Introduction
The U.S. Department of State defines an international student as “anyone studying at an institution of higher education in the United States on a temporary visa that allows for academic coursework. These include primarily holders of F (student) visas and J (exchange visitor) visas”. Who is counted as an international student?
According to an annual Open Doors report by the International Institute of Education, in 2023-24 there were over 1.1 million international students in U.S. higher education institutions. This number included over 500,000 international graduate students, a 7.6% increase from the previous year. In that year, international students accounted for 6% of the total U.S. higher education population.
Challenges for International Students and Suggested Teaching Strategies
Below is a list of some of the academic, social, and practical challenges facing international students, as well as suggested pedagogical approaches for addressing these needs. Many of the recommendations for teaching international students are similar to those included in descriptions of inclusive teaching strategies, and, thus, apply to all students.
- Course policies. International students may not be familiar with policies that are common in US courses.
- Clarify your expectations regarding class policies such as attendance, assignment submission deadlines, and promptness to class
- Specify and explain other policies such as use of generative AI, collaboration, and academic integrity
- Academic standards/expectations. International students may be used to different standards for their work.
- Specify the purpose of each assignment and relate it to course learning objectives
- Provide examples of successful work on tests and papers
- Provide rubrics for written and oral work of all kinds
- Presentation of course material. International students may have difficulty understanding and processing the material being presented by the instructor during class.
- Provide an agenda or outline for each class
- Begin with a brief recap of the previous class, use clear transitions between topics, and end with a summary
- Use and post PowerPoint slides
- Use the principles of Universal Design for Learning, by presenting information in multiple formats. (e.g., write questions and key points on the board in addition to presenting them verbally)
- Use visual aids such as pictures, diagrams, concept maps, real objects, and videos
- Use nonverbal communication (e.g., hand gestures, eye contact, and body language) to amplify points
- Organize material with bullet points, numbering, and highlighting
- Use active learning technique to ensure that everyone is engaged
- When speaking, use clear and concise language; pay attention to pace of speech; use short sentences and pause at regular intervals to give students time to process what you said
- Give students regular opportunities to ask questions in class
- Solicit feedback to determine whether all students have understood the points you have made
- Terminology. International students may not be familiar with terms that are uniquely American or refer to American cultural concepts or history.
- Avoid using slang, jargon, or acronyms
- Explain cultural or historical references that come up in lectures or discussions
- Discussions and class participation. International students may not be familiar with the kinds of dialogues and discussions often used in courses.
- Explain purpose and expectations for class participation, including providing a rubric
- Provide examples of the kinds of questions and comments that are most useful contributions to class discussions
- Encourage all students to add their perspectives to discussions
- Provide opportunities for students to contribute in other ways besides oral participation (e.g., posts on Canvas discussion board)
- Use pre-discussion writing opportunities to help students organize their thinking and make them feel prepared before a discussion
- Wait long enough after asking a question to allow students to formulate their thoughts.
- Group work. International students may not be familiar with working in groups in academic settings.
- Assign group memberships, roles, and responsibilities and rotate them among students
- Provide clear expectations regarding process and product
- Check in regularly on group progress
- Writing. Forms of writing such as journals, essays, research papers, and lab reports may not be familiar to international students, and they may “write with an accent”.
- Explain the purpose of these assignments
- Provide specific rubrics and guidelines
- Show examples of good work
- Focus on content, ideas, and organization of papers
- Edit sparingly – at least, at first
- Provide feedback on patterns of errors rather than focusing on each individual error
- Assessments. International students may be unfamiliar with some forms of assessment or find their wording confusing.
- Provide examples of types of questions to be used and opportunities for practice
- Write assessment prompts that are clear and easily understood
- Plagiarism and academic integrity. International students may have a different understanding of plagiarism and use of other people’s words and ideas; they may have learned different rules about copying other people’s work.
- Explain relevant ethical principles
- Give examples of what is and is not acceptable (e.g., paraphrasing and quoting)
- Teach about using and citing references
- Provide or give referrals to trainings on avoiding plagiarism
- Refer to school academic integrity policies
- Promulgate a policy regarding use of Generative AI in the course
- Volume of reading. International students are sometimes overwhelmed by the amount of reading assigned because it often takes them longer to complete the readings.
- Help students prioritize readings
- Disseminate study questions to help students focus on important parts of reading assignments
- Provide a list of important concepts with definitions, highlighting key information to learn (i.e., study guide)
- Provide reading assignments well ahead of time
- Class environment. International students may feel isolated and out of touch with the rest of the students in the class.
- Build community among students in class (e.g., use icebreakers)
- Encourage informal conversation among small groups of students
- Provide opportunities for collaborative learning
- Utilize online tools to stimulate student exchanges (e.g., chatrooms and blogs)
- Contact with instructor. International students may not be used to having individual contact with an instructor in class and in office hours.
- Be proactive in relating to international students (e.g., reach out to them and hold informal conversation to build rapport and trust)
- Learn something about students’ backgrounds and how to pronounce their names
- Emphasize the importance of office hours, explicitly invite students to attend (or even require attendance), and give examples of topics that can be discussed
- Feedback. International students need regular, clear, and specific feedback to help them improve their skills.
- Give both written and oral feedback
- Give feedback that is constructive and includes specific suggestions for how to improve
- Provide positive comments to encourage successful behaviors
- Well-being. Adjusting to a new social and academic setting can be cognitively and emotionally taxing for international students, and they may have difficulty addressing these stressors effectively.
- Acknowledge sources of stress such as differing cultural values and perspectives; uncertainty regarding legal status; difficulty understanding how institutions work; and personal or familial expectations regarding achievement
- Listen to and validate concerns, especially in times of distress
- Provide information on student and academic services available to all students
- Recommend and normalize use of available services for all students
Sources
International Institute of Education Open Doors
Who is counted as an international student?
International Institute of Education Open Doors
Enrollment Trends
U.S. Department of Homeland Security Study in the States
International Student Life cycle
Cornell University Global Cornell
Teaching International Students: Tips for Instruction
University of Michigan Center for Research on Learning and Teaching
Teaching International Students
Baylor University Academy for Teaching and Learning
Supporting International Students
University of Massachusetts/Amherst Center for Teaching & Learning
How Do I Support International Students in my Classes?
Florida State University Counseling
Helping Faculty Teach International Students
Saint Louis University Reinert Center for Transformative Teaching & Learning
Pedagogical Considerations to Support International Student Learning
Denver University Office of Teaching & Learning
Teaching International Students
University of Minnesota Graduate School
Advising & Mentoring International Graduate Students
Lafayette College Office of Advising
Teaching Suggestions for Working with Multilingual Students