Understanding Cultural Differences in Education Systems with Yisu Zhou

SA Voices From the Field

In this episode of Student Affairs Voices From the Field, Dr. Jill Creighton hosts Dr. Yisu Zhou, an accomplished university professor from the University of Macau. Dr. Zhou shares his unique journey from being an international student to becoming a professor and provides insights into the transitions in higher education, particularly in China and Asia.

The episode begins by introducing Dr. Yisu Zhou's background and educational journey. He highlights his early experiences as an English teacher in rural China, which sparked his interest in education. He pursued his PhD in the United States, which ultimately led him to his current role as a professor at the University of Macau.

Dr. Zhou emphasizes the impact of internationalization in higher education, discussing how the economic growth in China over the past two decades has created a demand for high-quality education. This demand has led to an increase in Chinese students pursuing undergraduate and graduate degrees abroad, especially in the United States. He also touches on the various stages of this trend, starting with Chinese students seeking doctoral programs overseas and later expanding to undergraduate programs.

The podcast delves into the differences between teaching styles in the West and East, highlighting the smaller class sizes and active communication in Western universities compared to the more lecture-focused approach in many Eastern institutions. Dr. Zhou suggests that educators and student affairs professionals should understand these cultural differences and proactively support international students in adapting to the new learning environment.

Dr. Zhou encourages student affairs professionals to be patient and understanding when working with students from different cultural backgrounds. He explains that while students from Asia may initially appear passive, they are actively processing information and sometimes take longer to initiate help-seeking behavior due to cultural differences.

The podcast concludes with Dr. Zhou emphasizing that international students can be valuable assets to higher education programs, as they bring strong work ethics and a commitment to academic excellence. He also highlights the need for international students to develop skills for navigating diverse and complex educational systems, which can differ significantly from their home countries.

This episode offers valuable insights for student affairs professionals and educators, providing a better understanding of the challenges and opportunities that come with the internationalization of higher education and the diverse cultural backgrounds of students.

Please subscribe to SA Voices from the Field on your favorite podcasting device and share the podcast with other student affairs colleagues!

TRANSCRIPT

Dr. Jill Creighton [00:00:02]:

Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. This is season 9 on transitions in student affairs. This podcast is brought to you by NASPA, And I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Welcome back to another episode of SA Voices from the Field, where today I'm delighted to bring you a conversation with an accomplished university professor from the University of Macau. Isoo Cho is an associate professor at the faculty of education and by courtesy, the department of sociology at the University of Macau. He earned his PhD team from Michigan State University's College of Education. Joe's doctoral dissertation focused on the teaching profession, specifically out of field teachers and utilize a large scale survey from OECD. Before attending MSU, Joe received his bachelor's degree in statistics from East China Normal University and worked as an English teacher in rural Shanxi province from 2005 to 2006, where his passion for understanding the educational process bloomed.

Dr. Jill Creighton [00:01:06]:

Joel employs a sociological perspective when examining various policy issues, including school finance, teacher professionalization, and higher education cation reform. His work has been published in Discourse, Sociological Methods and Research, Chinese Sociological Review, international journal of educational development, and other notable journals. Zhou has also been feasted on various Chinese media outlets, such as the paper Peng Pai Xing Wen, Beijing News, Xing Jing Bao, and China Newsweek, Zhongguo Xing Wen, Zhoukan. In the University of Macau community. Joe is deeply committed to teaching and service. He created the 1st generation course aimed at raising global awareness for undergraduate students across all majors and departments. And with an innovative approach to nurturing students from diverse backgrounds, this course is widely accepted by those students and running at full capacity every year. Professionally, he's actively engaged across the university and scholarly community, and he received the outstanding reviewer award from occasional researcher in 2015.

Dr. Jill Creighton [00:02:04]:

Joel's service work reflected his thinking of higher education as an ecology of knowledge experts. He's penned a 5 year strategic plan, advise on a library strategic plan, and architected a doctoral of education program. He is the recent recipient of the faculty service award for 2017, 18, and also so 21/22. Isu, we're so glad to have you on the show today.

Yisu Zhou [00:02:25]:

Thank you very much for having me, Jill.

Dr. Jill Creighton [00:02:27]:

And even better for me that we're in the same time zone, that as a gift I don't get on the show a lot. Yes. Yes. You had lots of international people appearing on our show.

Dr. Jill Creighton [00:02:35]:

And you're at the University of Macau, how so folks know listeners who are not familiar with the geography of China. Macau is in the southern part of China. It's a beautifully warm place. It's also famous for casinos, amongst other things.

