Tag Archives: Career Development

WEBINAR: Three Tips for Succeeding in U.S. Universities (Jan 10)

 Strategies to Succeed in the U.S.A!

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Are you preparing for undergraduate study in the United States? 

Learn three strategies proven to increase student success at U.S. Universities in FREE WEBINAR on JANUARY 10, 2016

 

You will learn:

  1. How to Start U.S. University Early and Why U.S. Universities Want You to

  2. How to Make the Most out of Your Time in the USA and Graduate from Universities Faster

  3. How to Get Ready for Internships and Jobs as a Student

 

Webinar Times – Wednesday, January 10, 2016

Register for the Webinar that Works Best for Your Time Zone:

WEBINAR 1:

Time: (Japan 1900 / 7 pm JST;    South Korea 1900 / 7 pm KST;    China 1800 / 6 pm CST)

Registration URL: https://attendee.gotowebinar.com/register/9134209712079716610
Webinar ID: 101-847-563    United States: +1 (415) 930-5321    Access Code: 337-877-485

WEBINAR 2:

Time: (Colombia and Peru 1800 / 6 pm COT;     USA  6 pm EST & 3 pm PST)

Registration URL: https://attendee.gotowebinar.com/register/5194110893457792258

Webinar ID: 113-033-235  United States: +1 (914) 614-3221    Access Code: 239-072-648

WEBINAR 3:

Time: (Western Europe and Central Africa  1800 / 6 pm CET,   UTC/GMT +1 hour)

Registration URL: https://attendee.gotowebinar.com/register/5892876921188446210

Webinar ID: 112-670-603  United States: +1 (562) 247-8422    Access Code: 166-492-316

WEBINAR 4:

Time: Kuwait and Saudi Arabia 1800 / 6 pm AST;      Brazil 1300 / 1 pm BRST

Registration URL: https://attendee.gotowebinar.com/register/187050389286685954

Webinar ID: 111-060-659  United States: +1 (415) 930-5321   Access Code: 267-977-595

Space is limited so register today!  Looking forward to meeting you on Sunday!

 

Helpful Resources: International Student video testimonies about U.S. study:

Many international students struggle with understanding and adjusting to U.S. academics and culture after they arrive for school.  It can negatively impact their grades, health, communication and socialization, professional development, and home country relationships (Video Example: Research).

1 (China), 2 (Graduate Student; China), 3 (London), 4 (China), 5 (Senegal) , 6 (Greece), 7 (Mexico), 8 (Japan), 9 (Congo, South Africa), 10 (Bangkok, Thailand), 11 (Vietnam), 12 (China), 13 (France), 14 (Vietnam), 15 (Turkey). See more at http://www.taramaddendent.com.

 

ABOUT HLSL INSTITUTE

HLSL Institute provides cultural training and preparation for students and scholars.

MISSION: We improve the quality of life for international students by teaching U.S. academics and culture.  By taking our class, international students are more able to navigate U.S. college and university classrooms, campuses, and social networks to achieve academic, social, and professional goals.  Through cultural education, we’re connecting the world, one person at a time.

HLSL Institute teaches the world’s first U.S. university preparation class called, “U.S. Academics & Culture

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FREE WEBINAR: International Students Earn 3 College Credits on U.S. College Transcript (September 15)

Your Opportunity to Start U.S. College Online, Prepare for U.S. Study, & Graduate Faster!

Register at http://www.thestudyabroadportal.com/hlsl-institute/earn-u-s-college-credits-online-and-graduate-sooner?w2palt=2

Are you a high school or college student preparing to study in the United States? 

If yes, you may qualify for the world’s first U.S. college preparation course: “U.S. Academics & Culture”!  Join us on Tuesday, September 15 to learn how this online, 3 college credit class can help you learn U.S. success skills before their first semester.

There’s no need to apply and wait for U.S. college acceptance… take our class and start today! Pass the class and earn a U.S. college transcript accepted at accredited U.S. colleges and universities!

Students who pass U.S. Academics & Culturewill earn:

  • Greater knowledge of U.S. success skills for study, communication, work, and socialization
  • U.S. college transcript with 3 course credits
  • Letter of recommendation from Ph.D. Professor for college applications and resumes
  • Certificate of competition for college applications and resumes
  • Acceptance into an elite 4-year private U.S. college (for high school seniors and older)
  • Entry into select scholarships (high school seniors and older)

Moreover, this course SAVES YOU MONEY!

cost comparison

Class space is limited due to high interest from students from all over the world.  Learn more on Tuesday’s webinar about the world’s first U.S. college prep course worth U.S. college credits!

