Amherst HSTEM 2021 Winter
By Phyllis Oduor ’23
Introduction
As an international student from Kenya, I lacked the cultural capital needed to thrive at an institution like Amherst. Concepts like office hours and TA sessions were new to me. I learned about these resources way into my first semester as I worked hard to fit in the institution. It did not occur to me that the transition was easier for some domestic students who had gone to schools with similar structures. Anthony Jack’s book, The Privileged Poor, helped me understand my experiences. I talked to six current international students who shared similar sentiments and had experienced similar struggles. That inspired me to create this workshop that fleshes out the basics of the academic structure at Amherst College to international students. My hope is that students who take part in this workshop will be in a better position to thrive in Amherst classes. I also understand that this workshop is not enough to put students at the same preparation level as their peers. They will have to deal with other issues that are not discussed here such as stereotypes about their countries.
Purpose
The purpose of this workshop is to introduce international students to important resources offered by the college before they start their academic journey at Amherst College. I appreciate that International students have one week of Pre-Orientation before domestic students arrive on campus. However, one week is not enough to expose students to the social and academic life at Amherst. My proposal is to have this week extended to enable students to learn more about the school and classes. It would be beneficial to have a rigorous program, similar to the Bridge program, where students get the opportunity to be in class with Amherst professors and assimilate into the US system before they start their classes. International students would have to come to the college earlier than other students. Summer programs for international students have been adopted by institutions like Harvard and, in my opinion, is a model that needs to be considered by the college.
Workshop Structure
The workshop should preferably occur within pre-orientation cohorts (10 students) that are typically led by two International Student Leaders (ISLs) . It can be done on zoom, or hopefully in person if the pandemic situation looks better. HSTEM alumni, preferably of international experience, can facilitate the discussions. It would also be important to have HSTEM faculty join the discussions to guide the conversations. The students should be given an opportunity to ask questions and reflect on their experiences.
Suggested Workshop Schedule
- First 5 minutes:
- The first few minutes can be spent on introduction: name, country, pronouns (if comfortable), prospective majors and a fun fact about themselves.
- ISLs/HSTEM alumni can give a brief background about the origin of the workshop and the Amherst Uprising.
- Next 30 minutes:
- ISL Presentation on the structure of Amherst classes.
- Introduction to IMPORTANT concepts like office hours, when one should go to office hours, TA sessions, and why they are important.
- Introduction to other useful resources like peer tutors, and the writing center.
- Introduction to LOEB center and how to apply for internship/work study opportunities.
- 10 minute break:
- This time can be used for an ice-breaker activity.
- Suggested ice-breaker activities:
- Put your finger up if you:
- Have been to the US before.
- Feel ready to take Amherst classes.
- Miss home already.
- Understand Office Hours.
- Know who to approach if you are struggling with a class.
- Know who a TA is.
- 15 minutes:
- The cohort can be split into two groups with an ISL and HSTEM alumni.
- This time can be used to reflect on what was discussed in class and for community building.
- Last 5 minutes:
- These last few minutes can be used to do post-workshop journaling.
- The students should be given the opportunity to ask questions.
After Pre-Orientation
ISLs should be available as contact persons- similar to a PEER mentor that CDSL developed- for weekly check-in during the first few weeks to help with the adjustment. I found my ISLs warm and welcoming and I have been in contact with them since my pre-orientation. Having ISLs after orientation will be useful in the transitioning process such as: figuring out what classes to take, asking any questions that may arise during the first few weeks such as dealing with stereotypes and managing accent differences.
About me and why this workshop?
My name is Phyllis Oduor, and I am a sophomore, class of 2023, majoring in Neuroscience. My motivation for this workshop comes from my first year experiences as an international student from Kenya. I was stranded even within my classes and would mostly rely on my peers knowing something more about what was going on. I did not fully utilize all resources at my disposal due to lack of prior knowledge about their existence. Having this workshop will hopefully bridge that knowledge gap for incoming students putting them at a more advantaged position which will hopefully motivate them as they embark on their college journey.