Intercultural  Strategies  for  Enhancing  Campus  Inclusion  and  Student  Success  

 February  22,  2017  

AIEA,  Washington  DC  Di  Hu  (di@interEDGE.org)  

Co-­‐founder  and  Principal  Coach  interEDGE.org  

Amir  Reza,  Ph.D.  (areza@babson.edu)  Vice  Provost,  Interna=onal  &  Mul=cultural  Educa=on    

Babson  College  Amy  McNichols,  Ph.D.  (amcnichols@mcdaniel.edu)  

Associate  Dean,  Interna=onal  and  Intercultural  Programs    McDaniel  College  

Torian  L.  Lee,  J.D.  (tllee@xula.edu)  Director,  Center  for  Intercultural  and  Interna=onal  programs  (CIIP)  

Xavier  University  of  Louisiana  

Agenda  for  today’s  session  

•  Context  of  the  discussion  

•  Three  experts  from  different  ins=tu=onal  contexts  

•  Q&A  

Key  quesTons  to  address  

1.  What  are  some  of  the  challenges  in  enhancing  interna=onal  student  experience?  

2.  What  are  some  of  the  cost-­‐effec=ve,  high-­‐impact  intercultural  programs  and  strategies?  

Context  of  the  discussion  

Di  Hu  Principal  Coach  &  Co-­‐founder  

interEDGE.org    

•  Mo=va=onal  speaker  and  intercultural  trainer  focusing  on  interna=onal  students  inclusion  and  career  success    

•  Contributor  to  Forbes  and  Asia  Times  

•  M.S.  in  Interna=onal  Development  from  American  University,  and  M.A.  in  Psycholinguis=cs  from  China  

In  search  of  soluTons…  

Increasing  challenges  

Declining/Stagnant  resources  

ShiVing  emphasis  on  enrollment  growth  

19%  

56%  

Not  the  headline  we  want…  

“Colleges  need  interna=onal  students  in  part  for  the  tui=on  revenue,  but  language  and  cultural  barriers  make  assimila=on  a  struggle”    

-­‐The  Wall  Street  Journal  

•  “  

SIO  PerspecTve  

•  Diverse  ins=tu=onal  contexts  •  Challenges  •  Prac=ces  •  Lessons  learned  

SIO Perspective

Amir  Reza    Vice  Provost  for  InternaTonal  &  MulTcultural  EducaTon  Babson  College  

 

•  Served  on  regional  leadership  boards  for  NAFSA  and  is  ac=ve  in  AIEA.      

•  Presented  at  numerous  na=onal  and  interna=onal  conferences  on  interna=onal  educa=on.    

•  His  research  focus  is  on  interna=onaliza=on,  and  intercultural  development  

•  B.A.  and  M.Ed.  from  the  University  of  Maine,  and  Ph.D.  in  Higher  Educa=on  Administra=on  from  Boston  College’s  Center  for  Interna=onal  Higher  Educa=on  

International Students at Babson College

BABSON  COLLEGE  •  Founded  in  1919  •  Specialized  Bachelor’s  and  Master’s  •  2,100  undergraduate  students  •  900  graduate  students    •  Nearly  1000  interna=onal  students  •  From  more  than  90  countries.    

300 321 373

422 479

536 551 555 565 558 608

281 306 295 239 263 287 293 341 334 305 320

29 43 53 52 50 54 38 35 44 32 30 0

100 200 300 400 500 600 700

Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016

Undergraduate Graduate Exchange

U.S.  News  &  World  Report  #1  Undergraduate  school  for  entrepreneurship  for  the  20th  consecu>ve  year    Forbes  #1  Best  U.S.  College  for  Interna>onal  Students��  

BABSON  COLLEGE  MISSION:    Babson  College  educates  entrepreneurial  leaders  who  create  great  economic  and  social  value—everywhere.  

GLAVIN  OFFICE  MISSION:  We  empower  students  to  think  and  act  intenTonally  in  intercultural  contexts,  to  explore  their  idenTTes,  and  to  develop  the  skills  necessary  to  navigate  the  environment  in  which  they  live,  learn  and  work.  

•  InsTtuTons  are  increasing  their  capacity  to  recruit  interna=onal  students,  thus  becoming  increasingly  diverse  

•  The  conven=onal  wisdom  has  been  that  interac=on  with  diversity  is  posiTve  and  has  dividends  for  learners’  intercultural  competence  

•  Many  are  less  clear/deliberate  in  avoiding  some  of  the  pidalls  that  come  with  growing  diversity  

Challenges  

1. Vicinity  is  Important,      But  Not  Sufficient  

2.  Misconcep=on  about  the                    Interna=onal/Domes=c  Divide  

 

“There  are  two  kin

ds  of  

people  in  the  worl

d.  Those  

who  divide  the  wor

ld  into  

two  kinds  of  peopl

e,  and  

those  who  don’t.”      

