Category Archives: International Students

Impressions of an Istanbul student fair

I’ve been attending a fair series in Turkey which involves stops in Antalya, Istanbul, Ankara, and Izmir. Last weekend, we had a two-day fair in Istanbul, and this afternoon I am heading to Ankara.

The fair experience has been interesting so far, particularly in Istanbul. It’s almost as if there were “themes” for each day. For example, on Saturday, we met with many potential students who are hoping to do graduate degrees in the US (and conditional admissions at the graduate level). They came to the fair without their parents, and discussed all aspects of the programs, the application process, funding opportunities, etc.

Sunday, however, was completely different. It was as if it was “ESL day.” The majority of the people who spoke with us wanted an intensive English program, for periods of time ranging from 2 months to 1 year. They also came with their parents, and, in several cases, parents came to inquire about our programs without having their children present! It was a very interesting mix.

I also found that these fairs do not follow the typical model that I have seen elsewhere in the world. Turks haven’t been coming to these fairs in huge numbers so far; however, we were able to take advantage of the slower traffic to actually sit and talk with them for 5-10 minutes at a time. That is something that I haven’t been able to do in some of the larger fair formats that I typically attend. I rather enjoyed it. Plus, it was nice to have a quieter format that didn’t make me lose my voice, for once!

There are two more cities on this fair tour: Ankara and Izmir. I’ll be heading to Ankara today. I’m interested in seeing how the next two fairs will compare to the first two events.

It’s our responsibility to teach responsibility

When I began working at the ELI three years ago, I immediately immersed myself in the organizational culture, in which we put all student needs first. It’s a noble prospect. My colleagues and I bend over backwards for our students, always conscientious of the fact that they are thousands of miles away from home and family, and, as a result, we tend to try to fit into that family role.

Some of the things that we do make sense: helping our students in an emergency, taking them to the doctor when they need medical care, hugging them when they need a shoulder to cry on, knocking on the doors of their apartments when they haven’t come to class in weeks, contacting them when their parents call us frantically because they haven’t called home in awhile, etc. These are important and helpful things that have a positive effect on our students.

We also tend to “assist” students by carrying the load of their responsibilities: chasing after them to provide us with the documents that we need in order to extend their visa status, seeing them outside of office hours because they were late for an appointment (or because they didn’t see the need to set one), sitting with them for a half-hour at a time listening to their attempts to negotiate the non-negotiable just so that they feel “heard,” reminding them of deadlines over and over again, etc.

Now that we have had over a year of 500-600+ enrollment, we have begun to ask ourselves, “Are we doing these students any favours?”

The majority of our students are university bound and already have conditional acceptances to undergraduate and graduate programs at our university or at one of our partner colleges or universities. Many of these students are very young–aged 17-20–and have never been away from home.

We worry now that this behaviour of constantly reminding students about their deadlines and providing them with our services at any time (regardless of the inconvenience) is detrimental to them. One of our functions is to teach our students responsibility; this is even mentioned in our Mission Statement. We are now asking ourselves if we are preventing them from learning the sense of responsibility and discipline that they will need in the university setting because we have been coddling them.

It’s time to get these students ready for college. When they get to that level, no one is going to provide them with the same level of support and “hand-holding” that we do at the ELI. We don’t want to be cold, and we certainly won’t stop being caring, compassionate, and responsive to their needs; however, by holding fast to our deadlines, rules, policies, office hours, schedules, etc., we will start training them for the level independence and responsibility that they will need at the university level. I really feel that the end result will be positive and they will be prepared for US university culture.

This has been the trend of many of our thoughts as ELI staff for quite some time. I think it will be interesting to see how things will evolve over time.