Introduction
The United States is increasingly welcoming international students, with their share of total enrollment in American colleges and universities significantly rising At Clark University, for instance, the percentage of international students grew from 7% in 2000 to 15% in 2014 In the School of Professional Studies, these students contribute to a vibrant multicultural environment, yet it is essential to address their transition challenges.
The School of Professional Studies at Clark University offers graduate-level education tailored for mid-career adults and international students, with campuses in the United States, China, Russia, and Poland, serving over 300 students in the 2015-2016 academic year With a rich history of 75 years, the institution, previously known as the College of Professional and Continuing Education (COPACE), specializes in practical continuing education that enhances the careers of adult learners A significant portion of its student body consists of adult professionals who balance their studies with existing careers, allowing them to forgo traditional campus services such as accommodation support and career advising.
The significant increase in international students in recent years has created a demand for enhanced campus support services In the 2015-2016 academic year, the School of Professional Studies had 166 full-time students enrolled in two-year graduate programs, with 102 of them hailing from outside the United States, highlighting the growing diversity within the student body.
The top two home countries of the international students are China and India with 73 students from China and 20 from India
This research utilized the International Student Needs Assessment (ISNA) survey conducted by the Career Advisor, Stephanie Medden from October 12 th , 2016 to October 29 th ,
Since 2016, the School of Professional Studies has seen a significant influx of international students, with a survey indicating that 97.67% of respondents are under 36 years old Among these, 62.79% are aged 21-24, and 30.23% are aged 25-30, highlighting that nearly all students belong to the millennial generation, also known as Generation Y This demographic typically includes individuals born from the early 1980s to the early 2000s Notably, as of April 2016, millennials outnumbered the Baby Boomer generation in the United States, with 77 million millennials compared to 76 million boomers.
Millennials are the active-learner generation with a lot of good characteristics According to Howe and Strauss (2003), the characteristics considered possessed by this generation include:
- Specialness: These young people have been made to feel special Young people also tend
Students in the School of Professional Studies
American students Chinese students Indian students Other countries to trust the adults and institutions that have encouraged them to feel this way
- Sheltered: Highly protected as children
- Confident: Motivated, goal-oriented and confident in themselves in the future
- Team-oriented: They may sacrifice their identity to be part of the team rather than being individualists
- Achieving: They focus on getting good grades, hard work, and involvement in extracurricular activities resulting in higher achievement levels
- Pressured: Schedule filled with structured activity
- Conventional: Respectful to the point of not questioning authority
The ISNA survey highlights significant concerns among students regarding their academic engagement, with over 50% struggling to manage reading and writing assignments and participate in discussions Additionally, two-thirds of students report difficulty relating to their American peers Conversely, less than 30% of respondents experience challenges in interacting with professors and staff, suggesting that faculty create a welcoming environment for international students However, the volume and nature of assignments may need reevaluation, as students are also grappling with various other issues.
A recent survey revealed that the Writing Center is underutilized by students, with 43.75% not seeking assistance from the staff Consequently, 37.5% of students reported feeling indifferent about the center However, it is essential to recognize that the Writing Center offers valuable resources for enhancing academic performance and increasing job prospects for students.
Socio-cultural issues and cultural experiences are gaining significant attention, with over 80% of students prioritizing their financial performance, including job opportunities Additionally, they express a strong interest in comprehending US medical insurance, services, and tax obligations.
Over 70% of respondents express significant concern about maintaining friendships with individuals from both their home country and America While discrimination is not their primary worry, it remains a notable issue, with 40% of students expressing concern Additionally, challenges such as communicating confidently in English, grasping American values, and identifying leisure activities are also key areas of concern.
According to the ISNA survey, international students in the School of Professional Studies face three primary challenges: academic difficulties, social isolation, and cultural adjustment Many students struggle with adapting to different learning styles from their home countries, compounded by the stress of navigating a new language The survey revealed that 20 out of 30 respondents expressed concerns about managing written assignments effectively.
