e-Learning Seminar
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Chinese students encounter many common problems in the U.S. classroom, ranging from issues of academic integrity to building relationships with faculty and academic advisers. This webinar provides best practices to help Chinese students address these and other challenges, such as English language difficulties and unfamiliar classroom expectations. Presenters also discuss how to support faculty in adjusting to the changing demographic of the U.S. classroom. Learn from experts who are committed to supporting the academic integration of Chinese students on their campuses.


Following this webinar, participants will be able to:

  • Identify academic differences and adjustment needs of Chinese students on U.S. campuses
  • Distinguish how to help students build relationships with faculty and academic advisers to help them succeed
  • Review best practices to support faculty in integrating international students in their classrooms.

NAFSA e-Learning Seminar Series: Today's Chinese Student

Today's Chinese Student
This e-Learning Seminar is the third in a three-part series on working with Chinese undergraduates on U.S. campuses. The series focuses on the integration of Chinese students into campus life, the classroom, and the community. Learn about the needs of Chinese students and develop your understanding of their cultural and academic background and preparedness.

Related blog post: Internationalization in Action: Using NAFSA Webinars to Foster Campus Discussion


Jeff LindgrenJeff Lindgren
Assistant Director
Center for Teaching and Learning
University of Minnesota

At the Center for Teaching and Learning, Jeff Lindgren directs the International Teaching Assistant program, which helps prepare international graduate students for their instructional roles. He also facilitates workshops and provides consultations for faculty and teaching assistants on topics such as curriculum design, active learning, and internationalizing the curriculum. He lived in China for six years, teaching English and studying Chinese. His master’s degree is in Teaching English as a Second Language, and he is currently a doctoral candidate in higher education at the University of Minnesota. He speaks Chinese (Mandarin) fluently and recently conducted his doctoral research in China.

Scott StevensScott Stevens, EdD
English Language Institute
University of Delaware

Scott Stevens began his career in ESL in 1981. He received his BA from Bucknell University and his MA and EdD from the University of Delaware. As an instructor, he has taught all skill levels, but he has specialized in the application of drama techniques to the improvement of oral intelligibility. Director of the English Language Institute since 1984, Stevens has overseen the development of more than a dozen English for Specific Purposes programs. He has conducted teacher training both in the United States and abroad, working on numerous federally funded projects. Stevens has a joint faculty appointment with the School of Education, where he has been coordinating the MA-TESL program since 2003.