Intead suny presentation 2014 final

ACADEMIC RECRUITING:Implementing Integrated Digital Marketing

June 17, 2014SUNY Global Center, New York City

Presented by

Contents

Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Speakers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Free Resources to Enhance Your Digital Marketing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Intead Blogs and Podcasts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Digital Media Planning Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Persona Development Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Powerful Social Media Content, Free from Intead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Digital Orientation Planning Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Student Retention Article from ICEF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Free & Freemium Digital Tools List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Intead Index: Decision-oriented Research on Recruitment Channels . . . . . . . . . . . . . . . . . . . 15

Tour Providers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Credential Evaluators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Lead Generators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

e-book: 88 Ways to Recruit International Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

e-book: Student Counselors and Agents: Building and Managing Your International Network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Perspective on Today’s Chinese Students Article from WSJ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Boston • New York • Cleveland

©2014 International Education Advantage

Holistic approaches to marketing with digital technology to attract, recruit, orient, retain international students

ACADEMIC RECRUITING: Implementing Integrated Digital Marketing Presented by 1

Agenda

TIME DESCRIPTION

9:45–10:00 am Registration

10:00–10:15 am Welcome & Introductions

10:15–10:45 am Session 1: Digital Marketing – The Challenges & The Opportunities

10:45–11:15 am Session 2: Who’s Evaluating Us?

11:15–11:30 am Quick Break

11:30 am–12:00 pm Session 3: Lead Follow up – The Mystery Shopper

12:00–1:00 pm Lunch

1:00–2:45 pm Session 4: Implementation – Creativity, Process, Search, Social Media

2:45–2:30 pm Quick Break

3:00–3:30 pm Session 5: Using the SUNY Brand

3:30–4:00 pm Wrap Up


The Intead Team

Michael Waxman-Lenz Co-Founder, CEO, International Education AdvantageMichael’s 25-year career spans activities in technology, academia and doing business around the world. He has lived and worked on three continents and has traveled to more than 40 countries. Prior to co-founding Intead, Michael spent ten years in various senior executive functions at the

Digital Media Division of American Greetings Corp. (AG), rising to General Manager. Michael joined AG when the company purchased Eagents.com, an internet start-up where he was among the first employees.

In the 1990s, prior to the tech boom, Michael lived in Central Asia for five years and managed a Belgian venture capital fund. His previous work experience includes stints as a management consultant in Ernst & Young’s international division and as an economist at the Institute of International Finance (IIF).

More recently, Michael taught as an adjunct professor at Baldwin-Wallace University and John Carroll University.

His academic credentials include earning a Chartered Financial Analyst (CFA), a Masters Degree from Johns Hopkins University (SAIS), as well as studies at the University of Konstanz in Germany and Kingston Polytechnic in London. He has completed executive education courses at Harvard Business School, Stanford Business School and Case Western Reserve University’s Weatherhead School of Business.

Benjamin Waxman Co-Founder, COO, International Education AdvantageThroughout the past 25 years, Ben has focused on helping institutional non-profits and for-profit organizations with complex services sell to educated professionals. Where students are making significant decisions about where to invest their time and money, Ben’s work helps

them differentiate one academic institution or program from another. His work in corporate marketing, branding and communications for a range of industry clients in education, healthcare, finance, technology, management consulting, and publishing, help him develop creative and influential messaging for a variety of audiences. He applies his knowledge of marketing trends, technology/web-based tools and social media to all engagements.

Ben brings to projects the drive and talent to evaluate ambiguous situations, develop a workable plan and implement it. His clients value his eye for business development opportunities and persuasive, diplomatic style useful in attracting prospective partners. Also useful is his extensive experience building internal and external relationships and overseeing and motivating global virtual teams. He is accustomed to working with high-level decision makers.

Ben has traveled extensively in Europe and the Middle East and taken business trips to Canada, Mexico, Hong Kong, and China. Ben participates and presents at international education industry conferences including AIRC, NAFSA, ICEF and EAIE.