International students in the United States, separated from their families and friends, are keen to forge new friendships However, they often encounter challenges such as language barriers and cultural differences, making it difficult to connect with others School serves as their primary link to this unfamiliar environment, yet a survey by ISNA revealed that 22 out of 32 respondents struggle to feel a sense of belonging at the School of Professional Studies.
Cultural adjustment will probably be the longest-lasting issue Living in a new place with unfamiliar cultural patterns, international students have difficulty coping with daily life issues
Things like ordering food, seeing a doctor, or reading bank statements are almost routine for American people while are difficult for international students
Summary of state of research or practice
In our investigation of the key challenges faced by international students in the School of Professional Studies, we examined strategies implemented by various universities and colleges across the U.S to identify potential benchmarking solutions Chapter 3 will provide a comprehensive overview of our findings Additionally, we conducted a thorough analysis of the ISNA survey results to pinpoint specific concerns related to international students within the School of Professional Studies.
Our research focuses on five key areas: Demographics and Cultural Values, Technology, U.S Universities' Campus Supports, Recent Strategies in the School of Professional Studies, and Communication Below, we present the formulated research questions corresponding to each category.
1 What are the major types of problems for different international student groups?
2 What are the daily life problems that international students face?
3 Do the international student value goals change during their time before graduation in the United States?
4 Which generation does the majority of international students belong to?
5 How are international students coping with Moodle, online course and other e-learning strategies?
6 What is the impact of technology on international students’ questions?
7 What areother university’s practices concerning the integration of international students?
8 Do universities adapt their approach to different international student groups? If they do, how do they adapt to the student cultural values?
9 How do the US universities help international students deal with stress while studying in the United States?
10 What is the impact of technology on international students’ problems?
11 How do other universities organize effective free time activities in order to include international students in American culture or society?
School of Professional Studies recent strategies:
12 What are the historical factors shaped the experience of international students in the School of Professional Studies?
13 How is the experience of the international students at the School of Professional Studies different from that of students a tother enterprises at Clark University?
14 How is the experience of students in the School of Professional Studies similar to students at other enterprises at Clark University?
15 How did the School of Professional Studies staff managed to deal with this situation prior to 2016?
16 Have the ways changed? If they have, when and how?
17 What were the values of the School of Professional Studies before 2016? What are the values of the School of Professional Studies after 2016?
18 What are the values of Clark university?
19 Who is responsible for solving this problem in School of Professional Studies?
20 How helpful are career advisors throughout student enrollment?
21 How do other universities build effective communication like email, social media, Skype or in person between the university and students?
22 Which communication channels do the students think most suitable for them when communicating with the universities?
23 How do the international students build their university networks for future careers?
24 What are the barriers to communication between international students and domestic students?
This research paper presents key operational definitions to clarify essential terms, facilitating a better understanding of our findings and their application in future studies.
Our research questions were organized into five categories based on our evaluation of the topic One key category focuses on demographic and cultural values, highlighting how international students' generational and cultural backgrounds significantly influence their transition challenges while studying in the United States Another category examines the impact of technology, specifically e-learning, on these students We separated technology as a distinct research area due to the reliance on telecommunication technologies in U.S education, such as online courses and computer-based assignments, which may differ from the non-technological learning experiences of international students.
Effective communication is a crucial aspect of how universities engage with international students, highlighting a notable contrast between their home countries and the United States In the U.S., email serves as a primary communication tool, unlike in many other nations where different methods may prevail This research aims to explore how international students adjust to this new communication landscape within their educational institutions.
Trends in the literature
In this chapter, we will present our research work on the transition problems of current international students in the United States The research questions we will address are
1 What are the daily life problems that international students face?
2 What are the major types of problems for different international student groups?
3 Which generation does the majority of international students belong to?
4 How are international students coping with Moodle, online course and other e-learning strategies?
5 What is the impact of technology on international students’ questions?
6 How do other universities build effective communication like email, social media, Skype or in person between the university and students?
