Miguel Rodriguez, Mirna Mohamed, Ramón S. Barthelemy
International students make up an increasingly large portion of the US student population, especially among graduate students studying the science, technology, engineering and math fields. In this article we analyzed the microaggression experiences of 22 international students in graduate STEM programs at predominantly white institutions. International students, often people of color, may be subject to facing discrimination within their universities. Our results break down the different types of microaggressions that 14 of our 22 participants reported experiencing from faculty, peers and students, on and off campus. These experiences include individuals insulting a participant's country of origin, doubting their academic ability, threatening them, and otherwise discriminating against them. Each event reported by our participants is classified into a type of microaggression and is further discussed using Critical Race Theory to connect how international students' racialized and their intersectional experiences are connected to the larger societal issues of racism in the US.
{"title":"Microaggressions Faced by International Students in the US with a Discussion on Critical Race Theory","authors":"Miguel Rodriguez, Mirna Mohamed, Ramón S. Barthelemy","doi":"10.32674/jis.v13i3.4620","DOIUrl":"https://doi.org/10.32674/jis.v13i3.4620","url":null,"abstract":"International students make up an increasingly large portion of the US student population, especially among graduate students studying the science, technology, engineering and math fields. In this article we analyzed the microaggression experiences of 22 international students in graduate STEM programs at predominantly white institutions. International students, often people of color, may be subject to facing discrimination within their universities. Our results break down the different types of microaggressions that 14 of our 22 participants reported experiencing from faculty, peers and students, on and off campus. These experiences include individuals insulting a participant's country of origin, doubting their academic ability, threatening them, and otherwise discriminating against them. Each event reported by our participants is classified into a type of microaggression and is further discussed using Critical Race Theory to connect how international students' racialized and their intersectional experiences are connected to the larger societal issues of racism in the US.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45414498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Particularly in the last eight years, many calls have been issued for postsecondary education stakeholders to imagine new pathways for displaced learners seeking access to degree programs. Here, “displaced learners” encompasses refugees, asylees, and individuals holding other legal statuses indicating temporary protection; these nationally-specific categories are constructs that may overlap with international student status (Oliveira & Kentor, 2020; Vigil & Abidi, 2019). While progress has been made – according to UNHCR (2022), only 5% of refugees access higher education worldwide at present, up from 3% in 2020 – it is clear that much more focused attention is required. In this piece, I am speaking specifically to college and university presidents as I ask: how is your campus serving displaced learners? Which departments are engaged, and what resources would you need to expand your offerings? What follows below is a list of questions posed to senior leaders in the United States and internationally, where diverse public and private institutions host initiatives that could be tailored to serve lifelong learners with histories of displacement, and with many campuses making significant investments in relevant areas including support for marginalized students and global engagement. This checklist is intended to underscore good practices and the role of institutional silos.
{"title":"Calling Higher Education Leaders","authors":"Lisa Unangst","doi":"10.32674/jis.v12i4.5365","DOIUrl":"https://doi.org/10.32674/jis.v12i4.5365","url":null,"abstract":"Particularly in the last eight years, many calls have been issued for postsecondary education stakeholders to imagine new pathways for displaced learners seeking access to degree programs. Here, “displaced learners” encompasses refugees, asylees, and individuals holding other legal statuses indicating temporary protection; these nationally-specific categories are constructs that may overlap with international student status (Oliveira & Kentor, 2020; Vigil & Abidi, 2019). While progress has been made – according to UNHCR (2022), only 5% of refugees access higher education worldwide at present, up from 3% in 2020 – it is clear that much more focused attention is required. In this piece, I am speaking specifically to college and university presidents as I ask: how is your campus serving displaced learners? Which departments are engaged, and what resources would you need to expand your offerings? What follows below is a list of questions posed to senior leaders in the United States and internationally, where diverse public and private institutions host initiatives that could be tailored to serve lifelong learners with histories of displacement, and with many campuses making significant investments in relevant areas including support for marginalized students and global engagement. This checklist is intended to underscore good practices and the role of institutional silos.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43060182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gashaye Melaku Tefera, Kelechi Onyeaka, Nameri Conteh, I. David, Omoshola Kehinde, I. Harvey, W. Majee
While COVID-19 affected all segments of the population, vulnerable social groups, including international students, were disproportionately affected. The primary objective of this study was to explore COVID-19-related experiences of African international graduate students (AIGS). Qualitative data were collected through in-depth interviews with 15 AIGS. Interviews were audio-recorded, transcribed verbatim, and thematically analyzed. Participants reported experiencing fear of the virus and anxiety about their health and their family members (individual), feelings of isolation and depression because of reduced social engagement and lack of familial support (interactional), dealing with work restrictive student visas, and loss of work opportunities (environmental/structural). The person-in-environment (PIE) and Ubuntu philosophy were useful lenses to understand the findings in the context of COVID-19 given its socio-cultural connection to AIGS.Understanding the experiences of AIGS can help inform better approaches, including institutional and national policy changes, to support not only AIGS but also vulnerable international students during pandemics.
