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Definitions

Integration: intentional process to create community by encouraging domestic and international students to engage with each other in ongoing interaction, characterized by mutual respect, responsibility, action, and commitment.

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Author and Background:

Nancy E Young, part of Intercultural Interaction LLC (10 years)

Writer of The Handbook of International Student Advising, worked at 4 institutions including Assoc Dr of OISS at NYU, has 2 Masters most recent in Intercultural Relations, and was a Fulbright scholar.

Advisory Group (Taskforce)

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International Lens (ILens) Vanderbilt University

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International Lens (ILens) Vanderbilt University

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What is the event/practice?
Cinema to facilitate discussion and greater cross-cultural understanding

What do you like about it?
Some faculty, when leading a film discussion, require their students to attend or offer extra credit, which raises attendance quite a bit.

How can it be applied in the NUS context?
If only we can make it mandatory.

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International Student Mentoring Program, Iowa State University

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International Student Mentoring Program, Iowa State University

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What is the event/practice?
Mentoring program

What do you like about it?
Get international students more involved in student leadership opportunities, including student government.

How can it be applied in the NUS context?
Students for students program

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WSU conducted dialogue groups with the following questions:
"What does diversity at WSU, and in the community mean to you?
"How do we interact with each other"
FGD identified advocates

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Understanding International Cultures Workshops, University of Buffalo 

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Understanding International Cultures Workshops, University of Buffalo 

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In-depth training for faculty and staff, typically about a single country,
Very time intensive

I like that it's about a single country, so the objectives are very realistic!, and especially that it's for teaching faculty as well

It looks like a CQ workshop

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International Grad student act as mentors to domestic UG student
Domestic UG student as mentors to international UG students

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International Partners Outreach Group, University of Pennsylvania

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International Partners Outreach Group, University of Pennsylvania

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Advises the international student office, makes the university warmer, and is a direct link between students and staff

It's a more effective version of NUSSU

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iCoug, Washington State University (WSU)

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iCoug, Washington State University (WSU)

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iCoug, Washington State University.

Reasons for replacing in-person orientation with online connection programme
a. outcomes show the freshmen did not result in strong retention of info.
b. students unable to register for classes until they complete programme.

Finding: a. Problems can be overcome. b. the loss in human connections might not be adequately compensated with online sessions.

iCoug Format
1. Introduction (WSU campus, U.S. map)
2. Pre-Arrival (what to do before leaving visa, vaccines, what to pack)
3. Cultural Adjustment
4. Academic Expectations (classroom culture as well as plagiarism guidance)
5. Getting Connected (campus, clubs, resources, what to do for fun, links.

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What is the event/practice?
A Committee with representatives from key offices, used Student Success Grant to develop a comprehensive online orientation. Key offices contributed content, designed, did voiceovers, etc.

1. online orientations (immigration, cultural adjustment, mental health, academic success-campus resources, study habits, expectations, plagiarism & academic misconduct) - 80% to pass - staff member send reminders

2. training of student leaders (LS mainly) in-person by Ambassador Ron McMullen (cultural awareness, self-awareness, how to respond to students who are having problems)

3. In-person orientation (workshop for immigration matters, insurance, financing, ESL testing & academic advising)

Correlation between not completing online orientation course & not doing well academically overall.

Starting halfway through Sem, IS in discussion groups of 8-12 with 2 leaders meet 4 times to discuss (how to succeed on campus, cultural adjustment, & other matters). Also 1 leader-initiated excursion to an event on or off campus.

What do you like about it?
Partnership with various stakeholders for pre-arrival and upon-arrival programmes & follow-up into the semester.
Systemic support for student-initiated ideas.
Follow-up on pre-arrival/upon-arrival learning points

How can it be applied in the NUS context?
We are already doing most of it, and can plan how to follow up and support student voice in a more structured way.

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Boiler Out!

Volunteer programme for international students.

Findings
1. How to gauge areas of interest for volunteer opportunities among international students for integration into community beyond cultural events.
2. Events need to be either fun or meaningful (e.g., a group of international students cleaning a building alone is not an appealing event, but that same task being done with community volunteers takes on more meaning).
3. Students need a lot of encouragement along the way; they are eager to sign up but then need instruction throughout the event.
4. Improving the experience due to language barriers.

