Succeeding As An International Student In The United States And Canada

Each year, 700,000 students from around the world come to the United States and Canada to study. For many, the experience is as challenging as it is exciting. Far from home, they must adapt to a new culture, new university system, and in many cases, a new language. The process can be overwhelming, but as Charles Lipson’s Succeeding as an International Student in the United States and Canada assures us, it doesn’t have to be. Succeeding is designed to help students navigate the myriad issues they will encounter—from picking a program to landing a campus job. Based on Lipson’s work with international students as well as extensive interviews with faculty and advisers, Succeeding includes practical suggestions for learning English, participating in class, and meeting with instructors. In addition it explains the rules of academic honesty as they are understood in U.S. and Canadian universities. Life beyond the classroom is also covered, with handy sections on living on or off campus, obtaining a driver’s license, setting up a bank account, and more. The comprehensive glossary addresses both academic terms and phrases heard while shopping or visiting a doctor. There is even a chapter on the academic calendar and holidays in the United States and Canada. Coming to a new country to study should be an exciting venture, not a baffling ordeal. Now, with this trustworthy resource, international students have all the practical information they need to succeed, in and out of the classroom.

The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes scholarly peer reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of higher education. www.ojed.org/jis

An international team of academics and experienced practitioners here bring together scholarship on academic migrants to the United States - the world's top recipient of academic talent. They examine the multidirectional migration patterns of academic migrants, adaptation challenges, and the roles played by international students and faculty.

This book marks a departure from traditional assumptions concerning the deficiencies of Chinese international students in terms of learning and adapting. It employs phenomenological narrative inquiry and a small culture approach to investigate the evolved, fluid experience of pursuing a graduate degree in the U.S. at Blue Fountain University (a pseudonym for a mid-western university). Adopting an interdisciplinary perspective, this book addresses two fundamental questions: What study abroad is and what study abroad counts? The sociocultural dimensions that shape the cross-border degree seeking endeavors inform stakeholders what works for Chinese international students’ successful pursuits as EFL learners and ESL users and what could be improved. This book shares thoughts on the implications and impact of educational contexts to stakeholders at normal and dynamic contexts interrupted by global pandemic outbreak. It contributes to the understanding of the internationalization of the host institute and the EFL education reform efforts (policy making, teacher education, and classroom practice) in China (and in Asia at large).

This incisive and luminescent story, scrupulously grounded in sixteenth-century sources, illuminates the power that "naming" has to create a world - in this case a world still haunted by being the accidental Indies. It is a book about how we perceive and represent the world around us, about the creative and destructive power of language. Through its elaboration of the rich and lively ironies of the Columbus story, The Accidental Indies looks at the nature of storytelling itself.

Study abroad programs have proven beneficial for both the international student as well as the domestic community and school population interacting with the student. In an effort to promote cultural awareness, intercultural communications as well as opportunities for future study abroad program success, universities must take care to provide international students with the resources necessary to succeed while studying abroad. Campus Support Services, Programs, and Policies for International Students explores the role of university administration in successful implementation, regulation, and support of study abroad experiences. Highlighting essential topics relating to legal issues, safety concerns, curriculum development, and intercultural communication, this research-based publication is an ideal reference source for university administrators, school counselors, policymakers, and researchers interested in study abroad program implementation, regulation, and success factors at the administrative level.

It is possible to overcome barriers to minority success in Canada. The stance of this book is that new immigrants, refugees and international students do not have to settle for underachievement despite the cultural and structural disadvantages they face in Canada. The fact is, the unequal social structure of Canada has some cracks, and many minorities have used strategic resources to open up these cracks and achieved tremendous upward social mobility in Canadian society from the margins. These documented minority successes in Canada in the face of systemic marginalization provide lessons and hope for new immigrants, refugees and international students. The economic, political, social and cultural problems that minorities encounter in Canadian institutions, organizations, communities and from individuals overwhelm and break many of them. However, some minorities break records in the face of the frustrations they encounter. What accounts for the success of the latter group of immigrants, refugees and international students in Canada? Individual efforts and personal ambitions are not enough to explain these success stories. This book highlights strategies and support systems that facilitate minority strategic connections with Canadian mainstream institutions, organizations and individuals to win from the margins of society. Although the book does not get into the theories of inequality, equity and diversity, it does acknowledge the structural and cultural barriers to minority success in Canada. That is, it does not blame individual minorities for not making it in Canada. Rather, it points to strategic resources that new immigrants, refugees and international students can use to help them overcome some of the barriers to success in Canada. About the Authors: Dr. Adu-Febiri is currently Sociology Professor in the Department of Social Sciences at Camosun College, British Columbia, Canada. Francis is also an Associate Member of the Faculty of Graduate Studies at the University of Victoria. He has presented and published extensively on tourism, human factor development, globalization, diversity, racialization, and ethnicity. He is the author of "First Nations Students Talk Back: Voices of a Learning People." Dr. Adu-Febiri is the founder and president of Workplace Diversity Consulting Services (WDCS), and serves as the Chair of the Ethnocultural Advisory Committee of the Ministry of Children and Family Development, Victoria, British Columbia. He has been the president of the Canadian Chapter of the International Institute for Human Factor Development (IIHFD) since 2000. Everett Ofori is the author of "Prepare for Greatness: How to Make Your Success Inevitable" and "The Changing Japanese Woman: From Yamatonadeshiko to Yamatonadegucci." In addition to four years of volunteer service as an English teacher with the Intercultural Association of Greater Victoria (British Columbia), Everett has coached hundreds of university and high school students both in Canada and Asia on how to hone their oral and written communication skills. He holds a Master's in Business Administration (MBA) degree from Heriot-Watt University (Scotland) and is currently working through his Doctorate program.