International Student Services Research Articles

FURTHER DEFINING THE ROLE OF THE COMMUNITY COLLEGE: A MODEL TAXONOMY FOR INTERNATIONAL EDUCATION PROGRAMS

As global trade increases, economic competition requires U.S. citizens and institutions to develop knowledge and understanding of international cultures and countries to facilitate commerce and cultural exchange between local, geographic community college service areas and the world. To assess the extent to which community colleges provide international education (IE), a model taxonomy was developed on the basis of exemplary IE operations reported in the literature. A comprehensive model taxonomy includes policy and programs in four areas: admin‐’ istration, instruction, international student support services, and outreach. This taxonomy was applied as a baseline to assess IE in public community colleges in Texas. The findings indicate that IE practices in community colleges in Texas, when compared with a comprehensive taxonomy of IE operations described in the literature, exist in only a few institutions.

A Companion Bibliography to:

Working with international students can be both rewarding and frustrating. In the companion article to this bibliography (in this same issue), we have suggested a model for building a program of library services for international students. The model advocates librarians taking action to instruct, to understand international students, and to assist them in overcoming cultural and functional barriers they may encounter in using an American academic library. This is an extensive, annotated bibliography to assist in designing and tailoring library services for specific international student populations.

Quality support services for international students: AVCC code of ethical practice in the provision of education to overseas students by Australian higher education institutions

Quality support services for international students: AVCC code of ethical practice in the provision of education to overseas students by Australian higher education institutions

Key resources on student services: a guide to the field and its literature

Emergence of student services practice and literature growth of the student services profession student characteristics and development administrative roles, concerns, and practices recruitment, admissions, and retention student financial aid residence life academic advising and learning assistance programs international student services counseling centres student activities and college unions career development and placement services emerging trends and issues in practice and research.

Effective support services for international students

AbstractInstitutional commitment and adequate resources are needed to prde effective support services for foreign students in community colleges.

Noncognitive Predictors of Counseling Center Use by International Students

International students (N= 230) completed the Noncognitive Questionnaire (NCQ) prior to matriculation as freshmen. Results indicated that noncognitive variables, shown previously to be predictive of academic success for international students, also were predictive of their utilization of counseling center services over a 4‐year period. The three noncognitive variables that significantly (p<.05) predicted counseling center use were understanding and ability to deal with racism, preference for long‐term goals over short‐term, immediate needs, and non‐traditional ways of acquiring knowledge. Implications for designing outreach and counseling services for international students are discussed.

English Language Proficiency and Academic Performance of Undergraduate International Students

The study on English proficiency and academic performance of graduate international students at the State University of New York at Albany (SUNYA) reported in Richard Light, Ming Xu, and Jonathan Mossop's recent article in the TESOL Quarterly (Vol. 21, No. 2, June 1987) is very interesting in its comprehensiveness and the nature of its findings. Readers may be interested in comparing a similar study that we recently undertook with undergraduates. This more limited study yielded results remarkably similar to those of Light, Xu, and Mossop; however, our interpretation of the data was different because of the lower language proficiency of the undergraduate students. Our examination of the relationship between language proficiency and academic success of undergraduate international students was part of a self-study, following TESOL guidelines, of the nonintensive, developmental ESL courses and international student services at the University of Wisconsin-Green Bay (UWGB). We were interested in the consistency of the relationship between the minimum TOEFL score of 500, required for undergraduate admission, and academic success, as measured by grade point average (GPA). Unlike the SUNYA study, which included only first-semester graduate students, our study included all international students (N = 196) enrolled as undergraduates at UWGB during the spring 1986 semester. Transcripts and records in the office of International Student Services provided TOEFL scores and GPAs, as well as information on course load, number of credits earned, nationality, and academic major. In addition, we conducted case studies of ESL students at the lower end of the language proficiency range and in their first semester of undergraduate study. The mean TOEFL score for undergraduates admitted to UWGB was 537 (SD = 51), which was much higher than the mean score of the TOEFL reference group (M = 506, SD = 66) for students applying for admission to undergraduate school (Educational Testing Service, 1985). A similar difference in mean TOEFL scores was found between graduate students at SUNYA and applicants for

Factors Associated with Interest in Science of West African Students in Washington, D.C.

Every year witnesses a continuous influx of students from the English-speaking West African countries to colleges and universities in the United States of America. A large group of these students enroll in various fields of study at a consortium of five universities in Washington, D.C.-American, Catholic, Georgetown, George Washington, and Howard. A combined statistics of foreign student enrollments obtained by the writer from the Offices of International Student Services within the consortium indicated that slightly more than 900 English-speaking West African students were studying at these five universities in 1974. Like all developing nations, Gambia, Ghana, Liberia, Nigeria, and Sierra Leone see education as playing the key role in the development of manpower for their economies, their technological developments, and their political stabilities. The science curriculum and methods of teaching which grew up in the past arose out of the need to "Europeanize" the natives. In Weaver's2 words, "it was an education for colonials, and was quite suited for the training of messengers, servants, clerks, and minor echelon civil servants. At its best, this educational system was only able to train a few West Africans to enter into professional careers; at its worst it stifled quite a few of them." Shortage of qualified scientists, technologists, engineers, science teachers, and technicians is considered one of the most

World Student Relief The Work of International Student Service

INTERNATIONAL STUDENT SERVICE dates from 1920, when European student relief was brought into being as an autonomous section of the World's Student Christian Federation to cope with the vast problems of student relief and rehabilitation in the university centres of Europe. In 1926, when the purely relief problem was less acute, and the need for a permanent organization on an international basis had come to be felt by many thousands of students, it was necessary to give European student relief a legal status in Swiss law. To this end International Student Service was formed, an autonomous body continuing the traditional work of student relief and cultural co-operation on a basis of entire impartiality in all matters of religion and politics, and thus encouraging the participation in the work of all men of goodwill, whatever their race, nationality or belief*.

