scholarly journals Recruitment of International Students Through a Synthesis of English as a Second Language Instruction, Social Justice, and Service Learning

2021 ◽  
Author(s):  
Daisuke Akiba
Keyword(s):  
Social Justice ◽  
Second Language ◽  
International Students ◽  
Service Learning ◽  
International Student ◽  
Local Community ◽  
Language Instruction ◽  
Community Members ◽  
Regional Institutions ◽  
Summer Session

AbstractUniversities across the U.S. have increasingly emphasized internationalization, leading to rising numbers of international students attending U.S. institutions of higher education. However, these students tend to gravitate toward larger research-intensive universities with many other institutions seeing no increase in international student enrollments. Little is known concerning how to attract international students to regional institutions lacking name recognition. To address the above and promote internationalization through increasing the presence of students from abroad, an academic department at a regional public U.S. college used needs analysis to develop a pilot program for Japanese university students (N = 13). The program involved a synthesis of English as a Second Language instruction, social justice as a content area, and service learning, in a two-week credit-bearing summer session course. A post-participation survey revealed highly positive reactions, particularly in terms of working with local community members, and broad agreement that the program had been life-altering. The implications for international student program development at regional institutions are discussed.

scholarly journals Experiences, challenges, and supports during studying and sojourning in Canada: the case of Chinese international students

2021 ◽  
Author(s):  
Zhengying Qian
Keyword(s):  
Second Language ◽  
Social Interaction ◽  
International Students ◽  
Language Learning ◽  
Personal Development ◽  
Second Language Learning ◽  
International Student ◽  
Chinese Student ◽  
Cultural Dimensions ◽  
Chinese International Students

With the internationalization of education, Chinese students have constituted the largest international student group in the world as well as in Canada. The purpose of this study is to explore the experiences, challenges, and supports specific to the Chinese student population at Canadian universities. In order to triangulate the data from different sources, individual interviews with eight Chinese international students and three International Student Advisors were conducted in this qualitative research. Hofstede's theory on cultural dimensions and the bilinear model of acculturation and enculturation are applied to explain the findings about Chinese international students' experiences and challenges with regard to second language learning, academic studies, social interaction, post-graduation plans, and personal development and identity reshaping. Moreover, based on Chinese international students' awareness and use of supports available to them, this study has implications for practice as to how to improve their support system. Key words: Chinese international students; cultural dimensions; acculturation and enculturation; international student support; second language learning; academic studies; social interaction; post-graduationhengying plans; personal development; identity reshaping

scholarly journals Co-Constructing Knowledge in Uganda: Host Community Conceptions of Relationships in International Service-Learning

2019 ◽  
Vol 42 (1) ◽  
pp. 22-36 ◽  
Author(s):  
Kari Grain ◽  
Tonny Katumba ◽  
Dennis Kirumira ◽  
Rosemary Nakasiita ◽  
Saudah Nakayenga ◽  
...  
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Critical Discussion ◽  
Host Community ◽  
Community Members ◽  
International Service Learning ◽  
International Service ◽  
University Of British Columbia ◽  
Educational Relationships ◽  
The Impact

Background: The social justice goals of service-learning programs are often contingent upon strong relationships with host community members. Given this common narrative, it is necessary to extend our understanding of relationships in international service-learning (ISL), particularly as they are conceptualized by host community members. Purpose: This study engaged seven Ugandan coresearchers in a participatory project to examine the community impacts of a long-term ISL program facilitated by the University of British Columbia (UBC) and based in Kitengesa, Uganda. Methodology/Approach: Thematic analysis of photovoice data from photos, interviews, and focus groups reveals key impacts that are premised on friendships, educational relationships, and relationships for social change. Findings/Conclusions: The article illustrates a host community conceptualization of ISL that positions relationships not as a precursor to ISL done well, but as the success in itself. Extending from this study is a critical discussion of the nuanced, social justice–oriented tensions that arise in the participatory research and co-analysis process. Implications: Institutions often assess the impact of ISL and other experiential education programs in terms of student learning, but findings suggest that social justice goals may be better achieved through an emphasis on relationships and knowledge as conceptualized by host community members.

