This Blog Should Be Taken With A Grain of Salt

This is a disclaimer for this blog. Today I asked several of my classmates whom I trust for their opinions of the program for the purposes of putting them in a collective post. One of my classmates, a dear friend and my roommate at the dorms, was strongly against the idea of me putting a blog online about Concordia's MAIS program.

He made it clear that he felt any attempt to make our program look bad could ultimately keep our investment from growing. MAIS has many flaws and many perks. I am writing this to you simply because I would have liked someone to do the same for me. I didn't write this blog because I'm angry or frustrated. In fact, I usually wait a couple weeks to put any of my negative thoughts on here simply because my raw emotions may give you the wrong impression. BUT, you must keep in mind that my opinion is my opinion. Not everyone in my shoes would have felt the same way, just as no one else (as far as I know) has taken the time to compile a year's worth of experiences into one free tutorial of what is to come if you join the ranks of CUI's next cohort.

China is full of censorship and restrictions, I refuse to allow any prospective students to be left feeling unaware or ignorant of what can/will come of your loans, time, and hard work. Any reviews or comments I make are mine and mine alone. Take it with a grain of salt and keep that in mind. I know that in recent years this program has grown from a cohort of around 10 with no support in China to cohorts over 50 and with four professors living here with regular office hours.

Fall Semester Research Course (MAIS 503 Ethnographic Research)

Organization

The class is organized very simply. There are six assignments that require you to go out and compare data that you collect around your city and one from a neighboring city. This sounds pretty fancy, but really you are just going to a random school that your friend works at or a factory (they are everywhere). There are two kinds of assignments: empirical and ethnographic. They are divided up evenly with one assignment that the end of the course that will challenge all aspects of both. You will need to know how to use statistics like ANOVA, linear regression, and cross tabulation. I'm sure that sounds like non-sense now, but I promise you can learn it along the way. They will teach you what they can during the summer semester, but basically you will relearn everything during this semester.

Ethnographic

These assignments are quite simple. An example of one is....

Please read Chapter Three of Ikels’ text by the beginning of this week. You should also have

prepared for this week’s assignment beforehand so that you are not rushing to find your host

family at the last minute. Before going to the host family, create your survey or interview questions. This family may belong to one of your students or to a fellow teacher at the school. You are expected to sleep a minimum of one night with a host family of your choice. The family must be composed of a conjugal or blood relationship between at least two individuals – mother/son, husband/wife, grandfather/grandson, etc. (girlfriend-boyfriend does not qualify). You will make observations regarding their interactions with one another and interview them to confirm/disconfirm a minimum of 10 Ikels’ observations (please cite each one with a page number from the text) about Chinese families and households. Please also provide a

background of  the family and each of its members and a reflection of your experience living with your host family.

Basically you spend the night with a family and write a paper about your observations. Not hard and good experience.

Empirical

These assignment are more challenging. You can get ahead of the game by looking how to do the different form of analysis by looking online and Youtube was pretty helpful at times. Here's an example of one of the assignments.....

 a) Introduction (Primary research question, background or history of the family, family structure,  roles and responsibilities at home, conflicts or dynamics. 1 point)

b) Methodology [sampling, context and approach to data collection. 2 points]

c) New Data [including presentation of data in charts, graphs, etc. 2 points]

d) Comparison with Ikels’ findings [include specific references using full APA citation. 2 points]

e) Conclusion (major similarity and differences between your research and Ikels’. 1 point)

1.      Conduct Statistical Analysis:
-       Descriptive analysis:
o   Mean of students age
o   Percentage of males and females
o   Hours of study each week of males and females.
-       Correlation (interval variables) ( one dependent variable vs one independent variable)
o   Math or English scores and age
o   Math or English scores and years of education (PEDU2)
o   Math or English scores and gender (recoded GENDER2)
o   Math or English scores and hours of study each day
-       Linear regression (one dependent vs a group of variables)

Thesis Adviser

The final grade is securing an adviser. This person is a faculty member of Concordia or anyone on their list that is qualified to help you. My advice to you is to find one EARLY and find one that is worth a damn. A good friend of mine had one that was a total flake and she had to secure another one inside of a week. If you do this too late, the good ones will be taken. If possible talk to some of them during the summer semester to build a relationship with them. These people are your saving grace for the thesis writing process. I'm really happy with mine and I couldn't imagine having anyone else. I won't tell you who I have out of respect from her being bombarded. Each one has their area of expertise. Look them up here: Thesis Advisers

Review

Like I said, these assignments look very difficult at first glance, but they will teach you or in most cases you and your friends will all work together to figure things out. Get ahead of the game and learn how to do these things early. If you don't know how to use Excel, LEARN!

The instructor is a bit scatter-brained but she means well. I didn't really benefit from her. It was my relationship with cohort members and my own hard work that saved me. 

Fall Semester-Business Track (MAIS 531-Global Economics and Enterprise)

Organization of the course
The professor for the business track is extremely well organized. There are five modules that last 3-4 weeks. Each module will require one of the five sections of the business plan, a couple of chapter reviews, and discussion board posts. This allows you to work on the classwork at your own pace and convenience.  Self motivation and time management are the keys to success here.