Yisu Zhou [00:02:48]:

Like Orento, Las Vegas, if you want a short metaphor.

Dr. Jill Creighton [00:02:52]:

You can even go to, like, the MGM in The Venetian in Macau.

Yisu Zhou [00:02:55]:

It's actually the same.

Dr. Jill Creighton [00:02:56]:

But that is not the reason you're in Macau. No. So So we're glad to talk to you today about your experiences as a professor of higher education studies. And normally, I think our listeners are exposed to professors of higher ed who are pretty western centric. So this is a great opportunity to learn more about higher education and the study of higher cation in Asia. But before we talk about your expertise in the transformations and transitions of higher ed in China, I'd love to talk to you first about how you became a professor.

Yisu Zhou [00:03:25]:

Oh, yeah. No problem.

Dr. Jill Creighton [00:03:27]:

So what's the story?

Yisu Zhou [00:03:29]:

I think you can say part of that is is running through the family. So both my Parents are academe, working in the, academia, which give me some exposure to how institutions work in the Chinese setting when I was little. But I I didn't actually made up my mind before well, I think well into my PhD program. When I grow up, I wanna be a scientist. So I think in college, I study, statistics. So, kind of the applied field of, mathematics in a sense that I wanna things, and, I wanna run data. I'm really interested in data as a kid, when I grow up. But, after college, I also wanna get some exposure about Interacting with people.

Yisu Zhou [00:04:07]:

I'm kind of, you know, in that, gap sort of a mentality, that I'm interesting a lot of things, but I really I had a mid in my mind about what I'm going to commit my life to doing. So I spent a year actually teaching in a rural village in the Western China, which kind of a place they have a poverty line, which give me a lot of experience working with, rural children, rural parents. And I taught English at 6th grade, in that particular school, for the year. So I really start to think about how I can observe social life, Particularly school life. That is, I I think the main motivation and the main sort of event that, direct me toward a study of education. So after that year, I went to the United States. I, went to Michigan State to do my PhD degree. I first Enrolled in, psychometric program because of my statistics background, and people really want me to contribute to that.

Yisu Zhou [00:05:03]:

And after 2 years, I found that my passion and my interest has, sort of shifted toward international and competitive education. So I'm trained as an international comparative, educator in my PhD program. And, well, Macau sort of come as a supply because I am the part of the, post, What we call, 2008 survivors of the, economic meltdown so that many, US universities, freeze hiring during the time. It's been actually, they fed. It's quite, last quite, for some time. So when I was in the job market in 2011, The the domestic job market is basically so competitive that there are only very handful places openings in that particular year. So when I was searching the catalog job postings on Chronicle, this place called University Macau sort of, appeared in my search. I actually have never heard of this university before, And this is really a new experience.

Yisu Zhou [00:05:59]:

I know places in Hong Kong because they are more established. They have university of Hong Kong and Chinese university of Hong Kong are the 2 sort of the star universities in a region, and people already know that. But never heard of University of Macau. So I did a little bit of research. I think, well, maybe I should try that mostly because it's close to home And it's an international environment which allows me to conduct international research and to teach in English and, had the opportunity to with a lot of, international colleagues. And, well, when I I didn't expect a lot, you know, when I submit my application, but think, like, 2, 3 weeks later, I got a call from my former dean, and he says, he just moved from, University of Virginia, actually, to Macau. And he's really looking for people who have received a very rigorous American style academic training to work with him. So, you know, we had a nice conversation.

Yisu Zhou [00:06:48]:

And he invited me over for a job talk. And, well, the rest is history.

Dr. Jill Creighton [00:06:53]:

And you have since become quite an accomplished publisher share amongst many other things. I would encourage all of you to go look up Zhou Isu on, Google Scholar. You can see he's just got quite picture related to education in the Chinese region. But thinking about what you're studying now, what's your focus now in your work?

Yisu Zhou [00:07:12]:

So because I'm getting older and my also my role with inside institutions sort of transitioned toward more of the administrative side, I've been involving a lot of, program administration, my faculty administration, and, of course, some university side of business, which I think it give me a kinda unique Sort of an insider perspective in terms to understand how institution work. So my interest gradually shifts toward this institutional perspective about university, I think higher, education because my current working situation and the network I've been building because of my professional lives. So I think recent years, my interest gradually shift toward, understanding, higher education development in China, in Particular internationalization of higher education in China. I think that's one thing currently I'm doing some research at the moment.

