Faculty adjusting to growth in international enrolments

December 2, 2014

As the number of international students enrolled in US undergraduate and graduate programs continues to grow, faculty members must adjust their usual approach to the classroom. International students are often used to a different set of expectations in the classroom, and may be uncomfortable with things that many professors take for granted, such as in-class discussions, group work, asking questions of professors, or North American citation practices. “I don’t think we really understood the implications that [internationalization] would have on the ground level, on issues of curriculum and pedagogy, the differences in types of support international students would need,” said David Gowdey, Director of International Student and Scholar Services at the University of Denver. To meet these challenges, some institutions in the US like uDenver have developed new admissions policies, as well as courses to help international and domestic students build a common cultural understanding. uDenver also offers resources to faculty to help them better reach and understand international students. However, many challenges still remain, often around matters of assessment. Inside Higher Ed