International Educator - September/October 2016 - 16

|

INSIGHTS

By Elaina Loveland

Improving International Students'
Experience
An interview with Chris Glass

C
 

HRIS R. GL ASS is an assistant professor of higher education at Old Dominion University in Norfolk,
Virginia. Glass is a lead researcher on the Global Perspective Inventory (GPI), a widely used assessment
instrument that examines the relationship between educational experiences and global learning outcomes. Glass is the recipient of the 2016 Innovative Research in International Education Award from NAFSA's
Teaching, Learning, and Scholarship Knowledge Community.

EDITOR'S NOTE:

"Insights,"
which is a short
interview with
an individual
about how
international
education has
influenced
them or shares
a unique
perspective of
the profession.

16  

IE: You are a co-author of International Student

Engagement: Strategies for Creating Inclusive,
Connected and Purposeful Campus Environments.
How can higher education institutions better
engage international students on campus?
GLASS: High-impact practices (e.g., first-year seminars,
learning communities, service learning, undergraduate research, and capstone experiences) are ideal opportunities to
better engage international students on campus. They are
ideal because they are built into the curriculum and required,
whereas most international and intercultural programs are
elective. The key is to recognize what makes a high-impact
practice "high-impact." High-impact practices involve a significant investment of time and effort by students over an
extended period of time, structured opportunities to reflect
and integrate learning, and interactions with faculty and
peers about substantive matters. There is a strong research
base that demonstrates that international students who participate in experiences with these characteristics are more
likely to form social relationships with peers from other cultures, more likely to report a greater a sense of belonging, and
more likely to interact with faculty outside-of-class.
IE: How can higher education institutions improve
international students' experiences on their
campuses?
GLASS: I have just one suggestion, actually: Embrace
assessment. This one suggestion, if done well, generates
creative solutions to difficult problems. I could provide a
list of "smart practices," but my experience tells me that no
strategy unequivocally improves the international student
experience. However, I can point to countless examples
where dedicated professionals have developed creative solutions once a good assessment process is in place.
Some campuses engage in ongoing conversations about
improvement; others treat assessment as a dreaded oncea-year ritual. The difference between campuses with high

INTERNATIONAL EDUCATOR S E P T + O C T.16

and low levels of international student satisfaction is not
necessarily the programs they offer, but how they learn
about their work. Campuses that engage in assessment as
an iterative, ongoing process involve international students
from start to finish. International students do not just "complete assessments"-they may help collect data, interpret it,
and formulate action plans alongside administrators, faculty, and staff. An effective assessment process also teases
out differences in the international student experience by
country of origin, language proficiency, and socioeconomic
characteristics and then develops targeted strategies to address the needs of different international student segments. 
IE: How can professionals in international education
help increase their institutions' commitment to
international students?
GLASS: According to my research, the top three things
that matter in terms of increasing an institution's commitment to internationalization are: retention of senior
leadership, support from senior administration, and
communication with faculty. The same strategies apply
to increasing an institution's commitment to international
students. To build commitment, institutions must think
long and hard, not just about the programs and services
they provide, but also about how they are organized. If the
institutions organization is fragmented, the international
student experience is likely fragmented. If international
admissions, intercultural programs, visa services, and
advising are soiled and uncoordinated, chances are the
international student experience is isolated and inconsistent. The longevity of international educators, strong
relationships among senior leaders, and good communication with faculty are the building blocks of an
organization committed to international students.
IE
ELAINA LOVELAND is the editor-in-chief of International
Educator (IE) magazine.



Table of Contents for the Digital Edition of International Educator - September/October 2016

