International Educator - November/December 2011 - 48

topics such as research ethics, academic integrity and plagiarism, working as a teaching assistant (TA), and relating to supervisors. This is particularly important for international graduate students who are studying for the first time in the United States—international students who studied in the United States as undergraduates usually are accustomed to U.S. academic standards and practices. Academic integrity can be a particularly challenging issue for international students at all levels who come from countries with different citation rules for research papers. In some countries, for example, it’s not considered plagiarism to copy entire passages verbatim within a research paper. At Johns Hopkins University’s Institute for Policy Studies, Carey Borkoski, assistant director of the graduate program in public policy, offers library sessions to help students with citation and reference issues, as well as pointing them to the university’s writing center. Because the program’s course load emphasizes writing, Borkoski established a tutoring program matching the department’s best writers in their second year with first-year students. “We encourage international students to pair up with domestic students so they get extra practice with editing,” says Borkoski. “Sometimes the content may be good, but the students will have trouble with the language. Getting a domestic student to edit really helps.”

that the undergraduate students they are teaching are frustrated,” says Carolyn Sorkin, director of international studies at Wesleyan University in Middletown, Connecticut. “Undergraduates in the U.S. are used to being asked their opinions, they’re used to being asked to defend their views. [That could be a conflict] for international students who come from countries where the norm is rote memorization and taking down verbatim what the professor says [without discussion].”

“Those who never quite acclimate but rather just get through their programs may earn their degrees in the end, but often miss some key components of their education that come from making connections with those from the host culture.”
Many universities offer specialized training for international TAs (ITAs). At Carleton University in Ottawa, Canada, for example, ITAs attend a special orientation during the first week of school that covers adapting to a new culture, a discussion of the Canadian classroom, relating to supervisors, and resources on campus. University staff members contact ITAs during the summer before they arrive on campus to assess their needs for language support. Those needing assistance may attend a supplementary series of training sessions designed specifically for TAs. UnC Charlotte’s International Instructor Language Support Program offers training for international TAs and consults with academic departments on dissertation-writing seminars. International students also are encouraged to participate in “Dissertation Boot Camp,” at the university’s Center for Graduate Life.

Training Tas
Unlike their undergraduate counterparts, international graduate students tend to work more closely with faculty members as teaching (TAs) or research assistants. They may need more guidance about how to carry out their responsibilities than domestic students. Part of that guidance would include ensuring that international students understand some of the distinctive qualities of the U.S. education system, such as the participatory nature of the U.S. classroom. This could be an adjustment for international graduate students who are accustomed to a more passive learning environment. “In the U.S., students are asked their opinions from a very early stage, and graduate students who don’t know that might find

InternatIonal educator N O V + D E C .1 1

lished a mentoring program three years ago that pairs incoming students with current students. They begin communicating months before the new students arrive on campus, discussing anything from academics at JHU to life in Baltimore. Though the service is open to all students, the idea grew out of the need to provide greater support for international students, who often don’t even have the chance to visit campus before they arrive for their first day. “The program is critically important, especially to international students as they are unfamiliar with U.S. culture and dayto-day requirements, such as housing and transportation,” Borkoski says. “It seems to help with adjustment if they feel like they are part of a community. It also provides one-on-one attention from a second-year student, and my impression is that students really like knowing that there is a person assigned to help them acclimate and get settled with their U.S. studies.” At Rice, Baker works closely with the university’s Graduate Student Association (GSA) to develop programs and services that are helpful to international graduate students. Though the GSA once comprised only domestic students, in recent years international students have become active participants, allowing better integration of U.S. and international students. Baker meets regularly with this group for feedback and to address concerns. “The Graduate Student Association has a close partnership with our office,” Baker says. “We work together on professional development programs as well as fun stuff. Our relationship with the graduate students and the leadership is very strong.”

