Studying in a foreign country is a big challenge. Beyond studying and communicating in a second language, students must learn to navigate a second culture – both the regional culture as well as a new academic culture. Academic expectations and structures are very different in every country, and the adjustment can be difficult for international students.
Many international students are shocked when asked by a professor for their own opinion on an academic matter, or are more familiar with grading systems where only the very last exam has any impact on their final grade. Many are not used to frequent, graded assignments throughout a semester, as is common in the U.S. Being expected to participate in class discussions, and being graded on this participation, can also be intimidating for students who are speaking English as a second language.
There are several important steps international students can take to make sure the academic year starts off right.
1. Attend programs for international students before the semester begins: These new and unfamiliar classroom rules can make the first few weeks of school very scary and confusing. The good news is that there are often many people on a university campus, like myself, whose job it is to assist international students adjust and them learn the skills they need to succeed.
Find out if your university offers orientation sessions just for international students. We host events for international students a few days before the school year begins, so multiple trips to campus before the first day of class aren’t necessary.
During your international orientation, seek out practical information on how to get a cell phone, where to find a bank and how to ride public transportation. We discuss the cultural differences you may experience in the classroom and review the range of services offered by our Academic Success Center.
The center’s primary function is to offer tutoring and academic support to all students from every major – both domestic and international. The office coordinates peer advising, supplemental instruction or group enrichment for traditionally difficult courses, special advisers for athletes and first-generation students, as well as the online writing lab and credit by exam services.
We encourage international students to check each semester for supplemental instruction being offered in their classes, and to seek tutoring or other support services early on. These services are not just for when students are struggling, but can help students reach high goals, such as making the dean’s list, increasing GPA, boosting language skills and simply to improve their academic performance overall. Becoming familiar with what academic services are available as early as possible – even before arriving on campus – can go a long way to ensuring an easier adjustment.
2. Ask questions and seek help: College and university services in the U.S. can be far more extensive than international students may realize. New students should look carefully over the university website for student service offices and pay close attention at orientation to learn what services are offered.
The international student office is often a great resource for determining where to find help. Most students will be in contact with the international office well in advance of the start of classes, and they can ask their international adviser for recommendations on where to find different types of assistance. We always tell students, “If you don’t know where to go, start with us and we’ll help you find who you need to talk to.”
The professor-student relationship is the other academic relationship that can be a key to success. Professors in the U.S. are often very interested in getting to know their students, especially at schools with a lower student-teacher ratio. This can lead to great mentor relationships and helpful guidance.
Students should make a point of introducing themselves to their professors the first day of class and being sure to go to office hours – times when professors are in their offices to meet with students – at least once or twice a semester.
3. Work to understand cultural differences: The answers to questions like “Why do people here do that thing?” “Should I wear this to class?” and “What does my professor mean when she says this?” may be surprisingly different abroad. Here, undergraduate students take a class that helps them understand different cultures and how they influence our lives. Ask about classes like this on your campus, and don’t be afraid to talk about these differences. It will help you better understand and adjust to the changes.
I had many of the same concerns and challenges as the international students we have when I studied abroad in Austria as an undergraduate. Much of the advice I give students comes from lessons I learned through mistakes and the successes I had – including that it’s never a bad thing to ask questions. You don’t have to know how everything works on the first day. It takes time and work.
I assumed the professor for my German poetry course wanted the same things from my class presentation as my U.S. poetry teachers wanted – for me to analyze the poem myself and share my analysis with the rest of the class. I was wrong, and embarrassed myself horribly because the professor wanted me to do a report on what experts have said in their analyses. I did not get the grade I hoped for in that course.
I now use this experience when encouraging international students not to make assumptions and to always ask questions of what is expected of them. Knowing it is okay to ask questions and knowing where to get the questions answered are two of the key lessons I hope international students will take away from my advising.
By US News