Aid for Chinese University Students

THE International Student Service Committee in Chungking is a constituent member of the National Student Relief Committee, which works in close cooperation with the Chinese Government and enjoys the full support of the United Aid to China Fund in Great Britain. Among other schemes, the National Student Relief Committee has organized a system of national scholarships, under which two hundred select students receive free maintenance, university education and constant tuition. The International Student Service Committee in Chungking has made itself specially responsible for the creation of a student centre at Shapingba, near Chungking, for refugee students from the occupied zones, and from all parts of Free China. A large percentage of them is homeless and penniless ; others receive small grants for food, books, clothes and university fees. A well-stocked library is maintained for them ; discussion groups are run on many subjects, including economics, diplomacy and current international topics.

Overcrowded Professions

AN 'unemployment' problem which has for years baffled university and State authorities in many countries and has, in some, assumed an aspect of tragic intensity for the individuals immediately concerned and of menace for the community, is dealt with by Prof. W. M. Kotschnig in a valuable survey of the subject recently published*. It is scarcely too much to say that the magnitude of the problem is not yet fully appreciated. Here, in Great Britain, where unemployment of university graduates has been on a relatively small scale, although it has given rise to some anxiety in the case of the teaching profession, it has not been 'in the news', but it has been the subject of intermittent investigation and discussion since 1930, and a series of precautionary and preventive measures were suggested at last year's congress of the National Union of Students. The consideration of any such suggestions will be greatly facilitated by reference to Prof. Kotschnig's lucid account of the conditions of the problem and of solutions attempted in various countries, and his comments, criticisms, and suggestions which are evidently the fruit of close observation and long study. In his “Planless Education” , published in 1935, he gave a preliminary report of the results of the world-wide survey of the situation undertaken in 1932 by International Student Service, Geneva, of which he was formerly general secretary. For the present volume, that report has been revised, brought up to date, amplified, and developed.

Disintegration by slow Neutrons

All the light elements up to aluminium and some heavier ones have been examined for disintegration by slow neutrons. Large effects have been found in lithium and boron and a small effect in nitrogen, the reactions beingand probably The charged particles emitted in the disintegration of lithium and boron afford a convenient and sensitive indicator for slow neutrons.One of us (M. G.) desires to acknowledge the financial assistance received from the International Student Service, London, and from Magdalene College, Cambridge.

International Conferences : a Handbook for Conference Organisers and Discussion Leaders

International Conferences : a Handbook for Conference Organisers and Discussion Leaders Get access 47. International Conferences : a Handbook for Conference Organisers and Discussion Leaders. By J. W. Parkes. 1933. (Published in collaboration with The Inquiry, New York City, by the International Student Service, 13 rue Calvin, Geneva. 8vo. 158 pp. 2s. 6d.) International Affairs, Volume 13, Issue 2, March 1934, Page 278, https://doi.org/10.1093/ia/13.2.278 Published: 01 March 1934

Academic Assistance Council

A MEETING of the Academic Assistance Council, under the presidency of Lord Rutherford, recently reviewed the work accomplished during its first six months in assisting university teachers and investigators who, on grounds of race, religion or political opinion, are unable to carry on their work in their own countries. The Council has collected records of about one thousand displaced scientific workers and scholars. One hundred and thirty-two have been given temporary research facilities in the Universities and University Colleges of Belfast, Birmingham, Bristol, Cambridge, Cardiff, Edinburgh, Glasgow, Hull, Leeds, London, Manchester, Nottingham and Oxford. In forty-two instances the Council has made maintenance grants for one year; such grants are limited to £250 a year for a married and £182 for an unmarried person. Donations received by the Council up to November 4 amounted to £9,695 14s.; this includes a donation of £500 from the Council of Trinity College, Cambridge. Unless a further substantial sum is available the Council can make no more grants. The Council is making inquiries throughout the world to discover permanent or semi-permanent openings for displaced academic workers, and every care is being taken not to prejudice the interests of university teachers or others intending to follow an academic career. The Council intends to appeal immediately for further funds, but to avoid a multiplication of public appeals of a similar character it has decided to issue its own in co-operation with the International Student Service, the Refugee Professionals Committee and the Germany Emergency Committee of the Society of Friends. Contributions-earmarked if desired for the Academic Assistance Council-may be sent to Mr. Walter Adams, the General Secretary of the German Refugees Assistance Fund (Academic and Professional) at 232, Abbey House, Westminster, S.W.I. (Telephone: Victoria 5927.)

The Student and the Future: International Student Service and the Pacific

The Student and the Future: International Student Service and the Pacific