scholarly journals Experiences, challenges, and supports during studying and sojourning in Canada: the case of Chinese international students

2021 ◽  
Author(s):  
Zhengying Qian
Keyword(s):  
Second Language ◽  
Social Interaction ◽  
International Students ◽  
Language Learning ◽  
Personal Development ◽  
Second Language Learning ◽  
International Student ◽  
Chinese Student ◽  
Cultural Dimensions ◽  
Chinese International Students

With the internationalization of education, Chinese students have constituted the largest international student group in the world as well as in Canada. The purpose of this study is to explore the experiences, challenges, and supports specific to the Chinese student population at Canadian universities. In order to triangulate the data from different sources, individual interviews with eight Chinese international students and three International Student Advisors were conducted in this qualitative research. Hofstede's theory on cultural dimensions and the bilinear model of acculturation and enculturation are applied to explain the findings about Chinese international students' experiences and challenges with regard to second language learning, academic studies, social interaction, post-graduation plans, and personal development and identity reshaping. Moreover, based on Chinese international students' awareness and use of supports available to them, this study has implications for practice as to how to improve their support system. Key words: Chinese international students; cultural dimensions; acculturation and enculturation; international student support; second language learning; academic studies; social interaction; post-graduationhengying plans; personal development; identity reshaping

scholarly journals Raising Awareness and Empowering Diverse Survivors: Addressing Mental and Physical Health Needs Among LGBTQIA+ Community Members Post-Sexual Assault

2021 ◽  
Vol 8 (1) ◽  
pp. 137-144
Author(s):  
Daniel W. Oesterle ◽  
◽  
Leah Giorgini ◽  
Christopher Eckhardt
Keyword(s):  
College Students ◽  
Sexual Assault ◽  
Service Learning ◽  
Sexual Violence ◽  
Local Community ◽  
Community Based Participatory Research ◽  
Post Traumatic Stress ◽  
Treatment Needs ◽  
Community Members ◽  
Community Based

Experiences of sexual violence are commonplace among individuals within the LGBTQIA+ communities, with more than 63% of sexual and gender minority (SGM) individuals experiencing victimization. Despite high rates of victimization, few individuals experiencing sexual assault seek services post-assault, with even fewer individuals within the LGBTQIA+ community accessing post-assault care. This is further exacerbated when considering the unmet treatment needs of sexual assault survivors and victims, where individuals commonly experience high rates of internalizing (i.e., post-traumatic stress disorder, depression, anxiety) and externalizing (i.e., substance use/misuse) symptoms for years after experiencing an assault. Although these experiences occur at alarming rates on college campuses, LGBTQIA+ college students may be more likely to seek services and treatment from off-campus providers for a variety of reasons, including privacy concerns and less rigid stereotypes in how services are delivered. Many college students and community members are unaware of their options for receiving post assault care off-campus and within their local communities. Therefore, in conjunction with the YWCA of Greater Lafayette, this service-learning project seeks to establish and build a relationship with a community-based provider responding to instances of sexual violence within the community. The first goal of this research is to support the YWCA in outreach efforts targeted to LGBTQIA+ victims of sexual assault, to increase awareness of the programs offered by the organization within these communities. The second goal of this research is to provide didactic trainings to community providers responding to sexual violence and assault to be able to more effectively deal with SGM individuals experiencing assault, and reduce the heightened barriers faced by this group in receiving post-assault care. Considerations as to how researchers can employ community-based participatory research frameworks to more effectively serve their local community will be discussed.

scholarly journals Improving Foreign Language teaching for International Students

2020 ◽  
Vol 15 (3) ◽  
pp. 56-66
Author(s):  
Endzhe Latypova ◽  
Keyword(s):  
Second Language ◽  
International Students ◽  
Foreign Language ◽  
Host Country ◽  
Teaching And Learning ◽  
International Student ◽  
Foreign Language Teaching ◽  
Effective Practices ◽  
Models Of Teaching ◽  
English Medium Instruction