Lisa Cynamon Mayers Academic Advisor, International Education AdvantageLisa has spent over 15 years working in undergraduate admissions and college counseling and now provides guidance on the application and admissions processes for Intead.

Upon graduating from Washington University in 1999, Lisa worked at the university as a Senior Assistant Director of Undergraduate Admissions for three years. Throughout Lisa’s years of graduate study at Case Western Reserve University, she worked with the admissions office on special projects, including interviewing prospective students and revamping the campus tour program. For the past eight years, Lisa has worked as an independent college counselor, guiding American and international high school students and their parents through the U.S. college admissions process.

Lisa was a keynote speaker at the 2008 Inside Ivy Conference in Seoul, South Korea, organized by Princeton Review Korea and Road to College. As a speaker and published writer on the subject of college admissions, Lisa has been able to advise countless students and parents.


http://info.intead.com/icef-workshop-materials

Miami Workshop, December 2013: Participant MaterialsFree resources to enhance your digital marketing

88 Ways to Recruit Inter-national Students

Building and Manag-ing Your International Network

Boarding School’s Guide to Internet Mar-keting

Language School’s Guide to Internet Mar-keting

Managing International Alumni Relations

Learning SEO from the Expert

The Complete Guide to European Social Media Marketing

How to Master Face-book Marketing in 10 Days

88 Ways to Recruit International Students


Building and Managing Your

International Network

Learning SEO from the Experts

Boarding Schools’ Guide to Internet

Marketing

The Complete Guide to Social Media

Marketing in Europe

Language Schools’ Guide to Internet

Marketing

How to Master Facebook Marketing

in 10 Days

http://info.intead.com/icef-workshop-materials

Miami Workshop, December 2013: Participant MaterialsFree resources to enhance your digital marketing

88 Ways to Recruit Inter-national Students

Building and Manag-ing Your International Network

Boarding School’s Guide to Internet Mar-keting

Language School’s Guide to Internet Mar-keting


Learning SEO from the Expert

The Complete Guide to European Social Media Marketing

How to Master Face-book Marketing in 10 Days

Free Resources to Enhance Your Digital Marketing

Get them here: info.intead.com/reading-materials

E-books from Intead:

Other reading material to download from intead.com:

College Branding: The Tipping Point

By Roger Dooley

The Digital Advantage: Using Digital Tools for International Student Recruitment

By Michael Waxman-Lenz and Lisa Cynamon Mayers

Five Ways to Boost Your Cross-Cultural Agility

By Laura Curnutt Santana

A Marketer’s Template for Creating Buyer Personas

By Hubspot


Intead Blog and PodcastsIntead Recruiting Intelligence BlogAt Intead we understand the factors driving academic

institutions to seek international students. Our Recruiting

Intelligence blog addresses the various factors that

contribute to a successful program of international student

recruitment and enrollment. We consider marketing, branding,

international student services, and additional factors that lead

to institutional and student success.

Intead InsightsOur team constantly searches the web for the best research

reports on academic issues, global marketing and international

student recruitment. We select one report per week and

highlight a few key findings and summarize the essence of the

report with a few selected charts. We will always direct you to

the original source of the report and give you access to the

entire report if possible.

We have two objectives with Intead Insights:

1. We want to learn as much as we can about global

education and the many related topics. It’s a form of our

own professional development that in the end, serves you,

our client, better.

2. We want to make you dangerous. We know that your

email inbox is full and you have limited time. We are your

research team bringing the most fascinating, useful and

productive insights to your attention so that you can use

them to your advantage.