{"title":"COVID-19 and Student Life","authors":"Gashaye Melaku Tefera, Kelechi Onyeaka, Nameri Conteh, I. David, Omoshola Kehinde, I. Harvey, W. Majee","doi":"10.32674/jis.v13i3.4764","DOIUrl":"https://doi.org/10.32674/jis.v13i3.4764","url":null,"abstract":"\u0000While COVID-19 affected all segments of the population, vulnerable social groups, including international students, were disproportionately affected. The primary objective of this study was to explore COVID-19-related experiences of African international graduate students (AIGS). Qualitative data were collected through in-depth interviews with 15 AIGS. Interviews were audio-recorded, transcribed verbatim, and thematically analyzed. Participants reported experiencing fear of the virus and anxiety about their health and their family members (individual), feelings of isolation and depression because of reduced social engagement and lack of familial support (interactional), dealing with work restrictive student visas, and loss of work opportunities (environmental/structural). The person-in-environment (PIE) and Ubuntu philosophy were useful lenses to understand the findings in the context of COVID-19 given its socio-cultural connection to AIGS.Understanding the experiences of AIGS can help inform better approaches, including institutional and national policy changes, to support not only AIGS but also vulnerable international students during pandemics.\u0000","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46946165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As the US-China geopolitical tensions escalated, this study sought to investigate how Chinese students respond to the political circumstances when making their post-graduation plans. Drawing from interviews among 15 Chinese international students who graduated from a US university, this study found that most Chinese students did not change their post-graduation plans due to the heightened tensions between the US and China, while they enacted agency to overcome the difficulties imposed by the geopolitical context. This study challenged the deficit view of international student research by indicating that Chinese students could adapt to a set of perspectives, transform these perspectives into actions, and leverage useful resources to protect their career and life aspirations. The study also warned the danger of the continuity of the anti-China political rhetoric and emphasized the role of higher education institutions in buffering the negative political impact and supporting Chinese and all international students.
{"title":"Chinese Students’ Resilience in Making Post-Graduation Plans Under the US-China Geopolitical Tensions","authors":"Xiaojie Li","doi":"10.32674/jis.v13i2.4503","DOIUrl":"https://doi.org/10.32674/jis.v13i2.4503","url":null,"abstract":"As the US-China geopolitical tensions escalated, this study sought to investigate how Chinese students respond to the political circumstances when making their post-graduation plans. Drawing from interviews among 15 Chinese international students who graduated from a US university, this study found that most Chinese students did not change their post-graduation plans due to the heightened tensions between the US and China, while they enacted agency to overcome the difficulties imposed by the geopolitical context. This study challenged the deficit view of international student research by indicating that Chinese students could adapt to a set of perspectives, transform these perspectives into actions, and leverage useful resources to protect their career and life aspirations. The study also warned the danger of the continuity of the anti-China political rhetoric and emphasized the role of higher education institutions in buffering the negative political impact and supporting Chinese and all international students.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48625651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
W. Shen, Yilin Chai, Feifei Gu, Kun Zhang, Jing Feng, Xueting Liu, Ziyou Mo
Building on a theoretical model of decision-making under risk and uncertainty, this paper examines how Chinese college students made decisions about international moblity or immobility during the Covid 19 pandemic. The paper finds that among the 118 interviewees, most continued to choose to study abroad, whilst some gave up after getting offers from prestigious Western universities. We further analysed the divergent patterns of two choices which can be explained by resilience to risks and uncertainties and lack of thereof. For those who have given up studying abroad, the symbolic capital and labor market advantages brought by degrees (especially master degrees) from Western universities have become uncertain and offset by the risk of the epidemic. These findings suggest that, in addition to safety, college students will prefer certainty more than before when choosing whether to go abroad and the study abroad landscape may change based on this mindset.
