National Council on Black American Affairs (NCBAA) Annual Conference

HBCUs and Internationalization in

Higher Education

Krishna Bista
Uttam Gaulee
Khadijah Ali-Coleman
March 21-22, 2019
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Hser (2003) describes
internationalization as
recognizing the global
interdependence of the world
while implementing initiatives
to prepare students to actively
participate in the global
ecosystem.
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Internationalization as a college mission for HBCUs
is aligned with their historical start by industrialists
who supported HBCUs through funding and other
resource investments with the intent of training and
developing a specialized labor force (Millona, 2013).
Gasman (2009) found that attendance at HBCUs rise as they
continue to serve a greater proportion of college students who
are low-income and require a greater number of services and
supports for students to take advantage of learning
opportunities, such as studying abroad.
Cooper (2008) recognized
Morgan State University, as the
HBCU with the highest numbers
of Fulbright scholars, in part,
due to Dr. Sandy McIntyre who
served as an advisor for Morgan
State’s Fulbright program for 55
years.
Federal mandates impact increase of international students
at HBCUs
As a faculty, what are your classroom
experiences of working with
international students?
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Classroom Culture
I was surprised to find professors and students interacting like friends, like
there is equality. It is difficult for me to know how to address professors and
I have learned that modesty is often inappropriate. In e-mails, for example, I
cannot write the way I would in Japanese, like “I humbly request...” Now
when I write e-mails, I know I must delete the first several lines of greeting.
-- Japanese graduate student
In my country, students learn one way: from teacher to student. In the U.S.,
students learn many ways. And teachers encourage students to learn with
discussions, asking questions whenever you have them, and so on.
-- Korean undergraduate student
Classroom Culture
Cultural Variations and their Implications
i. In some cultures, students are expected to maintain a respectful silence in class.
ii. In many countries, the role of professor is to impart expert knowledge and the role of
student is to absorb it. (no questioning, not arguing against a published opinion).
iii. In some cultures, forms of collaboration and group dynamics are different than in the U.S.
(might be construed as cheating)
iv. In many countries, classrooms are much more formal (students rise, address their
professors by titles)
Reading and Library Research
We find that many international students, especially those from countries where language
learning tends to focus on memorizing vocabulary and grammar rules, are confused by our
interactive, participatory approach to language learning. They need explicit instructions to
help them accept the idea that talking, debating, and interacting in English is a valid way of
learning. -- Faculty Member
My first semester here was very difficult and I became ill due to stress and lack of sleep. The
main problem was that I did not understand how to interpret a U.S. syllabus. In India, the
student is responsible for independently finding additional materials related to the syllabus and
reading those in depth in preparation for the comprehensive final exam…It wasn’t until the end
of the semester that I realized that a syllabus in the U.S. gave one more than enough work to
do.
-- Indian graduate student
Reading and Library Research…
Cultural variations and implications
I. International may encounter difficulty in academic reading in a U.S. class.
II. Students from other cultures may not have necessary cultural knowledge to accurately
interpret certain texts (e.g., analogies, cultural references).
III. Students from non-U.S. educational systems may not read with a critical eye (because of
their focus on lectures and final examinations).
IV. There may be different expectations in other cultures about how much reading a student
should do on his or her own to complete assigned martials.
V. Some international students may come from countries or regions where access to libraries
is limited (also weaker language and technological skills).
Academic Integrity
“In some Asian countries, such as Japan where I am from, concepts of plagiarism are not
taught or even brought up in the context of academic settings. I personally do not
remember being taught how to create a reference list or how to cite works by others.
Students are hardly (or never) asked to do extensive research based on what they learned,
using resources other than the class materials. Thus, it is unnecessary so students’ ability
to memorize and reproduce exactly what was presented to them is highly valued.
… it is unnecessary for students to cite documents and thus such training is also
unnecessary. Instead, students’ performance is usually evaluated based on exam results.
Exams often focus on the exact information from textbooks so students’ ability to memorize
and reproduce exactly what was presented to them is highly valued”
-- Japanese faculty member
Recommendations to Faculty
1) Be clear on expectations (time allocation, grading, roles, office hrs, final
exam)
2) Focus on professor-student relationship (roles)
3) Explain the rules regarding academic integrity and provide examples
4) Use examples from students’ home countries
5) Be intentional about connecting domestic and international students in the
classroom (mixed group)

(Carroll, 2002; Deardorff, 2016; Ryan, 2000)

Recommendations …
6) Understand what students are used to (don’t assume!)
7) Pay attention to underperforming students; give group work
8) Don’t single out international students
9) Use visuals and non-verbal cues
10) Be OK with not knowing
11) Honor the cultural backgrounds of all students in your class
12) Continue learning about yourself and building your own intercultural
competence
(Carroll, 2002; Deardorff, 2016; Ryan, 2000)
Complexities of Campus Internationalization

Blind Men and the Elephant

Perceptions and Viewpoints
Seeking a Holistic Approach
But what do none of them say:
✔ No one sees the whole picture
✔No one says, “it’s an elephant!”
✔No one asks the elephant
✔They don’t ask each other their views
Campus Internationalization Initiatives
Nothing!
Flyers and PDF information (events/demographics) --common
Short orientation (when, how, why!) -- limited
University wide/college level (depends on how much time and budget) -- rare

Departmental/college level workshop (could be effective)

Training workshops in the teaching learning center (some universities)
Established department or unit/teaching center (some universities)
Diversity/Intercultural Initiatives (Examples):

(Link: https://www.udayton.edu/ltc/development/tags/)
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Discussion