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When a neo-racist act occurs, international students - and all students, except for a few - look to campus administrators and faculty for ethical academic leadership. Even if no major incident has occurred, campus leaders are responsible for creating a positive climate for the burgeoning number of international students arriving at their institutions. While there is no "one size fits all" approach, we offer for consideration three "educational encounters" that make a positive difference in the lives of international students. Read more: http://www.insidehighered.com/views/2012/10/26/essay-how-colleges-should-respond-racism-against-international-students#ixzz2BYSBAftD Inside Higher Ed

The key question for higher-education institutions is how the overwhelming majority of students who do not go abroad will learn about the world and develop the intercultural skills they will need as citizens and workers. To address this question, institutions will need to be very clear about what knowledge, attitude, and skills students must learn, where and how they will acquire them, and what constitutes evidence of such learning.

A dissertation writer's investigation into racial attitudes and stereotypes that foreign students might bring with them to the US.

Be open to cultural differences of students who were not educated in the US.

..."Lamguage matters. There is a difference between "non-American" and "international," and blurring the distinction whitewashes something important."

A non-US instructor teaching in the US for the first time shares his impressions of US students, and strategies for engaging them in the kinds of learning he wants then to do.

Struggling is a necessary part of learning. How can we support that in our classrooms?

Great examples from ITA Development Programs around the US.

On 21 May 2012, OSU hosted a second video-concert/conference with the French blues group, Moussu T e lei Jovents (Provençal for "Mr. T and the Youngsters") from La Ciotat/Marseille. Sponsored by an LT eLearning Professional Development Grant, with matching funds from the Department of French and Italian and the Foreign Language Center, this event allowed students in French 631 ("Bringing Down the House") to sing along and engage in dialogue with the two leading musicians of the group.