During this webinar you will learn about:

  • Great benefits of passing this online, self-paced “U.S. Academics and Culture” Course
  • How to successfully enroll and pass the online course
  • Reasons why U.S. universities want you to enroll and pass this course
  • Reasons why global employers want you to enroll and pass this course
  • Ways you can help other students prepare for U.S. study and earn money

The Need for Early Preparation for U.S. Study

Many international students struggle with understanding and adjusting to U.S. academics and culture after they arrive for school.  It can negatively impact their grades, health, communication and socialization, professional development, and home country relationships(Video Example: Research).

AVOID the hardships by learning key transition and success strategies from the comfort of your home country. Our faculty (Ph.D. and MBA Professors) are the best in the world and specialize in the cross-cultural skills you need.

This on-line course will provide the keys to success for studies in the United States.  From how to effectively apply to your school of choice to strategies of how to integrate on campus when  you first arrive, Tara and her team will guide you through the entire process.Susie Askew, Director at the University of Nevada, Reno  Office of International Students and Scholars

Knowing culture before coming to U.S. decreases anxiety for adjusting to new country. Just for my culture, I think it’s really mandatory, before.” — Minjae L., Seoul, South Korea

This study is helpful for me. It helped mentally prepare me studying and to meeting new friends.” — Wei C., Shanghai, China

Knowing culture gave me confidence to talk, get involved, and participate.” — Wayne L., Beijing, China

International Student video testimonies about U.S. study and transitions:

1 (China), 2 (Graduate Student; China), 3 (London), 4 (China), 5 (Senegal) , 6 (Greece), 7 (Mexico), 8 (Japan), 9 (Congo, South Africa), 10 (Bangkok, Thailand), 11 (Vietnam), 12 (China), 13 (France), 14 (Vietnam), 15 (Turkey). See more at http://www.taramaddendent.com.

HLSL Institute is an international education service providing pre-departure cultural training and preparation for international students and scholars.

MISSION: We improve the quality of life for international students by teaching U.S. academics and culture.  By taking our class, international students are more able to navigate U.S. college and university classrooms, campuses, and social networks to achieve academic, social, and professional goals.  Through cultural education, we’re connecting the world, one person at a time.

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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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Preparing East Asian Undergraduates for the Cultural Challenges of U.S. Study

One of my publications, “Preparing East Asian Undergraduates for the Cultural Challenges of Study in the U.S.”, is a policy white paper discussing how a pre-departure cultural preparation treatment influenced a group of international students’ experiences before, during, and after their first semester at a western U.S. research university.  This topic is key to 21st century international education and I see it becoming the next wave of expected coursework for international students.

In this research study, although all participants wished they had taken a formal course about U.S. culture and academic systems while they lived in their home country, not one participant had received or even heard about organized cultural training or U.S. college preparation classes for study abroad before they arrived in the U.S.!  This is significant since research indicates that cultural knowledge, realistic expectations, and adjustment management skills speed up cross-cultural adaptation, increases student success, and fosters student engagement (increases student retention rates).

Dr. Dent Team DI found that eastern Asian students are eager to learn about the U.S. culture and academic systems prior to leaving home for U.S. study during my 2014 International Education Tour in South Korea and China last fall.  Many parents, schools, businesses, and government organizations have asked me to return this year… so I am!

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In addition to teaching eastern Asian students about U.S. culture and academic systems, this year’s 2015 International Education tour will also share the research findings from my forthcoming publication entitled, “International Student Support Services Index” (ISSSI).

ISSSI organizes internationally related services by school and ranks institutions in relationship to other U.S. campuses. The index is grounded on five key research indicators that make up cross-cultural adjustment best practices to foster international (inbound and outbound) student success from pre-departure to repatriation/re-entry stages. 

Teaching U.S. College Preparation Skills in Seoul, South Korea, 2014

ISSSI’s research findings are made available through a free internationally circulated online publication used by domestic and international students, parents, study abroad organizations/placement services, recruiters, government organizations, secondary schools, and post-secondary international programs to better understand the U.S. international climate and individual campus internationalization efforts.

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For more information, contact:

www.hlslinstitute.org or see www.taramaddendent.com

HLSL Institute provides educational services to international students, expatriates, international programs, and government organizations that bridge cultural gaps and connect the world, one person at a time. 