Dr. Jill Creighton [00:08:00]:

The institution I'm working for currently is a great example of internationalization.

Yisu Zhou [00:08:05]:

Exactly. I really had a privilege and opportunity to visit DKU during the summer. And it's really impressed me and opened my mind. We have so much to learn from you guys, a top elite private institution and working in China And catering to a lot of Chinese student demand and, to really establish yourself as an em embracer of this movement of, internationalization of higher ed in China.

Dr. Jill Creighton [00:08:29]:

And the joint venture universities in China are varieties of years old. We have a neighbor, Shaqingqiao, Liverpool, which is much to older than us, but our closest most similar university, NYU Shanghai, is the same age as us, and that's a decade. So it's to a wide variety. There's also the University of Nottingham Ningbo down the road, which, again, also much older than us, Wenjoking, and then some that are younger than us like Tianjin Juilliard. So it's all over the map.

Yisu Zhou [00:08:54]:

Yeah. It is. It's it's all over the map. And I think from a policy perspective, China really sort of embraced In, multifaceted, you can say, strategies in terms of working with international partners. We have American University, European University, Right. Coming to China, setting up joint ventures. There are also several, Hong Kong institutions. They have different levels of cooperation in China.

Yisu Zhou [00:09:16]:

Right. They have joint ventures. They have sites like campus. But most of them actually have a research institution set up in China.

Dr. Jill Creighton [00:09:22]:

So let's go back and think about the transition of the movement to begin opening doors for internationalization of education in this part of the world. What can you tell us about that history?

Yisu Zhou [00:09:34]:

I think from our perspective, there is a demand and the, sort of, the need for a high Quality, higher education really came, dates back to early 2000 when, economically, China took off, Which cultivated a very strong local base of parents who have done business with, western, partners, Or they have traveled the world. They have seen places elsewhere, and because of free flow of information allows them to understand and to see how Western education sort of, opens up a different kind of possibility for their child. So I think this is so, you know, if if if you count that, it's been about 20 years up to this point. And I think we can divide it into, like, several stages because at first, it's most about sending your kids overseas. And that trend first started with the PhD programs because most parents just cannot afford, Right. A 4 year, college life for their kids in the United States. And the PhD and some master program, they do offer very generous, scholarships For those academically talented Chinese students, so you know? But the the numbers are usually not very large, right, because their Resources is all are always limited. And then starting, I think, a decade into the 1st decade of 21st century, really sees that Chinese parents, they, they become richer, and the opportunities really open up.

Yisu Zhou [00:11:05]:

Because if we count the kind of international program that is available to Chinese student, Australia and the UK are the 1st large market that sort of opens fully embrace, you know, to the, Chinese student, and they embrace them very Politically in the US because the selectivity and different tiers and such large and diverse system also is very attractive gradually to Chinese student. And because I I think one big attraction about the US higher education is this economy. It's so robust and it's so diverse, which means the student can always think about, right, what I can do after graduation. That, you know, if you go to some smaller places, 2, 3 years later, you need to find a job. Right? And that might not be enough those kind of high quality jobs around. So I think the the 2010 really sees kind of a a higher peak for Chinese student, undergraduate student going overseas. And, of course, this trend also spill over to other segments. So we also, you know, if you read the news, there are Private high schools, in US or even public schools, they cater to international student.

Yisu Zhou [00:12:13]:

Chinese student, of course, because of the large number, A Korean student, a Japanese student, a student from Middle East, you know, these places where they see a large economic booms and a student wants to have an different opportunities. So I think that sort of these trends sort of coalesced together, making the 2nd decade of 21st century really, really is about international students going into US and going into other western market sort of in large numbers.

Dr. Jill Creighton [00:12:40]:

So with that transition of of this trend of students going abroad, when they come back with those skills, How has that impacted always of life, always of being with that education and skill set coming back?

Yisu Zhou [00:12:54]:

I think from my own traction with students and my observations with private business owners or, just talking to graduates coming, you know, Having obtained a western education degree, I think this is really a process of different cultures kind of, mingling together And creating a kind of a hybrid person that they many Chinese students still have a very strong Chinese identity, you know, growing up And coming back to home, but their years, in America, in Australia, or in other places sort of open up their horizon in a sense that they understand, Things such as diversity, things such as, critical thinking. These things are not did not play such an important role in a domestic higher education. So, You know, when we compare them and with their friends who didn't choose to go to abroad.

