Departure and Arrival Routes Optimization Near Large Airports
Effective Pre-departure and Arrival Orientations for International Students
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Transcript of Effective Pre-departure and Arrival Orientations for International Students
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Effective Pre-departure and Arrival Orientations
for International Students
NAFSA Annual ConferenceSt Louis, MOTuesday, May 28, 2013
(CTW WS044)
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Workshop Team
AneliseZandonaHofmann, M.A. Coordinator, Office of International Cooperation and
Exchanges, Pontifical Catholic University of Paraná
Denise Bellamy, M.S. Ed Director of Study Abroad and Exchanges, The University of
North Carolina at Greensboro
Kaitlin Ritchie, M.S.Assistant Director of Study Abroad and Exchange Programs, The University of North Carolina at Greensboro
AretaUlhanaGalat, M.A. EducationUSAAdviser/Head of the International Relations
Department, FAE Centro Universitario
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The Workshop Rationale
Brazil USA
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Workshop Learning Objectives
to critically evaluate the effectiveness of their Pre-Departure and Arrival Orientations
to identify good practices in pre-departure and arrival orientation sessions that help prepare their students for the international experience
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Workshop Learning Objectives
to adjust their existing pre-departure and arrival orientation sessions or develop new ones
to prepare a handbook on Pre-Departure and Arrival Orientation sessions
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Expectations
Cross-cultural awareness and adjustment; campus and community integration
“Best practices in preparing a student to be successful not just immediately after he or she arrives in the new country, but longer-term.”
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Workshop Participants
Participants` profile:- 10 non-U.S. and 48 U.S.- Small liberal arts schools - Large research universities- Community Colleges- Other Organizations- Responsible for Study Abroad programs- Responsible for pre-departure orientations- Responsible for on-site arrival orientations- Both
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Workshop Participants
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Get to Know Each Other
ARETA ULHANA GALAT
My parents named me Areta Ulhana Galat. Areta is Greek for “of noble kind”; ULHANA is Ukrainian for Juliana and means soft hair; and GALAT is Turkish for downward slope.
What`s in a name game?
From Lamback, Ruth in Seelye’sExperiential Activities for Intercultural Learning pp. 53-4. 1996.
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SUMMARY OF SURVEY RESPONSES - Challenges
• “Too much information in too short period of time”
• ESL students – low level of English proficiency
• Poor attendance • Late arrivals / absences / jet lag• Use of technology (before arrival /
during Orientation)• Communication with faculty • Balance the needs of a diverse group of
students (language / culture)• Intercultural aspects
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SUMMARY OF SURVEY RESPONSES – Successes
• Collaborative efforts of multiple campus offices in launching an extended international orientation
• Involving our own students as ʺbuddies or peer advisorsʺ to be responsible for certain parts of the orientation such as ice breaking, campus tours, introducing the city, explaining the course registration system, and so on. 11
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Expectations
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Managing Expectations
What do you expect your students to know before they leave to study abroad / before they arrive on your campus?
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Managing Expectations
How realistic are your expectations?
How much do students actually know?
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Overseas Pre-departure Orientation
Pre-arrival expectations vs. reality check (upon arrival on campus)
Consider types of student: Degree-seekers vs. exchange
(Long term vs. short term impact) Undergraduate vs. graduate
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Overseas Pre-departure Orientation
Exchange students should know: their absence is “temporary” they will return to theiracademic
life at home institution after one or two semesters abroad.
Helpful for students’ smoother entry and reentryprocess.
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Before Students Leave TheirHome Country
What’s the student mindset?
Preparation involves: Perceptions Expectations Awareness
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The Arrival
Initial considerations for
the onsite orientation
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On-site Arrival Orientation Write down a short mission statement
for an on-site campus orientation program
The primary purpose of the on-site orientation is…
Write down your Top 5 goals
The goals of the on-site orientation are to… 19
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Conceptual Framework for Orientations
4 ConceptsCommon NeedsPrinciples of designing orientations
Components of the orientation
Approach
-J. Meyer, Bowling Green State University
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Needs of International Students
7 Unique Student Needs Cross-cultural Adjustment Academic Success: Adjusting to the
American Educational System Enhancing Language Proficiency Establishing Interpersonal Relationships
and Social Support Networks Maintaining Physical and Psychological
Well-being Managing Finances Knowing Immigration Regulations-J. Meyer, Bowling Green State University 21
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Guiding Principles of Orientation
UNCGShare InformationBuild Community Engender trust
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Guiding Principles of Orientation
Other principles to consider…..
Theory Guided Orientation PracticeFacilitate Learning and Helping
Students Learn How to LearnCollaborationAssessment
-J. Meyer, Bowling Green State University
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Components/Structure of Orientation
Full Cycle Orientation
Pre-departure/Pre-arrival orientationArrival OrientationOn-going or Continuing OrientationsReturning Orientation
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Components/Structure of Orientation
Arrival Orientation – a good start!
Making students feel welcomeProviding opportunities to meet
campus resourcesCultural adjustmentFactual information and practical
guidance Increasing knowledge of host culture
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Approaches to Orientation
Web posting Networking with current, experienced
international students Networking with current, experienced
domestic students Networking with the local community Coffee Hours Role-Playing American and International Documentary
Film International Speakers Academic and Social Workshops And more…!