7 Which communication channels do the students think most suitable for them when communicating with the universities?
International Students in the U.S.: Who Are They?
International students significantly contribute to universities globally, particularly in the United States With their pursuit of higher education and intercultural experiences, US universities emerge as highly appealing and trustworthy destinations that fulfill these aspirations.
According to the United States Citizenship and Immigration Services (USCIS), an international student is "anyone who is enrolled at an institution of higher education in the
United States who is not a U.S citizen, an immigrant (permanent resident) or a refugee Farrelly and Tomas (2014) define the international student as “a student who moves to another country
(the host country) for the purpose of pursuing tertiary or higher education, e.g., college or university"
In the 2014/2015 academic year, the number of international students in US colleges and universities reached 974,926, representing nearly five percent of the 20 million total students enrolled in higher education, according to Open Doors 2015 A significant portion of these international students are focused on obtaining degrees in business and STEM (science, technology, engineering, and mathematics) fields.
International students play a crucial role in enhancing the academic prestige and financial stability of US higher education institutions, as they contribute to diversity and globalization in the classroom Particularly, students from East and Southeast Asia often hold high academic standings in their home countries, bringing fresh perspectives and healthy competition that enrich the learning environment Their presence not only elevates the quality of lectures but also inspires domestic students to strive for greater academic excellence.
International students play a crucial role in enhancing cultural intelligence among their peers and faculty According to Hammer, Bennett, and Wiseman (2003), a deeper understanding of cultural differences leads to improved intercultural competence Therefore, embracing the diverse values of international students is vital for academic institutions aiming to create an inclusive environment that attracts a growing number of global learners.
US universities should recognize that international students significantly contribute to their revenue generation, representing a substantial economic investment for American institutions.
U.S institutions face challenges as they prioritize quality programs and lectures, while international students emphasize their life experiences Cultural differences and financial difficulties often hinder these students' experiences, impacting their overall academic outcomes.
International students in the US face significant challenges that require cultural adaptation, including issues such as culture shock, discrimination, isolation, homesickness, and communication barriers with native speakers Research indicates that Asian students, in particular, encounter academic and social-cultural obstacles, including difficulties in understanding lengthy lectures, participating in discussions, and meeting the expectations of academic advisors, largely due to their unfamiliarity with the host classroom culture.
Language barriers significantly hinder international students' adjustment, leading to stress and isolation (Galloway & Jenkins, 2005) Insufficient language skills can restrict their daily experiences and confidence A survey by Probertson et al (2000) revealed that university staff often lack sympathy for these students, perceiving their language challenges as a personal responsibility Furthermore, research by Terui (2011) indicated that many international students feel compelled to feign understanding in conversations with native speakers, which can create a negative impression among professors regarding their preparedness for lectures.
The language barrier poses significant challenges for students, impacting their daily experiences L Liu (2011), a former international student in Canada, shared her struggles with limited English proficiency, which hindered her ability to engage with the host community She faced difficulties in understanding lectures and managing everyday tasks, such as navigating public transportation, grocery shopping, and seeking assistance.
Racism and stereotypes against international students persist, despite their significant contributions to universities and local communities Research by Charles-Toussaint and Crowson (2010) highlights American students' concerns about perceived threats from international students regarding economic, educational, and cultural values This lack of intercultural communication fosters doubt and tension, leading to negative stereotypes For instance, Asian-American students are often labeled as “model minorities,” portrayed by the media as academically superior due to supposed traits of “Asian culture,” such as hard work and high parental expectations (De Vos, 1973, 1980; Mordkowitz).
& Ginsberg, 1987; Sung, 1987) Hence, American students may apply that thinking to the Asian international students, whose first language is not English, and hesitate to help them with their academic experience
This type of stereotype may be defined as neo-racism – a theory developed by Barker
In 1981, the definition of prejudice was expanded to include national origin and cultural discrimination Balibar's 2007 research identified neo-racism as a new form of racism emerging in France, representing a transitional phase where discrimination against the "Other" is justified through seemingly sophisticated measures This neo-racism poses significant dangers, being more complex and nuanced than traditional racism.
