My name is Shyam Sharma, and this is my personal blog alongside a professional portfolio. Linked on top and left are portfolio pages, and on right are links to some of my professional networks. Blog posts are below, with the latest entry on top. I would love to hear your thoughts and comments through any of the venues. Thank you.
When I taught the graduate-level writing in the disciplines (or “GWID,” as I call it) course last summer, which had a lot of nonnative English speaking (NNES) students, I faced a lot of conundrums. How much time should I allocate to help students with basic writing skills in an advanced writing course like that? Especially when NNES students seek help with their “language,” should I insist that they instead learn how to situate their writing at the advanced level and in their specialized research/scholarship? Should I challenge them to focus on higher-order issues in their writing even when they tell me that their advisors recommended/required the class to help them “fix” what are essentially lower-order concerns? Am I missing something because I am looking at things from my own discipline’s/profession’s perspective and failing to appreciate other points of view as much as mine?
In this post, written for my department blog, I share a number of specific teaching tips for helping international students academically transition and succeed better/faster.
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Part II: Specific Suggestions
In the first part of this post, I highlighted some general difficulties that international students face during their academic transition, focusing on the challenge of understanding/embracing new ideas, assumptions, and approaches about learning and teaching in a new academic system/culture. In this follow up entry, I list some specific suggestions for helping int’l students with their academic transition and success.
Encouraging International Students to Learn about the Big Picture Continue reading
This is a reblog of a post that I wrote for RhetComp@StonyBrook, a blog that I started and facilitated for a year (2013-14) for the Program in Writing in Rhetoric at my university.
- – – – – – – – REPOSTED FROM RhetComp@StonyBrook – – – – – – -
Part I: The Big Picture
Moving from one academic context into another, including in the case of academic disciplines and even levels, can be challenging for any student. But transitioning from the educational culture of one country to that of another altogether can add a whole new set of difficulties. In this post, I would like to highlight how significantly difference in educational practices affect international students’ academic transition and success. Continue reading
International graduate students accepted in US universities are arguably the best products of the academic systems in their home countries. However, when it comes to translating their prior academic success, these students still face an uphill battle.
Especially for students in the STEM fields, academic transition can be challenging because their academic disciplines and programs cannot afford the time and priority toward helping the students develop a broad enough range of academic and professional “soft” skills.
In this blog entry, I highlight some of the causes and consequences of academic and professional skills gap among international graduate students especially in STEM. Let me try to do so by using my personal experience of academic transition and my professional experience of working to support other international students navigate and succeed in the US academy. Continue reading
Our real problem, then, is not our strength today; it is rather the vital necessity of action today to ensure our strength tomorrow. – President Dwight Eisenhower, State of the Union Address,1958 
. . .after investing in better research and education, we didn’t just surpass the Soviets; we unleashed a wave of innovation. . . . This is our generation’s Sputnik moment. – Present Barack Obama, State of the Union Address, 2011 
“STEM” is perhaps the most popular academic buzzword of our time, as well as perhaps the most popular academic term in US politics and policy. But in the debate about the shortage of engineers and scientists in the US, primary attention is given to the issue of demand and supply, and (unfortunately) a more critical issue is often left out. The issue of the quality of education received by our future scientists and engineers is overshadowed by the discussion of their quantity. The undue emphasis on numbers has created the worst blind spot in the discourse of STEM crisis from a global perspective: we’re competing to produce “more” scientists while forgetting to ask if we’re producing the best scientists. This question of quality has to do with academic success, professional development, transfer of skills from academe to the professions outside, and adaptability to changing and increasingly globalized workforce.
In order to produce well-rounded scientists and engineers who are locally successful and globally competitive, US universities must address the bottle necks, blind spots, and speed bumps along the path of academic and professional development for STEM students. And in light of the fact that “foreign-born” students outnumber their local US counterparts in the STEM fields, they must also pay attention to the challenges faced by this majority–especially at the graduate level.
Return of the Term: The term “Sputnik Moment” came back to currency when President Obama used it for suggesting that the US is facing a similar challenge from rapidly advancing countries against staying ahead in science and technology. But while the metaphor helped to draw tremendous attention–leading to a number of Congressional hearings, a flurry of media reports, and conversations within universities–the conversation did not reach far enough into issues of education. Personally, I found return of the metaphor fascinating because I was finishing up my dissertation on engineering writing, focusing on the academic and professional development gap among engineering students. Continue reading
In part I of this post, I discussed the difficulty of “defining” international students. A brief recap: because the word “international” is basically borrowed from the visa section of the International Center, it often means little or nothing when we want to use it for fine-tuning teaching (or for placement purposes). In this post, I describe one main strategy that I use for addressing the challenge.
