WRI 1100 A-4FYS
Research Essay-Final Draft
Teachers Dealing With International Students
Our academic society has and is still thriving on the shoulders of teachers. Teachers show students methods of how to succeed and how to fail. Although the majority of the teachers in the United States are open minded to whomever their students are, there are many teachers in college who teach without this mentality. There is a growing population of international undergraduate students who are frustrated that education in the U.S is seldom adjusted to foreign circumstances. Many academic institutions harbor teachers who don’t have the training to deal with international students who’s language, culture, and perspective is different than theirs. Whether it is an Asian, Hispanic, European, or Indian that is beginning college in the United States, undergraduate teachers need to learn better ways to adaptively teach these unique and newly incoming students in order to instill a positive and meaningful educational experience. To begin, the world is comprised of a fast growing university student population. This includes students from all around the world. Let’s put the United States into perspective. An article in USA Today recently stated, “the number of international students enrolled in U.S. colleges climbed 6% to a record 764,495 last year” (Marklein, 2012). This report stated that there is an increasing amount of international students coming to United State schools. If this rate keeps rising, it will soon be inevitable for teachers who teach undergraduate courses within American universities to encounter these unique college students. The teachers that are being referenced are those who teach general education courses because these beginning courses consist of newly inducted international students. These are students who are beginning to learn American culture, English language proficiency, and comprehensive interactions with their teachers and students. The internationals that are already specialized and studying in higher-grade levels are exempt from this teaching problem because these particular students know what they are getting themselves into. Not all teachers need this training. Teachers who are teaching specialized courses like neuroscience, biochemistry, physics, and chemistry don’t need this training. Teachers in any high level specialized field in the natural sciences shouldn’t need to waste their time going through these ethnic concerns. This would revolve around environments such as upper division courses and senior level courses where it’s unlikely that new international transfers might be. It’s because at that high level of education, the students should know exactly what is expected. They are different than the international undergraduate students that are attending a university within the states because they are in their own specialized field of study. Undergraduates don’t have as much specialization and they need successful teachers to help guide them through their undergraduate path. They should know what kind of material is being taught and what the expectations of the teachers are. Does this mean that there are rumors spreading throughout the globe that the U.S’s universities accommodate international students positively and our countries’ education is tethered to them? In a survey comprised of 218 undergraduate international student responses on educational satisfaction within different individual U.S colleges all over the country over 80% stated that they were unsatisfied (Wadsworth, Hecht, Jung, 2007). They were unsatisfied because they thought U.S. teachers were showing acts of discrimination and lack of enthusiasm in helping them with their problems. Students felt that these particular teachers believed that these unique students had to adjust to the teacher, not the other way around. The teachers need to learn that the majority of undergraduate students are not specialized in...
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