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On-site Arrival Orientation Group Activity:
The primary purpose of the on-site orientation is…
The goals of the on-site orientation are to…
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Guiding Principles
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Share Information
Presentations by various staff/faculty
Logistics, factual information, practical guidance
Addressing group via different learning style techniques
Purpose: Identify and address the common needs of international students by providing necessary information and available resources.
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Build Community
Facebook (pre-arrival)
PAL program Group bonding
activity Team Quest
(experiential education group)
Speed Friending Team Scavenger Hunt
Purpose: Establish interpersonal relationships and develop social support networks.
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Build Community Cont.
Campus-wide activities during orientation week Athletic Events Trip to Target
Co-Curricular Opportunities
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Engender Trust
Pre-arrival communication
Knowledge and expertise
Relationships/Connections
Meeting throughout semester
Defuse, Reassure, Act
Purpose: To build and foster a relationship of trust and care between the international students and the international office.
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On-going Orientation
On-going orientation topics: Race and Everyday Life Tips for Writing Academic Emails Networking in the US: Practicing the Art of
Small Talk Nutrition and Wellness Getting more involved in the local
community and campus community
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A Necessary Focus
Intercultural Preparation
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Cross-cultural adjustment is embedded in all parts of Orientation!
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Intercultural Preparation
Goal: Apply the principle of promoting intercultural learning and cross-
cultural adjustment into the design and implementation of international
student orientation
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Addressing Culture in Orientation
Talk openly about cultural adjustment
Discuss culture in general (iceberg) and specific (stereotypes) ways
Discuss common reactions to cultural differences – ex. Cultural Adjustment Model
Present ways to mitigate culture shock
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Addressing Culture in Orientation
Incorporate campus resources for integrating students into campus life and their new cultural environment
▪ Safety (Safe Living Panel)▪ Academics (including, faculty/student
relationships)▪ Housing ▪ Student Health Center▪ Student Success Center▪ Co-Curricular opportunities/activities
*More examples in Resource Guide
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BREAK TIME!
We’re going to take a 20 minute break.
Restrooms are…Please be back at your table by
10:20New seating arrangements
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RECONNECTING!
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The Stereotypes
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Table Categories
Small private universities (on-site arrival orientation)
Large private universities (on-site arrival orientation)
Large public universities (on-site arrival orientation)
Small publicuniversities (on-sitearrivalorientation)
- Largeuniversities (pre-departure orientation)
- Small universities (pre-departure orientation)
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- Otherorganizations (ex.: Language Centers)
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SAMPLE ORIENTATION DESIGN: GUIDING QUESTIONS
1. Does the sample orientation you designed follow the three guiding principles (info sharing, community and trust building)?
2. How appropriate is it for your institution?3. How can it be improved or adapted for
your institutional purposes? 4. How well does this orientation match the
mission and goals you formulated earlier?
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SUMMARY OF SURVEY RESPONSES - Challenges
• “Too much information in too short period of time”
• ESL students – low level of English proficiency • Poor attendance • Late arrivals / absences / jet lag• Use of technology (before arrival / during
Orientation)• Communication with faculty • Balance the needs of a diverse group of
students (language / culture)• Intercultural aspects
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IDENTIFYING AND ADDRESSING CHALLENGES
1. Identify challenges in designing/improving your own orientation
2. Determine internal vs external challenges
3. Suggest ways to address these challenges
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ORIENTATION EXPECTATIONS
• cross-cultural awareness and adjustment; campus and community integration
• “Best practices in preparing a student to be successful not just immediately after he or she arrives in the new country, but longer-term.”
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ACTION PLAN
Write down individually:
3 things you learned today2 ideas you will implement1 step you plan to do when you return home
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WRAP UP
Resource GuideList of participants Workshop evaluation
THANK YOU!!OBRIGADA!!
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Additional Resources
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PUCPR Overseas Pre-departure Orientation
EXCHANGE APPLICATION PROCESS CHECKLIST for PUCPR students
1. Advising (options) and application to exchange program – internal application process during the academic semester prior to the exchange program period;
2. Qualify (meet PUCPR requirements: have attended minimum of 4 semesters at home institution; grades above 6,5 (Brazilian grading system – equivalent to U.S. gpa 2.6); language proficiency of country of destination; study plan (course selection);
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PUCPR Overseas Pre-departure Orientation
3. Apply with host institution: complete application; submit documents; research appropriate academic program and respective course descriptions; select courses and discuss them with academic advisor at home institution; submit study plan with host institution; check academic calendar at host institution for travel plan purposes; understand host institution admission policies and revelant academic regulations for exchange students; research housing options and apply for it; sudent visa application; travel arrangements;
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PUCPR Overseas Pre-departure Orientation
4. Still at home institution – meet at least twice with academic advisor regarding study plan; discuss options for remaining courses to be taken upon return to PUCPR – validation process of credits taken overseas; inform the relevant areas of home institution regarding student’s time off for study abroad (for instance: financial aid).Take into consideration: a) the lock step nature of our programs (annual,
determined courses - prescribed curriculum); b) Brazilian academic calendar:
1st Semester: Feb through Jun 2nd Semester: Aug through Dec
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PUCPR Overseas Pre-departure Orientation
5. Keep in mind: students on an exchange are still “home institution students: (i.e. at PUCPR they remain registered in a course called “exchange” andtuitionis not charged during that period); must keep following PUCPR regulations; should keep in touch with classmates and professors, if possible; get regular updates on institutional activities; don’t lose ties.
