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Author: Juana Du, Associate Professor, Department of Communications and Culture, Royal Roads University
We are preparing an orientation to welcome international students.
It is common, especially during the first few weeks of the new school year, to provide orientation to the local culture and society provided by post-secondary institutions. In the coming weeks and months, international students will continue to adapt to their new surroundings and communities.
The ongoing COVID-19 pandemic introduces new complexities and uncertainties to international students' college lives.
For many students, public health restrictions mean limited interaction. International students may need to self-isolate on a daily basis and reduce social contact with their peers.
In my research with colleagues, a two-way approach to facilitating social interaction between international students and their local peers has been shown to improve short-term programs to orient international students toward the academic environment, campus culture, and society. I investigated whether it is more effective than developing.
To better support international students beyond the orientation week, the university will develop a year-round program of academic and extra-curricular activities that fosters cultural exchange between international students, classmates, and the wider community. You can focus on developing opportunities.
Connecting Students
Studies show that creating social spaces, physical or virtual, can connect international students with local peers and Connecting with a community enables students to participate. and learn.
Virtual spaces hosted on various platforms can host student-led committees and associations. Such associations help students develop social connections between international students and their local peers.
In these spaces, students build mutual understanding, acceptance, and a sense of belonging. When university educators also participate in these social spaces, they can spark creativity to innovate and adapt current curricula.
College educators should also be aware of the potential for student learning through these collaborative social spaces. Beyond visiting local cultural institutions and collaborative projects in extracurricular communities, student participation in social spaces can mean learning through team projects for credit.
Academic integration approach
In some cases, this can lead to the development of emotional engagement and competence in intercultural communication.
I encourage college educators to create “social spaces” in their curricula and assign those social learning and interactions as part of credit earning. Students may be assigned tasks that reflect on academic learning outcomes and "soft" interpersonal skills.
Developing a sustained space for social or academic collaboration is usually done through short-term cultural orientations arranged by university administrators, international offices, or student services. Beyond current approaches. Instead, an integrated year-round approach involves inviting program designers, faculty and student support groups.
University educators can also explore the possibility of offering a variety of cultural and linguistic programs. It is driven by international students but is open to all students and learners within the community.
Encourage an open campus culture
As an integral part of an open campus culture, institutions should deliberately bring international and domestic students together in social spaces. should consider creating. This means a campus that encourages international students, practically all students, from different cultural backgrounds to participate. And that means promoting an inclusive attitude towards cultural diversity.
Separating international students from domestic students during first-year orientation and other year-round activities can widen the cultural gap on college campuses.
Our research is comprehensive and respectful of cultural differences and similarities, respecting individual cultural contributions, and supporting social interaction among peers. It emphasizes the essential role of fostering a diverse campus culture.
As such, international students are truly supported in socially, culturally and academically adapting for long-term success.
Campus and Community Engagement
HEIs can also connect international students with their communities.
University campuses should adopt a positive teaching approach that considers the role of the local community beyond the campus to support experiential learning.
Universities can establish processes that connect international students, local families, organizations and communities to promote community engagement activities and projects. Specific experiential learning projects, student practicums, and innovation competitions are just a few ways this can be achieved.
In this way, international students can appreciate the value of their studies and work and actively learn how it contributes to the social development of their communities. .
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Juana Du She is funded by Royal Roads University (internal research grant).
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This article is reprinted from her The Conversation under a Creative Commons license. Disclosure information is available at the original site. Read Original Article: https://theconversation.com/how-universities-can-support-internation https://theconversation.com/how-universiti
