BRINGING THEM INTO THE FOLD:
CHALLENGES AND RESPONSIBILITIES OF
INCLUSION FOR INTERNATIONAL STUDENTS
AND FACULTY
By
Tom Otieno, Eastern Kentucky University, Richmond, Kentucky
George Acquaah, Bowie State University, Bowie, Maryland
J. Blaine Hudson, University of Louisville, Louisville, Kentucky
Eri F. Yasuhara, California State University, San Bernardino, California
Sponsored by the Committee on Cultural Diversity
44th Annual Meeting of the Council of Colleges of Arts & Sciences
November 11-14, 2009
Baltimore, Maryland
ABSTRACT
• Higher education in America continues to benefit from
the engagement of the international community by way
of students and professionals who come to our
institutions for training or to participate in the workforce.
Periodic regional or international socioeconomic
adversities and political upheavals often cause the
federal government or institutions to implement policies
or strategies that restrict the engagement of foreigners in
our higher educational enterprise. The panelists will
review key challenges confronting the American higher
educational system with regards to international students
and faculty as a result of contemporary global political
and economic problems and institutional cultures and
practices. They will also discuss some strategies for a
successful international engagement.
George Acquaah, PhD
Dean, College of Arts and Sciences
Bowies State University, MD

Post 9-11 challenges persist
Travel to the United States remains unnecessarily challenging, according to a joint statement
issued in January by five organizations with diverse interests: the Alliance for International Educational and
Cultural Exchange; the Coalition for Employment Through Exports; the Heritage Foundation; NAFSA:
Association of International Educators; and the National Foreign Trade Council.

“Foreign scholars, particularly scientists,
continue to feel they have to go through
hoops they shouldn’t have to go through,” Victor
Johnson of NAFSA told the Chronicle of Higher Education in January


Problem varies among world regions of origin
Blanket exclusions/ideological reasons; mum
e.g., Cuban scholars seeking to attend a conference of the Latin American Studies Association.
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Separation of families – varying duration
Living in a fish bowl – Big Brother watching?
Severe consequences for such seemingly
minor immigration violations as taking too
few courses. ( a student arrested and detained for carrying
9 credit hours instead of 12.)

Many do not return home—even for the
funeral of a parent—for fear they will not be
able to return to the United States.
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Congress and the executive branch should
take action - articulate a clear, operational
visa policy that fully realizes the Rice-Chertoff
plan and improving efficiency, transparency,
and reliability in the visa process…(AAUP)
AAUP has protested the exclusion of
numerous foreign scholars
Institutional legal support services to help
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Affects learning of students
Affects the kind of job an IS can get
In Higher Ed, content knowledge and
pedagogic skills both critical to success
Effective communication –key element in
pedagogy
ESL scholars often have communication
challenges
 Communication challenges vary in
degree among world regions
 International faculty, especially in
STEM, indispensable
 Impact varies – TWIs vs. HBIs; small
vs. large; research vs. teaching
Universities
Distractions (from self)
- Fear of teaching in English (accent
consciousness) ; fear of reception
- How to make yourself understandable to
students who may not be used your accent.
 Distractions (from students/outside)
- Classroom behavior – e.g., challenging
authority, discipline, mannerisms
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University help
Faculty development assistance
(workshops…)
Center for Teaching and Learning services –
video-taping of classes; literature
Assign IS higher level classes (freshmen, Soph
need more teaching; unfamiliar (cultural
shock) with IS
Cultural literacy programs
•
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Self-help
Excellent preparation before class
Effective use of instructional technologies
Highlight key concepts and terms in writing
(handout, PP)
Cultural emersion initiative
Get to know your students on personal level
(win them over via informal means)