{"title":"Fighting Against Risks and Uncertainties","authors":"W. Shen, Yilin Chai, Feifei Gu, Kun Zhang, Jing Feng, Xueting Liu, Ziyou Mo","doi":"10.32674/jis.v13i3.4807","DOIUrl":"https://doi.org/10.32674/jis.v13i3.4807","url":null,"abstract":"Building on a theoretical model of decision-making under risk and uncertainty, this paper examines how Chinese college students made decisions about international moblity or immobility during the Covid 19 pandemic. The paper finds that among the 118 interviewees, most continued to choose to study abroad, whilst some gave up after getting offers from prestigious Western universities. We further analysed the divergent patterns of two choices which can be explained by resilience to risks and uncertainties and lack of thereof. For those who have given up studying abroad, the symbolic capital and labor market advantages brought by degrees (especially master degrees) from Western universities have become uncertain and offset by the risk of the epidemic. These findings suggest that, in addition to safety, college students will prefer certainty more than before when choosing whether to go abroad and the study abroad landscape may change based on this mindset.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47958236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-09DOI: 10.32674/jis.v12is3.4642
T. Devereux, A. Glenn
The Global Classroom Model (GCM) is a project-based, cross-cultural, and virtual course conducted in partnership between institutions of higher education. Instructors at the University of Maryland (UMD) and the Liberia International Christian College (LICC) co-developed and co-instructed a novel and innovative Global Agriculture iteration of the Global Classroom (GC) course and collected data from students (n= 46) and stakeholders (n=18) through 2019, 2020, and 2021. This research used mixed-method pre/post interviews to address changes in attitudes, aspirations, and perceptions, and to better understand student experiences in global education. Students reported an increase in technical skills, “global perspective,” and feelings of “empowerment” through being able to work internationally on community-driven activities. This longitudinal study illuminates the impact of COVID-19 on a unique global learning experience, and highlights the broader opportunities and challenges found in designing truly collaborative global learning while also providing insights for practical implementation.
{"title":"Transformational Learning Through Shifting Global Perspectives","authors":"T. Devereux, A. Glenn","doi":"10.32674/jis.v12is3.4642","DOIUrl":"https://doi.org/10.32674/jis.v12is3.4642","url":null,"abstract":"The Global Classroom Model (GCM) is a project-based, cross-cultural, and virtual course conducted in partnership between institutions of higher education. Instructors at the University of Maryland (UMD) and the Liberia International Christian College (LICC) co-developed and co-instructed a novel and innovative Global Agriculture iteration of the Global Classroom (GC) course and collected data from students (n= 46) and stakeholders (n=18) through 2019, 2020, and 2021. This research used mixed-method pre/post interviews to address changes in attitudes, aspirations, and perceptions, and to better understand student experiences in global education. Students reported an increase in technical skills, “global perspective,” and feelings of “empowerment” through being able to work internationally on community-driven activities. This longitudinal study illuminates the impact of COVID-19 on a unique global learning experience, and highlights the broader opportunities and challenges found in designing truly collaborative global learning while also providing insights for practical implementation.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42614783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-09DOI: 10.32674/jis.v12is3.4593
Jonathan Lee, J. Leibowitz, J. Rezek, Meghan Millea, George Saffo
This study expands the literature on high impact practices by assessing the effect of global experiences, including international virtual exchange (IVE) and study abroad, on student success, measured as GPA, first-year retention, and graduation rate. Our dataset tracks over 47,000 students over 10 years at a large U.S. university. Our fixed effects models show that IVE and studying abroad increase average GPA. Using logit models, we find that taking IVE courses or studying abroad positively impacts the probability students are retained and eventually graduate. Our findings also show that first-generation college students, financially disadvantaged students, female students, and Black and African American students who take IVE courses benefit more than their demographic counterparts who don't. Taken together, these results confirm that IVE is both a high impact practice and a pedagogy that offers significant benefits to under-resourced students and students who have historically been underrepresented in global learning activities.
