International Educator - September/October 2011 - 53

coaching was implemented about five years ago and has made a positive impact on retention rates. “It relies on peer-topeer engagement, but it’s not a random thing that just happens. When you equip your students with the necessary skills to be engaged coaches, they in turn empower students to create effective action plans that enable them to become active participants in their own learning and academic success.”

NAFSA’s U.S. Culture Series Booklets
Designed to assist international students in acclimatizing to the U.S. higher education environment, these two publications address a wide range of important issues.

U.S. Classroom Culture
This booklet provides international students with an overview of U.S. higher education, the academic structure, faculty roles and how they relate to students, the classroom learning environment and what students can expect, an expanded section on academic conduct, a glossary of U.S. educational system terms, as well as comments and advice directly from international students.

Fostering Social adjustments
An important aspect of ensuring a student’s academic success is helping him or her feel connected in campus life. Though international students often are shy and insecure about getting involved on campus, it’s a great way for them to meet new people, become acclimated to U.S. culture, and develop confidence and leadership skills. By hosting social events or cocurricular activities (such as an International Club), colleges and universities can create opportunities for international students to participate in campus life. “We feel strongly that academics are obviously the most important concern— they’re coming here to be students,” says Bloom-Wilson. “But in order to have successful students, you have to make sure that they’re healthy and comfortable, that they feel safe, and that there are people on campus who care about them. You do need to stay on top of their experience because you know there are going to be moments when they’ll plummet, and they are going to feel homesick—which can lead to physical illness, which can lead to doing poorly in class. It’s all connected.” Arizona Western College collaborates with several other nearby colleges to offer the Global Leadership Retreat, a gathering of about 80 students—about one-half internationals and the other half Americans. The students spend a few days together off campus, getting to know each other and developing cross-cultural communication and conflict resolution skills.

Introduction to American Life
This publication includes sections on religion in the United States, dating and relationships, the U.S. concepts of time, communication, status and hierarchy, protections and restrictions in the rule of law, regional differences across the United States, and building connections with family and friends. Visit www.nafsa.org/publications for more information.

“That’s been a tremendous program,” Kuntzelman says. “It’s inspired some of our international students to take on leadership roles on campus and to really think about where they’re going in the future.” For colleges and universities wanting to create or expand support programs for international students, experts recommend bridging relationships with the academic side of the campus. Doing so is important not only to ensure that immigration regulations are followed, but also to give students the best possible chance of thriving. It’s important, they say, to have the involvement of everyone from administrators to chief

academic officers to faculty. “Identify who is sympathetic and understanding to the needs international students bring to a campus,” Bloom-Wilson says. “Make sure you talk to each other and make sure you provide opportunities, such as workshops or luncheon talks with faculty. The most important element is communication to make sure you have partners on both [the academic and student services] sides.” Rueckert recommends that schools wanting to start a peercoaching prog ram take a collaborative approach to integrate both student development staff and the faculty. There are many ways to structure a peer-coaching program, she says, but it’s important to remember that these initiatives require “building a culture.” That can take time, she says, so patience and persistence will be important. “It takes time to build that culture,” she says. “Not only within the student body, but also in working with faculty members to get them to understand what coaching is, and how coaching can support what they’re doing in the classroom.” Demko recommends moving beyond just immigration advising and orientation planning and encouraging advisers to spend time getting to know the international students on campus. Doing so can be an enriching and enlightening experience for everyone, she says. “If you have time to just sit and talk with students, they’ll reveal things to you that you wouldn’t have known if you’re just working on their [immigration forms],” Demko says. “You can learn what’s going on at a deeper level.” IE
KaREN dOSS BOwMaN is a freelance writer in bridgewater, Virginia. her last article for IE was, “Foreign language learning at Community Colleges,” appeared in the 2011 intensive languages supplement published with the March/ April issue.