Intead PodcastsIn our 20–25 minute Intead Podcasts we interview leaders

in international higher education, marketing, branding and

related fields. Tune in during your commute to learn from the

best and brightest in the industry. Available on iTunes and the

Intead website.

services.intead.com /blog

Sign Up to Receive:

services.intead.com /insights

intead.com /intead-podcasts


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Persona Development Worksheet

Attributes Persona A Persona B

Job Role Prospective Student Parent / Agent

Role in Decision Making Process

Academic Strength

Financial Strength

Age

Location

Influencers

Sources of information

Main goals

Motivations

Challenges/Frustrations

Buyer Role Type

Interaction Preferences

Watering Holes

Other


Intead hears from many clients

that developing fresh content for

social media can be an ongoing

challenge. We can help. And we’re

giving it away.

WhyEducationMatters.org

highlights the critical importance

of education by displaying current

and historic quotes about education

against a background of compelling

photographic images.

We invite you to contribute a quote

of your choice to respond to the statement: Why Education Matters. Your contribution can reach,

and potentially inspire, thousands of viewers. If you have a good background photo, we welcome

that as part of your submission.

Our goal is to collect 1,000 quotes regarding the value of education from around the world.

In fact for every quote we use we will donate $2 to The Malala Fund, in honor of the

incredible Malala Yousafzai.

“ The Malala Fund’s solutions

are grounded in inspired

innovation: they are girl-centric

approaches to education that

support the Fund’s goal of

creating a world where every

girl reaches her true potential .”

We have been inspired by Malala. She

exemplifies why education matters.

Intead offers this content in different

sizes for use on your website and

social media.

WhyEducationMatters.org

Powerful Social Media Content, Free from Intead


Digital O

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Digital O

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Classroo

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Email engine to track op

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click through rates. Online

registratio

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Student retention begins in, and sometimes before, the first week of class

Studentretentionbeginsin,andsometimes

before,thefirstweekofclass

PublishedOctober16,2013http://monitor.icef.com/2013/10/student‐retention‐begins‐in‐and‐sometimes‐before‐the‐first‐week‐of‐class/Formanyeducators,thememoryofthelaststudentintakeandlastorientationisneverfaraway,especiallywithanewschoolyearrecentlyunderwayinmanypartsoftheworld.Howwouldyou rateyour school’s effort atwelcomingnew international students andhelpingthemsettlein?Whatareyouthinkingofimprovingforyournextintake?These are not small questions. There is an increasingly clear relationship between aneffectiveorientation–andrelatedservicesthatencourageincominginternationalstudentstoreachoutandconnectwithnewfriends–andthelevelofengagementstudentsachievewith their school and their new community throughout their studies. This level ofattachment has been shown in turn to be an important factor in student performance,retention,andeveninthestudent’sinterestinremainingoninthehostcountrytopursuecareerorimmigrationopportunitiesaftergraduation.We have looked at issues and strategies around student retention in previous posts,includingfeaturesondata‐drivenenhancementstostudentsupportservicesaswellastheimpact of culture shock. But formany educators, it seems thepath to dealingwith theseissues–includingbetterretentionrates–beginsinthefirstweekofclass,orperhapsevenbefore.PreventinghomesicknessA recent paper published in the JournalofAmericanCollegeHealth – “Homesickness andAdjustment in University Students” – notes thatmany new post‐secondary studentswillsufferintensehomesickness.

“The transition to collegeoruniversity canbeanexcitingnewexperienceformanyyoungadults.Forsome,intensehomesicknesscanmakethismovedifficult,evenunsustainable.”

“Homesickness–definedasthedistressorimpairmentcausedbyanactualoranticipatedseparationfromhome–carriestheuniquehallmarkofpreoccupyingthoughtsofhomeandattachmentobjects.Suffererstypicallyreportdepressionandanxiety,withdrawnbehavior,anddifficultyfocusingontopicsunrelatedtohome.”

“Fordomesticandinternationaluniversitystudents, intensehomesicknessisparticularlyproblematic. Itcanexacerbatepreexistingmoodandanxietydisorders, precipitate new mental and physical health problems, andsometimesleadtowithdrawalfromschool.”

