Helping Faculty Teach International Students
On a U.S. campus a female student from the United States is assigned to head a group in which Saudi men are participants. A Japanese woman complains about the directness and perceived bossiness of team members in a class project. An international student is confused about references, such as Daffy Duck, that were used in a lecture.
These are just a few examples of possible issues arising from the cultural differences international students experience. Below are tips for helping to understand international students and to teach them so they have a rich and successful international experience at UNI.
“10 Practical Tips for Faculty” lists 10 helpful tips for faculty when it comes to working with International students. Understanding these tips will greatly impact the relationship you have with the international students in your classroom.
Kisch, M. (2014, November/December). Helping Faculty Teach International Students. INTERNATIONAL EDUCATOR, 1-4.
This article focuses on working with international students in the classroom. Here you will find general classroom tips, whole class discussion tips, and group work tips.
Young-Davy, B., Rice, J., Yerian, K., & AEI Faculty. (2013, February 1). Working with International Students in Class.
The International Classroom, 1-5.
This article gives tips to faculty that will help them when it comes to working with international students in the classroom. It talks about the grading system, student/instructor relationship, papers, and other assignments.
Ellison, G. (2006, August 1). Tips for Faculty Working with International Students in the Classroom, University of Denver, Denver.
This article was prepared by the International Student and Scholar Services Office at the University of Denver (August 2006).
The article discusses the cultural backgrounds of women from the middle east. It points out that the cultural integration should be multifaceted and the faculties should realize the importance of working with families of female students from middle east.
Leggett, K. (2016, May/June). Welcoming Women From the Middle East. International Educator.
It is a big challenge for a international student to find a job in U.S. after graduation. This article helps faculties in the universities have better understandings of international students and give good career counseling for international students who are pursuing or seeking their career path.
Kisch, M. (2015, May/June). Helping International Students Navigate Career Options. International Educator.
In this article, the author raises awareness of the special needs of international LGBT students. It also describes the challenges in reaching out for international students. Faculties can learn the effective outreach strategies for international LGBT students in the aspects of communication, orientation, as well as events and activities.
Katz, E. (2008, November/December). Working with LGBT International Students. International Educator, 56-61.
The author points out the unique challenges international students faced such as lifestyle adjustments, language differences, educational systems differences and cultural awareness. Appreciative advising is a great tool to draw out international students' potential and help them create a positive learning environment.
Palmer, E. (2009, September 9). Using Appreciative Advising with International Students. The Mentor.
The article discuss the suggestions for teaching international students such as understanding the profile of your international students, academic accommodations for international students who are non-native speakers of English and classroom protocols.
Loach, B. L. (2004, August). Helping International Students Succeed in University Programs. 1-7.
This article helps faculty member understand international learners and aware the cultural diversity present in the classroom. The faculty members can provide learning opportunities through effective teaching practices such as creating an inviting classroom environment, facilitating the discussion in international classroom and having group-oriented activities in the international classroom. The faculties can provide learning opportunities, both academic and socially, that meets the needs of international and host students while preparing them for the effective interactions in a global society. Students in a cross-cultural classroom will be afforded opportunities to develop and refine methods of interacting with individuals with different backgrounds and cultures in preparation of jobs and careers that will require interactions in a globalized market place.
Crose, B. (2011). Internationalization of the Higher Education Classroom: Strategies to Facilitate Intercultural Learning and
Academic Success. International Journal of Teaching and Learning in Higher Education, 23, 388-395. Retrieved June 2, 2016.
There are strategies and principles for teaching international students. It is important for faculties to understand the cultural differences between international students when the faculties teach international students and respond to international students’ writing. The article also gives practical ways to teach students who are Non-Native speakers of English.
Strategies For Teaching International Students: TEACHING A DIVERSE STUDENT BODY. (n.d.). Retrieved June 2, 2016
This article gives faculty members a broad view that how we can help international students know what they need to do be successful on the courses. The author discussed several academic approaches to teach international students such as group work,lighten the cognitive load. By paying attentions on safe practices and feedback, interpersonal relationships and cross-cultural sensitivities, faculty members can create the supportive and encouraging environment for international students more effectively.
Carroll, Jude. "Suggestions for Teaching International Students More Effectively." The Oxford Center for Staff and Learning
Development. Oxford Brookes University, n.d. Web. 27 June 2002.