He will keep you accountable for being at a graduate level and you can either love or hate this course. I enjoyed it. I have no business background and had a great deal to learn. You can read the books and research your answers to discussion boards or half ass your way to a 'B'.


Course Grading
Report on Company Site Visit ...................................................................... 10%
Discussion Board (10 @ 3) ........................................................................... 30%
Chapter reviews (10 @ 3) ........................................................................... 30%
Business Plan Chapters (5 @ 5) ................................................................... 25%
Final Business Plan ...................................................................................... 5%
Total Points Possible ................................................................................. 100%


Business Plan Project
The fall semester will require you to write a business plan for a product that could be exported to China from the United States. This product can be from an existing company or you can use it from your own hypothetical imaginary company. One friend of mine did glass baby bottles from his conjured company. I did fitness equipment that already exists from a company in San Francisco. You will write one section per module, turn it in, get grade and your prof will make suggestions on how to improve the plan. Finished product is the final grade for the course.

Critical Chapter Reviews
You have three textbooks to write reviews for. These reviews are critical, meaning you need to have an objective opinion and find errors or give praise. Using reputable sources is crucial to receiving full credit. 250-300 words

Discussion Board
There are different subjects for each module. They range from general economic and financial subjects up to case studies (practice for spring semester). Ten initial posts (250 words) and 10 responses (around 150 words) for the entire course.

Review
This course like the entire program is what you make of it. Don't take your professor's insight for granted. He grades quickly and efficiently. His comments often come off as being cold, but if you Skype him, you'll see he's generally a nice guy. Far too many of my classmates spent time criticizing their assignments as opposed to reading about the Chinese economy and political policies that impact their business relationships with multinational corporations.

School Communication

When you are first given your options for teaching positions, there are two things that are very important to consider: location and school communication. The first may be an obvious, but just because a school says it is located in a certain city does not mean it will be IN the city. Being in a foreign country, it is always comforting to be around people that you know. Though probably will expand beyond your Concordia friend circle, it is comforting to know that these people are going through the same cultural adjustments, school workload, and teaching dilemmas as you are. After getting settled in, you will find it easier to explore and make friends.

Communication with your school administration is also key. I can't speak for all of the schools, but as for ZUST, communication is minimal. Each person at ZUST has different responsibilities so you must develop relationships with at least a few different people to get things done. Nyeve is your girl for school administrative business. She can help you with classes and scheduling. Mr. Li is your man for anything related to your teaching contract. He takes care of your paycheck, visa, and housing contract. If you need something fixed in your apartment, you have to talk directly to the housing ladies in charge of the international students. Ironically, they don't speak a word of English. I suggest you either practice your charades skills or snag a Chinese-speaking international student who can usually be found loitering around the dorms anyways. 

Julia is the Dean of the Languages and Literature School. I've only met her once. She is very friendly, but never really available.

Your greatest resources will be the other foreign teachers living in your apartment. The couple who have worked here the longest will be leaving next year, but there are others who will be more than happy to lend a helping hand. 

To be quite honest, working at ZUST has been frustrating. I've had to re-write a final exam 4 times because they didn't hold up to the 'specifications' that the department required, of which, I was never informed of. ZUST, like other Chinese universities and businesses, informs us of events, important dates, etc. on the last minute. People give the excuse that "it's just China." Either way you look at it, it is very frustrating being on the receiving end and having to change your plans for them. I've heard the same thing from other classmates about their workplaces. Some are worse than others. 

First Month in China

My first month in China has been a pleasant experience. I cannot say the same for other members of my cohort. This is not a declaration of my classmates' emotional well being. I only want to make it clear, that everyone will have a different experience. China and teaching ESL is far from perfect, but I would ask you to consider; what isn't?

If you work at a university you will work between 15-20 hours per week. I make 4,400 RMB or $700 a month. The pay is the lowest, but so is your workload. I don't have any bills aside from food costs.

 Don't think this is any different from most other countries. In Korea, I worked 25 hours per week and made $2,500 per month (apartment provided). My friends with true professorships that worked 10 hours a week, made a mere $1,000. It's normal, so don't think China or Concordia is cheating you. HOWEVER, I have a couple friends working in Shanghai that make less than half of their co-workers. Maybe its b/c Concordia sold them out, or maybe it's a probationary pay period. Find out, do your research on your job. Get in contact with current employees at your prospective employer.

So far, I've had a good time. The only suggestion I have for you is to have enough money in your US bank account to pay any bills while you're gone. Also, bring enough money to cover any immediate costs to get you set up when you get here. Bring $500-$1000 for the first month. Sounds like a lot, but trust me, you don't want to bring too little.