Teaching American Students: A Guide for
International Faculty and Teaching Assistants
in Colleges and Universities, Third Edition
(Derek Bok Center) (Paperback)
by Ellen Sarkisian
Council of Colleges of Arts and Sciences Annual Meeting
Baltimore, Maryland
Dr. J. Blaine Hudson
Dean, College of Arts and Sciences
University of Louisville
November 12, 2009
Strategic Priorities
 Programmatic Depth, Breadth and Diversity
 Student and Faculty Diversity
 Globalization – ultimately, study abroad for all A&S
majors
Brazil
 Partner: State University of Sao Paulo (UNESP)
 Student Exchange: English, Portuguese, Pan-African
Studies
 Summer/Fall
China
 Partner Universities: Beijing Foreign Studies;
Shandong University
 Student Exchange; Study Abroad (Chinese)
 Humanities Ph.D. Program
Panama
 Partner University: Quality Leadership University
 2 + 2 program
 Study Abroad (Spanish)
Key Outcomes
 Several new area studies programs
 Several new languages (Arabic, Chinese, Hebrew,
Portuguese)
 Several hundred student study abroad each year
 Increasing numbers of foreign students on our campus
“Opportunities and Challenges of
International Exchanges:
The Sino-American 1+2+1 Dual Degree
Program, PLUS . . . ”
Eri F. Yasuhara
Council of Colleges of Arts and Sciences Annual Meeting,
Session H:
Bringing Them into the Fold: Challenges and
Responsibilities of Inclusion for International Students and
Faculty
November 12, 2009, 3:30 – 4:45 p.m. GB IX & X
Marriott Baltimore Waterfront
Overview of 1+2+1 Program
• Year 1 in China, years 2-3 in U.S., final
year in China; student receives degrees
from both universities.
• Benefits: no “brain drain,” visas easier to
obtain in post-9/11 era (less a problem
now)
Sponsors
• China Center for International Educational
Exchange (CCIEE)—arm of Chinese Ministry of
Education
• American Association of State Colleges and
Universities (AASCU)
History
• Initiated 2001 with Troy University & six
Chinese universities
• CSUSB was 8th university, started 2007
• Now 17 American and 78 Chinese universities
Meeting a great need in China: some
numbers
• 2009 population:1.33 billion (nearly 1/5 of
world population of 6.8 billion)
• 19% are under 15 years of age: 252 million
children—a huge challenge to educate
Numbers, continued
• 14 million/year should be taking Gao Kao (h.s.
exit exam/college entrance exam)
• - 4 million give up and don’t take the test
• 10 million take the test
• - 2 million go to university
• 8 million
• -2.6 million go to community college
• 5.4 million have no place to go
More numbers
• Community colleges: 2.6 million students graduate with
equivalent of AA degree. But only 5% (130,000) go on to 4
year degree programs in China.
• 2 million get Bachelor’s degrees and want Master’s degree,
but options are limited.
• China is building new campuses as fast as it can, but they
can’t keep up with the demand.
• Conclusion: better to establish relationships with other
universities in other countries.
Benefits to us
• They are good, highly motivated students.
• They add one type of diversity.
• For public institutions (esp. in California right
now), bottom line: they pay $55,000 for the
two years.
What they’re looking for
• Low cost (relatively speaking)
• Strong majors: business is popular, along with computer
systems, GIS
• Trust in the relationship
• Quick admission decisions
• English language training for <500 TOEFL
• Bridge courses to help students learn language and culture
• Different dual degree programs (1+2+1, 2+2, 1+1 masters)
• Faculty exchanges / visiting scholars (both directions)
• Student exchanges (both directions)
At California State University,
San Bernardino
• 2007
8 students (Yunnan University)
• 2008
20 students
• 2009
27 students
• 1st year: dorm; 2nd year: off-campus if desired.
Lessons Learned
• Language issues: oral interview in China,
before visa interview; must have a nonChinese speaker participate
• Some students take longer than 2 years at
CSUSB
• Need for INTRUSIVE advising
• Administering the program: staff; “den
mother” figure
Finally . . .
Some musings about “diversity,” and a parable
• International students from Asia, and the
Asian American story
• Critical need for English language proficiency,
for your own protection
Tom Otieno
Eastern Kentucky University, Richmond, Kentucky
WHY INCLUDE INTERNATIONAL FACULTY
AND STUDENTS IN OUR CAMPUSES?
●They bring added cultural richness to American
schools and contribute to the preparation of their
American counterparts for a more diverse & global
workforce
●They bring different problem-defining and -solving
perspectives to dealing with issues
●They contribute to the local economy
●They recruit more international students
STUDENT ISSUES
●1. English Language/Communication
Many struggle with the English Language despite
acceptable TOEFL scores or having participated in an
Intensive English Language Program
●How institutions can help
Institute special courses that address their needs.
EKU has ENG 100 (English for Non-Native Speakers ). This is a
bridge course between passing TOEFL/EELI and ENG 101/102.
Discontinued due to low enrolment. Re-introduced beginning spring
2010 for credit.
 EKU has a special “International Students Only” section of the
General Ed. CMS 100; a communications course.
Offer tutoring
Pay special attention to the areas that give international students
trouble. EKU has the Writing/Reading Center but it does not
necessarily target international students.
●Individual Responsibilities
Improve interactions with American students
International students tend to congregate in their cultural
pockets thereby lessening the impact of social interaction in
improving their English language skills
Work harder
●2. Financial
This is a big problem especially for students
from Africa, Latin America and Asia,
notwithstanding the fact that they provide
documentation of sufficient funds upfront
●How institutions can help
Provide scholarships
EKU has a merit scholarship program administered by the Office of
International Education office. The amount varies from $1200 to
$2000 per semester, depending on GPA (A, B, or C average). The
awards are only given to sophomores and above to support those
about to graduate. Those with other full scholarships (e.g. athletics
or from home government) are not eligible
Reduced Tuition
At EKU, international students are eligible for targeted tuition.
Applicants are automatically screened for this by the admissions
office
On campus employment
Students are eligible for on-campus employment for up to 20 hrs/wk
Graduate students may compete for teaching assistantships
●3. Social security numbers
Students cannot apply unless they have a job
Limited to working on campus, which does not count.
Life becomes difficult in a society that is based on SSN
●4. Driver’s License
Students can get DL in Madison County without SSN but
must travel to four offices. Transportation in Richmond
is limited to taxis and an occasional bus
International Office, to get letter of enrollment
Social Security Office to get a letter stating s/he does not have a SSN
Department of Transportation to obtain a “blue form,” which means his
documents have been checked and cleared. The officer comes from
Lexington for only 2 hours each week .
Driver’s license office
●5. Employment after graduation
International students can apply for Optional Practical
Training (OPT) to work for 12 months after graduation
Student required to begin working within 3 months of
the beginning date of OPT, or visa status affected.
This puts tremendous pressure on students, especially in the
current job market.
●How institutions can help
Career Services Office can help with job searches
EKU’s Career Services is enrolling in a new online service called
Going Global ($3,000 per year) which provides worldwide
employment information
●6. Other Issues
International students may also face several
adjustments problems such as weather, food,
discrimination, culture, and the American educational
system.
The extent to which they encounter these challenges
and how they deal with them vary by country of origin
and from individual to individual.
ACKNOWLEDGEMENTS
●Dr. Neil Wright, Director, International
Education, EKU.
●Ms. Elizabeth Blanchard, Coordinator,
International Education, EKU.
●Ms. Jennifer Allen, Director, Equal Opportunity,
EKU
●Dr. Andrew. Blake, Assistant Professor of English,
Delaware State University