International students face significant socio-cultural challenges as they navigate life in a new country, including securing accommodation, opening bank accounts, and finding familiar food A study by Yi, Lin, and Kishimoto (2003) at a Texas university revealed that these students often rely on family and friends for support when facing difficulties, turning to counseling services only in the absence of a support network This suggests a need for universities to enhance their support systems, providing clearer information about students' rights and privileges to facilitate smoother transitions for international students.
International students face the challenge of adapting to a new culture before confronting the more significant issue of culture shock Wan's (2001) research highlights that Chinese students in the US need courage, determination, and persistence to thrive in a cross-cultural environment Faculty and staff play a crucial role by acknowledging and embracing the students' native cultures, diverse learning styles, and academic frustrations Professors should foster classroom interaction and build relationships with international students, as this approach is particularly beneficial for Chinese students, as noted by Ngwainmbi (2004).
Communication Concerns of International Students
Problems of international students who are coming to study in the United States become more relevant as every year the number of international students are constantly increasing
International students are drawn to the United States for its superior education quality and job opportunities, with enrollment increasing by 7% to over 1,044,000 in the 2015-2016 academic year (Institute for International Education, 2016) Despite these advantages, they encounter significant challenges, primarily language barriers and a lack of cultural awareness (Antonio, Ofori-Dwumfuo, 2015) Addressing these issues is essential for their acculturation and development of intercultural maturity.
Acculturation, as defined by Berry (2005), is a dual process involving cultural and psychological changes that occur when individuals from different cultural groups come into contact This process encompasses the cultural and psychological integration of individuals into a new society.
Other Strategies for International Students Support
To assess the advantages and disadvantages faced by international students at the School of Professional Studies at Clark University, we conducted research on the practices of other universities regarding international student support Our findings are detailed in comparison matrices, organized by themes and categories In these matrices, the "+" symbol indicates positive aspects identified in our research.
“exist and work well,” the “-” elaborates “do not exist or very poor”
The seven key support matrices for students include Pre-arrival Support, General Counseling, School Opportunities, Cultural Adjustment, University Events, Visa & Immigration Help, and Career Services For clarity and layout purposes, the abbreviation for each university is utilized in the matrix tables, with OSU representing Oregon State University, USF indicating The University of South Florida, and CSU denoting California State University.
Colorado State University, WPI is Worcester Polytechnic Institute, CU is Columbia University,
UP is University of Pennsylvania, NS is The New School, NYU is New York University, BU is Boston University, and Clark is Clark University
Before arriving, universities provide international students with essential guides that include crucial information such as student visa requirements, an overview of the institution and its environment, accommodation options, transportation advice, online consultations, virtual campus tours, and college video presentations.
OSU USF CSU WPI CU UP NS NYU BU Clark Student Visa
The pre-arrival stage is extremely important to every new admitted international student because studying aboard is a big challenge for all of them They need to adjust themselves to a
ISS Comparison Chart #1 new environment before they attend the classes Many universities, therefore, offer their international students important information about preparing for the arrival
Oregon State University offers a thorough introduction to essential preparations before the term begins, showcasing their commitment to student success Their various international programs are designed to assist students in overcoming challenges, highlighting the university's supportive approach to education.
Oregon State University's website offers essential resources for international students, including information on immigration and visa requirements, housing options, travel and arrival details, and registration requirements Additionally, the site features virtual campus and video tours, allowing international students to familiarize themselves with the campus from anywhere at any time.
The University of South Florida offers a comprehensive Pre & Post-Arrival Guide on its website, featuring a detailed pre-arrival checklist, essential items to bring, and insights into what students can expect upon arrival.