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Table of Contents for the Digital Edition of International Educator - September/October 2011

International Educator - September/October 2011
Contents
From the Editors
In Brief
Building a Literate World
In Sync:  The Peace Corps and International Education
Expanding Cooperative Education Across the Globe
Education Abroad
Foreign Student Affairs
Partnering
A View From Out Here
Forum
In Focus
Supplement: A 360º View
Supplement: Making the Numbers Work
Supplement: International Recruitment and Enrollment Listings
International Educator - September/October 2011 - International Educator - September/October 2011
International Educator - September/October 2011 - Cover2
International Educator - September/October 2011 - Contents
International Educator - September/October 2011 - From the Editors
International Educator - September/October 2011 - 3
International Educator - September/October 2011 - In Brief
International Educator - September/October 2011 - 5
International Educator - September/October 2011 - 6
International Educator - September/October 2011 - 7
International Educator - September/October 2011 - 8
International Educator - September/October 2011 - 9
International Educator - September/October 2011 - 10
International Educator - September/October 2011 - 11
International Educator - September/October 2011 - 12
International Educator - September/October 2011 - 13
International Educator - September/October 2011 - Building a Literate World
International Educator - September/October 2011 - 15
International Educator - September/October 2011 - 16
International Educator - September/October 2011 - 17
International Educator - September/October 2011 - 18
International Educator - September/October 2011 - 19
International Educator - September/October 2011 - 20
International Educator - September/October 2011 - 21
International Educator - September/October 2011 - 22
International Educator - September/October 2011 - 23
International Educator - September/October 2011 - 24
International Educator - September/October 2011 - 25
International Educator - September/October 2011 - In Sync:  The Peace Corps and International Education
International Educator - September/October 2011 - 27
International Educator - September/October 2011 - 28
International Educator - September/October 2011 - 29
International Educator - September/October 2011 - 30
International Educator - September/October 2011 - 31
International Educator - September/October 2011 - 32
International Educator - September/October 2011 - 33
International Educator - September/October 2011 - 34
International Educator - September/October 2011 - 35
International Educator - September/October 2011 - Expanding Cooperative Education Across the Globe
International Educator - September/October 2011 - 37
International Educator - September/October 2011 - 38
International Educator - September/October 2011 - 39
International Educator - September/October 2011 - 40
International Educator - September/October 2011 - 41
International Educator - September/October 2011 - 42
International Educator - September/October 2011 - 43
International Educator - September/October 2011 - 44
International Educator - September/October 2011 - 45
International Educator - September/October 2011 - Education Abroad
International Educator - September/October 2011 - 47
International Educator - September/October 2011 - 48
International Educator - September/October 2011 - 49
International Educator - September/October 2011 - Foreign Student Affairs
International Educator - September/October 2011 - 51
International Educator - September/October 2011 - 52
International Educator - September/October 2011 - 53
International Educator - September/October 2011 - Partnering
International Educator - September/October 2011 - 55
International Educator - September/October 2011 - 56
International Educator - September/October 2011 - 57
International Educator - September/October 2011 - A View From Out Here
International Educator - September/October 2011 - 59
International Educator - September/October 2011 - Forum
International Educator - September/October 2011 - 61
International Educator - September/October 2011 - 62
International Educator - September/October 2011 - 63
International Educator - September/October 2011 - In Focus
International Educator - September/October 2011 - Cover3
International Educator - September/October 2011 - Cover4
International Educator - September/October 2011 - CoverS1
International Educator - September/October 2011 - CoverS2
International Educator - September/October 2011 - Supplement: A 360º View
International Educator - September/October 2011 - S2
International Educator - September/October 2011 - S3
International Educator - September/October 2011 - S4
International Educator - September/October 2011 - S5
International Educator - September/October 2011 - S6
International Educator - September/October 2011 - S7
International Educator - September/October 2011 - S8
International Educator - September/October 2011 - S9
International Educator - September/October 2011 - S10
International Educator - September/October 2011 - Supplement: Making the Numbers Work
International Educator - September/October 2011 - S12
International Educator - September/October 2011 - S13
International Educator - September/October 2011 - S14
International Educator - September/October 2011 - S15
International Educator - September/October 2011 - S16
International Educator - September/October 2011 - Supplement: International Recruitment and Enrollment Listings
International Educator - September/October 2011 - S18
International Educator - September/October 2011 - S19
International Educator - September/October 2011 - S20
International Educator - September/October 2011 - CoverS3
International Educator - September/October 2011 - CoverS4
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