The report’s authors,Dr.ChristopherThurber, a psychologist atPhillipsExeterAcademy,and Dr. Edward Walton, a professor in pediatric medicine at Oakland University,recommendanumberofpreventativestrategiesbasedontheirresearchinthefield:


“Provideorientinginformation…Themorethatincomingstudentsknowaboutwhatto expect and where to find supports and resources when they arrive, the lessanxioustheywillfeel.

Planforhowandwhentomaintainconnectionswithhome[via]letters,email,videochats,phonecalls,andin‐personvisits.

Initiatesocialcontactspriortothefirstdayofschool…Socialnetworkingwebsites[such as a dedicated Facebook page or chat room] can be healthy tools forconnectionsbetweennewandreturningstudentsoramonggroupsofnewstudents.

For international students, cultivate host‐country friends as well as homelandfriends… Establishing a friendship group of predominantly homeland friendsimpedes acculturation and is usually associated with more intense feelings ofmissinghome.

Educatenewandreturningstudentsaboutthepeerandprofessionalsupportsthatare available on and around campus. All students should know where to findresident advisors, dormitory affiliates, health centre staff, and mental healthprofessionals.”

Tothiswewouldalsoadd: Arrangeforyourinstitution’spsychologydepartmenttogiveaworkshop(s)tostaff

onhowtodiscovertell‐talesignsofdepressionoranxietyinadvance,andwhattodotoensurethestudentreceiveshelp.Includeinterculturalsensitivitytrainingforstaff(andconsiderextendingthistostudentsbothdomesticandinternational).

Payspecialattentionto internationalstudentswhoarrive late(duetovisadelays,personalissues,etc.)andmighthavemissedtheformalorientationprogramme.

ExpandedsupportservicesThe importance of strong orientation and support services targeted to new internationalstudents is looming larger in schools and campuses these days, partly because manyinternationalprogrammeshaverealisedsteadyenrolmentgrowthinrecentyears.“Evenatcollegeswheretherawnumbersaren’tjaw‐dropping,foreignstudents’increasedpresence is felt,” says a 2011 article in TheChronicleofHigherEducation. “Internationalstudents, or those from particular countries, are no longer showing up in onesies andtwosies… As a result, what might have previously been ascribed to the personality orlearning style of an individual student is beginning to coalesce into noticeable patterns,although international educators are quick to say that it’s not always possible – orappropriate–togeneraliseacrosscountryorculturalgroups.”And along with that growing presence on campus, the profile of today’s internationalstudentsisnoticeablydifferentthanitwasevenafewyearsago.Undergraduateenrolmentsaregrowingquickly–thisisparticularlythecaseinmajordestinationcountriessuchastheUS,whereundergraduateenrolmentshavegrowntwiceasfastasgraduateenrolmentsoverthepastfewyears–andstudentsarecomingfromagreaterrangeofcountriesthaninthepast.As The Chronicle reports, American educators are responding with new or expandedsupportservices.

“Agrowingnumberofcollegeshaveinstitutedpeer‐mentorprogrammes.AtAmerican University, current international students act as small‐groupleadersduringorientation,sharingtheirownexperiencesofacclimatingtocampus life. ColoradoStateUniversity’speer advisers, abouthalf ofwhomare American, reach out to incoming international students, introducing


themselvesbyemailandoffering toanswerquestionsbefore thesemesterevenbegins.

Other institutions have variations on the peer‐adviser theme. RiceUniversity stations ‘international liaisons’ in each of its residence halls toserve as informal resources to foreign students, who can drop by theirroomswith questions or concerns. GeorgeMason pairs participants in itsAccessprogramme,whichpairsprovisionally‐admittedstudentswhoworktoimprovetheirEnglishwhiletakingcollegecourseswithhonoursstudentswholiveonadjacentfloors.”

