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Bridging the gap between domestic and international students

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Nyssa Salazar

on 21 November 2014

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Transcript of Bridging the gap between domestic and international students

Bridging the gap between domestic and international students
EDAD 932: Global Issues
Angela Bryan, Sean Griffin, Camila Parra, Nyssa Salazar
International students with more host friends and report higher satisfaction and contentment (Aune et al, 2010)

Socializing with host students reduces acculturative stress (Lopez & Hui, 2014)
Buddy/peer program participants
learn about their partner’s culture,
challenge stereotypes, and gain
valuable cultural adaptation skills
(Campbell, 2012)

Decades after graduation, participants in international programs still indicate that participation benefitted them in the short and long run. (Luo & Jamieson-Drake, 2013)

Classroom size and lack of time for planning (Arkoudis & Bail, 2014)

Lack of time spent on campus (Arkoudis & Bail, 2014)
Students tend to avoid cross-cultural interaction unless prompted (Lopez & Hui, 2014; Campbell, 2012; Summers & Volet, 2008)

Neo-racism and power imbalances between international and host students (Jon, 2012)
“If genuine progress is to be made in this area, efforts to encourage cross-cultural interaction should begin from within the core curriculum.” (Arkoudis & Baik, 2014)

Goal: create conditions for effective cross-cultural peer interaction
“In what ways can university teaching promote interaction between students from diverse cultural and linguistic backgrounds?”

Interaction for Learning Framework (Arkoudis et al., 2013)
Planning interaction
Creating environments for interaction
Supporting interaction
Engaging with subject knowledge
Developing reflexive process
Fostering communities of learners
University of South Australia (Leask, 2009)
Intercultural competency linked to graduate learning attributes

Professional development program to help faculty design curriculum (including assessment) that encourages genuine social and intercultural engagement
Address structural issues in curriculum
- Institutions should clearly define intercultural learning
outcomes
- Design learning activities to help develop the skills
required to achieve outcomes
- Structure assessment activities so that it is clear what
intercultural competencies are being measured

Do not underestimate challenges of intercultural interaction in the learning environment
- Provide adequate preparation and support to work in
multicultural groups


Informal Curriculum (Leask, 2009) at UniSA
Interventions to encourage interactions
Frameworks implemented:
- Learning guide – What Do I Call You?
- Online-peer mentoring – Pre-arrival communication
- Conversation groups
- Cross-cultural lunches

Business Mates: mentoring to improve the quality of the first-year experience + particular aim: encourage interaction between international and domestic students
- Mentor training included:
-- Cross-cultural communication
-- Highlighted importance of interactions
-- Reflected on Graduate Quality # 7 of the University’s
mission statement

PASS:
- Peer leaders help students understand the course content and
academic performance
Strategies to develop effective programs that promote cross-cultural interactions:
Identify ‘what’s in’ for domestic students by interacting with international students (Arkoudis & Bail, 2014)
Provide incentives (Greshan & Clayton, 2011; Williams & Johnson, 2011)
Provide support (clear direction, environment for interaction, appropriate rewards) (Leask, 2009)
Have a clear understanding/direction of what ‘internationalizing the student experience’ (Arkoudis & Bail, 2014; ) is & link it to the university mission (Leask, 2009) as a way to support internationalization
Better understand international student’s priorities (HabbHanassab & Tidwell, 2002; Rose-Redwood; Rose-Redwood, 2013).
Benefits to
Cross-Cultural Interaction
Challenges to
Cross-Cultural Interaction
Curriculum
Case Study
Lesson Learned
BEST PRACTICES:
Co-curricular / Extra Curricular Initiatives
Informal Curriculum Con't
Assessment: International Student Experience Questionnaire (SEQ) Successful Programs.
- Results: “Paired mentors were more likely to indicate that they had
developed international perspectives than the unpaired mentors”
- Lesson learned:
-- Change of the culture of the campus
-- Cross-cultural interactions: two-way process

Multicultural Intervention Program (Sakurai, et al., 2010)
- Social excursion for international students to a tourist attraction
- Results:
-- Larger social networks between international & local students
-- Stronger orientation toward the local culture
-- Better psychological adjustment.
- Limitations:
-- Assessment?
References
Rose-Redwood, C. R., & Rose-Redwood, R. S. (2013). Self-segregation or global mixing?: Social interactions and the international student experience. Journal of College Student Development, 54(4), 413-429. doi:10.1353/csd.2013.0062

Rienties, B. & Nolan, E.M. (2014). Understanding friendship and learning networks of international and host students using longitudinal social network analysis. International Journal of Intercultural Relations, 41(2014), 165-180.

