• Size of the Student Population
• Diversity at the Ohio State University
• Other Useful Places to Look for Help

In Autumn 2006, there were 51,818 students at the Ohio State University main campus in Columbus. Of those, 38,479 were undergraduates. Click here http://www.osu.edu/osutoday/stuinfo.php for a statistical summary of the University.

The diversity of the OSU student population is reflected in the classes we teach as TAs. Owing to the diversity in the classroom, we as TAs as well as students need to be aware of cultural differences. People come from all sorts of backgrounds, and what may be very usual for one person may come as a shock to someone from a different background. We need to be sensitive to this. When teaching, try to avoid examples and stories which have the potential to be even remotely offensive. For example, religion can be considered a good issue to avoid. Though cracking jokes in class once in a while is a good way to keep students awake, jokes about religious beliefs, sexuality, and other sensitive topics should be kept for outside class.

It is not rare to feel slight discomfort if you are a native English-speaking TA with non-native English speaking students in your class or vice versa. In such cases, you have to be mindful of a few important issues, such as

• Avoiding culture-specific words, or slang.
• Writing key terms on the board.
• Inviting students to ask questions, in class as well as outside class.

Please see the following write-up by FTAD’s Soonhyang Kim, “Teaching International Students Across the Curriculum: Supporting Academic Listening/Speaking”: Kim presents his suggestions for instructors teaching non-native English speakers as follows:

Note-taking and Listening Comprehension Are Difficult

• Speak clearly and slowly with steady speed.
• Avoid inaccessible vocabulary, culture-specific words, or slang.
• Make good use of non-verbal communication strategies (e.g., gestures and eye contact).
• Allow and encourage students to audiotape the class if necessary.
• Encourage students to copy or borrow notes from peers and discuss the notes with peers.
• Write key terms on the board and ask comprehension-check questions.
• Invite students to ask questions if there is anything they do not understand.
• Use visual aids to enhance students’ comprehension.
• Provide an outline or key terms on handouts, the blackboard, and/or overhead projector transparencies.
• Post main points or any visuals used in class on the web, or send via e-mail either to all students or upon request.
• Use legible handwriting on the board; cursive script may be difficult to decipher.
• Encourage students to come see you during office hours in order to become familiar with your speech.

A Lack of Second Language Self-Confidence Inhibits Speaking in Class

• Recognize that language learning doesn’t happen at once.
• Be patient and allow longer wait-time when asking for oral participation.
• Ask the whole class to write down their ideas first and then report them to the group.
• Design and use low-anxiety-provoking “structured” small-group activities and then report to the whole class.
• Ask culturally-relevant questions while not putting students on the spot to represent a certain culture.
• Consider activities which can raise international students’ self-confidence.
• Give feedback that emphasizes value of students’ contributions.
• Use a listserve to provide an alternative way to raise the otherwise hidden voices of those who are shy and anxious or reluctant to speak up in class.

U.S. Academic Discourse Patterns and Instructors’ Expectations Are Not Clear or Familiar

• Be aware that international students may have different prior educational experiences and expectations.
• Don’t assume that international students naturally understand your expectations of them.
• Provide specific and clear instructions about classroom activities both in writing and orally.
• Have an open discussion on teachers’ expectations and the nature of the classroom.
• Encourage students to contact you personally if anything is still not clear.
• Be familiar with students’ cultural background, but at the same time be careful not to stereotype or over-generalize it.
• Be aware of individual differences.

1. “Teaching with Student Diversity in Mind”: from Indiana University’s Teaching Handbook.
2. “Teaching a Diverse Student Body: Practical Strategies for Enhancing Our Students' Learning”: University of Virginia’s Teaching Handbook.
3. “Teaching American Students (for International TAs)”: University of Virginia’s Teaching Handbook, namely, “Teaching at the University of Virginia”-pages 56-59.
4. “Guidance for Instructors Leading Classes in Times of International Tension and Domestic Conflict”: Faculty and TA development at OSU provide tips on how to best deal with situations that arise in today’s world of international as well as domestic problems.
5. The staff on Commitment to Success Program (CSP) –Diversity Connection research how diversity impacts and enhances both educational and work settings at OSU.
6. The Teaching Handbook by FTAD also provides some information on the profile of Ohio State.
7. For more details on OSU’s student population, you can consult Peterson’s online guide. First go to Peterson's, click on “Find a School” and then type “Ohio State” in the search box.
   Note: The Statistics Department no longer contracts with Peterson’s to put our information on their website.