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Thinking Globally: How International Students Contribute to

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Christina Zhang

on 25 February 2016

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Transcript of Thinking Globally: How International Students Contribute to

Thinking Globally: How International Students Contribute to a Diverse Campus
Presented by: Jin Christina Zhang, Katie Knable
Melissa Hernandez & Teri Jenkins

USA Profile
Texas Profile
Total students: 24,084
Total international students: 5,442
Percent international: 22%
Top student representation: India, China, Taiwan, South Korea, Iran
UT Dallas Profile
Benefits of Engaging International Students and American Students
Provide Opportunities for
Cross-Cultural Friendship
Surprising Benefits of
International Enrollment
Challenges Inside the Classroom
"Interaction in the Classroom"
"Freedom of Choice"
Challenges Outside the Classroom
Cultural Differences
Differing Goals and Interests
It's often easier to stick with people you know/are more comfortable with
Microaggressions across campus
Social Media
In class
Is it only the international services office invested in the needs of international students?
Differences in Relationships
Solutions Inside the Classroom
Solutions Outside the Classroom
Explain the importance of getting involved
Introduce the stages of culture shock
Address academic challenges in the classroom
What is plagiarism, collusion, etc.?
How does the US classroom differ from classroom overseas?
Student Mentors


1. Eland, Alisa, Sidney L. Greenblatt, and Michael Smithee. U.S Classroom Culture. NAFSA, Association of International Educators. 1-30. Web. 02 Feb. 2015

2. Institute of International Education, Bureau of Educational and Cultural Affairs, and U.S. Department of State. 2015 Open Doors Presentation 1-33 Web. 16 Nov. 2015 http://www.iie.org/Research-and-Publications/Open-Doors

3. Ortiz, Alejandro, Li Chang, and Yuanyuan Fang. International Student Mobility Trends 2015: An Economic Perspective. 2 February, 2015. WES Research & Advisory Services. Web.11 Feb. 2015. http://wenr.wes.org/2015/02/international-student-mobility-trends-2015-an-economic-perspective/  

4. Arkoudis, Sophie. Teaching International Students: Strategies to Enhance Learning. University of Melbourne, Centre for the Study of Higher Education.1-18. Web. 09 Feb. 2015 http://www.cshe.unimelb.edu.au/

5. https://jistudents.files.wordpress.com/2013/05/2013-volume-3-number-3-journal-of-international-students-published-in-june-1-2013.pdf

Campus Climate
"In my country, the system is based on a lot of memorization and a kind of mechanization of the learning process." -An International student from China
"Sometimes when I start talking, I know immediately that I cannot express wholly my idea because it takes me a much longer time than U.S. students." - An International Student from Vietnam
"Language barrier"
Bring expertise from home country
People-to-people diplomacy
Help to break down negative stereotypes
Assist with transition to new environment
Diverse perspectives to the classroom
Cultural empathy
Global competence is important for the workplace
Ability to question their own beliefs and values
Acquire new skills and knowledge independently
Formulate creative ideas
Integrate ideas and information
Understand the role of science and technology in society
Cognitive Skills Gained
In my country, the teacher is pretty much sitting next to God. So when you talk to a teacher, there is a power issue and a status issue. Never call their first name...- An International student from South Korea
"Respect Authority"
Educate Campus Community
International Culture Programs
American culture workshops
English classes

Cultural exchange program or conversation partner program
iFriend, Buddies, Beyond Borders
Pair student to student, student to staff/faculty, student to community members
Matching Programs
International Student Orientation
American Culture Programs
"In U.S., I am encouraged to ask questions and say my opinion. At home I wouldn't speak up in class." - An International student from Taiwan

"It is frustrating to make decisions on everything, especially on my major and courses. In my country, instructors make the majority of academic decisions. "- An International Student from India
Research Study

Included 5,676 U.S. alumni from four highly selective universities
Survey respondents were asked:
1) Extent to which they interacted with students from outside the US.
2) How much their undergraduate institution contributed to their development in 21 areas.

Pop culture or jargon/slang
-"Hit the books"

Clear expectations about participation

Prepare key questions and readings ahead of time

Share examples from home country
Take a proactive approach to plagiarism
Internationalize the Course
Be aware of international student perspectives and interpret issues within a global context.
Is there an international component?
Language and Critical Thinking
Give time to formulate responses
-Paraphrase & restate
Small Group Participation
Assignment and Assessment Expectations
Format review
Accessible lecture notes
"In my Country,
we spend hours in the professors' offices. They are telling us how we're going to do this. They guide us..."-An International Student from Japan
Assist Peers in Developing
a Greater Global Perspective
Popular Culture
Appropriate greetings
Slang or other idioms
International students are academic or job-focused
May not realize the importance of campus involvement
Traditional American sports or social organizations
Americans make "fast friends"
Family or friend loyalty is important
Group dynamics are different
Campus-wide events:
Attend International Education Week at UNT
Seek out and encourage cultural organization to host events
Know your audience!
What do the students want to learn?
Target events and advertising towards learning about American Culture
Service learning or volunteer opportunities
Diversity programming
Intercultural competency training
Offer presentations about your resources
Co-present with International Services
"Teacher-Centered" vs "Learner-Centered"

What is the total number of international students in the U.S. during the 2014-2015 enrollment period?

A. 1.5 million students
B. 974,926 students
C. 526,347 students
B. 974,926 intenational students were in the U.S. during the 2014-2015 enrollment period.
International students who are studying at U.S. colleges and universities contribute $_______ to the U.S. economy
A. $30.5 billion
B. $50 billion
C. $23 billion
A. International students contributed $30.5 billion to the U.S. economy.
For every seven international students enrolled, three U.S. jobs are created or supported. This would be about ____ jobs.
A. 501,237 jobs
B. 253,746 jobs
C. 373,381 jobs
C. For every seven international students enrolled, three U.S. jobs are created or supported. This is around 373,381 jobs.
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