Yonsei’s Global Department for Foreigners
: A Model for Serving International Students
in the First Year
Jeong Ah Cho(Ph.D., AA, Yonsei Univ.)
Sung Eun Yoo(Ph.D., AA,Yonsei Univ.)
26th International Conference on The First- Year Experience
WAIKOLOA, HAWAII JUNE 17-20, 2013
Introduction
The purpose of this study
 This poster presents on a model for serving international Students in the
first year at Yonsei University.
 Yonsei`s global department for foreigners will be an appropriate model for
other institutions to adopt as they seek better serve first year international
students.
 First we`ll suggest you what global department for foreigners is.
 And then we display some simple analysis on the impact of this special
program for international students.
Background
▶ The importance of international students`s first year
The first year college experience is important for not only Koreans
but also foreigners.
But many universities in Korea generally focus on recruiting new
international students rather than helping them adjust to a new
institution and culture. Therefore, many international students have
difficulties especially in first year.
Background
▶Yonsei has unique “Global Department for Foreigners”
The only university that has “Global Department for Foreigners” is Yonsei
University in Korea.
Yonsei has own academic curriculum focusing on the first year and many
extracurricular activities helping adjustment for international students.
A Model
: Global Department for Foreigners
Global Department for Foreigners
▶What is “Yonsei Global Department for Foreigners(GDF)”?
. Established in 2011
. Undecided students(major can be decided at the end of the year-prior to sophomore)
. Undecided foreign students explore fully his own interest in major, career in the first year
. Offers distinguished education program – regular academic curriculum & diverse extracurricular programs helping adjustment for international students enrolled in GDF.
. Offers the opportunity for the diverse major choice and career exploration.
. Provides the special academic advising by experienced academic advisor.
. Has many support program for the language skill, self-government activity.
.Students who satisfy the qualification can advance to real major in the 2nd grade.
Regular academic & extra-curriculum programs
Extended
Orientation for
GDF`s freshmen
Presentation of
Guide to applying
major
Spring Workshop.
Fall Workshop.
O.T.
2
Presentation of
Guide to applying
major
O.T.
3
4
5
6
7
8
9
10
11
12
Global
Seminar
Global
Seminar
Korean culture
Experience
Korean culture
Experience
Spring Semester:
Peer-Mentoring Program
Spring Semester course
for GDF : RC101
Fall Semester Peer-Mentoring
Program
Fall Semester course
for GDF : RC101
Regular academic & extra-curriculum programs
Program
Time
Contents
Global Seminar
Feb., Aug.
Adjustment of College Freshmen(GDF)
Academic Success
Orientation
Feb., Aug.
General Orientation for Foreign Students before enrollment
Extended Orientation for GDF`s
freshmen
Feb.
Extended Orientation for GDF`s freshmen(2days)
Korean culture experience
Mar., Sep.
Increasing sense of community with senior students, Understanding &
adjusting Korean culture
Peer-mentoring program
Each Semester
1:1=senior student(former GDF):GDF freshman
Matching mentoring program,
Spring Workshop
Apr.
Enhancing sense of belonging of the GDF members
Fall Workshop
Oct.
Enhancing sense of belonging of the GDF members
Presentation of guide to applying
major
Jun., Dec.
Guide to the way & process on applying major,
major assignment
RC101 for GDF
1st semester
Residential College 101 Course for GDF: Introduction to campus life,
college success, making college plans
Final Term Evaluation meeting
Each Semester
Monitoring of the above programs
General Evaluation on GDF`s experience
 GDF has been suited for the undecided students`s need & GDF`s
establishment purpose.

During the GDF year, foreign students participated the various major
related program, special lecture by the specialists, take the various majorsearch courses and experienced many extra-curriculum.
 GDF can be considered to make more soft landing than the (major)
decided foreign students in the college adjustment and college success.
 GDF Group`s academic achievement has been on an increasing trend.
 GDF`s academic probation has been decreasing.
Evidence
Methodological specifics & limitations
 Academic achievement & satisfaction on the department is a typical indicator
of the college adjustment and college success.
 A perfect score of GPA is 4.3.
 The level of Satisfaction on university & department is measured by 5 likert
scale.
 The difference between GDF students group and decided foreign students
group can be explained by GDF program`s effect. Because generally each
major department does not have special program for the international
students.
 Of course this is not a rigid method for the verification of causal relationship.
Evidence of the assessment 1
3.2
3.1
3
2.9
2.8
Students in GDF
Decided Foreign Students
2.7
2.6
2.5
2.4
2011_1
2011_2
2012_1
2012_2
Evidence of the assessment 2
5
4
3
Satisfaction on Yonsei
University
Satisfaction on GDF
2
1
0
2011
2012
Discussion & Implication
Discussion
 The result of comparison of two groups says that the academic achievement
of the GDF students was improved. Their average of GPA was 2.84 in 2011
spring semester. But in 2012 spring semester GPA of the GDF group was 3.0,
2012-fall was 3.11. GPA of the GDF group has been on a steady rise.
However decided foreign students showed a decline from 2011 spring
semester to 2012 spring semester. 2012-fall semester`s GPA average increased
slightly.
 This means the systematic education program and professional academic
adviser`s coaching helps the GDF foreign students grow positively. Actually
other foreign students who enrolled in other department could not take the
guide, special programs, individual coaching.
Discussion
 The satisfaction on the department was increased(3.39 -> 4.05).
The rate of increase was 0.66%.
On the other hand, the satisfaction on the university was very slightly
increased. Increasing rate was just 0.05%.
 Considering the GDF`s short history, this result can be seen that the system
of GDF has the positive effect. .
Implication of practice
 Considering that foreign students may have double-burden,
university authorities are hard to completely avoid responsibility for
those college adjustment & success.
 Instead of focusing new foreign students, Yonsei`s GDF concentrate on
the first year education, adjustment of the campus life, improvement
of academic achievement, diverse major search experience, individual
coaching.
 Some statistical evidence says that GDF`s education system has
positive effect.
 GDF`s experience can be a good model for the university policy.
Implication of the future study
 Well designed longitudinal study is needed for verifying the causal
relationship on special programs.

As well as the survey has to include the measurement of self-efficacy
and mental health.
 Finally qualitative research is useful to plan the special program for
the foreign students.
Thank You