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Understanding Cultural Context: The International Student Experience with Academic Integrity & Success

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InternationalOffice Berkeley

on 19 March 2014

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Transcript of Understanding Cultural Context: The International Student Experience with Academic Integrity & Success

photo credit Nasa / Goddard Space Flight Center / Reto Stöckli
Understanding Cultural Context:
International Student Experience with Academic integrity & Success

Presenters by Office
Berkeley International Office
Agenda & Learning Outcomes
Cultural &
Educational Differences
Student Perspectives on Cultural & Academic Differences
The Water In Which We Swim
Berkeley International Office
UC Berkeley Library
Center for Teaching & Learning
Ombuds Office for Students & Postdoctoral Appointees

Rebecca Sablo, Assistant Director for Student Services
Erin Skelly, International Student & Scholar Advisor
UC Berkeley Library
Corliss Lee, Librarian, Teaching Library
Center for Teaching & Learning
Richard Freishtat, Ph.D., Senior Consultant
Lecturer, College Writing Programs
Ombuds Office for Students & Postdoctoral Appointees
Marcia Gee Riley, Director
Sunny Lee, Assistant Ombudsperson
Learning Outcomes
Current Student Data
Cultural & Educational Differences
Student Perspectives Panel
Debrief & Resource Sharing
culturally driven differences pertaining to academic integrity
how to address academic integrity issues using proactive methods to minimize misunderstandings
how to approach difficult academic situations with heightened cultural sensitivity
about campus services and resources that exist to support international students in navigating these differences
& Regions of Origin
Fall 2013
Key differences between educational experience at home & UC Berkeley?
How can UC Berkeley better assist students' understanding of:
differences in academic culture and
Berkeley’s approach to academic integrity?
The Water In Which We Swim
Academic Integrity
Task Force at Berkeley
Athletic Study Center
Berkeley Connect
Berkeley International Office
Center for Student Conduct
Center for Teaching and Learning
College Writing Programs
Educational Technology Services
The Library
Student Learning Center
University Extension
Where We Are
Where We Are Going
Driving Goals
Academic Integrity at UC Berkeley
GSI Teaching and Resource Center
ASUC Honor Code Implementation Committee
Ombuds Office for Students and Postdoctoral Appointees
Vice Provost for Teaching, Learning, Academic Planning & Facilities
David Presti- Student Affairs Committee, Academic Senate

Academic Dishonesty vs. Academic Integrity
Academic Integrity Task Force website
Contending with many bad examples:
Disciplinary differences
Future Issues
Online education
Incorporating academic integrity throughout the curriculum
And beyond! Teaching students to be good citizens
Varies from assignment to assignment
A consistent message for campus
NOT trying to simplify a complex situation
NOT re-creating the wheel
Promote ongoing & continued campus dialogue about Academic Integrity & its emerging trends, needs, & guiding practices
Q& A
Scenario 1
Candace Hsieh, a first semester freshman from China, has been referred to you by a faculty member in your department. From a prior conversation with the faculty, you know that Candace’s first assignment was lacking in content and grammatically incorrect. Her second and third assignments were much better but the third paper was very familiar to the faculty member. He looked on turnitin.com and realized that portions of the paper were plagiarized from that site. When the faculty member confronted the student, she dissolved into tears. Rather than pursue conduct charges, the faculty member would like you to work with the student on a plan to improve by accessing campus resources. As Candace enters your office, you notice that she is avoiding eye contact and has sweaty palms.

Scenario 2
Hans, an exchange student from Germany, has visited your office in the past and has set an appointment to discuss an academic dispute with you. He was given a failing grade on his midterm based on academic dishonesty. The student was allowed to bring a single 8.5 x 11 page of notes to the essay exam. With the same study group that has been meeting all semester, Hans and the other group members developed their notes and felt confident going into the exam. The faculty member failed them for collaborating in advance on the answers to their exams and found it to be just as unethical as exchanging information while the exam was actually in progress. Hans and his classmates have decided to dissolve their study group and without their support, he’s now struggling in the class.
Scenario 3
Sue, an international student from Korea, transferred to UC Berkeley from a community college in California. The first semester has been very challenging and Sue has already been approved one-time-only by the Berkeley International Office to be enrolled less than full time due to difficulty keeping up with reading and writing assignments. You suspect that she may be struggling with her social adjustment since most of her friends went to UC’s in southern California but so far, Sue is only willing to share academic concerns with you.

At today’s meeting, you’re talking to Sue about some techniques to manage her time and do well in her remaining courses. She shares two strategies that have finally helped her cope with her time and build her confidence. One of them, she explains, is to write her papers in Korean and use an online translator to convert to English. She also likes recycling some of the content from her A+ community college papers. So far she’s been getting good marks with these assignments and feels confident that she’s finally getting a hang of Berkeley’s rigorous academic culture.

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