By Jane Harvey
At 最新天美传媒 in Fall 2024, we had 5,401 international students, 10.9% of the total student
population. 3,047 were undergraduate students and 2,275 were graduates. Therefore,
most courses taught at 最新天美传媒 include both domestic and international students, and so
to promote the success of the entire class, instructors benefit from understanding
how to support international students.
One challenge for international students is the need to learn about and adapt to the
US academic culture which can be very different from their country鈥檚 high school or
university. For instructors to be aware of and address this challenge, it is useful
to understand the kinds of major differences in academic cultures.
Here are a few examples:
- Expectations of relationships and interactions between faculty and students can be very different. In many cultures, there is distance and limited interaction between instructors and students, and so students are not expected to ask questions or be actively engaged in classes.
- Another major difference that students often face is that in their academic backgrounds, the only assessments were mid-semester and end-of-semester exams, so the expectations of weekly assessments and assignments at USF can be a shock to them.
- Similarly, in a lot of international academic cultures, learning focuses on the memorization and understanding of theoretical knowledge and concepts, whereas in the US, students are expected to practically apply the theories and concepts that they learn through the assignments and projects that they are assessed on.
- Also, what is considered plagiarism and academic integrity in the US academic culture is potentially very different from where students came. In some cultures, for example, it is considered honorable to share knowledge and information with classmates during exams and other activities. Using the information or ideas that they read about without any citation in assignments is seen as good understanding and use of knowledge.
Therefore, when teaching, avoid assuming that all students in the class have the same
shared knowledge about expectations for participation, interactions, academic integrity,
course structure, and the final grade achieved.
Helping international students feel integrated into the learning environment can impact
their academic success. According to Sekhar (2024), negative and critical feedback
about their linguistic challenges or lack of shared knowledge can cause international
students to feel wary about class participation, whereas constructive feedback can
help them feel more positive. Fostering domestic and international student interaction
and providing opportunities for them to learn from each other can decrease the anxiety
that international students may face. Liu et al. (2024) assert that having international
students share different ways of learning and studying can be assets for all students,
as well as helps international students feel comfortable and accepted in their classes.
According to Tran (2020), international students indicate that 鈥済ood teachers鈥� are
open and curious to learn about students and engage them in discussions. For example,
Tran (2020) shares an activity that a teacher used to develop empathy between domestic
and international students. The teacher spoke to international students in English,
and they had to answer in their language. In groups, students then had to decide from
the body language and tone of voice of the international students what they actually
said to the instructor. This activity helps domestic students understand the challenges
that international students might experience. While this activity may be more relevant
to a language- or culture-oriented course, when a topic in any course focuses on how
something happens or is done in the US, providing opportunities for international
students to share their culture without singling them out can both help domestic students
learn about other cultures and empathize the differences that international students
face.
Other strategies for making international students feel welcome and integrated early
in a course include giving a background questionnaire to all students where they can
share relevant information with their instructor 鈥� e.g., strengths and weaknesses,
most memorable experience in the subject, what they need from their instructor and
class colleagues to help them be successful.
Another strategy is to allow students to introduce themselves to each other and share
who they are as a person. This activity can include having students talk about their
backgrounds, where they feel their home is, what a typical day is for them, what they
like to do when they have free time and/or one thing about their family and/or culture.
Faculty awareness of these potential academic differences can increase international
students鈥� sense of community and the validity of their needs. So, because international
students are a large part of USF鈥檚 student population, it is useful to be conscious
of their challenges and actively adopt strategies to help them.
References
Liu, W., Yu, C., & McClean, H. (2024). Best university lecturers in the eyes of international
students. College Teaching, 1-8.
Sekhar, A. (2024). How transformation from traditional to participatory learning and
teaching pedagogy helps build confidence and communication skills in international
students: A reflective analysis. Journal of Global Business and Technology, 20(2), 1-19.
Tran, L. T. (2020). Teaching and engaging international students: People-to-people
connections and people-to-people empathy. Journal of International Students, 10(3), xii-xvii.
Source of ideas and other resources:
website from a 2021/2022 CITL Faculty Learning Community