{"title":"Impact of International Virtual Exchange on Student Success","authors":"Jonathan Lee, J. Leibowitz, J. Rezek, Meghan Millea, George Saffo","doi":"10.32674/jis.v12is3.4593","DOIUrl":"https://doi.org/10.32674/jis.v12is3.4593","url":null,"abstract":"This study expands the literature on high impact practices by assessing the effect of global experiences, including international virtual exchange (IVE) and study abroad, on student success, measured as GPA, first-year retention, and graduation rate. Our dataset tracks over 47,000 students over 10 years at a large U.S. university. Our fixed effects models show that IVE and studying abroad increase average GPA. Using logit models, we find that taking IVE courses or studying abroad positively impacts the probability students are retained and eventually graduate. Our findings also show that first-generation college students, financially disadvantaged students, female students, and Black and African American students who take IVE courses benefit more than their demographic counterparts who don't. Taken together, these results confirm that IVE is both a high impact practice and a pedagogy that offers significant benefits to under-resourced students and students who have historically been underrepresented in global learning activities.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46246712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-09DOI: 10.32674/jis.v12is3.4634
J. Poe
The celebration of diversity is at the heart of global education initiatives. Yet, participation in study abroad and related programs in the United States – a purported ‘melting pot’ of races and cultures – remains, disproportionately, the domain of affluent whites. Against this background, this study seeks to learn from the experiences of underrepresented and hypersegregated students in international virtual exchange, an educational experience involving sustained interaction between geographically separated participants using technology and trained facilitators. Using a survey, semi-structured interviews, exchange field notes, and the researcher’s own abroad experiences, the data revealed five main themes: ‘Virtual connections beyond the classroom,’ ‘Bias reduction,’ ‘Color matters,’ ‘Equality in digital space,’ and ‘One step closer to abroad.’ Findings suggest that U.S. universities and other educational institutions serving underrepresented groups can increase student international experiences by promoting IVE on their campuses and encouraging professors to include exchange as a component in their courses.
{"title":"Advancing Global Citizenship of Underrepresented and Hypersegregated U.S. Students in Higher Education through Virtual Exchange","authors":"J. Poe","doi":"10.32674/jis.v12is3.4634","DOIUrl":"https://doi.org/10.32674/jis.v12is3.4634","url":null,"abstract":"The celebration of diversity is at the heart of global education initiatives. Yet, participation in study abroad and related programs in the United States – a purported ‘melting pot’ of races and cultures – remains, disproportionately, the domain of affluent whites. Against this background, this study seeks to learn from the experiences of underrepresented and hypersegregated students in international virtual exchange, an educational experience involving sustained interaction between geographically separated participants using technology and trained facilitators. Using a survey, semi-structured interviews, exchange field notes, and the researcher’s own abroad experiences, the data revealed five main themes: ‘Virtual connections beyond the classroom,’ ‘Bias reduction,’ ‘Color matters,’ ‘Equality in digital space,’ and ‘One step closer to abroad.’ Findings suggest that U.S. universities and other educational institutions serving underrepresented groups can increase student international experiences by promoting IVE on their campuses and encouraging professors to include exchange as a component in their courses.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41946587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-09DOI: 10.32674/jis.v12is3.4633
G. Weaver, Genevieve Hiltebrand, G. Ngai, S. Chan
The 2019/2020 academic year brought historic opportunities for faculty to manage virtual exchanges (O’Dowd, 2021), yet limited research exists on how teachers develop their capacity within these programs. As educators collaborating on a transnational virtual exchange, we aim to investigate the process that teachers go through as they co-develop and collaborate in a transnational virtual exchange from our experiences and perceptions. We ask: To what extent do previous lived experiences mediate the process of teacher capacity building in a transnational virtual, collaborative exchange? This collaborative qualitative autoethnography case study explores our experiences as four instructors from the United States and Hong Kong, reflecting our experiences as they relate to teacher capacity building in transnational virtual exchange. The data suggests that previously lived international experiences assisted the instructors in capacity building within a virtual exchange and brought into question the role of cultural humility.