The processes of internationalization and globalization are ubiquitous. The growing number of international students in universities prompts the necessity of research into the best ways of teaching and learning the language of a host country. Language is a connecting link of prime importance in building up an efficient and suitable educational environment for an international student in a foreign country. This qualitative study sought to identify the most effective practices of teaching the host language as second language in leading universities of two countries: Germany and Russia. We interviewed ten teachers in each university regarding the specifics of organizing courses to teach the host country language as a second language. Our analysis revealed the difficulties teachers usually face in their work with international students, as well as effective methods and models of teaching international students. We interpret these findings using a framework for English Medium Instruction proposed by Dafouz and Smit (2012).

scholarly journals Developing a Host Culture for International Students: What Does It Take?

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
Samantha Marangell ◽  
Sophie Arkoudis ◽  
Chi Baik
Keyword(s):  
International Students ◽  
Student Engagement ◽  
International Student ◽  
Local Community ◽  
Student Population ◽  
Community Based ◽  
Host Culture ◽  
Student Integration ◽  
Internationalization Strategies ◽  
University Experience

This article argues that international student integration is not only a university issue, but a community one. Thus, the next step for universities’ internationalization strategies requires expanding efforts to include engagement with the greater community and bringing a community-based approach to internationalization processes. Doing so will both better serve the international student population and also create a more well-rounded internationalized university experience for all students by acknowledging and harnessing the inherent diversity of the local community. In particular, this article discusses the university’s role in facilitating such a community-based approach. It will then examine possible strategies and practical suggestions for how universities can step beyond campus-specific policies and instead foster student engagement with and within the greater local community.

scholarly journals Adapting Global Service-Learning Project and Community Partnership Outcomes Using a “Tele-engineering” Approach in Response to the COVID-19 Pandemic

2021 ◽  
Vol 8 (1) ◽  
pp. 28-36
Author(s):  
Christiane Ley ◽  
Danielle Angert ◽  
Tessa Hudelson ◽  
Jordan Harris
Keyword(s):  
Water Treatment ◽  
Service Learning ◽  
Local Community ◽  
Drinking Water Treatment ◽  
Water Safety ◽  
Community Members ◽  
The Future ◽  
Global Service Learning ◽  
Current Water ◽  
The Impact

The Water Supply in Developing Countries (WSDC) service-learning course at Purdue University has fostered a strong partnership with the La Vega region in the Dominican Republic since 2012. During this time, an interdisciplinary group of engineering and science students has helped design drinking water treatment systems and the group has developed water, sanitation, and health (WASH) education materials. These WASH education and water safety approaches often have been conducted in person in the past. However, with the state of the COVID-19 pandemic and the inability to travel in the fall and spring semesters of the 2020–2021 academic year, the students have been exploring (1) the impact of the pandemic on the community schools in the La Vega province, (2) the impact of the pandemic on the current water treatment systems, and (3) possible solutions to implement a “virtual installation” of a water treatment system at our newest partner school in the community of Desecho. The coronavirus pandemic has ushered in a new way that we may approach our service-learning experiences in the future. More specifically, in the future, it may be more effective to serve as a “virtual consulting firm” of engineers and consultants, rather than builders, for the implementation and design of the water treatment systems. In this way, we may facilitate a partnership that fosters community agency and solution-based approaches to technical issues are led by local community members.

Operation Teddy

2003 ◽  
Vol 1 (1) ◽  
pp. 20-28
Author(s):  
Lyndall Ellingson
Keyword(s):  
Health Education ◽  
Service Learning ◽  
Hiv Infection ◽  
Aids Prevention ◽  
Education Curriculum ◽  
Infection Rates ◽  
Community Members ◽  
Education Students ◽  
Prevention Education ◽  
Hiv Aids

Current adolescent HIV infection rates support the need for early HIV/AIDS prevention education. This article describes a successful service-learning project in which undergraduate health education students developed and taught an elementaryschool HIV/AIDS prevention education curriculum that included a compassion component involving donation of teddy bears to community members affected with HIV/AIDS.

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