Institutions,intheUSandotherwise,arealsolookingathowtoimprovetheeffectivenessoftheirorientationprogrammes.Forsome,thismeansparingorientationsdowntothebasicsin order to help avoid information overload for newly arrived students. For others,orientationtakesplaceinextendedsessionsbeforethebeginningoftheschoolyearoreveninfor‐creditcoursestakeninthefirstsemesterofstudy.The University of Toronto, for example, offers Green Path, a dedicated 12‐week summerpreparationcourseforstudentsfromChina.ParticipantsgetachancetopolishtheirEnglishandtogetajumponsocialconnectionsandacademicpreparationfortheschoolyearahead.Theprogramme’sfocusonChinesestudents,however,canbeseenasbothastrengthandachallenge given the strong interest many international students have in connecting withstudentsfromotherculturalbackgrounds.“TheinstincttoformcliquesaroundnationalityissomethingGreenPathadministratorsarekeen to guard against,” reports Canada’sGlobeandMail newspaper. “The ‘GPers’ all hailfrom China, often speak Mandarin to each other, and grow tight‐knit after 12 weekstogether…At thesametime, instructorsconstantlyurgethemtobreakoutof thatbubbleandgoexploring.”The University of British Columbia, meanwhile, offers a two‐week summer orientationprogrammecalled JumpStart fornew internationalandAboriginal students.As theGlobeandMailreportoutlines:

“Starting with a pick‐up at the airport, the programme’s two intensiveweeksmixacademic lectureswithworkshopson living independently andplenty of social events, like talent shows and dancing nights. Manyuniversitiesoffereventslikethese,butstretchingthemovertwoweeksandgettingprofessorsinvolvedremainsrare,nottomentioncostly,whichmayhelpexplainwhyfewschoolshavefollowedsuit.Theprogrammingis free,butstudentsareaskedtopayuptoCDN1,240forroomandboard.”

“Students insist itwasworth it. ‘It helps a lot, for real,’ saysGiulio SucarPregnolato,18,whocametoUBCfromSaoPaulo,Braziltostudybiomedicalscience.‘Itremovesthesensethatyou’realoneinahugepondofotherpeople.Youjustfeelinsertedmore.’”Theseexamplessuggestanewideaaboutorientationistakingshape–onethatstartsearly,even before the student’s arrival on campus, and lasts longer than was the case fororientationspast.They also suggest that formal orientation sessions are increasingly seen as an importantpartofabroaderprocess,onethat includesongoing informationandsupportservices fornewstudentstohelpensuretheyhaveeveryopportunitytoconnectwithfellowstudents,thelargercommunity,andeventhecountryinwhichtheyhavechosentostudy.


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for International Marketing & Enrollment

20 LinkedIn Groups International Tour Providers

Social Media Tools

Seminars &Conferences


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88 Ways to Recruit International StudentsA comprehensive survey of recruitment ideas and practices

Successfully implementing a comprehensive recruitment strategy is complex, and on an international basis, even more so. This book provides a wide range of tactics you can use to build a robust strategy.

~ David L. Hautanen, Jr. Former Director of Admission / Director International Recruitment and Strategic Initiatives, Northeastern University, Massachusetts

Executive SummaryLet’s first look at the big picture of attracting students. Marketing traditionally has had two distinct components: brand marketing and direct marketing. Universities have, in most instances, an institutional separation of these functions as well. While the marketing department tends to be in charge of the overall branding campaigns (e.g., billboards, TV, and radio), the admissions department manages the direct marketing (e.g., high school visits and college fairs). The email direct marketing also tends to be based within the admissions department.

Holistic student enrollment marketing must embrace both components and aim to strike a financially responsible balance. Our handbook explores development of branding and marketing, particularly those elements that have been made possible with recent advances in technology and social media.

Direct marketing, whether offline or online, has the distinct advantage of allowing you to tie your results directly to the marketing expense. You can calculate the “direct” Return on Investment (ROI).

The challenge here is that we do not know every one of the factors that influenced the final enrollment decision. Selecting a university is a complex decision. Students’ friends and parents as well as institution websites play a critical role. So how do you calculate the all-inclusive return?

