International Educator - July/August 2015 - 14

INbrief
BOOK NOTES

International Student Engagement: Strategies for
Creating Inclusive, Connected, and Purposeful
Campus Environments
By Chris R. Glass, Rachawan Wongtrirat, and Stephanie Buus
Stylus Publishing, 2014, 124 pages
Reviewed by Martin Tillman

T

HE TREMENDOUS expan-

sion of global student
mobility and our leadership as a country-of-choice for
growing numbers of international
students, places a unique burden
on our academic institutions. This
volume addresses this responsibility
by focusing on best practices taken
on U.S. campuses to "create more
inclusive, connected, and purposeful
campus environments for international students" (p. 3). The authors
have brought together examples
of policy proscriptions, campus
models (drawn from analysis of the
Global Perspectives Inventory and
practices on 135 campuses of differing types, (pp. 5-6), and first-person
narrative stories by international
students to illustrate the "real-life"
consequences of campus policy.
The authors, all from Old Dominion
University, interview only 40 international students throughout this
slim volume (without making it clear
where they are enrolled).
This book will be of great value
for new professionals entering the
student affairs field on campus
as international student advisers.
It may also play a constructive
role in informing campus policy
debates swirling around the recruitment of international students.
Through references to current
research, the authors remind

14  

INTERNATIONAL EDUCATOR J U LY + AU G .15

campus decisionmakers and
faculty that "purposeful, targeted,
and well-timed interventions help
international students make sense
of their experiences, send strong
signals of inclusion, and have a
ripple effect on students' academic
trajectories (p. 40)." The importance of purposeful engagement
and attention to the quality of student life for international students
has perhaps been overshadowed
by shifting state fiscal priorities that
have affected so many campuses
since 2008. The book's student
voices pull back the curtain on
a number of critical student life
issues that international students
see impacting their full integration
into campus culture. While I think
such concerns have always been a
challenge on campuses, they take
on new meaning now-and for
the foreseeable future-due to the
increasing number and diversity of
international students studying on
campuses across the country.
I was struck by this sharp
observation about the state of
relations between U.S. and international students: "While international
students in our study frequently
characterized U.S. peers as kind
or helpful, U.S. students rarely
played a role in their stories about
significant relationships or events.
The deep and essential relationships formed among conational and

international students stands in stark
contrast to the activity-filled, shortterm, and shallow relationships that
most of the international students
interviewed indicated having with
American peers (my emphasis,
p. 56)..." I don't know how widespread this observation is on U.S.
campuses, but it speaks forcefully to the need for any campus
enrolling international students to
adopt the kind of intentional and
purposefully structured practices
that are discussed in the book.
Campuses cited as best practices
in this regard include: Elon University, Florida International University,
Indiana University-Bloomington,
Northern Arizona University, Old
Dominion University, Valencia
College, and Valparaiso University.
These selected campus narratives
are used throughout the book's
chapters to explore diverse approaches to creating a positive and
inclusive space for international
students. In different ways, they
focus on cultural diversity in the
classroom, engaging international
students in campus leadership,
strengthening peer social networks, fostering a broader campus
context of belonging, and supporting family relationships and student
academic success through application of interactive technologies.
At times, the authors' observations are not especially startling.
In chapter three-focusing on
cultural diversity in the classroom
(pp. 19-36)-they state: "International students not only experience
the shock that comes with being
exposed to radically different teaching styles, but also find the informal
and casual way their U.S. peers
behave in classroom settings highly



Table of Contents for the Digital Edition of International Educator - July/August 2015

Degrees Without Borders
The Right Prescription for Internationalization
InBrief
Global Spotlight
Education Abroad
International Enrollment
View From Out Here
In Focus
International Educator - July/August 2015 - Cover1
International Educator - July/August 2015 - Cover2
International Educator - July/August 2015 - 1
International Educator - July/August 2015 - 2
International Educator - July/August 2015 - 3
International Educator - July/August 2015 - InBrief
International Educator - July/August 2015 - 5
International Educator - July/August 2015 - 6
International Educator - July/August 2015 - 7
International Educator - July/August 2015 - 8
International Educator - July/August 2015 - 9
International Educator - July/August 2015 - 10
International Educator - July/August 2015 - 11
International Educator - July/August 2015 - 12
International Educator - July/August 2015 - 13
International Educator - July/August 2015 - 14
International Educator - July/August 2015 - 15
International Educator - July/August 2015 - Global Spotlight
International Educator - July/August 2015 - 17
International Educator - July/August 2015 - 18
International Educator - July/August 2015 - 19
International Educator - July/August 2015 - Degrees Without Borders
International Educator - July/August 2015 - 21
International Educator - July/August 2015 - 22
International Educator - July/August 2015 - 23
International Educator - July/August 2015 - 24
International Educator - July/August 2015 - 25
International Educator - July/August 2015 - 26
International Educator - July/August 2015 - 27
International Educator - July/August 2015 - 28
International Educator - July/August 2015 - 29
International Educator - July/August 2015 - 30
International Educator - July/August 2015 - 31
International Educator - July/August 2015 - 32
International Educator - July/August 2015 - 33
International Educator - July/August 2015 - The Right Prescription for Internationalization
International Educator - July/August 2015 - 35
International Educator - July/August 2015 - 36
International Educator - July/August 2015 - 37
International Educator - July/August 2015 - 38
International Educator - July/August 2015 - 39
International Educator - July/August 2015 - 40
International Educator - July/August 2015 - 41
International Educator - July/August 2015 - 42
International Educator - July/August 2015 - 43
International Educator - July/August 2015 - Education Abroad
International Educator - July/August 2015 - 45
International Educator - July/August 2015 - 46
International Educator - July/August 2015 - 47
International Educator - July/August 2015 - 48
International Educator - July/August 2015 - 49
International Educator - July/August 2015 - International Enrollment
International Educator - July/August 2015 - 51
International Educator - July/August 2015 - 52
International Educator - July/August 2015 - 53
International Educator - July/August 2015 - View From Out Here
International Educator - July/August 2015 - 55
International Educator - July/August 2015 - In Focus
International Educator - July/August 2015 - Cover3
International Educator - July/August 2015 - Cover4
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http://www.nxtbook.com/nxtbooks/nafsa/ie_20170506
http://www.nxtbook.com/nxtbooks/nafsa/ie_20170304
http://www.nxtbook.com/nxtbooks/nafsa/ie_20170102
http://www.nxtbook.com/nxtbooks/nafsa/ie_20161112
http://www.nxtbook.com/nxtbooks/nafsa/ie_20160910
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http://www.nxtbook.com/nxtbooks/nafsa/ie_20121112
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