{"title":"Faculty Perceptions of Building Collaborative Teaching Capacities within a Transnational Virtual Exchange","authors":"G. Weaver, Genevieve Hiltebrand, G. Ngai, S. Chan","doi":"10.32674/jis.v12is3.4633","DOIUrl":"https://doi.org/10.32674/jis.v12is3.4633","url":null,"abstract":"The 2019/2020 academic year brought historic opportunities for faculty to manage virtual exchanges (O’Dowd, 2021), yet limited research exists on how teachers develop their capacity within these programs. As educators collaborating on a transnational virtual exchange, we aim to investigate the process that teachers go through as they co-develop and collaborate in a transnational virtual exchange from our experiences and perceptions. We ask: To what extent do previous lived experiences mediate the process of teacher capacity building in a transnational virtual, collaborative exchange? This collaborative qualitative autoethnography case study explores our experiences as four instructors from the United States and Hong Kong, reflecting our experiences as they relate to teacher capacity building in transnational virtual exchange. The data suggests that previously lived international experiences assisted the instructors in capacity building within a virtual exchange and brought into question the role of cultural humility.","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43596862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-09DOI: 10.32674/jis.v12is3.4638
Melissa Baralt, Stephanie Doscher, L. Boukerrou, B. Bogosian, Wessam Elmeligi, Youcef Hdouch, Jamil Istifan, Abdelhak Nemouchi, Taron Khachatryan, N. Elsakka, Fernando Arana, Jonathan Cobos-Solis, Giancarlo Perez, Salah-Eddine Mouchane, S. Vassigh
This article presents on a multi-institution project that explains the development of Virtual Tabadul, which is an exchange program in virtual reality for English and Arabic foreign language and culture learning and community building amongst 1,200 US and the Middle East, and North Africa (MENA) college-aged youth. The program involves faculty, staff, and students at four institutions: Florida International University (U.S.), University of Michigan-Dearborn (U.S.), Oum El-Bouaghi University (Algeria), and Ibn Tofail University (Morocco). The project has been developed with generous funding from the Stevens Initiative and is the very first virtual exchange program for Arabic and English foreign language learning in virtual reality.
{"title":"Virtual Tabadul: Creating Language-Learning Community Through Virtual Reality","authors":"Melissa Baralt, Stephanie Doscher, L. Boukerrou, B. Bogosian, Wessam Elmeligi, Youcef Hdouch, Jamil Istifan, Abdelhak Nemouchi, Taron Khachatryan, N. Elsakka, Fernando Arana, Jonathan Cobos-Solis, Giancarlo Perez, Salah-Eddine Mouchane, S. Vassigh","doi":"10.32674/jis.v12is3.4638","DOIUrl":"https://doi.org/10.32674/jis.v12is3.4638","url":null,"abstract":"This article presents on a multi-institution project that explains the development of Virtual Tabadul, which is an exchange program in virtual reality for English and Arabic foreign language and culture learning and community building amongst 1,200 US and the Middle East, and North Africa (MENA) college-aged youth. The program involves faculty, staff, and students at four institutions: Florida International University (U.S.), University of Michigan-Dearborn (U.S.), Oum El-Bouaghi University (Algeria), and Ibn Tofail University (Morocco). The project has been developed with generous funding from the Stevens Initiative and is the very first virtual exchange program for Arabic and English foreign language learning in virtual reality. ","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43225221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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