When considering university options in the US, it's essential to explore the available processes and transportation choices Unlike many other institutions, this university lacks an official college video tour, featuring only two student-uploaded campus tour videos on its website However, Colorado State University offers a comprehensive pre-arrival guide and other valuable videos, making it a fantastic resource for international students.
As for Worcester Polytechnic Institute, Columbia University School of Professional
Before international students arrive at the University of Pennsylvania and other participating universities, they receive essential support, including assistance with student visas, detailed information about the school, guidance on on-campus housing, transportation options, and access to online consultancy services.
Worcester Polytechnic Institute and the University of Pennsylvania provide campus tours to help students acclimate, whereas Columbia University limits this service to undergraduate students Notably, the official websites of these institutions lack college video tours specifically designed for international students seeking a glimpse of their future environment Fortunately, numerous related videos on YouTube offer valuable insights into campus life, allowing prospective students to envision their experiences.
The New School, NYU, and BU offer robust support for student visas, providing accessible information through their websites, phone calls, or emails Both The New School and BU highlight key details regarding local background information, transportation, and nearby entertainment options However, NYU falls short in providing comprehensive information on these aspects.
The New School housing pages offer students comprehensive insights into floor plans, community amenities, entertainment options in residences, and the application process for campus and summer housing They also highlight essential services such as disability support, safety measures, and residence tours Additionally, the pages feature information about the Global Village Residence, a community aimed at fostering inclusion among domestic and international students while promoting cross-cultural communication and cultural awareness.
Boston University (BU) offers exceptional on-campus housing that prioritizes the comfort of international students In addition to a well-developed housing system and numerous residential options, BU features dedicated language houses designed to foster interaction among students and their peers from similar cultural backgrounds These language houses, which include communities for French, Spanish, Chinese, Japanese, and German speakers, aim to help students maintain their native languages, traditions, and cultures while studying abroad.
Transportation guidance at The New School is straightforward, detailing how to reach the campus from the airport via train, subway, taxi, and bus, while also noting rush hours and parking specifics Boston University provides clear directions from Boston Logan Airport using public transport and taxi services, along with information on parking conditions In contrast, NYU lacks accessible arrival information, leading to a negative perception of their transportation guidance While online consultancy via email is available at The New School, NYU, and Boston University, NYU does not offer a virtual campus tour.
General counseling is essential for addressing the diverse concerns of international students, with many universities prioritizing this support to help them navigate depression and understand their academic environment Throughout their educational journey, institutions offer comprehensive counseling services, including assistance with class selection, insurance coverage, help desk services, and financial support, ensuring that international students receive the guidance they need for a successful experience.
OSU USF CSU WPI CU UP NS NYU BU Clark
Having an objective listener can significantly impact international students, who often struggle with issues like depression, anxiety, cultural identity, and interpersonal relationships These challenges are compounded by the intense pressures of academic life and language barriers, making support essential for their well-being.
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This chapter outlines the study's objectives, research questions, and methodologies, detailing the population and sampling techniques used It also addresses the validity and reliability of the questionnaire, along with the analysis and application of the research data and survey findings.
This study aims to assist the School of Professional Studies at Clark University in addressing and analyzing the adjustment challenges faced by students in their academic journey Our research will focus on the Master of Science in Professional Studies, Master of Science in Public Administration, and Master of Science in Information Technology programs within the School of Professional Studies.
In this study, we utilized the International Student Needs Assessment (ISNA) survey report The ISNA survey was conducted by the Career Advisor Stephanie Medden from October 12 th ,
2016 to October 29 th , 2016 of international students in School Professional of Studies
Our project has practical problems need to be solved and we focus on only School
Conducting surveys among international students in a small group allows for efficient data collection in a cost-effective manner The survey can be administered by the researcher or a team, with minimal impact on its validity and reliability Results can be quickly quantified using software, enabling researchers to analyze findings scientifically and objectively Once quantified, this data can be compared with similar research from other departments with international student programs, enhancing the overall understanding of the subject.
