May 12, 2009
A SCCD Workshop for
Faculty and Staff
5/12/2009
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Collaborative Effort by District Faculty
Development and Global District Council
Patti Conley, Faculty Development Coordinator
Andrea Insley, District Coordinator,
International Programs
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Initiate discussion on this topic
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Point people to available resources
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Broaden awareness of our own cultural
framework and of how this impacts our
interactions
Enhance our appreciation of what it is like
to be a non-native English speaking student
on our campuses.
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A website including faculty resources in
working with non-native English speaking
students has been established through
District Faculty Development:
http://dept.sccd.ctc.edu/fd/default.aspx?p
g=nonnativeenglish
Link will also be included in the District
International Programs pages
http://seattlecolleges.edu/international
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Tina Young, Central, Director of
Multicultural Initiatives
 Understanding Cultural Identity
Through an Identity Development
Lens
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Saovra Ear, South, ESL, Transition
Services/Advisor
 Strategies for Working with Non-native
Speakers of English (focus
refugee/immigrant populations)
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Dana Servheen, North, Program
Coordinator of International Programs
 Trang Nguyen, North, International
Student from Vietnam
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 Student Services Challenges and
Best Practices
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Bob Dela-Cruz, South, Instructor
 Best Practices in the Classroom
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Karen Michaelsen, Central,
Librarian/Faculty
 Help non-native English speaking
students understand and avoid
plagiarism.
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By Tina Young
Director of Multicultural Initiatives
Seattle Central Community College
5/12/2009
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To introduce concepts for consideration,
reflection, and exploration to deepen
understanding of cultural identity – one’s own
and the identity of others – in order to
strengthen practice inside and outside the
classroom
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◦ Identity is complex and individual
◦ Identity development is a process
◦ Everyone is at a different point in
their understanding of their own
identity and the identity of others
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 History,
traditions, values, cultural
articulations
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•Norms, Rules
•Cultural Dimensions
•Institutional Dimensions
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Social Identity categories describe
dimensions of personal identity, i.e.,
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Race
Ethnicity
Birthplace
Age
Gender
Economic class
Physical Ability
Sexual Orientation
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1. Conformity Stage – “What do you mean I’m
different?”
2. Dissonance Stage – “I can’t believe this is
happening to me”
3. Resistance and Emersion Stage – “ I’m confused
and full of rage!”
4. Introspection Stage – “Oh now I understand, I
may be wrong.”
5. Synergistic Articulation and Awareness Stage – “I
found my place in the big picture.”
Reference: Atknison, D.R., Morten, G., & Sue, D.W. (1998).
Counseling American minorities (5th ed.). New York: McGrawHill
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5/12/2009
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By Sy Ear
Transition Services Advisor
South Seattle Community College
5/12/2009
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These are the 9 strategies that I use
every day in working effectively with
non-native speakers in the
Advising/Counseling office
1.
2.
3.
4.
5.
6.
7.
8.
9.
Communication is more time consuming
Be aware of etiquettes in different cultures
Speak slowly and clearly
Use formal English
Restate what students are saying or asking
Repeat ideas not understood
Ask student to summarize
Put communication in writing
Remember to be patient!
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Have a positive attitude
 Allow more time
Example: If it takes 10 minutes to
communicate with a native speaker,
plan for 15-30 minutes for a nonnative speaker
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Be aware that cultural etiquettes could
be different from other countries
Non-native speakers are also adjusting
to the “American” culture
Examples:
◦ Some may not look you in the eyes
◦ Some may not shake or touch your hands
(Don’t be offended!)
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Remember that most non-native speakers have
had limited exposure to English
Do not raise your volume with these students;
that might be more of a distraction to them
They might not be accustomed to regional
accents
They mostly are not ready for the conversational
speed of native speakers
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Eliminate use of slang
(It is usually only understood by the local
culture)
Most non-native students exposed to
English might have been limited to English
teachers and pronunciation tapes, etc.
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Sometimes students do not have the
vocabulary or command of the English
language to get across what they are trying
to say or ask
It may help clarify what students are trying
to say
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Don’t assume that non-native students will
automatically understand
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Blank look on student’s face
Student asking the same question again
and again
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Some students nod their head in
politeness even though they do not
understand
Again, be patient with the student; it
will take non-native speakers longer
to summarize than native speakers
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Whenever possible have visual aids
Seeing it in writing helps them process the
information
Also, it helps eliminate misunderstanding
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It can be frustrating trying to communicate
with a non-native speaker
Imagine how frustrated non-native speakers
are not being able to find words to ask
questions and not understanding native
speakers
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It can be rewarding!
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By Dana Servheen
Program Coordinator of International Programs
North Seattle Community College
Trang Nguyen
International Student, North Seattle Community College
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•ADMISSIONS
•HOUSING
•INITIAL FACE-TO-FACE CONTACT
•DOCUMENTATION
•TESTING/PLACEMENT
•ACADEMIC PLANNING
•FINANCES
•RULES AND POLICIES
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Parents, agents or extended family members often
complete application paperwork and make initial
arrangements for students to come to the United
States. Some students arrive expecting most
details to be taken care of and not aware of the
numerous steps required to register for classes.
* Be aware of stresses a student may be
experiencing
* Build relationships with students
* Be careful not to assume that students
understand
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Home stay housing is often chosen by parents or
agents. Students find themselves living with
families from different cultural, social and religious
backgrounds. They experience different habits and
customs such as pets living in the house, hectic
family schedules, and unusual foods. Often they
are responsible for doing their own laundry and
cleaning for the first time.