Due to size and fragmentation, brand marketing in international markets is even more difficult than in

the US market. And even in the US, most universities focus on a limited geographic radius. Nevertheless, the internet and social media make it feasible and critically important to include a consistent brand building effort in your marketing. You can’t afford to let US News & World Report determine your international brand perception. Your material – well conceptualized, crafted and disseminated – should shape the perception and position of your institution.

Throughout this text, we mention a great number of recruitment solutions, non-profit organizations and for-profit companies that provide services and connections to assist with international student recruitment. We do not endorse and we are not sponsored by any of these groups for this publication.

How Alumni Can Help with International Recruitment

1. Direct recruitment activities such as interviewing candidates

2. Identifying new business targets

3. Internship placement for foreign and domestic students

4. Hosting receptions for parents of high school students

5. Help at education fairs Source: University of Michigan, http://cob.umd.umich.edu/693401/


Student Counselors and AgentsBuilding and Managing Your International Network

Once again, Intead has produced a thoughtful analysis of an important development in international education. This monograph will be useful to any institution considering an agency-based recruitment strategy, as well as institutions that are already on this path.

~ Mitch Leventhal, PhD Former Vice Chancellor for Global Affairs, The State University of New York System

Executive SummaryAgent recruitment has an air of picking the easy and cheap way to find students as opposed to the typical US domestic student recruiting process of visiting high schools and attending college fairs. Our research shows that successful recruiting via agents is neither easy nor inexpensive. Building, supporting and managing an agent network requires initial investment and ongoing commitment and resources.

In interviewing more than 50 professionals in this field, we found those adding this recruiting channel had deliberate strategic and practical reasons to do so. Here we highlight the advantages and value of agent recruiting:

• Consistent presence in the country with local representatives and offices versus fly-in/fly-out admissions officers

• Local cultural understanding of the education tradition and an ability to convey the complex US admissions process

• Language facility and ability to communicate with students and parents

• A successful, well-designed and managed agent recruiting channel requires:

◆ Ongoing support internally and externally

◆ Thoughtful selection, evaluation and monitoring of the partner agencies

◆ Consistent and repeated training of agents

◆ Direct personal interaction and communication via as many channels as possible (visits in-country, visits by agents to the institution, email, phone, video conferencing)

◆ Consistent evaluation of results

◆ Fair and prompt compensation to agents

Global

Training

Transparency

Communication Optimize

Best PracticeStudents

India

China

Trust

MarketingChannels

Guidance

Overseas

Enrollment

We interviewed 50 professionals (partial list):

Ron Cushing, University of Cincinnati

Joseph DeCrosta, Duquesne University

Andrew Eisenhardt, Drexel University

Tony Littlefield, Washington College

Krista Northrup, SUNY

Debbie Thorne, Texas State University

Sara Tully, University of Wisconsin–Milwaukee

Charles Wilkerson, Tennessee Tech University


June 2, 2014

OMG: In China, This Language Teacher Has SwagBy Debra Bruno

Jessica Beinecke gets this reac-tion a lot: She’s walking down the street in a Chinese city, and she’ll be recognized by one of her 400,000 Weibo followers or even one of the 40 million who have watched her videos. With platinum blonde hair and big blue eyes, the young woman who has taught Americans how to say “twerk” in Mandarin and stu-dents in China how to talk about “House of Cards” stands out.

“They’ll say, ‘Eh? Bai Jie?’ And then we’ll take a selfie,” says the 27-year old Ohio native who takes learning a language to a whole new level.

Ms. Beinecke, known to her Chinese fans as Bai Jie (..), has made a name for herself since 2011 with her bright, funny and short expla-nations of English slang – includ-ing “twerk,” “swag,” “freaking out,” “awesome,” and “life hack,” as part of a daily Voice of America online video program called OMG Meiyu, or OMG American English.

She says she chose her name in college to sound a bit like her giv-en name. Directly translated, bai means white and jie means “clean” or “pure,” she says. Step aside, Justin Bieber.