When I gave up on the term “international” as a convenient way to figure out who needs catching up, I started designing a series of assignments that could help students identify their own challenges. The assignments allow students to study and make explicit the implicit assumptions and expectations of the course and academic work at large, to become aware of their weaknesses and their strengths, and finally, to write about the experiences and knowledge from their past. Such assignments also help students develop a metacognitive knowledge alongside the academic skills that they learn in order to succeed in the new system.
Before I discuss that pedagogical approach and activities and their benefits, however, let me quickly describe a research project that serves as a feedback loop to the pedagogy and helps me address the necessary but flawed logic of deficit, the persistent need to provide additional academic support to the stunningly diverse group of students called “international students.” Please skip to the “teaching section” below if you’re more interested in it.
Translating Success: The Research Project
This is a participatory action research that I started in spring 2013. Hosted at www.translatingsuccess.org, it is based on the idea that because “international” students are a very complex and diverse group of learners, they as individuals can best describe their needs, abilities, and progress. Continue reading
“How many of you are ‘international’ students?” I asked one of my college writing classes the first day of semester some time ago.
About a third of the twenty or so students raised their hands, including some that were half-raised, so I paused to ask what that meant.
One student responded: “I was born here in the US but studied in Korea, and my English is not good.” Her father had been a scientist working in the US but the family decided to live back home after some time, eventually sending their daughter back for higher education. A second student had migrated to the US from the Caribbean while he was in middle school but he said he still had concerns about language fluency in general. Yet another student had come to the US more recently but was fluent in speech; instead he was worried about his writing skills. None of these students were on student visa status to the US.
At this point, two additional students decided to join the conversation, and one of them said, “I am NOT an international student but a lot of people think I am, because I ‘look like’ one.” Continue reading
Karla raised her hand during the first class in an upper division research and writing course I taught last semester: “I have written eleven pages of my thesis already!” She was very proud about being a “good writer” (in her own words).
Tamal, another bright student in that class, had done so much research on the topic he’d chosen that he surprised me when he came for the first one-on-one conference to my office. He seemed to know everything about the ongoing Eurozone financial crisis.
But in the same class, there was another fairly talented student, Yin, who was so scared of a “writing” class that she went to my colleague who was teaching a co-requisite course to share her anxiety. Continue reading
I’ve been thinking about writing this essay on this issue for several years now–though I’ve never found a satisfactory title to convey the idea. After reading a new monthly issue of blog posts by a group of English teachers in Nepal earlier today, I couldn’t stop the urge to express the underlying inspiration. [Update: The blog has now moved to its own domain at www.eltchoutari.com]
Scholarship and the Global Peripheries
The word “scholarship” brings to my mind another term “scholars,” or highly learned individuals who write to produce new knowledge, who publish in prestigious venues, and whose ideas lead and shape their disciplines.
Growing up in one third world country (until high school) and then living and working in another (for more than a decade), I never considered anyone in those parts of the world as producers of new and significant knowledge in the academic fields that I studied.
In fact, I still struggle in my mind to think about regular teachers (especially those in the developing world) as scholars and writers in the same way as those whose manuscripts qualify among the five or ten percent of total submissions made to established journals in their respective fields at the few global centers.
Deep in my mind, the ideas and experiences of people in the global peripheries—outside of the hallowed institutions of knowledge at geopolitical and cultural centers where there are more resources, opportunities, and the power to define what counts as significant—don’t seem to carry as much value, even for their own contexts, even for their own work and lives.
So, yes, I am confessing that I can’t help assuming that the work of the five or ten percent of those who get published at the global centers, those who have doctoral degrees and are usually tenured at prestigious universities, those who have made it to the top of the professional ladders … best determine what counts as genuine scholarship. I automatically imagine that the extreme minority of seeming geniuses as the standard bearers of quality, novelty, substance, and significance with regard to content, method, and professional practice in any field. Continue reading
If you are an international student, you may find this post worth reading.
Let me start with an anecdote.
My first class in an American university was not fun. It was on Thursday evenings, 7-10pm. Week after week, I failed to understand why the teacher wouldn’t teach! She would come to class, sit on the table, then ask, “so, what do you think?” And an older man in the back would start speaking. As someone who had not only studied but also taught a similar course back home, I had a significant amount of knowledge on the subject. This made it worse. The gentleman would continue to share his thoughts and responses and opinions and ideas but without much reference and (honestly) understanding of the text; there were two women who took occasional turns, but they didn’t contribute any depth either. But the teacher would just shake her head, and add more questions. One hour, two hours, almost three hours, and she would not start teaching. Three hours, the class is over, without her teaching anything. The other two courses I was taking were not so bad, but this one, I was totally lost.
After a few weeks, a light went off in my head. This approach to teaching was far better than what I knew before: lecturing forever. Theoretically, I definitely knew about the “student-centered” approach to teaching. But I had never thought that you could really put it into practice to the point of almost “not teaching” at all! Continue reading