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New Study: Mentoring Impacts More Than Graduation Rates

“Mentoring” can be defined as the structured, intentional and sustainable relationship between a person with more experience and knowledge (mentor) and a person with less experience and knowledge (mentee). Research has shown that mentored relationships can encourage professional and personal success, and that pre-college programs that include mentoring can more effectively help students transition from high school to college. However, a recent study conducted by the University of Nevada, Reno College of Education suggests that the act of mentoring can contribute just as many positive outcomes for mentors as it does for mentees.

The study looked at college student mentors of sixth through twelfth grade students in the University’s Dean’s Future Scholars program. The program is an outreach, research-based mentoring approach to increase high school graduation rates and college enrollment for first-generation, low-income students. In the study, the college student mentors identified themes of how mentoring affected their own lives. The college mentors stated that being a mentor enabled them to reflect on their own behaviors as a student and make better decisions leading to their own success. As a result, the mentors believed it had inspired greater motivation for achievement, improved their own study and work habits, increased their accountability to faculty, and caused them to reevaluate their own professional goals. The lesson learned: being a mentor is more than supporting the goals of another. It is an opportunity to reflect on one’s own behavior, strategies and goals. Mentoring is a win-win situation for both those aspiring to attend college in the future, as well as for current college students who serve as their mentors.

The sixth through twelfth grader students who participated in the Dean’s Future Scholars Program since its foundation in 2000, have been given the knowledge, skills, direction and support to make the decisions necessary to graduate from high school and complete college. The program recruits students during their sixth-grade year from Washoe County School District Title I schools and mentors them through high school and college. The program has established a homegrown, sustainable educational model resulting in a 90 percent and 86 percent high school graduation rate of participants the last two years, respectively. This is significant when compared to Nevada’s high school graduation rate of 56 percent and the national average graduation rate of 74 percent.

The program requires students to meet with a college student mentor regularly to review grades, establish goals, make sure the necessary steps are taken to fulfill high school graduation requirements, and plan for college. The program also hosts a summer program to provide high school math courses, early college credit and an introduction to college life. It provides tutoring, examination preparation, community service projects, campus internships, college application assistance and financial aid. The program is largely funded by private donations and grants, along with campus resources.

The mentoring component is key to any academic or professional program. Aspiring college students should consider inviting a trustworthy, knowledgeable and experienced mentor to provide guidance in their lives, and trustworthy, knowledgeable and experienced professionals should consider mentoring students. To watch a short interview with Bob Edgington, director of the Dean’s Future Scholars Program, visit http://ow.ly/adKb5. Or, for more information on the program, contact Bob Edgington at 775-784-4237 or bobdfs@unr.edu.

 

Co-authors: Tara Madden-Dent & Dr. Patricia Miltenberger

Tara Madden-Dent is a Nevada Law Instructor and PhD Candidate in higher education administration at the University of Nevada, Reno College of Education; http://taramaddendent.com  http://twitter.com/#!/DrTaraMDent   http://www.linkedin.com/in/taramaddendent

Dr. Patricia Miltenberger is professor emeritus of higher education administration at the University of Nevada, Reno College of Education. http://wolfweb.unr.edu/homepage/pmilten/  https://twitter.com/#!/coyotepat   http://www.linkedin.com/pub/pat-miltenberger/20/719/38a

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There’s No Stopping It: Social Media in Higher Education

As we know, higher education is slow to change.  Faculty and administrator resistance is enabled by the extensive matrix of institutional paperwork, procedures, hierarchies, and traditions. Those familiar with both business and higher education know that most colleges and universities lack critical application of technology and social media.  Think about how much more effective higher education could be if faculty, administration, departments, curriculum, and outreach used social media and social business to achieve their objectives.

The thing is, our digital culture won’t wait for higher education to discuss, rationalize, and slowly implement technology into their services.  Social media has already partnered with our students who use it all day, every day.  Yes, this includes during our class time (I know my students are surfing Facebook, LinkedIn, Klout, Twitter, Pinterest, Tumbler, Hootsuite, etc).  But now, how can I redesign my instructional methods to harness the power of social media to achieve my teaching objectives?  How can faculty and administrators use social media to increase student success and organizational change?  Furthermore, how can administration use social media to increase faculty and staff effectiveness, streamline employment practices, and increase job placement for our graduates?  In the near future, I will discuss these important questions through a blog series called Presentfull starting on Monday, June 18th, 2012.  This new company is helping to revolutionize higher education and more readily streamline a P16 environment.  Administrators, faculty, and staff will use this new social media application to find it directly contributes to institutional mission achievement.

Stay tuned, we live in an exciting time and I can’t wait until I can share it with you.

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Filed under Higher Education, Social Business