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Cultural Preparation Sample Activities
*Slides: 46-71 were provided by Laura Dobson, Florida State University 54
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Learn Names
What’s in a Name if you have more time and a smaller group.
The Adjective, Action Name Recall Game with Alliteration! If you have less time and a larger group.
For example, my name is “Lilliputian Laura.” And, this is “Nice Nancy.”
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Talk Openly About Cultural Adjustment
HONEYMOON
SURFACE ADJUSTMENT
CULTURE SHOCK
FEEL AT HOME
UNRESOLVED CONFLICTS
DEPARTURE CONCERNS
STAGES OF CULTURAL ADJUSTMENT
Diagram Adapted from: Levine and Adelman, Beyond Language, Regents/Prentice Hall, 1995. Second Edition.
T I M E
F
E
E
L
I N
G
S
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Discuss Common Reactions to Cultural Difference
Fatigue, irritability Reluctance to be
social Negative feelings
toward host culture Dependence on
members of home culture
Being disengaged from the present
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Discuss Ways to Mitigate Culture Shock
Be patient with yourself.
Be flexible. Keep a regular
schedule. Eat well, exercise, get
enough rest. Set attainable goals. Talk about your
concerns.
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Have Students Do Goal Setting
Set goals in small groups
Ask students to write letters to themselves outlining their goals and where they hope to be at the end of their program
Make sure your goals are realistic/attainable.
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Do Reflective Writing About Concerns
Reflecting/Writing about things we are concerned about can help us feel those feelings and move through them.
Small group discussion can help peers talk together about their perceived challenges, initiating a support system
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Talk about Safety on Campus
Review rules and safety considerations on your university
But, also talk about safety in a different cultural context
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Safety in a New Cultural Context
Cultural differences and their impact on social relationships
Trust and the stranger myth
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Safety in a New Cultural Context
Recognize what is not normal
Trust your gut (or your instincts)
Learn the ABCs of self protection: Awareness Boundaries Communication
Get comfortable saying “No”
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Ask Your Students to Define Culture
Put your students’ definition here.
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What is Culture?
“Learned patterns of perception, values and behaviors, shared by a group of people, that are dynamic and heterogeneous. “
Martin, Judith and Thomas K. Nakayama . Experiencing Intercultural Communication, An Introduction, Fourth Edition. pp. 32. 2011.
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Understanding Culture
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Understanding Culture
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Garnetians and Goldians Imagine a world
where two cultures collide.
When the Goldian arrives in Garnetia, she finds out that Goldians behave in some very shocking (and off putting) ways!
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Characteristics Most Often Associated with Americans
France Japan Britain Mexico FranceIndustriou
sEnergeticInventiveDecisiveFriendly
Nationalistic
FriendlyDecisiveRudeSelf-
Indulgent
FriendlySelf-
IndulgentEnergeticIndustriou
sNationalis
tic
Industrious
IntelligentInventiveDecisiveGreedy
Industrious
EnergeticInventiveDecisiveFriendly
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Characteristics Least Often Associated with Americans
France Japan Britain MexicoLazyRudeHonest
Sophisticated
IndustriousLazyHonestSexy
LazySophisticated
SexyDecisive
LazyHonestRudeSexy
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People can look at the same thing and see different things.
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Perspective is Everything
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Perspective is Everything
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Perspective is Everything
“The more you look at the world, the more you recognize how people value things differently.”
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Preparing Students for life on a U.S. University Campus
Involve American professors and students in the Orientation discussion
Orient students to classroom culture
Offer information about co-curricular activities and life on campus
Introduce them to the library and online resources
Teach them how to use technologies like Blackboard
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Ask U.S. Students & Faculty to Discuss Campus Life
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Ask U.S. Students to Discuss Resources on Campus
Tutoring/Writing center, etc.
Religious and Spiritual Resources
Recreational Resources
Counseling Resources
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Introduce Students to Campus Life-Beyond Orientation
Talent Show Social and Recreational
Activities Student Organizations Fourth of July
Celebration Thanksgiving Meal
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Introduce Students to Campus Life-Beyond Orientation
Peer Mentors, U.S. students from your university, can be a GREAT asset! (If silly at times)
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Discuss your University’s Opportunitiesfor Intercultural Engagement Beyond Orientation
Certificate in Intercultural Competence
Global Ambassador Program
Coffee HourEducation Panel
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USEFUL LINKS
http://www.uncg.edu/ipg/studyabroad/nafsaorientationworkshop/orientationprograms.htm
http://www2.pacific.edu/sis/culture/
http://globaled.us/safeti/81