Dr. Jill Creighton [00:13:45]:

And we have some incredible universities around this region as well places like Tsinghua, Peking, Pudong, etcetera. What do you see as the biggest difference between the different styles of teaching in the undergraduate frame.

Yisu Zhou [00:13:58]:

1st, I I think the institutional setting is really different. Right? So the one thing with DKU and, and, for instance, NYU really struck me is the how small the class size are. The class size are really small, which means individual instructor can give a sort of a tailored Or individualized time to a student to catering to a wide range of needs. Right? Questions you can ask a question immediately. All Almost always. Right? And you can get instant feedback on these kind of things. But I think in China, kind of a broader if you wanna situate this question in border eastern Asian context, A kind of lecture style larger classroom is the standard format of teaching and learning. And in that kind of format, Students' own diligence and their own hardworking is kind of required by default.

Yisu Zhou [00:14:46]:

So no matter what kind of questions you Have you need to think about the solution your by yourself first. This is the, like, your first option. And then if you can solve it, maybe you can try to look for help from the instructor. Right. So the teacher's role really different because of such large classrooms and because I think mainly towards in century old kind of educational philosophy about how people should learn. But I think the, institutions such as DKU and, like I said, NYU, they offer us a different kind of possibility of how teachers can interact with student and how teacher a student can learn. And based on my Oh, understanding. Student really love that.

Yisu Zhou [00:15:23]:

And, that sort of enriched their experience and helped them to overcome a lot of, difficulties, I didn't go study.

Dr. Jill Creighton [00:15:30]:

You've also been an international student yourself, and I'm wondering if you have any advice for our student affairs professionals who are listening on how best to support tuning into US education or US study or even just living in a new country.

Yisu Zhou [00:15:44]:

I think study abroad is really a very important lesson of my life. I have a lot of struggles, but I think overall, it is a very positive experience. I think for, student affairs, colleagues working in the US, you need to understand that student from the east and China and other parts of the, Asia, they're coming from quite different cultural background, Which means the student are accustomed to the kind of expectations in their home country or home culture. Most of these places sort of a Student are expected to follow an authority to not to sort of challenge the authority and not to break or to question the the rules the rules of the classroom, the rules of the institution, or even interhuman kind of, rules. So they might seem like these student are a little bit passive. I think the student, taking myself as an animal, we're always actively thinking about the situation, trying to decode a situation. It's just that our experience situate us through a certain kind of conditions that we Convinced essentially our mind convinced us, oh, you shouldn't ask this question at this particular time. You should find another, point.

Yisu Zhou [00:16:52]:

But I think in the US, it's always the communication part is always real time. Right? You can always throw a question. You can always seek any clarification. You can always seek help. This is not something embarrassing. This is actually supported. And, many institutions actually have developed and have very capable professionals to try to help student to do that. But I think the first step is I mean, the the expectation is the student need to make the first move.

Yisu Zhou [00:17:19]:

Right. They need to go out to reach out to seek clarifications, but that first move sometimes can happen quite late. Not the first day of the orientation may be not even the 1st day of the class. Might you know, it happened 2 or 3 weeks after class sort of started After some, after the student is confident enough that they convince themselves they have interpreted the situation correctly, and then they they trying to go out to say, Hey. I can't I don't really understand this. Can you really help me? So I think a lot of hand holding and to opening up yourself to the international student is really something very important.

Dr. Jill Creighton [00:17:53]:

I really appreciate that advice because the perspective taking of what I might expect from an authority figure in my home country is truly very different in the US compared to a lot of cultures in this part of the world, which means that help seeking behavior here that we're always trying to draw out of our students. We might need to go an extra step or 3 in order to explain why that's appropriate and why that is culturally spected.

Yisu Zhou [00:18:17]:

My own experience tells me that in many cases, in the question and answer sessions, in orientation, in a big event When we sort of prepare a lot of materials, we tell the students, sometimes we don't receive sort of a warm kind of a response It which might happen actually in the US context. Right? The US student are most time, they are very active, and they won't hesitate to throw questions at you. But in this Part of the world, sometimes the student a little wants to sit back and they want to deliver their questions in different channels. So that's something I think for any student affairs officers or people who travel, to this part of the world to teach and to engage with student, I think they should realize That's kind of the cultural difference.

Dr. Jill Creighton [00:19:00]:

Are there any other thoughts you'd like to share on the transitions of higher education that you study in in China, in East Asia, or just any thoughts for our mostly western audience.

