My name is Shyam Sharma, and this is my personal blog alongside a professional portfolio. Linked on top 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.
Some time ago, while I was teaching a first-year writing course that only had international students, after a good class discussion about the importance of writing courses like that as a place to learn some of the fundamentals of American higher education, one student followed me to my office to say how inspired he was by the discussion. But then he added, with tears in his eyes, that he was dropping out of that summer course. After finding out how much the course would cost him during the summer term, he had talked to his parents in South Korea and decided to not take it.
Since the advent of what is called the “global turn” in Writing Studies, our scholarship, programs, and pedagogies have been increasingly focusing on internationalization as a critical educational goal of higher education that we are well positioned to help advance. This interest has manifested particularly in the discourse about multilingualism, translingualism, transnational writing research, and cross-cultural communicative competence. I strongly believe that, as writing teachers, we are an egalitarian, progressive, and sensitive community of scholars who appreciate what our students from around the world bring to our classrooms—how they continue to teach and inspire us—how all students benefit from the increasingly globalized classrooms. Continue reading
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
rather political responses to the ongoing redistribution of economic and geopolitical power around the world …. Living in the US, a society where monolingual policies and assumptions are (understandably) prevalent in most walks of life, I was pleased to see the emerging appreciation of multilingualism because I think this will only have positive outcomes on local and global levels.During the past year, I came across a lot of news items (including some based on scientific studies) about the benefits of multilingualism. There was so much on this issue that I sometimes wondered if the scientific and sociological studies were essentially a part of
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 in 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
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
While I was teaching in Kathmandu, in the early 2000s, a BA first-year student handed me an assignment with the word “Bachelor” written next to his name at the top of his paper. “Why announce your marital status on your homework?” I quipped. “No, Sir. It means that I am getting the bachelor’s degree.” When I hear my undergraduate students who are starting to take engineering courses begin their sentences with “As an engineer, I…,” they remind me of the “bachelor.” But if my student in Kathmandu had stopped using that term when I taught him the word’s usage, my “engineers” today don’t seem to care even when they learn how the word is practically used.
During a recent conversation about education in Nepal here in New York City, a fairly informed fellow Nepali essentially argued that public schools are a thing of the past. So I asked him what percentage of students he believes goes to community schools in Nepal. He said 25 percent. The actual proportion is above 80 percent!