-­‐Robert  Benchley  

 

3.  Conformity  Pressures  are                Real  and  can  be  Harmful    

-­‐-­‐  and  we  unwiengly  contribute  to  these  pressures  

4.  Fragmenta=on  is  Apparent  at  Many  Ins=tu=ons    

 

           -­‐-­‐  and  it  threatens  our  communi=es  

Source:  M.  Hammer,  2009  

Commonality    

Difference  

CONFORMITY  

FRAGMENTATION  

When  not  Integrated  

Source:  M.  Hammer,  2009  

Commonality    

Difference  

FOCUS  

INNOVATION  

When Integrated

•  Glavin  Global  Fellows  combine  humani=es  and  business  approaches  to  cri=cal  thinking  on  global  issues,  language  study  and  interna=onal  experience.  They  also  integrate  Babson’s  business  and  liberal  arts  educa=on  with  interna=onal  studies  and  proficiency  in  another  language.  

Glavin  Global  Fellows  

Global  Scholars  Program  

ü  10  Scholars  per  cohort  ü  Compe==ve  need-­‐based  scholarships  ü  Full  tui=on  +  living  expenses  as  needed  ü  Increased  socio-­‐economic  and  regional  representa=on  among  

interna=onal  student  popula=on  

Campus Traditions [a sample]

§  MulTcultural  FesTval  

§  LaTn  American  Forum  

§  O.N.E.  Week  

§  Shabbat  Dinners  

§  India  Symposium  

§  Lavender  GraduaTon  

§  Asia  Entrepreneurship  Forum  

§  Hispanic  Heritage  Month  

§  Diversity  Forum  

§  Transgender  Awareness  Week  

 

Undergraduate Orientation

•  Overhaul  and  ongoing  assessment  and  improvement  of  efforts  to  strategically  embed  more  experien=al  diversity  and  inclusion  content  that:  

•  Increase  awareness  of  self  and  other    •  Challenges  assump=ons  and  bias  •  Define  and  Promote  Bias  Incident  Repor=ng  •  Encourages  curiosity,  empathy,  and  moving  past  one’s  comfort/familiar  zone  

•  Ongoing  assessment  and  improvement  of  curriculum,  educa=onal  materials,  and  guidance  on  diversity  and  inclusion-­‐specific  content.  

•  Expanded  FYS  Instructor  training  

•  Full  day  with  external  trainer  

Class  1:    IdenTty  

Class  7:    Stereotypes,  Micro-­‐aggressions  

Class  8:    Bias,  Privilege  

Class  10:    Intercultural  Leadership  

First Year Seminar (FYS)

Staff & Faculty Development Diversity  Magers  Dialogues    

•  Monthly  dialogue  series  facilitated  by  faculty  and  staff,  for  faculty  and  staff.  

•  We  explore  common  interests  and  diverse  perspec=ves  in  an  effort  to  create  an  inclusive  campus.  

 

 

A  few  examples:  •  New  Faculty  Orienta=on  •  Intercultural  Development  Inventory    

•  Global  Mindset  Workshops    

•  HR  collabora=on  for  new  employees    

External  Opportuni=es:  

SIIC  BISC  WISE  

SIO  PerspecTve  

Amy  McNichols  Associate  Dean  for  Interna=onal  and  Intercultural  Programs  and  Associate  Professor  of  Spanish    

McDaniel  College  

•  Named  Director  of  Global  Ini=a=ves  in  2012  to  lead  campus  interna=onaliza=on  efforts  

•  Research  interest  in  wri=ng  by  and  about  marginalized  subjects  led  to  ethical  global  experien=al  educa=on,  intercultural  competence  development,  and  inclusion/access  in  global  educa=on  

•  MA/MAT  from  Binghamton  University,  and  Ph.D.  from  the  University  of  North  Carolina  at  Chapel  Hill  

InsTtuTonal  Context  

•  Small  liberal  arts  college  in  rural  county  outside  of  Bal=more/DC  metropolitan  area,  1600  undergraduates,  1600  graduate  students  

•  Very  small,  diverse  interna=onal  student  popula=on,  including  Global  Bridge  Program  students  (“mul=-­‐local,”  mul=-­‐na=onal  iden==es)  

•  Sister  campus  in  Budapest,  Hungary  with  full  four-­‐year  degree  program  and  globally  diverse  student  body  

Make  Challenges  =  Strengths  

•  Small  campus,  small  interna=onal  student  popula=on  

•  Majority  popula=on  largely  local/regional  

•  Rural  campus  

•  First  genera=on  students  

•  High  percentage  of  students  on  financial  aid  

•  Limited  resources  

Goal:  Cul=vate  meaningful  interac=ons  among  students  of  diverse  backgrounds.  