Ask about how the student is getting along
Encourage them to talk with their host family
Suggest other housing options
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Building rapport and trust with new students is
important. For many, arriving at college in the US is
the first time they experience people from diverse
cultures. Organized orientation programs are an
important way to introduce them to our multicultural society, allowing them to learn about
others and to develop a new support system.
☺Provide a warm, personal welcome by introducing
yourself
☺Become the student’s first corner stone if building a new
support system
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Immigration and institutional requirements
for documenting and tracking students can
be demanding and confusing. Students
from different backgrounds react differently
to the requirements of sharing personal
data.
•
Acknowledge concerns and safety issues
• Explain in detail what is needed
• Explain the consequences
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Students arrive with high expectations and
pressure to succeed. They often want a
step-by-step plan that tells them what to
do and when to do it in the quickest way
possible. Testing and placement can be
viewed as an obstacle to be overcome.
 Explain that their success is important
 Emphasize that good grades can be more
important than going fast
 Encourage students to become involved
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Perhaps for the first time in their lives,
international students become responsible
for their own finances. Not only do they
have to pay all their own bills, but they have
to learn how to do this in a foreign culture
with new and different systems.
 Don’t assume students understand
payments
 Provide detailed information
 Explain the consequences
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The US immigration rules and policies for
international students are numerous and
complicated. Students must comply to both
immigration AND institution rules, the
consequences for non-compliance can be
severe.
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By Bob Dela-Cruz
Instructor
South Seattle Community College
5/12/2009
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1.
Know your non-native English speaking
students
2.
Research their ethnic/cultural backgrounds
3.
Reach out to the students academically
4.
Reach out to the students personally
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a.
b.
c.
Create and distribute a student data
survey
Have students introduce themselves
Share your background; ask them for
theirs
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a.
b.
c.
d.
Determine academic concerns/problems
Learn about their native educational
policies and procedures
Learn about their history, social customs,
and traditions
Learn a few words in their native language
such as “Hello” or “Thank you”
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a.
b.
c.
Create course assignments which
include/allow for the use of the students’
backgrounds
Provide tailored assistance for the
students’ specific concerns
Be available during
1) Office hours and
2) Non-office hours
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a.
b.
c.
d.
e.
Greet students in their native language
Play native music in class
Recognize and talk to the students outside
of the classroom and not always about
academics
Listen to the students and their concerns;
when appropriate, provide advice; advocate
for the students
Attend functions involving the students
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Karen Michaelsen
Faculty/Librarian
Seattle Central Community College
©2009
5/12/2009
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“Academic Integrity is a fundamental value of
teaching, learning, and scholarship. Yet, there
is growing evidence that students cheat and
plagiarize.“
Center for Academic Integrity:
http://www.academicintegrity.org
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–noun
1.the unauthorized use or close imitation of
the language and thoughts of another author
and the representation of them as one's own
original work.
2.something used and represented in this
manner.
"plagiarism." Dictionary.com Unabridged (v 1.1).
Random House, Inc. 19 Feb. 2009.
<Dictionary.com
http://dictionary.reference.com/browse/plagiar
ism>.
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EVE Plagiarism Detection System
(This is a viable option for individual faculty.)
Turnitin.com
(This is a subscription service for individual faculty or an entire
institution.)
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Cheating students cheat themselves.
We want our students to develop:
◦ Self-responsibility
◦ Critical thinking
◦ Information literacy
◦ Ethical behavior
http://www.seattlecentral.org/sccc/outcomes.php
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Teach students we expect original work
Develop assignments that make it hard to
cheat
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Student Conduct Incident Report
1. To unit administrator
2. To VP for Student Services
Official responses
1. First time – may be a slap on the
hand
2. Second time treated more seriously
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How can we turn a case of cheating
into a learning experience?
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Teach students to avoid plagiarism:
A tutorial from our neighbors to the north…
http://library.acadiau.ca/tutorials/plagiarism/
Communicate expectations
◦ Include language on the course syllabus
◦ Develop a contract which asks students to affirm
they will comply
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Academic integrity should be a campus value.
Work with your colleagues to develop this
culture.
http://www.academicintegrity.org/
Students who see others cheat and get away
with it are more likely to do likewise.
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“The information literate student understands
many of the economic, legal, and social
issues surrounding the use of information
and accesses and uses information ethically
and legally.”
American Library Association
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Use the strategies we learned today –
Make it hard to cheat; ask students to:
 Compare two sources
 Relate something to their own experience
 Apply a local issue to the global environment
(or vice-versa)
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 Librarians
can help with research
assignment design and resources
 Do we have what your students
need?
 Do you know your librarian?
NSCC http://dept.sccd.ctc.edu/nslib/faculty.htm#Division
SCCC http://dept.sccd.ctc.edu/cclib/For_Faculty/liaisons.asp
SSCC http://dept.sccd.ctc.edu/sslib/contactus.asp
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Center for Academic Integrity – promote
values of academic integrity on campus
Stanford University Library – resources on
copyright and fair use guidelines
Plagiarism.org – research resources for
students and teachers
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Mary Acob-Nash
Sara Baldwin
Colleen Comidy
Pamela Cox
Tram Dang
Tom Davis
Afke deJong-Keefe
Bob DelaCruz
Ann Dwyer
Saovra Ear
Sharon Gilman
Greg Hinckley
Andrea Insley
Linda Johnston
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Reza Khastou
Kathie Kwilinski
Tracy Lai
Dan Loos
Monica Lundberg
Christine Nguyen
Steve Quig
Robert Schuessler
Dana Servheen
Barbara Silas
Brian Smith
Seana Sperling
Yilin Sun
Karen VanGenderen
Andrea Vederoff
Howard Xie
Tina Young 5/12/2009
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Questions?
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