Yisu Zhou [00:19:09]:

I think the Chinese student and many, Asian student, they will be a big asset to the program. These are hard workers, and they sort of really cherish the kind of, academic excellence because they have been expected to perform at relatively high level since they're a kid. The kind of things I think they will learn, and definitely, I think that's that's something they should learn, is the communication skills, the kind of skills how to navigate themselves in a very complex system from the studies of a competitive education. This is one takeaway message that US education system is so different. A comprehensive high school system actually gave the student quite early on experience. I mean, It's not all positive, but it gives most student experience to navigate through a bunch of peers, which are heterogeneous. Right? And they have very diverse interest, And they formed little clicks, and then you need to find your best friend and find the resources and to find the teachers that you can work with. And most Asian students, they don't actually learn that until the university level because they have been segmented in a sort of uniformly set up format throughout a lower secondary an upper secondary school.

Yisu Zhou [00:20:19]:

So this is really a challenge for them. That is for them to develop the kind of skills to work in a diverse environment.

Dr. Jill Creighton [00:20:27]:

And that's not to say 1 is better or worse than the other, just the systems are entirely unique and different.

Yisu Zhou [00:20:33]:

Exactly.

Dr. Jill Creighton [00:20:34]:

And that means the students are coming with different skill sets. So you might have, you know, 1 student who's better at help seeking behavior, but the other who is just quite a lot better at absorbing information. And it just depends on the strength that we need in the moment.

Yisu Zhou

Definitely.

Dr. Jill Creighton [00:20:46]:

It's time to take a quick break and toss it over to producer Chris to learn what's going on in the NASPA world.

Christopher Lewis [00:20:52]:

Thanks, Jill. So excited to be back in the NASPA world. And as always, there's a ton of things happening in NASPA, and I always love being able to share with you Some of the great things that are happening. The 2024 Dungey Leadership Institute DOI faculty application is currently live. The Dungey Leadership Institute is a signature initiative of the NASPA undergraduate fellows program with the following learning outcomes for fellows gaining Foundational knowledge of the history and functions of student affairs in higher education, gain knowledge of contemporary issues in higher education, Participate in intergroup dialogue around issues of equity and social justice, collaborate with peers to research and present ethical resolutions to current administrative and leadership issues in student affairs. Reflect on and articulate the influence of personal identities and histories on effective student affairs leadership and engage in professional networking with student affairs faculty and administrators. DLI directors, selected faculty members, and NASPA staff plan this 6 day leadership institute to develop leadership skills, enhance cultural competency, and prepare fellows for a career in student affairs. Specifically, faculty will colead a cluster of 8 to 10 students through the DLI experience And provide support to all students attending the institute.

Christopher Lewis [00:22:16]:

Travel, meals, and housing are provided by NASPA and our host institutions. Faculty within this program are all current NASPA members. Applicants need to have at least 5 full time years of professional experience post your masters at the time of application. NEUF alumni are also eligible to apply with at least 2 years of professional experience post masters. If you apply for this, you must be available June 20th through 26, 2024 for the actual institute. You can apply through Friday, November 13th, and go to the NASPA website to be able to submit your demographic information, your resume or CV application questions and reference information for consideration. NASBA is currently looking for committee members For the mid level administrators steering committee. In 2022, NASPA established the mid level administrators A steering committee to partner with NASPA staff to shape the ongoing development of NASPA's mid level initiatives.

Christopher Lewis [00:23:17]:

The steering committee works To ensure that mid level relevant programs are offered during regional and national events, NASPA's mid level administrator steering committee Strives to encourage excellence in the mid level positions through professional development, knowledge creation and sharing, networking opportunities, and recognition aimed at the roles of mid level administrators. The steering committee is comprised of 24 mid level administrators who serve at A wide variety of institutional types throughout NASPA's 7 regions. Steering committee members will serve staggered to your terms. If this sounds like something that you're interested in, I highly encourage you to go to the NASPA website to learn more about this. Typically, the time commitment is about 2 to 3 hours per month. I highly encourage you to consider this. Think about it as an opportunity to be able to give back to the association And help to steer NASPA toward providing quality professional development opportunities for mid level professionals. Every week, we're going to be sharing some amazing things that are happening within the association.

