Current trends and challenges
International students
Recent studies show that the number of international students in the United States has increased significantly over the past decade (Chappell, 2013; Fischer, 2011; Miller, 2011). During the 2013-2014 academic year approximately 820,000 international students studied in colleges and universities within in the United States (Chappell, 2013). As funding for higher education decreased, many institutions, such as the University of California, Berkeley, strategically planned to expand the enrollment of international students (Fischer, 2011). Indiana University also has significantly increased its enrollment of international students according to IU’s Office of International Services representative Erik Simons (personal communication, October 15, 2014). In Fall 2014, 3,673 incoming international students were enrolled at Indiana University which is a 52.4% increase from Fall 2010 (The Office of International Services, 2014). The increased number of international students present various academic and cultural challenges (Fischer, 2011; Poyrazli & Grahame, 2007). Poyrazli and Grahame (2007) write that “psychological experiences include phenomena such as homesickness, disorientation, depressive reactions, and feelings of isolation, alienation, and powerlessness. … However, international students usually do not have similar resources to combat this stress” (p.31). As the number of international IU students increases, it is important that universities are adequately supporting these students succeed academically and personally.
first year experience programs
Research shows that first year experience programs are very effective in helping incoming student during their transition to university life, as
first-year seminars have provided positive benefits to all kinds of students and that such seminars are a good all-purpose intervention to increase persistence from first to second year. Evidence indicates that students who have benefited from participation in first-year seminars include both males and females; both minority and majority students; students of various ages; students from various majors; students living on or off campus; and regularly admitted students and at-risk students (Goodman & Pascarella, 2006).
This research extends into the realm of international students as well. According to a study by Abe, Geelhoed, and Talbot (1998), their research “ ...suggests that the ongoing, organized interactions created by [the International Peer Program] enhanced the international students’ interpersonal skills, which are crucial for success in the campus environment” (p. 545).
The current orientation program at IU for international students is three weeks of relatively unstructured sessions. Most days have mandatory sessions about paperwork (student visas, etc.), with a few social activities interspersed. International students currently arrive at various times depending on visas, and are known to show up just before classes beginning, having missed all, or most, of orientation. Similarly, while we do have an Office for International Services, its function is to make sure all international students remain legal throughout their duration at Indiana University. There is currently no program or center on campus that supports solely international students in their success at IU. In 1951 the Leo R. Dowling International Center was developed to provide social connections and support to international students (Trustees of Indiana University, 2014). In 2012, the center was close and “no longer exists as a hub for international student activity” (Clark, 2013, para. 47). The office no longer has specific space for international student programs, and thus, students are left to find their own connections either through academic programs, clubs and organizations, or cultural centers if they take the initiative to seek them out.
This issue is not isolated to Indiana University. Recent changes in student populations had many colleges reevaluate their programs and services for international students in order to meet their academic, social, and cultural needs. Instead of front-loading informational sessions during orientation, institutions like Massachusetts College or Florida State University offer various topical workshops throughout the year (Fischer, 2011). Additionally, “external demands and growing competition among institutions are fueling the retention fire. Institutions know that retention rates are affected by the congruence of institutional mission and student goals…[and] the integration of academic learning and daily life is known to positively affect retention, so campuses are forming partnerships to increase opportunities for such integration (Hunter, 2006).
first-year seminars have provided positive benefits to all kinds of students and that such seminars are a good all-purpose intervention to increase persistence from first to second year. Evidence indicates that students who have benefited from participation in first-year seminars include both males and females; both minority and majority students; students of various ages; students from various majors; students living on or off campus; and regularly admitted students and at-risk students (Goodman & Pascarella, 2006).
This research extends into the realm of international students as well. According to a study by Abe, Geelhoed, and Talbot (1998), their research “ ...suggests that the ongoing, organized interactions created by [the International Peer Program] enhanced the international students’ interpersonal skills, which are crucial for success in the campus environment” (p. 545).
The current orientation program at IU for international students is three weeks of relatively unstructured sessions. Most days have mandatory sessions about paperwork (student visas, etc.), with a few social activities interspersed. International students currently arrive at various times depending on visas, and are known to show up just before classes beginning, having missed all, or most, of orientation. Similarly, while we do have an Office for International Services, its function is to make sure all international students remain legal throughout their duration at Indiana University. There is currently no program or center on campus that supports solely international students in their success at IU. In 1951 the Leo R. Dowling International Center was developed to provide social connections and support to international students (Trustees of Indiana University, 2014). In 2012, the center was close and “no longer exists as a hub for international student activity” (Clark, 2013, para. 47). The office no longer has specific space for international student programs, and thus, students are left to find their own connections either through academic programs, clubs and organizations, or cultural centers if they take the initiative to seek them out.
This issue is not isolated to Indiana University. Recent changes in student populations had many colleges reevaluate their programs and services for international students in order to meet their academic, social, and cultural needs. Instead of front-loading informational sessions during orientation, institutions like Massachusetts College or Florida State University offer various topical workshops throughout the year (Fischer, 2011). Additionally, “external demands and growing competition among institutions are fueling the retention fire. Institutions know that retention rates are affected by the congruence of institutional mission and student goals…[and] the integration of academic learning and daily life is known to positively affect retention, so campuses are forming partnerships to increase opportunities for such integration (Hunter, 2006).
student engagement
Two major challenges that concern both international students and the American higher education institutions they attend are the lower levels of campus engagement and the higher incidences of academic misconduct for international students. Lee & Rice (2007) find that “...language, tuition cost, and feelings of isolation ranked the highest among problems faced by international students. These researchers further find that international students share an overwhelming desire to be accepted and to succeed…” (p. 387). Overall, international students tend to be less satisfied with their college experience than domestic students and studies show that during their first year of college, “international students were more engaged in educationally purposeful activities than American students” (Zhao, Kuh, & Carini, 2003, p. 1).
