II. Expectations and Prior Knowledge

A faculty member mentioned that for any group of people, we need to make the expectations of the classroom environment clear - how we will function as a culture unto ourselves, and what is expected of the community of which we are a part. 

She also added the upshot is that every semester we enter a class composed of strangers.  We need to get to know them in order to best educate them.  Most of what we do, we do class-wide.  Some of what we do means understanding each of our students.

Additional comments from other faculty members include:
“I learned....that cultural differences (say, for instance, about success and what tools help a student to succeed) can be a significant source of friction.”

“Something important to know is.... teachers do not have the authority to move students into another course that more suits the student's needs --students need to make this decision, though teachers can suggest and offer advice.”

Summed up from a survey of international students' perspectives are these insights:
Students say they are grateful for respect from faculty members and for the extra assistance they provide.

Students ask faculty members to be more understanding and encouraging during discussion sessions in class. In thsese settings, students may have great ideas, but have difficulty expressing them at the speed of a typical classroom discussion.

Students noted that some of them come from different political and social systems, and those differences should be acknowledged and accommodated at times.

If you would like to read the entire student survey, please contact the Durham House (Linda Martin).

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