Promoting
International Student
Success
Campus Wide Advising Strategies
Berkeley International Office
Outcomes
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Enhance awareness of trends in Berkeley's
international student population
Showcase units and services that support
international students
Promote an inclusive environment for advising
international students
Today’s Agenda
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Snapshot of Berkeley’s International Population
BIO’s Role
Staff Perspectives: Advising Resources & Strategies
Cultural Dimensions
Advising Roundtables
A Snapshot
Total International Student Enrollment
International Undergraduate Growth
Undergraduate Top Countries of
Origin
71%
of International
Undergraduates
from East Asia & the
Pacific
Fall 2010 Fields of Study
Berkeley International
Office’s Role
BIO Services for All International
Students
Personal Advising
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Individual Daily Drop-Ins &
Appointments
Academic & personal adjustment
Financial issues
Visa related matters
Group Advising
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Intro to Culture Shock
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Writing American-Style (SLC)
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Well Rounded Bear (CPS)
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Money Matters
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Finding Internships & Networking
(Career Center)
Major Match & Speed-Friending
(TRSP)
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Travel & Re-entry
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Tax Assistance
BIO Services for All International
Students & Staff
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Outreach
 International
Student Experience: Pathways to Personal
& Academic Success
 Fall & Spring Orientations
 Pre-Arrival Webinars & Community College Visits
 Liaisons with International Student Groups
 Dependent Orientation
 Programs in the Resident Halls
 Department-Specific Trainings
BIO Services for F-1 & J-1 Students
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BIO’s responsibilities
 Provide
F-1 & J-1 immigration & visa related advice
and guidance
 Comply with federal reporting & monitoring
requirements through the Student & Exchange Visitor
Information System (SEVIS)
 Issue F-1 I-20s and J-1 DS-2019s
Staff Perspectives
Staff Panelists
Jesus Arciniega
L&S Undergraduate Advising
Alberto Ledesma
Student Learning Center
Aaron Cohen
Counseling & Psychological
Services
Lorena Valdez
Transfer, Re-Entry & Student
Parent Center
Cultural Dimensions
Cultural Dimensions
Geert Hofstede
Power Distance
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The extent to which one values hierarchy over egalitarianism
High power distance cultures expect children to be obedient to
their parents/elders and to those in higher authority (e.g.
teachers)
Teacher-centered teaching style – the teacher imparts knowledge
to students
Students are discouraged from contradicting their teachers as a
sign of respect and from taking initiative
How might this affect your approach to advising?
Cultural Dimensions
Geert Hofstede
Individualism/Collectivisim
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The extent to which the interest of the individual outweighs the
interests of the group
Most of the world is collectivist – individualism is the exception
Characteristics of collectivist cultures:
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The group (family) and maintaining harmony as a priority
Resources are shared – an entire family’s resources will go towards a
U.S. university education
Low context vs. high context communication (Edward Hall)
Individualist cultures = low context
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Explicit, direct communication style
Collectivist cultures = high context
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Implicit communication, little verbal communication
How might this affect your approach to advising?
Cultural Dimensions
Geert Hofstede
Uncertainty Avoidance
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The extent to which an individual feels threatened or
anxious when confronted with ambiguous situations
High uncertainty avoidance cultures
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Uncomfortable with change
Finds ambiguous situations to be stressful
Relies on rules and structure to minimize ambiguity – students are
more comfortable in structured learning environments over open
ended learning situations
How might this affect your approach to advising?
Scenarios
Scenario #1 - CPS
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Yao Lee, a 3rd year Chinese student
4.0 student enrolled in 13 units
 Wants to drop to 10 units mid-semester
 Not attending class because of headaches and fatigue.
 Faculty are concerned but unwilling to excuse his absences.
 Girlfriend of 5 years recently broke up with him over email
 Blames his family for pushing him to study in the US
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Scenario #2 - TRSP
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Ho Jin Kim, a Junior transfer from DVC
Visits your office to seek help with degree requirements
 Prior to this visit, Ho Jin has only relied on friends for
information
 His limited English skills make it difficult to understand his
questions and concerns
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Scenario #3 - SLC
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Jing Wu, a freshman from China
Worked very hard in Fall 2010 but only got a B- in her
English class
 Professor said it was related to her writing style and lack of
classroom participation
 Student doesn’t understand because she attended class
everyday and wrote her papers based on her notes.
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Scenario #4 – L&S
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Guang Lu, 1st semester transfer from Hong Kong
Goal oriented student who plans on grad school
 Wants to drop two courses
 Fears a low GPA will jeopardize his future
 Frustrated because his grades in Hong Kong and community
college were much better
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