Survey Questions for this study are as follows:
3 In what area was your undergraduate degree?
5 What is your degree program?
6 How long have you attended Clark University?
7 Where do you currently live?
8 How satisfied are you with your current housing?
9 What is your future plan?
10 Please indicate your level of agreement with the following statement: I am concerned about
11 Please indicate your level of agreement with the following statement: I am concerned about
12 Please indicate your level of agreement with the following statement: I find it challenging to
13 Please indicate your level of agreement with the following statement: I find it challenging to
14 What is the primary reason you chose to study at Clark?
15 After completing my degree, I hope to enter the following field:
16 Safety Issues indicate your level of agreement with the following statements:
17 Extra-curricular Activities During my time at Clark I have participated in or attended:
18 University-wide Services please rate the quality of the services provided to you by the following
19 When it comes to finding information that you need to be successful at Clark, how happy are you with the following
20 Rank the following by most effective way to communicate you about School of
Professional Studies news and events (from 1 being most preferred to 6 being least preferred):
21 Please rank the areas that you would most prefer assistance with from the School of Professional Studies, 1 being most important, 7 being least important
22 Rank the following events by preference (1 being your most preferred events and 6 being your least preferred)
We welcome your feedback on your experience at Clark and encourage you to specify any areas for improvement Your insights are invaluable in helping us enhance your remaining time with us and ensure the best possible experience.
The International Student Needs Assessment Survey conducted on October 29, 2016, received 51 total responses, with 41 participants completing most or all questions The survey revealed that 72% of respondents were female and 28% male, with 63% aged between 21 and 24 Notably, 85% of the respondents were from China (61%) and India (24%), and 88% were pursuing advanced degrees, specifically 54% in Master of Science in Professional Communication and 34% in Master of Science in Information Technology.
Below we will present the International Student Needs Assessment Survey Results Report worked by Stephanie Medden, the Career Advisor of School of Professional Studies
A significant majority of students, 73%, live off-campus and express general satisfaction with their housing location relative to Clark University, though they voice concerns regarding safety, cost, and comfort One international student highlighted the need for better support during their initial adjustment, particularly in securing accommodation, transportation, and navigating cultural challenges upon arrival Furthermore, 64% of respondents aspire to gain practical training by working in the US after graduation, with many seeking increased assistance in finding internships and full-time job opportunities They emphasized the importance of enhancing networking through alumni connections and establishing more contacts with local IT industries to facilitate student placements Additionally, there is a call for more training, conferences, and workshops to improve access to the US job market for international students.
Very low participation in on and off campus activities is closely correlated with feelings of isolation and being concerned about integrating with American culture
81% worry to some degree about understanding American values
42% worry to some degree about being discriminated against by Americans
A significant 38% of respondents feel a sense of disconnection from the Clark community Many expressed a strong desire for activities that would better integrate students into this community, highlighting the need for initiatives that foster belonging and engagement.
“More activities for masters student”
“In Athletics and sports involve Grad students also.”
English comprehension and communication are a main concern
78% of respondents worry to some degree about understanding spoken English 78% of respondents worry to some degree about communicating in English so that they can be understood
Overall, there is a general satisfaction among students regarding the staff and faculty at the School of Professional Studies However, a notable concern arises regarding the attention faculty members pay to the needs of international students, with 38% of respondents highlighting this issue.
As a Chinese student, I find the conference citation format challenging due to the differences in citation styles used in China A brief training session or a helpful document outlining the correct citation format would be greatly appreciated Thank you!
Master's degree students should have the opportunity to engage in meaningful, hands-on projects beyond traditional coursework As an international student, I've identified numerous intriguing topics for potential projects, such as improving the Moodle system at Clark University for IT students, analyzing the differences between U.S and Chinese social media for MSPC students, and comparing banking system efficiency between China and the U.S for MPA and business/finance students However, there is a lack of guidance from tutors and no platforms for students to collaborate on these projects It appears that current professors are not actively seeking out projects or leading students in this direction Ultimately, participating in a valuable project can be far more beneficial than attending standard lecture classes throughout the semester.