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International Student Football Clinic, Rice University

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International Student Football Clinic, Rice University

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1. Using football clinic to integrate international students as football plays a significant role in the Texas culture

2. OISS team members are there to meet and direct even though they are not part of the sports team teaching the IS about football (personal touch)

IS on the football team make a point to welcome the participants in their native languages.

Integration of IS is a shared goal across campus stakeholders and not solely on the shoulders of OISS.

3. Work with campus stakeholders more closely.

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1. Cultural competency requirements for students, where students can earn 7 badges within the Passport PUPIL's e-portfolio i.e. intercultural openness, intercultural curiosity, cultural self-awareness, cultural worldview, intercultural empathy, intercultural communication and a capstone badge (upon completion of the other 6 badges)

2. Badges can be used as part of a job application and included in cover letters/resumes.

3. Formalise cultural competency training in NUS

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American Chemical Society – International-Domestic Student Summit

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American Chemical Society – International-Domestic Student Summit

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What is the event/practice?

Research poster:

9 teams chosen by peer review/186 nominations of teams of 1IS-1LS

Creative ideas to promote more connections/collaborations between IS & LS

Application: insights into collaboration for presentation team for summit

Summit aims:

How to promote cross-cultural understanding

Increase international skill flow and collaboration

How to better integrate IS into US Chemistry enterprise

Discern needs and interests of IS

How to better integrate IS & LS

Seek involvement and feedback from LS to help achieve buy-in

Recommendations:

1. Increase intercultural competencies for IS & LS, eg facilitate conversation on issues such as cultural differences

2. More acknowledgement & awareness of IS role by institution. Also, value to host country, eg not overlook their work in STEM fields & limit ability to remain in US

3. Have access to a resource person to ask questions before traveling abroad, eg a network of expats to mentor IS

4. Advocate for greater program eligibility without restrictions based on citizenship, at institutional/organisational level, not just national level

5. Improve sharing of best practices model between institutions/organisations

6. Build partnerships among stakeholders interested in international skill flow

7. Distribute info on international opportunities in a more organised way

Take home:

1. ACS use recommendations as guide to shape prorities

2. Members bring back to own institutions:

Newsletter articles,

conversations with administration

Organise discussions

Brown bag lunches

IS associations to fill gap & promote ways for IS & LS to connect

3. Need more specific context in future

What do you like about it?
In touch with real issues on the ground
Practical for post-university/career development
Impactful to greater community &economic development & global talent flow

How can it be applied in the NUS context?
Address real issues on the ground (not so much professional/conference context).
In future, maybe working on systemic issues with various stakeholders.

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What is the event/practice?

A collaborative effort btwn IHLs and Intl Educators in Georgia.

Leadership Development & Opportunities to share best practices btwn IS & LS who have studied abroad.

Bond over an inclusive community service project based on physical labour, allowing discussion

Keynote speaker

3 sessions with 4 choices each session (most are student-led)

Cultural simulation games

Afternoon hike

Interactive performance

Student-led fashion show

Campfires, social, dancing

Large group session

Wrap-up (inspiration to action)

20 peer leaders increase success

Positive feedback

LS more apprehensive than IS (have fun)

LS from schools with less International programming benefits more (get more content)

What do you like about it?
Active and focused networking.

How can it be applied in the NUS context?
Seems like a CEN Conference, great for various IS groups/IS-targeting groups to share best practices.

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Event/Practice
I-Lead was created for international sophomores to enhance their understanding of leadership in the U.S. context and developing their aptitude as leaders. I-Lead seeks to have more international student representation in the student government and other organizations.

What I like about it
IS are given ownership about their learning. They work in pairs to come up with 5 -10 mins exercise. The students are also given project to improve the life of IS.

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Right, Wrong, or Different? (ethics dinner), George Mason University

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Right, Wrong, or Different? (ethics dinner), George Mason University

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1. Right, Wrong or Different? is a programme for students to participate in discussion with faculty members and other students about whether or not there are universal values/ethics.

2. The 1hour45mins programme is highly structured, based on the topics faculty members are comfortable with facilitating. Some things they do to increase sense of safety and inclusiveness e.g. ground rules, "four corners" exercise.

LEAD and OIPS works closely with the faculty members to meet them, prepare them for the role, make sure they understand the objective and learning outcomes.

3. How close the stakeholders work together