Frontlines
In Brief
Insights
Collaborating with Africa
Rice University Finds a Natural Partner in Brazil
Virginia Commonwealth University Students Live and Learn Engagement
At Wake Forest University, Intercultural Skills Start with Faculty
Foreign Student Affairs
In Focus
Going Social
Advice from the Field
Using Social Media to Recruit Chinese Students
International Educator - September/October 2016 - Cover1
International Educator - September/October 2016 - Cover2
International Educator - September/October 2016 - 1
International Educator - September/October 2016 - 2
International Educator - September/October 2016 - 3
International Educator - September/October 2016 - Frontlines
International Educator - September/October 2016 - 5
International Educator - September/October 2016 - 6
International Educator - September/October 2016 - 7
International Educator - September/October 2016 - In Brief
International Educator - September/October 2016 - 9
International Educator - September/October 2016 - 10
International Educator - September/October 2016 - 11
International Educator - September/October 2016 - 12
International Educator - September/October 2016 - 13
International Educator - September/October 2016 - 14
International Educator - September/October 2016 - 15
International Educator - September/October 2016 - Insights
International Educator - September/October 2016 - 17
International Educator - September/October 2016 - Collaborating with Africa
International Educator - September/October 2016 - 19
International Educator - September/October 2016 - 20
International Educator - September/October 2016 - 21
International Educator - September/October 2016 - 22
International Educator - September/October 2016 - 23
International Educator - September/October 2016 - 24
International Educator - September/October 2016 - 25
International Educator - September/October 2016 - 26
International Educator - September/October 2016 - 27
International Educator - September/October 2016 - 28
International Educator - September/October 2016 - 29
International Educator - September/October 2016 - 30
International Educator - September/October 2016 - 31
International Educator - September/October 2016 - Rice University Finds a Natural Partner in Brazil
International Educator - September/October 2016 - 33
International Educator - September/October 2016 - 34
International Educator - September/October 2016 - 35
International Educator - September/October 2016 - Virginia Commonwealth University Students Live and Learn Engagement
International Educator - September/October 2016 - 37
International Educator - September/October 2016 - 38
International Educator - September/October 2016 - 39
International Educator - September/October 2016 - At Wake Forest University, Intercultural Skills Start with Faculty
International Educator - September/October 2016 - 41
International Educator - September/October 2016 - 42
International Educator - September/October 2016 - 43
International Educator - September/October 2016 - Foreign Student Affairs
International Educator - September/October 2016 - 45
International Educator - September/October 2016 - In Focus
International Educator - September/October 2016 - 47
International Educator - September/October 2016 - 48
International Educator - September/October 2016 - Cover3
International Educator - September/October 2016 - Cover4
International Educator - September/October 2016 - SCover1
International Educator - September/October 2016 - SCover2
International Educator - September/October 2016 - S1
International Educator - September/October 2016 - Going Social
International Educator - September/October 2016 - S3
International Educator - September/October 2016 - S4
International Educator - September/October 2016 - S5
International Educator - September/October 2016 - Advice from the Field
International Educator - September/October 2016 - S7
International Educator - September/October 2016 - Using Social Media to Recruit Chinese Students
International Educator - September/October 2016 - S9
International Educator - September/October 2016 - S10
International Educator - September/October 2016 - S11
International Educator - September/October 2016 - S12
International Educator - September/October 2016 - SCover3
International Educator - September/October 2016 - SCover4
https://www.nxtbook.com/nxtbooks/nafsa/ie_20191112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20190910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20190708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20190506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20190304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20190102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20181112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180708gfclone
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180102_supp
https://www.nxtbook.com/nxtbooks/nafsa/ie_20180102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20171112_supp
https://www.nxtbook.com/nxtbooks/nafsa/ie_20171112
https://www.nxtbook.com/nxtbooks/nafsa/ie_2070910_supp
https://www.nxtbook.com/nxtbooks/nafsa/ie_20170910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20170708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20170506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20170304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20170102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20161112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20160910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20160708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20160506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20160304_fr
https://www.nxtbook.com/nxtbooks/nafsa/ie_20160304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20160102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20151112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20150910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20150708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20150506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20150304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20150102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20141112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20140910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20140708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20140506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20140304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20140102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20131112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20130910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20130708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20130506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20130304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20130102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20121112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20120910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20120708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20120506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20120304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20120102
https://www.nxtbook.com/nxtbooks/nafsa/ie_20111112
https://www.nxtbook.com/nxtbooks/nafsa/ie_20110910
https://www.nxtbook.com/nxtbooks/nafsa/ie_20110708
https://www.nxtbook.com/nxtbooks/nafsa/ie_20110506
https://www.nxtbook.com/nxtbooks/nafsa/ie_20110304
https://www.nxtbook.com/nxtbooks/nafsa/ie_20110102
https://www.nxtbookmedia.com