Career-related assistance is highly sought after, with Resume and Cover Letter workshops topping the list of requested services Additionally, job search strategies, leveraging social media for career advancement, and networking opportunities are also in great demand among respondents.
“I believe SPS need to improve its career service and student events It will be great if faculties can bring some job opportunities to students.”
Respondents expressed a desire for increased career-focused events and networking opportunities with fellow students at Clark and other graduate institutions in Boston One participant noted the importance of connecting with students from various universities, highlighting the wealth of educational opportunities in the area Additionally, 87% of respondents indicated that email is their preferred method of communication.
Email is the preferred means of contact for 87% of respondents
This article examines key questions that capture the experiences of international students regarding international services It highlights their primary concerns and evaluates their satisfaction levels, with a threshold of over 40% indicating significant interest The findings will inform targeted solutions and specific activities aimed at enhancing their overall experience.
Based on our agreement levels, we categorize responses into three labels: "H" for high, indicating that over 40% of respondents either "Agree" or "Somewhat agree," signaling issues that require our attention A medium level, marked as "M," encompasses agreement levels between 20% and 40%, suggesting that these problems affect only certain students, presenting an opportunity for service improvement Lastly, a "L" label denotes a low level of agreement, where issues are present among several students but not the majority, indicating less urgency.
The first step of our data analyses is the order of priority problems for our sponsor
According to Diagram 1 and Diagram 2, we have “H” label on:
Secondly, we let respondents rank the area that they would most prefer assistance with from the School of Professional Studies, 1 being most important, 7 being least important
The result of international students prefer assistance from our school concentrating on:
Skills for finding jobs and internship
At Clark University, we are conducting a comprehensive evaluation of our university-wide services, which include the Registrar, Career Services, Counseling and Personal Growth Center, Healthcare Services, Payroll, Residential Life and Housing, Writing Center, Student Accessibility Services, Clark One Card Office, Safety Escort Services, Fitness Facilities, Academic Tutoring, On-Campus Dining, Goddard Library, Information Technology Services, and the International Students Services Office (ISSO) along with the ClarkYou Portal We assess these services using five ratings: Excellent, Good, Average, Poor, and Did Not Use The results indicate that most services receive high ratings, with over 80% classified as Good or Excellent, reflecting the quality of support available to our students.
Discussion, Summary, Recommendations and Conclusion
Why the study was done
In recent years, the School of Professional Studies has increasingly welcomed international students, who require extensive campus support to navigate their transition challenges To address these needs, a variety of services tailored specifically for international students are essential.
Our Capstone project focuses on assisting the School of Professional Studies in addressing the emerging needs of international students To effectively tackle these challenges, we first identified key issues through client meetings and preliminary research Our findings revealed three primary concerns: academic difficulties, social isolation, and cultural adjustment Following this identification, our group conducted comprehensive research to explore these problems in depth.
How the Study Was Done
Our research on peer-reviewed studies regarding the adjustment challenges faced by international students in the U.S revealed that these issues are prevalent across various American universities, not just within the School of Professional Students The findings indicate that international students nationwide experience similar difficulties, including academic challenges, social integration issues, cultural shock, discrimination, daily life obstacles, and language barriers.
We examined successful strategies implemented by various universities to identify valuable lessons for the School of Professional Studies Subsequently, we analyzed the findings from the International Student Needs Assessment Survey conducted by Stephanie Medden, focusing on career development insights.
Advisor of School of Professional Studies At last, we will present our recommendation of solutions for School of Professional Studies below
In this article, we present three strategic solutions: the International Students Page, the Buddy Program, and the Academic Training Program For each solution, we will outline the rationale behind the recommendation, analyze the potential costs and benefits, and propose a timeline for key milestones necessary for successful implementation.
