Episoder
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Rydel Cawile, a General Studies student from the Philippines, tells us what it was like to come to UFV as an older student with a wife and two young children. He likens being an international student to trying to build and maintain a house of cards: one card falls - tuition, work, family, health - and it threatens the whole structure. He urges instructors to keep in mind the mental and emotional toll that can take and to keep incorporating flexibility into their courses.
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In this special episode recorded in Chandigarh, India, we catch up with Lovesangeet Singh Aulakh. After graduating from UFV and Fraser Valley India with a Bachelor in Business Administration, Lovesangeet returned home to India in 2018 to launch a successful start-up. Lovesangeet tells us how his experiences of receiving packages from his family shaped his current business, Countryside Express. He reminds us of the power of community in supporting international students who are far from their families and encourages faculty to make time and space to encourage young entrepreneurs like himself.
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Mohammed Bearingwala, an analyst in UFV's IT Services and a UFV graduate, talks about the differences between his experiences in College in Mumbai, India and at the University of the Fraser Valley. Touching on grading, exams, tutoring, and course schedules, Mohammed shares insights and experiences that shift our thinking around teaching and learning.
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Claudia Daboin and Nikiel Lal, Kinesiology students and former executives in the Student Union Society (SUS), talk about what it means to advocate for students and the importance of mental health. From the UFV breakfast program to Kickback, they share how students are supporting students in meeting basic needs and building community. They also provide us with important advice for instructors on creating a safe space to talk about mental health and remind us of the importance of recognizing students as humans first.
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Dawn Nansumba, a varsity soccer player and nursing student, shares how she learned to use her voice as a student of colour. She reflects on how powerful it was for her when instructors acknowledge racialized experiences in the classroom and encourages faculty to find ways for students to tell their stories their way.
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Shanga Karim, a creative writing student and journalist from Kurdistan (Northern Iraq), dispels myths about Kurdistan and shares what surprised her about her university experience... everything from the role of advisors to public campuses. She reminds us that immigration is also about learning to be a new version of ourselves, and provides some advice for faculty and staff who want to support students in that process.
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Mehmet Ercan is a political science and media communications student from Istanbul. He shares how the earthquake in Turkiye impacted him and his engagement with school, encouraging us to think about how international students cope when disasters happen in their home countries. A strong advocate for study abroad, he also tells us how 9 months in the USA when he was in high school changed his life. He provides advice around using games to engage learners and teaches us a little about the Turkish language... and his love of cowboy boots!
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Mehak Narang, a Computer Science student from Karnal, India, tells us about her work as a Supported Learning Group Facilitator - one of the first international students to be hired for the job at the University of the Fraser Valley. As a peer educator with record attendance at her sessions, she shares her strategies for adopting a growth mindset and supporting students wherever they are at in their learning.
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Mauli Bajaj tells us about different learning styles in India, including "mugging" or cramming. She also raises important questions about how international students are treated in the community and at work and encourages students to realize that they are powerful!
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In this episode, we hear from Anna Tsoy, a biology student from Kazakhstan, about what it's like to be from a country that people know little about. She shares insights into why international students hesitate to ask questions and how experiences of racism have sometimes made her feel powerless. Anna encourages us all to keep pursuing inclusion with humility.
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We chat with Angela Chubak, a Japanese student taking a gap year from her English literature studies to experience Canadian education at UFV. She shares how expectations around her English level can leave her feeling powerless, and how singing has helped her hold on to her confidence. She shares simples strategies that instructors can use to support students' English development and understanding. For the companion guide, click here.
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We hear from Rajinder Singh, a 4th year student in Computer Information Systems that transferred to UFV from Fraser Valley India, located in Chandigarh, He shares what was new for him when he arrived in Abbotsford, the challenges of balancing work, classes and family, as well as the stresses of the immigration process during COVID. From time zones to drive-throughs, Rajinder teaches us about obstacles that new arrivals must navigate. To access the companion guide, click here.
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We continue our chat with Natasha Rainkie and Leanne Joe about their experiences as Indigenous students at UFV. In part 2, Leanne shares stories about confronting instructors when Indigenous perspectives were not represented and the positive impacts of open communication on meaningful Indigenization. The two leave us with powerful advice and with a song. For the companion guide, click here.
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We chat with Natasha Rainkie and Leanne Joe about their experiences as Indigenous students at UFV. In part one, they share their impressions of UFV’s Indigenization efforts and teach us about the challenges of navigating the legacy of assimilationist policies, their cultural protocols, and course requirements. Access the companion guide here.
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Access the Companion guide: https://ufv.ca/teaching-and-learning/inclusive-teaching/internationalization/multilingual-learners/student-perspectives/
In this episode, we hear from Bradley Nguyen, an international student from Vietnam who came to BC in Grade 11, and his friend, Billie Brown, a domestic student. Bradley shares how microaggressions and the pressure to “whitewash” his behaviour led to social isolation and trauma. We learn why celebrating Lunar New Year with Billie and colleagues was meaningful for Bradley and hear advice on how to avoid treating minorities as cultural experts.