Sakurai, T., McCall-Wolf, F., & Kashima, E.S. (2010). Building intercultural links: The impact of a multicultural intervention programme on social ties of international students in Australia. International journal of intercultural relations, 34(2010), 176-185. DOI: 10.1016/j.ijintrel.2009.11.002.

Summers, M., & Volet, S. (2008). Students’ attitudes towards culturally mixed groups on international campuses: impact of participation in diverse and non-diverse groups. Studies in Higher Education, 33(4), 357-370. DOI: 10.1080/03075070802211430

Urban, E. L., & Palmer, L. B. (2013). International students as a resource for internationalizing of higher education. Journal of Studies in International Education, 1-20. DOI: 10.1177/1028315313511642

Williams, C. T. & Johnson, L. R. (2011). Why can’t we be friends?: Multicultural attitudes and friendships with international students. International Journal of Intercultural Relations, 35(1), 41-48. DOI:10.1016/j.ijintrel.2010.11.001

Arkoudis, S., & Bail, C. (2014). Crossing the interaction divide between international and domestic students in higher education. Retrieved from Higher Education Research and Development Society of Australasia: http://www.herdsa.org.au/wpcontent/uploads/HERDSARHE2014v01p47.pdf

Arkoudis, S., Watty, K., Baik, C., Yu, X., Borland, H., Chang, S., Lang, I., Lang, J., & Pearce, A. (2013). Finding common ground: Enhancing interaction between domestic and international students in higher education. Teaching in Higher Education, 18(3), 222-235. DOI:10.1080/13562517.2012.719156

Aune, R. K., Hendrickson, B., & Rosen, D. (2010). An analysis of friendship networks, social connectedness, homesickness, and satisfaction levels of international students International Journal of Intercultural Relations, 281-295. DOI:10.1016/j.ijintrel.2010.08.001

Campbell, N. (2012). Promoting intercultural contact on campus: A project to connect and engage international and host students. Journal of Studies in International Education, 16(3), 205-227. DOI: 10.1177/1028315311403936

Diao, W. (2014). Between ethnic and English names: Name choice for transnational Chinese students in a US academic community. Journal of International Students. 4(3), 205-222. Retrieved from: http://jistudents.org/

Geelhoed, R. J., Abe, Jin, & Talbot, D. M. (2003). A qualitative investigation of U.S. students’ experiences in an international peer program. Journal of College Student Development, 44(1), 5-17.

Task design is critical
- Learning/assessment activities focused on acquisition of
intercultural skills and knowledge
- Required engagement with cultural others

Skilled/knowledgeable teaching staff
- Understand cultural foundations of knowledge within their
discipline
- How to manage student diversity in classroom
- Interculturally competent.
(Leask, 2009)
Gresham, R., & Clayton, V. (2011). Community Connections: a programme to enhance domestic and international students' educational experience. Journal of Higher Education Policy and Management, 33(4), 363-374. doi:10.1080/1360080X.2011.585736

Hanassab, S., & Tidwell, R. (2002). International students in Higher education: Identification of needs and implications for policy and practice. Journal of Studies in International Education, 6(4), 305-322. DOI: 10.1177/102831502237638

Jon, J.-E. (2012). Power dynamics with international students: from the perspective of domestic students in Korean higher education. Higher Education Policy Research Institute, 441-454. DOI: 10.1007/S10734-011-9503-2

Leask, B. (2009). Using formal and informal curricula to improve interactions between home and international students. Journal of Studies in International Education, 12(2), 205-221. DOI: 10.1177/1028315308329786

Lopez, I.Y., & Hui, N.H. (2014). Acculturation and linguistic factors on international students’ self-esteem and language confidence. Journal of International Students. 4(4), 314-329. Retrieved from: http://jistudents.org/

Luo, J., & Jamieson-Drake, D. (2013). Examining the educational benefits of interacting with international students. Journal of international students. 3(2), 85-101. Retrieved from: http://jistudents.org/
Images retrieved from:
Slide 2
http://canadainternationalstudents.com/schools/colleges-universities/

Slide 3
http://chronicle.com/article/Why-Professors-at-San-Jose/138941/
http://services.intead.com/blog/bid/320794/The-Common-App-Challenges-International-Student-Admissions

Slide 4
http://visasandpermits.com/canada-tightens-visa-rules-for-international-students/
http://www.leeds.ac.uk//info/20019/international

Slide 5
http://www.utb.edu/Pages/default.aspx

Slide 6
http://www.nordangliaeducation.com/resources/europe/_filecache/68d/414/5146-padded-w575-h350-of-1-FFFFFF-globalclassroom1.jpg

Slide 7
http://www.uclan.ac.uk/research/explore/groups/instructed_second_language_acquisition.php
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