Solution One: International Students Page (ISP)
We recommend that the School of Professional Studies establish an International Students Page (ISP) to offer essential information, highlight departmental services, and direct international students to relevant campus resources This ISP icon should be integrated into the existing icon list on the right side of the current SPS home page, enhancing accessibility for international students.
Figure 1: Recent SPS web page
Figure 2: SPS home page after change
Upon clicking the "International Students" icon, users will find five key sections on the International Students Page: pre-arrival guidance, campus resources, services offered by the School of Professional Studies, information about exploring Worcester city, and insights into living in the United States.
Section One: Pre-arrival Guidance
In the pre-arrival guidance section, four subsections are going to be provided: immigration, housing, recent student representatives, and airport transportation
Immigration information the International students care about before they came to the United States includes I-20 and others In the International Students Page, the link of
International Students and Scholars Office will be offered
The housing section offers essential guidance for incoming international students seeking accommodations For those interested in on-campus living, detailed resources are available through Residential Life and Housing Students pursuing off-campus options will find reliable housing search resources commonly used by Clarkies, including the Jump Off Campus website, the Facebook Clark housing group, Craigslist, and recommendations from friends It's important to note that international students may face challenges joining the Facebook Clark housing group, so a step-by-step guide on how to join will also be included.
Subsection three: Recent student representatives
The recent student representatives section serves as a vital resource for incoming international students, who often have numerous questions about life at Clark University To enhance their transition, it's essential to facilitate conversations with current students, offering insights beyond written information This support network can assist newcomers in securing accommodation, acquiring furniture, and understanding academic expectations, ultimately helping them acclimate to their new environment more effectively.
The School of Professional Studies hosts a diverse community of international students, with the highest representation coming from China and India Each country exhibits unique preferences and access to various communication tools, influencing the way students connect and engage in their academic environment.
WeChat serves as an effective communication tool for reaching Chinese students, particularly within the School of Professional Studies, which currently has a student group of 85 members By providing the QR code for this group on the International Student Page, prospective students can easily join and connect For international students from other countries, while various communication tools can be utilized, email remains the preferred method for correspondence.
This section provides essential transportation information for international students arriving in the United States, specifically detailing how to navigate from the airport to Clark University It addresses the common feeling of disorientation that new arrivals may experience and offers clear guidance to ensure a smooth transition to campus.
Clark University offers a wealth of resources for international students, as highlighted in Chapter four's matrix However, many recent international students feel they lack access to these resources due to misinformation To address this, the School of Professional Studies will create a dedicated International Student Page that lists available campus resources, provides guidance on how to utilize them, and directs students to relevant online sites for further support.
Subsection one: Campus abbreviation list
Before exploring the campus resources, it's essential to address the campus abbreviation list at Clark University Many students commonly use abbreviations for buildings and departments, which can be overwhelming for newcomers For instance, "ac" refers to the Academic Commons, a popular spot for group projects and socializing Currently, there is no official campus abbreviation list, making it crucial to create one for the School of Professional Studies International Student Page Below is the proposed list of abbreviations.
SPS, School of Professional Studies
MSIT, Master of Science in Information Technology
MSPC, Master of Science in Professional Communication
MPA, Master of Science in Public Administration
ALCI, American Language and Culture Institute
GSOM, Graduate School of Management
IDCE, International Development, Community and Environment
ISSO, International Students and Scholars Office
The campus need to be provided are:
1 Writing Center, provide the Writing Center website for students to make an appointment and a step-by-step instruction guide According to the International Student Needs Assessment
(ISNA) survey result, 14 out of 32 respondents indicated that they did not use the Writing
A survey of users revealed that 13 out of 18 individuals had a positive experience with the Writing Center, indicating a need for a comprehensive instruction guide The Writing Center Instruction Guide is outlined below to enhance user experience and provide clear guidance.
Frist go to the Writing Center page https://www2.clarku.edu/departments/writingatclark/center.cfm
Log in to your Clark ID
Click one of the white blocks to make an appointment
The yellow block is your appointment time