International Educator - September/October 2016 - 46

FOREIGN STUDENT AFFAIRS

Definitions First
Any effective assessment of international
student integration must begin with a solid
definition of what a campus means by integration, said Shideh Hanasaab, director
of the Dashew Center for International
Students & Scholars at the University of
California-Los Angeles (UCLA).
"What does it mean to your students,
scholars, office, and campus?" Hanasaab
asked. "Your institutional context is important, and the data will have more impact
if it engages conversations that are already

International students at the University at Buffalo (SUNY).

occurring on your campus. Once you define
it, then you can begin to think about what
indicators of integration you want to assess."
Next, she said, define why integration is
important to your campus.
For example, Hanasaab said, UCLA
believes that "integration benefits our
international and domestic populations. International student success depends on
integration since friendship networks, interaction across differences, and access to
campus resources support their academic
and social lives while at UCLA."
"One of our international office's primary goals is to support the success of
international students and scholars while at

ADVERTISER Index
IN TE R N AT I ON A L ED U C ATOR

| S E P T + O C T. 2 0 1 6

AIEA: Association of International Education Administrators . . . . . . . . . . . . 31
Aequo International . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Ascension Benefits & Insurance Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
College Year in Athens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Cort Furniture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
ELS Educational Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . back cover
ETS - TOEFL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . inside front cover
ETS - GRE SS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . inside back cover
IELTS USA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
NACES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
NAFSA Regional Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
NAFSA e-Learning Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
University of New England . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Zunzun Education Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
4.0 Tours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

46  

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

UCLA, so naturally integration is a key tool
in promoting their success," she said. "Yet
our international students and scholars
are assets to the UCLA community; they
provide critical global perspectives across
country, across culture, and across differences.  Domestic students and scholars
have much to gain from their interactional
counterparts within and beyond academic
spaces. In other words, integration is a key
tool of internationalization. Without integration, internationalization at home will
not have the impact with which it's widely
credited."
Hanasaab and her colleagues survey
students-asking about their friendship
networks, the frequency of interactions they
have with those of differing nationalities, the
quality of those interactions, their engagement in campus activities, and their use of
campus offices and resources.
Her data suggested that international
students may be more integrated than many
assume. Most report "mixed" friendship
networks-meaning they have domestic,
international, and conational friends.
The data also suggested that there was
more work to do.
"International students report interacting
across [nationalities] most often in academic
settings or for academic purposes, such as in
study groups," She said. "[But] international
students do not have much conversation
across nationalities about their different
backgrounds and different opinions. These
kinds of conversations require more risk and
also point to deeper connections."

UNIVERSITY AT BUFFALO (SUNY)

will have a richer and more rounded cultural
experience in the U.S. because they will be engaged with U.S. students and staff as well as
the other international students on campus."
She also noted that after building close
relationships with domestic students, international students tend to feel more
comfortable opening up about their own cultural backgrounds, and are more likely to
engage in leadership and cultural activities.
The entire campus benefits as well, she
said, as domestic students learn more about
their foreign classmates' cultures, which
leads the former to "to view the world in a
more globally enlightened way."



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
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