Family Support
When international graduate students come to the United States or Canada to study, many bring along spouses and families who typically have the same cultural adjustment needs. Spouses also may need assistance with immigration paperwork and work visas, as well as language support. Those with children may need guidance to find good, affordable childcare or to enroll children in local schools. Janet Hulnick, director of international

Peer-to-Peer Support
Like Wu, who started a writing group with peers in her doctoral program, many students find invaluable support working with their classmates. At JHU, Borkoski estab-

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Table of Contents for the Digital Edition of International Educator - November/December 2011

International Educator - November/December 2011
Contents
From the Editors
In Brief
Cultivating Branch Campuses
India Opens Its Doors— Cautiously
A Quest to Enhance Quality Spurs Global Learning
Foreign Student Affairs
A View From Out Here
Forum
In Focus
Health and Insurance Supplement
Supplement: Danger Ahead!
Supplement: Their Baggage Goes, Too
Supplement: Directory of Insurance Providers, Services, and Products
International Educator - November/December 2011 - International Educator - November/December 2011
International Educator - November/December 2011 - Cover2
International Educator - November/December 2011 - Contents
International Educator - November/December 2011 - From the Editors
International Educator - November/December 2011 - 3
International Educator - November/December 2011 - In Brief
International Educator - November/December 2011 - 5
International Educator - November/December 2011 - 6
International Educator - November/December 2011 - 7
International Educator - November/December 2011 - 8
International Educator - November/December 2011 - 9
International Educator - November/December 2011 - 10
International Educator - November/December 2011 - 11
International Educator - November/December 2011 - 12
International Educator - November/December 2011 - 13
International Educator - November/December 2011 - 14
International Educator - November/December 2011 - 15
International Educator - November/December 2011 - 16
International Educator - November/December 2011 - 17
International Educator - November/December 2011 - Cultivating Branch Campuses
International Educator - November/December 2011 - 19
International Educator - November/December 2011 - 20
International Educator - November/December 2011 - 21
International Educator - November/December 2011 - 22
International Educator - November/December 2011 - 23
International Educator - November/December 2011 - 24
International Educator - November/December 2011 - 25
International Educator - November/December 2011 - 26
International Educator - November/December 2011 - 27
International Educator - November/December 2011 - India Opens Its Doors— Cautiously
International Educator - November/December 2011 - 29
International Educator - November/December 2011 - 30
International Educator - November/December 2011 - 31
International Educator - November/December 2011 - 32
International Educator - November/December 2011 - 33
International Educator - November/December 2011 - 34
International Educator - November/December 2011 - 35
International Educator - November/December 2011 - 36
International Educator - November/December 2011 - 37
International Educator - November/December 2011 - A Quest to Enhance Quality Spurs Global Learning
International Educator - November/December 2011 - 39
International Educator - November/December 2011 - 40
International Educator - November/December 2011 - 41
International Educator - November/December 2011 - 42
International Educator - November/December 2011 - 43
International Educator - November/December 2011 - 44
International Educator - November/December 2011 - 45
International Educator - November/December 2011 - Foreign Student Affairs
International Educator - November/December 2011 - 47
International Educator - November/December 2011 - 48
International Educator - November/December 2011 - 49
International Educator - November/December 2011 - A View From Out Here
International Educator - November/December 2011 - 51
International Educator - November/December 2011 - Forum
International Educator - November/December 2011 - 53
International Educator - November/December 2011 - 54
International Educator - November/December 2011 - 55
International Educator - November/December 2011 - In Focus
International Educator - November/December 2011 - Cover3
International Educator - November/December 2011 - Cover4
International Educator - November/December 2011 - Health and Insurance Supplement
International Educator - November/December 2011 - SCover2
International Educator - November/December 2011 - Supplement: Danger Ahead!
International Educator - November/December 2011 - S2
International Educator - November/December 2011 - S3
International Educator - November/December 2011 - S4
International Educator - November/December 2011 - S5
International Educator - November/December 2011 - S6
International Educator - November/December 2011 - S7
International Educator - November/December 2011 - S8
International Educator - November/December 2011 - S9
International Educator - November/December 2011 - S10
International Educator - November/December 2011 - Supplement: Their Baggage Goes, Too
International Educator - November/December 2011 - S12
International Educator - November/December 2011 - S13
International Educator - November/December 2011 - S14
International Educator - November/December 2011 - S15
International Educator - November/December 2011 - S16
International Educator - November/December 2011 - Supplement: Directory of Insurance Providers, Services, and Products
International Educator - November/December 2011 - S18
International Educator - November/December 2011 - S19
International Educator - November/December 2011 - S20
International Educator - November/December 2011 - S21
International Educator - November/December 2011 - S22
International Educator - November/December 2011 - S23
International Educator - November/December 2011 - S24
International Educator - November/December 2011 - SCover3
International Educator - November/December 2011 - SCover4
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