First Week in China- ZUST

For those of you who will be working at Zhejiang University of Science and Technology (ZUST), it is a beautiful university located West of West Lake. You can take a bus to the city (310 bus and the 41 or the J12 on the weekends only) and it will cost you 4 yuan. Yesterday, it took me 55 mins to get there, but it can take as long as 2 hrs depending on traffic. You can also take a taxi there which takes about 40 mins and 45-60 yuan. There is a school bus that goes from the city to ZUST that is free, but I haven't figured out the schedule yet.

Most of the foreign teachers are 40-60 yrs old and there are only a handful of them. It seems like most of them are married.

Class size ranges from 25-60 students. Each "class" lasts 2 periods (45 mins each). I went to observe students at Hangzhou Dianzi University (HDU) and it was surprising how much they participated in class. Most of my students are international trade/econ and engineering majors so they don't like to participate in English-speaking activities. Classes start as early as 8am and the last period of the day ends at 8:55pm.

Unlike the city (near West Lake), the area around ZUST is not very developed. Some restaurants have pictures on the menu so you can point to what you want and if you're really lucky, you'll find a restaurant with English translations. Those places are usually cleaner and a little more expensive. There are a lot of western commodities you won't be able to find out here, so you'll have to make a trip to the city for things like bleach, oil (non-Chinese oil), western food, etc. Students here at ZUST organize weekend shopping trips for international students and teachers, which is convenient.

Housing: All foreign teachers are provided housing on campus next to the foreign exchange students. The apartments are surprisingly spacious since the building used to be a hotel; however, because of the humid weather here in China, don't be surprised to find a little mold and a few insects waiting for you when you first arrive. Standards of cleanliness are not the same here as in the States, so I spent about 2 days cleaning. Also, these guest houses were not made with kitchens, so the "kitchen" (closet turned kitchen) is a little hard to cook in. You are provided a microwave, toaster, hotplate, and washing machine. There is no wifi, but each room has one internet outlet you can connect to.



Unlike the city, you will not run into too many foreigners on the street or very many people who can or are willing to speak English to you, especially if you look Asian. Learning numbers and carrying a translator or dictionary on your smartphone with you at all times is very helpful.

Education Track (Summer Session)

EDUCATION TRACK: 

Week 0: online 
Like the business track, the education track also had a one week online session before summer session actually started to reduce the in-class workload. The one week online session included reading assignments from online journals, watching videos/movies, posing questions about assignments, and replying to colleagues' questions on Blackboard. Nothing too strenuous. Professor Wyman mainly uses online journals/resources so students don't have to buy as many books.



Week 6: in-class 

Readings: 
Classes usually began with a 2-hour discussion of the readings of that day's assignments and review of the summer readings/reflections. After discussing the articles, in groups, the entire class would re-group and answer questions posed by the professor. Each small group was assigned a question that corresponded to the reading and would go through the worksheet as a group.

In-class Movies:
The later half of the class was spent watching education-related movies. About 2 hours of class time was spent after lunch watching a movie and taking notes, upon which, a 1 hour discussion of film analysis ensued.

Movies:
Beijing Bicycle, Not One Left Behind, Together, The Return Home, 187 (Samuel L. Jackson)

Article Contribution: 
For homework, each student is required to bring a scholarly journal to class which was relate to the major theme of that day (i.e.: Mao, Confucius, Deng Xiaoping, Socialism, etc.) and summarize the article's significance to your peers in small groups for 1 hour in class. Though the professor claimed that the significance of this activity was to create an archive of scholarly articles that our colleagues would be able to use as resources for their final paper.  Google scholar or the articles that you thoroughly read in the summer (Week 0) were probably the most useful.

Homework activities: 
Homework activities were entirely group project-based. Here are the homework assignments for each day.

Day 1. Timeline Poster: Create a poster of 10 important events/people that influenced Chinese education.

Day 2. Analects skits: Created skits based on sayings from Confucius' Analects. After watching the skit, the class has to try to guess which 3 Analects quotes your skit was based on.

Day 3.  Little Red Book Posters: Draw propaganda posters that reflect quotes from Mao's Little Red Book.

Day 4. Video Montage Project: Create a powerpoint presentation using video clips provided to juxtapose themes, teaching practices, or historical/culturally significant observations in Chinese classrooms. This project was actually interesting and pertained relevant information related to Chinese education. While the rest of the activities and discussions conducted by the professor maintained at a on-the-surface level of discussion (most information which was covered in the Cultural Class taken in the previous weeks), these video clips were our first real insight into what a Chinese classroom was like.

Guest Speaker:
The most interesting part of this class was an interview with Professor Yu who shared his experiences of growing up in China and experiencing the Cultural Revolution. We were able to ask him questions and hear his feelings about Mao and the changing policies that China went through when he was growing up.

Final Paper:
If you write anything related to education and Mao, Confucius, and Deng Xiaoping, you will get an A on the paper. The final paper is 5-8 pages, double-spaced, and the format he requires makes it very easy to get to 7 or 8 pages because Prof Wyman breaks down different topics he wants you to cover. The paper topic is very broad and everyone gets an A on it if you turn it in and use 6 academic sources and 3 videos (of the videos watched in class).