�����鶹ԭ��

International TAs at �����鶹ԭ��

International TAs are a vital and integral part of the educational system at �����鶹ԭ��, as they bring diversity of experience and culture to the College. Despite many challenges international TAs might face, teaching American students is a rewarding experience. TAs who have come to �����鶹ԭ�� from abroad can make their teaching experience more positive by learning the expectations of their students and their behavior in the classroom. The following information may also be useful to American-educated TAs, as various aspects of �����鶹ԭ�� undergraduate life may still be unfamiliar to them. 

The Culture of �����鶹ԭ��

As a TA at �����鶹ԭ��, you are bound to play an important role in the lives of undergraduate students. Thus, knowing and understanding the culture of �����鶹ԭ�� can help you improve your teaching skills and build better relationships with students. 

The Students:

The standard undergraduate education in the United States is a four-year program. An undergraduate enters �����鶹ԭ�� as a “freshman” after finishing high school, typically at the age of 18. “Sophomore” is the term for a second year undergraduate and “junior” refers to a third-year student. A “senior” is a student in their final year as an undergraduate. 

The Course:

To earn a bachelor’s degree, undergraduates must successfully complete a set number of courses. Each of the departments or programs at �����鶹ԭ�� has different degree requirements. Undergraduates typically take four classes each semester in consultation with the Undergraduate Dean’s office. A major goal of American undergraduate education is to expose students to various fields of knowledge. Thus, during their four years at �����鶹ԭ��, undergraduates take courses in a wide range of subjects. The College has a distribution requirement that facilitates students’ engagement in studies across a variety of fields. To ensure that students’ education does not just involve exposure to many disciplines, they must choose an area in which they intend to specialize by the end of their sophomore year. The declaration of a major is part of the Sophomore Planning Process which is posted on the Dean’s Office website each fall. Students may also double major with the approval of both major departments and their dean. The precise distribution and major requirements for each degree are listed in �����鶹ԭ�� Undergraduate Course Catalog. Courses which are not distributional requirements or major requirements are known as electives. Students elect to take them because they are either in their major field of study or simply because they are interested in the subject. Undergraduate courses have four different levels, ranging from introductory 000 or 100 level courses to 300 or 400 level special categories of work for seniors majoring in the subject. 

The Grading System:

Students receive grades for each course they take. The grades can be based on problem sets, quizzes, exams, written papers, laboratory reports, and presentations. �����鶹ԭ�� undergraduate grades are on a 4.0 scale. Students must earn a 1.0 or higher in a course to receive credit. Students must earn a 2.0 or higher (grade above merit) to count towards college requirements and major requirements. The grades count towards a student’s grade point average (GPA) which is a significant indication of a student’s academic success. Students may take some courses under the Credit/ No Credit (CR/NC) option. The grade for the CR/NC option course is not factored into the student’s GPA. All student’s coursework is recorded by the College on the official transcript. More information on grading and academic records can be found in �����鶹ԭ�� Undergraduate Course Catalog. 

International Student Challenges 

Language Problems:

English is not the first language for most international TAs which sometimes can lead to challenges in the classroom. Although language differences can be problematic, they are a minor consideration compared to the amount of knowledge students can learn from you. The following tips might be helpful to solve language problems in the classroom: 

• Make it clear that English is not your first language and ask students to speak slowly and clearly if necessary. 

• Ask students to explain any slang expressions or colloquialisms that you don’t understand. 

• Be prepared for your classes and be patient with the students. 

• Work with your students to establish two-way communication. 

• Maintain a positive attitude towards your language challenge. Most students will overlook your language difficulties when they see your subject competence, willingness to help, and friendly attitude. 

• Work on improving your English language proficiency. Practice your pronunciation, read more English books and newspapers to improve your vocabulary, listen to conversations in English, and consume English-language media such as movies, TV, and podcasts. 

Culture Shock:

A lot of international students often experience some sense of “culture shock” which can be described as emotional distress upon arrival in a foreign country. It is a natural part of adjusting to life in a completely different environment. If you are having problems adjusting to living in the United States and experience prolonged symptoms of culture shock, you should seek help by contacting �����鶹ԭ�� Counseling Services and the Pensby Center. Patti Lausch (plausch@brynmawr.edu) is the Assistant Dean for International Student and Scholar Advising and will be your main contact at the Pensby Center. Additionally, you can contact International Graduate Student Representative on the GSA Board to find more information on social gatherings for international students. The following suggestions may help you relieve culture shock: 

• Stay involved and try to keep yourself busy. 

• Participate in various events organized on campus. 

• Avoid socializing only with students from your country. Try to make friends with American students and learn more about their culture.