Additionally, international students tend to become friends with other international student, from their country and from other nations, over domestic students (Zhao, Kuh, & Carini, 2003; Anderson, Carmichael, Harper, & Huang, 2009). This phenomenon may cause disconnection between international and domestic students; it is, however, helpful when they struggle adjusting. According to Zhuo, Jindal-Snape, Topping, & Todman (2008) international students go through an acculturation process that involves a cross-cultural transition that progresses first through stress, then coping with the stress, into responses, and finally moving into outcomes. This acculturation process also includes students acknowledging skill deficits and acquiring the skills needed (Zhuo et al., 2008). Unfortunately, international students face many transitional challenged and universities often leave the “the responsibility...to the student to ‘adjust’ or ‘adapt’ to the host culture” (Lee & Rice, 2007, p. 386).
Since educators recognize the importance of the support system among the students from the same home countries, many institutions, such as American University, Rice University, and Colorado State University, initiated peer mentoring programs that foster a rapport between domestic and international students (Fischer, 2011).
Additionally, international students tend to become friends with other international student, from their country and from other nations, over domestic students (Zhao, Kuh, & Carini, 2003; Anderson, Carmichael, Harper, & Huang, 2009). This phenomenon may cause disconnection between international and domestic students; it is, however, helpful when they struggle adjusting. According to Zhuo, Jindal-Snape, Topping, & Todman (2008) international students go through an acculturation process that involves a cross-cultural transition that progresses first through stress, then coping with the stress, into responses, and finally moving into outcomes. This acculturation process also includes students acknowledging skill deficits and acquiring the skills needed (Zhuo et al., 2008). Unfortunately, international students face many transitional challenged and universities often leave the “the responsibility...to the student to ‘adjust’ or ‘adapt’ to the host culture” (Lee & Rice, 2007, p. 386).
Since educators recognize the importance of the support system among the students from the same home countries, many institutions, such as American University, Rice University, and Colorado State University, initiated peer mentoring programs that foster a rapport between domestic and international students (Fischer, 2011).
academic readiness
Anderson, Carmichael, Harper, and Huang (2009) found that in addition to transitioning to American culture and experiencing “culture shock, cultural fatigue, racial discrimination, and difficulty in adjusting to new customs, norms, regulations, [and] eating habits”, international student also have significant academic transitions. The process of entering the United States to pursue an education is filled with obstacles that international students have to overcome (Lee & Rice, 2007). Without a doubt, international students struggle to adjust to the new environment has an impact on their academic success and emotional stability (Poyrazli & Grahame, 2007, p. 31).
One of the main academic challenges for international students is the change in academic cultural norms. Expectations surrounding plagiarism and classroom participation can vary greatly, especially with students from some Asian countries. International students may be more familiar with learning solely from their instructor and may have to transition to rely more on themselves and peers for furthering knowledge and understanding (Burrell & Kim, 2002), as “American educational culture emphasises critical thinking, drawing conclusions, and classroom participation” (Fischer, 2011, para. 40).
Because of this cultural shift, Fischer (2011) writes that "international-student offices are dealing with issues as varied as plagiarism, poor language skills, country-specific cliques, and cultural taboos against counseling" (para. 3). While some of these students are stereotyped as plagiarizers, cultural differences in the strictness of intellectual property must be considered as contributing factors. Though it is true that many international students have not being taught to cite others’ work in the American style prior to coming to college, it must be noted that the American style of citation is not the only form of academic writing (Ha, 2006). In many other cultures, using someone else’s work is considered the highest form of flattery, rather than theft (Moore, 1999; Gill, 2008).
Poyrazli and Grahame (2007) affirm that “loss and lack of social support in particular have been found to lead to lower academic achievement and negative psychological experiences such as tension, confusion, and depression” (p. 30). That being said, “once students start building relationships with people from the host culture, however, their experiences are more likely to be positive” (p. 31).
One of the main academic challenges for international students is the change in academic cultural norms. Expectations surrounding plagiarism and classroom participation can vary greatly, especially with students from some Asian countries. International students may be more familiar with learning solely from their instructor and may have to transition to rely more on themselves and peers for furthering knowledge and understanding (Burrell & Kim, 2002), as “American educational culture emphasises critical thinking, drawing conclusions, and classroom participation” (Fischer, 2011, para. 40).
Because of this cultural shift, Fischer (2011) writes that "international-student offices are dealing with issues as varied as plagiarism, poor language skills, country-specific cliques, and cultural taboos against counseling" (para. 3). While some of these students are stereotyped as plagiarizers, cultural differences in the strictness of intellectual property must be considered as contributing factors. Though it is true that many international students have not being taught to cite others’ work in the American style prior to coming to college, it must be noted that the American style of citation is not the only form of academic writing (Ha, 2006). In many other cultures, using someone else’s work is considered the highest form of flattery, rather than theft (Moore, 1999; Gill, 2008).
Poyrazli and Grahame (2007) affirm that “loss and lack of social support in particular have been found to lead to lower academic achievement and negative psychological experiences such as tension, confusion, and depression” (p. 30). That being said, “once students start building relationships with people from the host culture, however, their experiences are more likely to be positive” (p. 31).