Christopher Lewis [00:24:23]:

So we are going to be able to try and keep you up to date on everything that's happening and allow for you to be able to get involved in different ways because the association is as strong as its members. And for all of us, we have to find our place within the association, whether it be getting involved with the knowledge community, giving back within One of the the centers or the divisions of the association. And as you're doing that, it's important to be able to identify for yourself Where do you fit? Where do you wanna give back? Each week, we're hoping that we will share some things that might encourage you, might allow for you to be able to get some ideas that will provide you with an opportunity to be able to say, hey. I see myself In that knowledge community, I see myself doing something like that or encourage you in other ways that allow for you to be able to Think beyond what's available right now to offer other things to the association, to bring your gifts, your talents to the association and to all of the members within the association. Because through doing that, All of us are stronger, and the association is better. Tune in again next week as we find out more about what is happening in NASPA.

Dr. Jill Creighton [00:25:44]:

Another wonderful NASPA world segment from you, producer Chris. Thank you again and again for giving us the updates on what's going on in and around NASPA. Alright. Isu, we have come to our lightning round. I have 7 questions for you to answer in about 90 seconds. You ready?

Yisu Zhou [00:26:01]:

Wow. I'm ready. Yes.

Dr. Jill Creighton [00:26:03]:

Alright. Question number 1. If you were a conference keynote speaker, what would your entrance music be?

Yisu Zhou [00:26:09]:

It's gotta be Oasis. I've been a fan since 1994.

Dr. Jill Creighton [00:26:13]:

Number 2. When you were 5 years old, what did you want to be when you grew up?

Yisu Zhou [00:26:17]:

A scientist.

Dr. Jill Creighton [00:26:18]:

Number 3, who's your most influential professional mentor?

Yisu Zhou [00:26:21]:

I gotta be my PhD supervisor, Amita Sugar. Professor Sugar, if you're listening, you really made my world. You've taught me about professionalism with and care to the student, a true role model.

Dr. Jill Creighton [00:26:33]:

Number 4, your essential student affairs read.

Yisu Zhou [00:26:36]:

I think any educator will benefit and read from John Dewey. I've been rereading Dewey a lot for our research project. And for nonfiction, actually, this summer, I've been reading a lot of La La Gwynne. She's my favorite American author, and her fantasy series, Earthsea, really gives this kind of a feminist kind of a perspective about how to approach different people.

Dr. Jill Creighton [00:26:55]:

Number 5, the best TV show you binged during the pandemic.

Yisu Zhou [00:26:59]:

The slow horses on Apple TV starring Gary Old man.

Dr. Jill Creighton [00:27:03]:

Number 6, the podcast you've spent the most hours listening to in the last year.

Yisu Zhou [00:27:07]:

Okay. There are 2. So there is a Chinese podcast. It's called left You're right. It's a very good conversational kind of intellectual podcast. The English podcast I spend most of time I think it's from NPR. I'm a big fan of their all sounds considerate Podcast. I've been I've been following them for over a decade.

Dr. Jill Creighton [00:27:23]:

And finally, number 7, any shout outs you'd like to give personal or professional?

Yisu Zhou [00:27:27]:

I wanna give a shout out to my student, my master and PhD student. No matter if if you are crunching numbers in your little cube or doing field interviews or working on Guys, I hope really hope that you've been enjoying the studies in these universities or anywhere in the world.

Dr. Jill Creighton [00:27:43]:

It's been a wonderful and donating conversation today. I know I learned a lot from you. I'm sure that others have as well. If anyone would like to contact you after the show, how can they find you?

Yisu Zhou [00:27:52]:

I think the easiest way is to To search my name, Yisu Zhou on Twitter. I have a Twitter handle. You can also send me an email by, [e-mail].

Dr. Jill Creighton [00:28:00]:

Thank you so much, Isoo, for sharing your voice with us today.

Yisu Zhou [00:28:03]:

Really happy to be here. Thank you for hosting me.

Dr. Jill Creighton [00:28:07]:

This has been an episode of SA voices from the field brought to you by NASPA. This show is always made possible because of you, our listeners. We are so grateful that you continue to listen to us season after season. If you'd Like to reach the show, you can always email us at essay voices at NASPA.org or find me on LinkedIn by searching for doctor Jill L. Creighton. We welcome your feedback and topic and especially your guest suggestions. We'd love it if you take a moment to tell a colleague about the show, and please like, rate, and review us on Apple podcast, Spotify, or wherever you're listening now. It really does help other student affairs professionals find the show and helps us become more visible in the larger podcasting community.

Dr. Jill Creighton [00:28:47]:

This episode was produced and hosted by doctor Jill L. Creighton. That's me. Produced and audio engineered by doctor Chris Lewis. Assistance by Lu Yongru. Special thanks to the University of Michigan Flint for your support as we create this project. Catch you next time.