Dr. Tamara Yakaboski Associate Professor, Higher Education and Student Affairs Leadership University of Northern Colorado Tamara.email@example.com Twitter: @ TYakaboski "Everything's good, but" International student experiences on US campuses DRAFT 4/1/15
Who is in the room? What is your role in higher education? Do you, and if you do, how do you, interact with international students daily or weekly? What do you hope to get out of today's workshop?
Foundations "Everything's good, but" International student experiences on US campuses
Self-Reflection Is it necessary to be globally-competent in (1) your role? and (2) to be effective and successful in working with international students? In your role, what competencies or characteristics are necessary to be globallycompetent? How do you demonstrate in your daily work and life that you value international students and their cultures? How does your office/ dept demonstrate that they value?
Situating International Students in Internationalization How is your campus internationalizing? How is your office/department involved in internationalizing campus? How does your role/position support internationalizing campus? If not, then what are the barriers and opportunities to internationalizing your office/ department? How are international students involved in campus internationalization?
My goals for today: Participants will be exposed to research on international students experiences at two research institutions. Participants be exposed to the broader research on international students experiences in the US. Participants will begin to dialogue about their role in providing positive, socially just environments and programs for international students regardless of what office they work in. Additional goals: ?
Data: Findings for this presentation pull from 3 different qualitative studies on Chinese, Indian, and Saudi Arabian students at Colorado and Illinois higher education research universities Researching and assessing international student challenges
Overview of Themes Arrival and transition Discrimination and exclusion Involvement and interactions Last but not least, academic experiences What I've learned
Arrival and transition Logistics Interacting beyond international offices Not seeing before arriving
Discrimination and exclusion Comes from faculty, staff, students, and surrounding community Happens in and out of the classroom The Saudi population expected discrimination to happen Chinese students sought campuses without high student numbers from their home country
Involvement and interactions U.S.-international student interactions International students may not be aware of involvement services or culture International students may not want services that we market to students as "extra-curricular"
Last but not least, academic experiences Writing support as an non-native English academic writer is critical to success U.S.-international student interactions Faculty cultural knowledge needed
What I've Learned Avoid putting all the responsibility on international students to acclimate and learn the US system of higher education They've taken huge initiative by leaving their home, family, and friends to move somewhere without those supports and learn in another language Avoid grouping "international students" together instead find ways for the campus community to learn about each groups cultures, religions, languages and customs and not always focus on food HE/SA faculty and professionals have to be responsible for creating intentional cross-cultural interactions between international and U.S. students otherwise they won't happen Whatever modifications we may make will benefit international students as well as other disenfranchised students in our classes and offices Internationalization can NOT just be bringing in more international students!
Q&A How do these findings and quote resonate with your observations or experiences? Other questions or observations?
Group Processing Identify a major challenge that international students might have with your office? Campus? How could you restructure assignments, programs, or student services to support international students? How would you like to be supported to increase your own global competency and increase cross-cultural communication and understanding for all students? What is your institution or office doing well with supporting international students (best practices)? Are you supported and rewarded for your work to internationalize your own professional work and your courses or services? If not, can you have some conversations with your chair, dean, or supervisor to prioritize internationalizing? What institutional support for international students, ie writing tutors trained to work with international students, would you like to see your office add?