Experience, on the Ground: Integrated and Embraced, or a Mismatch - PowerPoint PPT Presentation

The International Student Experience, on the Ground: Integrated and Embraced, or a Mismatch between Reality and Expectations? Rodolfo R. Altamirano, Ph.D. 2014 Association of International Education Administrators Annual Conference Cannon Room, JW Marriott Washington DC Tuesday, February 18, 2014

Path towards integration… Approaches & Recommendations Intercultural & Integrated Campus Intercultural & Integrated Classroom My Philosophy Reflection and Awareness

Reflection Approaches & Recommendations Intercultural & Integrated Campus Intercultural & Integrated Classroom My Philosophy Reflection and Awareness

Penn welcomes students from 6,024 international across the globe! students from 113 countries for Fall 2013 Top 5 countries of origin: Europe China 1,839 United Kingdom 127 India 815 France 89 North America/Central America South Korea 482 Spain 62 Canada 395 Germany 51 Canada 395 Mexico 73 Italy 49 Saudi Arabia 229 Panama 10 Guatemala 6 Middle East El Salvador 6 Saudi Arabia 229 Turkey 105 Asia Kuwait 68 China 1,839 Israel 42 India 815 Iran 40 South Korea 482 Taiwan 164 Japan 129 Africa South America Nigeria 24 Brazil 89 Kenya 22 Colombia 54 Oceania Ghana 19 Chile 30 Australia 58 Peru 29 Morocco 13 New Zealand 22 Argentina 21 Egypt 10 Source: ISSS Student Data Fall 2013 as of October 14, 2013 • Student Information

Penn international students have been steadily increasing… *Source : ISSS Student Data Fall 2013 as of October 14, 2013 • Student Information

Immigration challenges  Changes in U.S. government visa and student tracking regulations.  Increased government scrutiny  Unanticipated changes in government regulations and protocols

Academic Performance and Classroom Integration  Classroom participation challenges  Different academic culture and expectation  Diverse pedagogical approaches  Unfamiliarity with classroom experience and dynamics

Student Life and Cultural Integration  Campus community’s unfamiliarity with international student issues  Need for a supportive campus climate  Desire for integration with domestic students

My Philosophy Approaches & Recommendations Intercultural & Integrated Campus Intercultural & Integrated Classroom My Philosophy Reflection and Awareness

My Philosophy in Global Leadership Engaging team Fostering Building Inspiring Shared cross-cultural motivation Leadership talent Developing intercultural teams

Intercultural Classroom Approaches & Recommendations Intercultural & Integrated Campus Intercultural & Integrated Classroom My Philosophy Reflection and Awareness

My Service Philosophy International Students and Scholars

My Service Approach Holistic Attention Welcoming Environment

In partnership with ISSS, a broad range of university offices provide services to Penn’s International Community Safety and Legal Compliance In addition, ISSS sponsors three university groups: Public Safety Office of the General Counsel • International Student Advisory Office of Federal Relations Board A forum for undergraduate and Office of Student Conduct graduate students to raise concerns Academic and University Support to the university Academic Advising • International Partners Outreach Office of the Vice Provost for University Life Group Weingarten Learning Resource Center Representatives from key Student Health administrative offices who review services to international students Student Financial Services and scholars Career Services Career Services • Intercultural Leadership Community Life and Cultural Experience Program Graduate Student Center International and U.S. students focused on intercultural awareness Greenfield Intercultural Center and understanding on Penn’s Counseling and Psychological Services campus College Houses and Academic Services

Concerns Shared by Students Class Academic Integration into Participation Integrity U.S. Classrooms Perceived faculty Lack of Increase intolerance to familiarity with awareness student’s lack of academic of teaching English culture Staff proficiency Plagiarism, Educate Student’s lack of cheating perhaps international familiarity with due to cultural students American culture differences and language problems

Findings from Information Collected • Many programs do exist. Vary • Need more intensive from school to school. • No comprehensive academic integrity trainings for Int’l directory of programming for int’l students. students. Support for Academic International Integrity Students Class Integration Participation into U.S.  Need for one-to- Classroom • Need to increase one mentoring.  Need for more faculty awareness written regarding special English Instruction. needs of International  International students need to students. integrate to Penn Community .

Recommendations Advise Schools and Resource Guide: Faculty: • Need for a central clearing • Advise schools of best house of programs for practices from other international students. schools. • Provide directories for • Through the CTL, bring students. faculty together for Recommendations discussions. from IPOG Integration into Members Orientations: U.S. Classroom: • Spread ISOs throughout the • Recruit and train int’l semester to provide on- students to act as mentors going academic support. to new int’l students. • ISOs include interactive • Provide workshops on U.S. workshops on academic academic culture and integrity. classroom .

Intercultural Campus Approaches & Recommendations Intercultural & Integrated Campus Intercultural & Integrated Classroom My Pholosophy Reflection and Awareness

Intercultural Integration Working for reciprocity, interchange and common ground… Communities strive for democracy, mutual respect, equality, understanding, acceptance, freedom, diversity, and appreciation. There is a sense of inspiration for connecting, shaping, transforming, interacting, building relationships, and deeper learning.

Approaches and Recommendations Approaches & Recommendations Intercultural & Integrated Campus Intercultural & Integrated Classroom My Philosophy Reflection and Awareness

Recommended Approaches Stakeholder Analysis Reenergizing Holistic and Nurturing Environmental Partnerships Scan Intercultural Building Communication Partnerships trainings for Strategic Thinking

Stakeholder Analysis Engaging Stakeholders Surveys, Focus Stakeholder Getting to Analysis Groups and Know Them Town Hall meetings “Sharing” the Vision to Stakeholders

Holistic Environmental Scan Seek first to Understand Understanding Environmental What matters the Scan to the bosses institutional context Where does your office fit in the hierarchy

Building Strategic Partnerships Students Building Decision Student Partnerships Makers Groups Schools and Departments

Intercultural Communication Intercultural Leadership Program Intercultural International Human Programs Communication Resources Institute In-Service Training

Reenergizing and Nurturing Individual Meetings Reenergizing Outreach Focus and Nurturing Presentations Groups Town Hall Meetings

References  Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.  Deardorff, D. K. (2004). The identification and assessment of intercultural competence as a student outcome of international education at institutions of higher education in the United States. Unpublished dissertation, North Carolina State University, Raleigh .  Lambert, R. D. (Ed.). (1994). Educational exchange and global competence.New York: Council on International Educational Exchange.  Defining Multicultural, Cross-cultural, and Intercultural . The United Church of Canada/L’Église Unie du Canada. Web. 5 May 2013 (Licensed under Creative Commons Attribution Non- commercial No Derivatives (by-ncnd) Licence).