australia for sharing her story with us.  Because of their hard work, we have access to the cross-cultural experiences of an international traveler from Australia.  I hope that this helps others coming to America as well as educators in America better prepare for study abroad’s challenges and rewards.

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

  • Cross-Cultural Challenges: Driving transportation rules & the language/slang terms and phrases.
  • She coped with challenges by asking lots of questions and by getting involved with supportive friends, work colleagues, and groups.
  • She likes the U.S. culture, friendly people, patriotism, food, & shopping.
  • Sarah recommends that international students be open-minded and try not to have expectations before traveling to the U.S. (be ready to try new things)
  • It has been a challenge not having family or friends living in the U.S. but Skype and email help to connect to them back home.  (Time difference is difficult).

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 students from Beijing, China, Vietnam, Bangkok, Thailand, the Congo, Japan, Mexico, London, & Netherlands.  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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International Student Interview: Cross-Cultural Adaptation (Netherlands)

I’d like to thank my student Danielle for her excellent final project: International Student Interview.  I would also like to thank Emma 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 Netherlands.  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 Emma’s cross-cultural adaptation and transitional challenges are shared among international students.  The following key points are from the video:

  • Cross-Cultural Challenges: Academic differences, legal challenges, language, & culture shock.
  • She coped with challenges with support from her teammates, her coach, and her American boyfriend.  Her class work improved by practicing speaking and writing with friends and her boyfriend.  They would edit and proofread papers.
  • She likes the U.S. culture, sunny weather, friendly people, and convenience for travel.
  • Emma recommends that international students pick a U.S. city that will make you happy (big city verse small town), go to the U.S. alone (make American friends and get involved with the new culture).
  • It has been a challenge not having family or friends living in the U.S. but email and social media helps connect to them back home.

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 students from Beijing, China, Vietnam, Bangkok, Thailand, the Congo, Japan, Mexico, and London.  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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International Student Interview: Cross-Cultural Adaptation (Beijing, China)

I’d like to thank my student Briana for her excellent final project: International Student Interview.  I would also like to thank Lucy 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 Lucy’s cross-cultural adaptation and transitional challenges are shared among international students.  The following key points are from the video:

  • Cross-Cultural Challenges: Transportation, language, & culture shock.
  • Lucy coped with language challenges by practicing “American English” speaking and writing skills every day by taking classes, asking questions, practicing with friends.
  • She struggles with missing home, family, and friends.  She used social media, Q.Q. (like Facebook), email, and phone calls to connect those back home weekly.
  • Church has been a support system with learning how to drive, learning about the American culture, and practicing English.
  • She likes the U.S. culture, less traffic and number of people, convenience for shopping, snow skiing, and movies.
  • Lucy recommends that international students and travelers learn English and driving laws.  Also, make American friends in addition to friends from your own country to get involved and learn the culture.
  • She had a sister living in the U.S. and has been a helpful resource.

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 students from Beijing, China, Vietnam, Bangkok, Thailand, the Congo, Japan, Mexico, and London.  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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International Student Interview: Cross-Cultural Adaptation (London, England)

I’d like to thank my student Delvonya for her excellent final project: International Student Interview.  I would also like to thank Patrick Nyeko for sharing his story with us.  Because of their hard work, we have access to the cross-cultural experiences of a UNR international student from London, England.  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 Patrick’s cross-cultural adaptation and transitional challenges are shared among international students.  The following key points are from the video:

  • Cross-Cultural Challenges: Language, homesickness, culture shock.
  • He coped with language challenges by practicing “American English” speaking and writing skills every day by taking classes and practicing with friends.
  • It was difficult competing with student peers and teammates because he felt he was at a disadvantage by not knowing the culture as he struggled with missing home, family, and friends.  He used social media and email to connect those back home.
  • The basketball team was a support and the athletic scholarship was helpful.
  • There was no structured cultural transition assistance.
  • He likes the U.S. culture, food, cars, big roads, diversity, the “American Dream” and freedom to create himself and be an individual.
  • Patrick recommends that international students and travelers “get your papers right” and follow visa or passport processes.  Also, know someone in the U.S. before you move here.  Having no family or friends living in the U.S. was a challenge for Patrick.

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 students from Beijing, China, Vietnam, Bangkok, Thailand, the Congo, Japan, and Mexico.  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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Filed under Higher Education, International Education

Faculty Can Attract International Students & Faculty Using Social Business (In Nevada & Beyond)

Follow the link below for the PowerPoint Presentation: “Attracting International Students & Faculty via Social Business in Higher Education”

Social Business in Higher Education- IAIR 2013

Ppt Highlights

  • Social Business: Cyber marketing, networking, and publication via virtual platforms to promote a product or business.
  • Faculty can use the increasing traffic on social media sites to increase the attention to their research and institution.
  • Did you know that 70% of YouTube traffic comes from outside the U.S? Or that YouTube reaches more adults (ages: 18-34) than any cable network?
  • Consistent & transparent online  faculty personal branding can:

– Increase attention from students, faculty, donors, industry leaders, and others to faculty research, departments, & institutions

– Disseminate research faster and stimulate greater interest and collaboration in the field

– Increase professional development skills and make faculty more competitive in higher education markets

– Generate easier and faster communication as well as instructional resources

– Attract more international attention to faculty and their work 

As higher education becomes increasingly competitive, and the international student is sought after more by higher education institutions, faculty can help attract & recruit both in-state, out-of-state, and international students & faculty to their institution through social business strategies. Social business is cost effective and after its initial start-up, is easy to maintain.

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July 18, 2013 · 3:36 am

International Student Interview: Cross-Cultural Adaptation (China)

I’d like to thank my student Sarah for her excellent final project: International Student Interview.  I would also like to thank NingXin Wang 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 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 NingXin Wang’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 culture shock.
  • She coped with language challenges by practicing English and writing skills with family and taking classes.
  • It was difficult making American friends.  She flew home to China a lot to cope with culture shock.  She tried fitting in with American friends by helping them get better grades (cheating) and trying to be seen as popular or cool.
  • American classroom culture is very different.  She stated that students are rude to teachers, she got bullied, and coursework progressed slowly.
  • She still feels pressure because of Asian stereotypes. Language and American phrases is still a struggle.
  • Being separated from family can be very challenging but she uses Skype & WeChat to communicate often.
  • She likes the U.S. culture and diversity.
  • NingXin Wang recommends that international students and travelers “be open-minded” and practice English often.
  • Having a family member living in the U.S. helped NingXin’s adjustment.

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 students from Beijing, China, Vietnam, Bangkok, Thailand, the Congo, Japan, and Mexico.  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.

2 Comments

Filed under Higher Education, International Education