Apart from her work with OMG Meiyu, Ms. Beinecke also has two new sites she developed herself and launched in January: Crazy Fresh Chinese, which teaches Chinese terms to English speakers, and Bai

Jie LaLaLa, which like OMG Meiyu teaches English expressions to Chi-nese speakers.

Thanks to such work, she’s got a Chinese following that can reach a certain level of fanaticism. One of the top Google search terms under her name is “Jessica Beinecke boy-friend.” When her male followers ask if they can be her boyfriend, she says, she handles it accordingly: “I just write, in Chinese, the words for ‘ha ha,’ and put a smiley face and just move on. I say, ‘thank you.’ It’s a compliment.”

On the comments section for her Voice of America videos, fans offer English-language tributes such as “Bai Jie is very lovely” and “I love Bai Jie. Hope she was my girlfriend.”

This is not your mother’s lan-guage instructor. Ms. Beinecke is cheerful to a fault, throws in a goofy giggle in the middle of her mini-les-sons – which can be as short as 30 seconds – and seems to have an unerring sense of what her follow-ers might want to understand. For Chinese-language students on her Crazy Fresh Chinese site, that in-cludes how to say “House of Cards,” the popular U.S. television minise-ries that explores the machinations of Washington’s power struggles. As part of those lessons, she dressed up as the characters Frank Under-wood, Claire Underwood and Zoe Barnes and gave lessons on terms like “Friends make the worst ene-mies” and “conniving.”

Continues

Ms. Beinecke poses with fans in Beijing.

CHINA


And in the 700 OMG Meiyu broadcasts she’s made so far, she offers English-language students almost an urban dictionary of the kinds of terms young people use, like “get over it,” “wakey wakey,” tough love,” fantabulous” and “my bad!”

Young people are tired of lessons that slog through statements like “I have three people in my family” and “we have a dog” and “we live in a house,” she says. “It’s a little dry. I kind of spice it up and give them

something to use. They can say when they go to Starbucks, ‘Hey, get me a zhong bei dou na tie – give me a medium soy latte. It’s something

they can use in the moment. So I think that’s what really connects.”

She is also developing a follow-ing among U.S. high school and college students. “The looks on their faces when they learn there’s a word for swag and twerk in Mandarin, they instantly have this new con-nection to Mandarin and they can more instantly relate to a language that they thought up to that point was foreign to them,” she says.

Ms. Beinecke introduces twerk-ing on her Crazy Fresh Chinese site

by giggling and announcing: “This is the most important Mandarin lesson you’ll ever have in your en-tire life.” She goes on to repeat the

words dian tun wu, adding, “It lit-erally means ‘electric butt dance.’ Oh yeah.” And then she dances a bit with her arms in the air.

Recently in Beijing to talk about the 100,000 Strong Foundation, which encourages American stu-dents to study in China, she also visited a middle school in Beijing. “This seventh-grade girl came up af-terwards and very quietly said, ‘Bai Jie, I drew this for you,’” she says. “It was a really pretty cartoon of me and under it in very pretty writing, it said ‘Jessica.’”

Another student in Chengdu drew a portrait of her in a hat with big glasses, as an illustration of the word “swag” (fan’er). “It’s on my wall in a very narrow hallway,” she says. “My boyfriend won’t let me hang it out in a prominent place.”

She thinks her viewers feel close to her because of the intimacy of her shots: she shoots her videos with a cell phone camera and talks directly to the viewer. “It feels like we’re hav-ing a one-on-one conversation. And that’s on purpose,” Ms. Beinecke says.

Her formula seems to be work-ing. She says, “I just think young people have so many similar inter-ests, and for them to have an op-portunity to connect in a real way with those with similar interests, is something I hope to provide every day. And to do it in a way that also addresses their attention span.”

Continued from previous page

Ms. Beinecke poses with a fan wearing a fake tattoo with the Chinese characters for ‘swag’.

Intead suny presentation 2014 final

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