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Show page 6 , Spring 2005 International Students and Classroom Management BY SHAWN SWENSEN PHOTOGRAPH BY STEPHEN HOLT As the world moves closer towards becoming an integrated community, educators have found themselves in the midst of an intercultural mix. The University of Utah is no exception. Presently, there are 1,846 international students from 105 countries attending the University of Utah, according to the International Student Council Web site. Classes and programs that were previously filled with primarily American students are beginning to see a more culturally diverse student base. Aside from different languages and social customs, these students bring new insights, alternative world views, and different ways of thinking. While the differences can often enhance the learning experience for American students, they also can present challenges to educators and the methods they use to teach and manage their classrooms. Maureen Clark, of the writing program, has had some experience teaching international students in her Writing 2010 course, a course that most students attending the U are required to take. When asked about the influence of international students in her class, she replied that she finds their contributions valuable. "They have a very different perspective on the world, and it adds to the discussion. It lets [American] students see both sides." The engineering department also has seen an increase in the number of international students. According to Wayne Cottrell, Ph.D. and assistant professor in civil and environmental engineering, there has been a noticeable increase in students from foreign countries, a large number of which are coming from Asian countries. When asked about his feelings on the subject, he said, "on an undergraduate level it's beneficial; I welcome the opportunity. I like to see [the] integration of students." The attitudes of Clark and Cottrell are not unique to their respective departments or to the U. In a study conducted in 2001 by Xiaofan Liao of the University of Northern Iowa Department of Communication Studies, findings proved to be similar to the attitudes expressed by the teachers interviewed at the U. Liao's study found that all the instructors felt that "international students have uniqueness to share in the classrooms" and consider them as "special contributors bringing different insights and ideas to classroom discussions." One teacher in Liao's study echoed Cottrell's statement. "They are the opportunity for students to learn the concept (diversity) and prepare for the same kind of encounters in the near future" she said. While students from other countries bring their own ideas and feelings about the United States and the world in general, they also bring an educational background that is often different than the domestic system of teaching and learning. With so many students from different countries, teachers at the U have had to make some adjustments in their teaching methods, though most characterized them as minor changes. Steve Eliason of the School of Business explained that the only change he has had to make is "trying to be more sensitive to their background and perspective." In the engineering department, Cottrell found that a "common thread" in challenges faced by international students was that of English as a second language. After finding out that some international students weren't getting all the information that was covered during lectures, he began to do more writing on the board, which seemed to solve the problem. Another change he made was in his exams. Noticing that some international students weren't performing as well on exams, he reformatted his exams in such a way so that the questions were "more direct." While Cottrell's solutions proved effective for many students, there are students who, despite help from |