International Educator - January/February 2018 - 37

Now Temple has produced three videos-one featuring current and prospective students, one interviewing
people in Philadelphia about what international students
mean to them, and one with U.S. students and faculty
discussing why it's important to have international students. "The spirit of welcome is not just isolated to the
international student office," she says.
At the University of Florida, President W. Kent Fuchs
offers a welcome statement tailored specifically to international students and their parents, and featured on the
university's website. The statement is also handed out
at international college fairs and visits to high schools.
"We felt it was necessary to jump ahead of this. We want
them to know the University of Florida is a welcoming
environment," says Chandra Mitchell, interim director
of freshman and international admissions.
The university also has produced videos featuring
current international students, describing what their
experiences have been like at the Gainesville, Florida,
school. Newly admitted students will be able to Skype
with alumni to discuss their concerns about life and education in a new place, she says. "Seeing someone face-toface to talk helps them relax and ease their fears."

Warming the Welcome
The University of Pennsylvania has also launched a
number of programs to help international students feel
welcome. "We have to provide support and services in
this climate that will make them fully integrate into the
United States," says Rodolfo Altamirano, director of international student and scholar services, who himself was an
international student from the Philippines in 1983.
When the travel ban was first introduced, Penn brought

in lawyers, pro bono, to provide advice for students.
Indian and Chinese students who have been
accepted to the university can take part in Forerunner, a
one-day orientation session offered in their home countries. The program allows incoming students and their
parents to learn more about the university and life in the
United States from current students and alumni.
Other programs include the International Leadership
Program, which provides a forum for conversations
between international student leaders and Penn administrators. "Students feel heard, welcome. Administrators feel
connected to the students," Altamirano says. Meanwhile,
the Intercultural Leadership Program, which brings
together international and U.S. students, is designed to
make the transition easier for international students.
At Michigan Tech, new international students take
part in a mandatory, seven-week noncredit acculturation class, where they learn about such diverse topics
as how to watch out for scams, Title IX regulations, the
best way to prepare a car for winter, and how to make
American friends, Tefft de Munoz says.
The class "frames their experience in a positive way,"
Tefft de Munoz says. "If it starts out on the wrong foot,
it's hard to turn around," and the school has seen transfer rates decline as a result of the course.
The administrators, alumni, students, and faculty
working together to welcome international students at
Michigan Tech have come to see "international students
are the responsibility of the entire campus," Tefft de
Munoz says. That helps international students "adjust
and acclimate more quickly, in a better way." n
SUSAN LADIKA is a freelance writer in Tampa, Florida.

J A N.+ F E B .18 INTERNATIONAL EDUCATOR

37  



Table of Contents for the Digital Edition of International Educator - January/February 2018

From the Desk of
Frontlines
In Brief
Global Spotlight: Malaysia
Quick Questions
Feature: Recruiting Farther Upstream: U.S. Institutions Are Exploring New Opportunities Among International High School Students
Feature: CASE STUDY: The Business of Global Engagement
Feature: Middle Class Rising: As the Number of Families with Discretionary Income Grows, So Do Prospects for More International Students
Education Abroad
International Student Affairs
International Enrollment
International Education Leadership
Forum
In Focus
Feature: Minimizing Risk, Maximizing Results
Advertiser Listings & Index
International Educator - January/February 2018 - BB1
International Educator - January/February 2018 - BB2
International Educator - January/February 2018 - Cover1
International Educator - January/February 2018 - Cover2
International Educator - January/February 2018 - 1
International Educator - January/February 2018 - 2
International Educator - January/February 2018 - 3
International Educator - January/February 2018 - 4
International Educator - January/February 2018 - 5
International Educator - January/February 2018 - 6
International Educator - January/February 2018 - 7
International Educator - January/February 2018 - From the Desk of
International Educator - January/February 2018 - Frontlines
International Educator - January/February 2018 - In Brief
International Educator - January/February 2018 - 11
International Educator - January/February 2018 - 12
International Educator - January/February 2018 - 13
International Educator - January/February 2018 - Global Spotlight: Malaysia
International Educator - January/February 2018 - 15
International Educator - January/February 2018 - Quick Questions
International Educator - January/February 2018 - 17
International Educator - January/February 2018 - Feature: Recruiting Farther Upstream: U.S. Institutions Are Exploring New Opportunities Among International High School Students
International Educator - January/February 2018 - 19
International Educator - January/February 2018 - 20
International Educator - January/February 2018 - 21
International Educator - January/February 2018 - Feature: CASE STUDY: The Business of Global Engagement
International Educator - January/February 2018 - 23
International Educator - January/February 2018 - 24
International Educator - January/February 2018 - 25
International Educator - January/February 2018 - Feature: Middle Class Rising: As the Number of Families with Discretionary Income Grows, So Do Prospects for More International Students
International Educator - January/February 2018 - 27
International Educator - January/February 2018 - 28
International Educator - January/February 2018 - 29
International Educator - January/February 2018 - Education Abroad
International Educator - January/February 2018 - 31
International Educator - January/February 2018 - International Student Affairs
International Educator - January/February 2018 - 33
International Educator - January/February 2018 - International Enrollment
International Educator - January/February 2018 - 35
International Educator - January/February 2018 - International Education Leadership
International Educator - January/February 2018 - 37
International Educator - January/February 2018 - Forum
International Educator - January/February 2018 - 39
International Educator - January/February 2018 - In Focus
International Educator - January/February 2018 - Cover3
International Educator - January/February 2018 - Cover4
International Educator - January/February 2018 - SCover1
International Educator - January/February 2018 - SCover2
International Educator - January/February 2018 - S3
International Educator - January/February 2018 - Feature: Minimizing Risk, Maximizing Results
International Educator - January/February 2018 - S5
International Educator - January/February 2018 - S6
International Educator - January/February 2018 - S7
International Educator - January/February 2018 - S8
International Educator - January/February 2018 - S9
International Educator - January/February 2018 - Advertiser Listings & Index
International Educator - January/February 2018 - SCover3
International Educator - January/February 2018 - SCover4
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