InternaTonalizaTon  =  Building  Community      

•  Global  Fellows  Program  •  Global  Bridge  Program  •  Emphasis  on  intercultural  competence/interac=on  •  Programming  to  engage  students  in  discussion  of  complex,  global,  cross-­‐cultural  issues  

•  Classroom  experience:  Faculty  development  work  on  intercultural  competence  in  teaching  and  learning      

Shared  acTviTes    

•  Global  Bridge  •  Global  Fellows  •  F-­‐1  students  •  Study  abroad  returnees  •  Second  language  and  interna=onal  studies  students  

•  Faculty  and  staff  Partnership  and  cooperaTon  with  the  Office  of  Diversity  and  Inclusion,  Wellness  Center,  Residence  Life,  Associate  Dean  of  Faculty  Development,  Faculty  

Shared  values:  Budapest  and  Maryland  •  Interna=onal  Peer  Mentor  Program  

•  Local/global  connec=ons  •  “Students  First”  ethos  •  Student  exchange    

ConversaTons  Build  Bridges  and  CulTvate  Learning:  Social  Networks    •  Global  Bridge  Coffee  Hours  •  Bus  trip  to  Washington,  DC  Cherry  Blossom  Fes=val  

•  Global  Fellows  Program  •  “Where  are  you  from?”  Campaign  

•  Post-­‐elec=on  discussions  •  “Mul=-­‐Local”  Faculty  Panel  

 

SIO  PerspecTve  

Torian  L.  Lee,  J.D.    Chief  Interna=onal  Officer  and  Director  of  the  Center  for  Intercultural  &  Interna=onal  Programs  

Xavier  University  of  Louisiana  

•  Serves  on  the  AIEA  leadership  team  as  a  Member  of  the  Board  

•  A  three-­‐=me  Fulbright  Scholarship  recipient,  he  has  twelve  years  of  experience  in  Interna=onal  Educa=on  

•  B.A.  from  Virginia  State  University  and  J.D.  from  Capital  University  

Xavier University

of Louisiana

Unique History & Mission…

•  Xavier  was  founded  in  1925  by  Saint  Katharine  Drexel  and  the  Sisters  of  the  Blessed  Sacrament  

•  Xavier  is  the  only  Historically  Black  and  Catholic  university  in  the  United  States  

•  Xavier  Mission:  Promo=ng  a  more  just  and  humane  society  and  Prepara=on  of  students  for  leadership  and  service  in  a  global  society.  

Xavier by the Numbers

• 2,976  is  the  student  enrollment  for  Fall  2016  

• 40  states  and  foreign  countries  are  represented  in  student  body  

• 13:1  is  the  Student-­‐Faculty  Ra=o  

• 2  Colleges  make  up  Xavier:  Arts  &  Sciences  and  Pharmacy  

• 6  Divisions    are  in  the  College  of  Arts  &  Sciences  

• 21  Departments    are  in  the  College  of  Arts  &  Sciences  

Emphasis  on  Student  Success  

INTERNSHIPS Office of Career Services

RESEARCH OPPORTUNITIES Center for Undergraduate Research

STUDY ABROAD & INTERNATIONAL STUDENT SERVICES Center for Intercultural and International Programs

PROFESSIONAL SKILLS Office of Career Services

STUDENT ORGANIZATIONS Academic Departments/Student Services/Volunteer Services

LEADERSHIP Center for Student Leadership & Service

Intercultural Strategies for Enhancing Campus Inclusion and International Student Success

•  Enhanced Orientation and Support •  Campus Cultural Exchange Opportunities – “Cultural Night” •  Community Service Activities •  Academic Support Services •  Student Organizations & Activities •  Monthly off campus cultural excursions for International Students •  Pairing international and U.S. students in campus housing and mentor programs •  Courses across the curriculum with significant international content

Lessons Learned

•  It is important to collaborate with all campus departments to ensure the success of international students.

•  An organized series of off campus activities in the local community and beyond helps to enhance the International Student experience.

Resources  

Bit.ly/4iStudent  

QuesTons/Comments  

Di  Hu,  interEDGE  (di@interEDGE.org)  Amir  Reza,  Babson  College  (areza@babson.edu)  Amy  McNichols,  McDaniel  College  (amcnichols@mcdaniel.edu)  Torian  L.  Lee,  Xavier  University  of  Louisiana  (tllee@xula.edu)