Telling the International Students Stories: Challenges of Adult International Learners in U.S Colleges/Universities.
Session Abstract
Settling on the choice to attend higher educational institution in America is a significant life event that influences non-traditional age, adult international students. The motivation behind this paper is to tell the lived encounters of adjusting to the U.S. society among non-traditional age, adult international while attending higher education institution.
Target Audience
The target audience for this presentation is faculty members and department staffs who have an interest in the international students that grace their colleges, departments, and classrooms. This presentation is essential for all stakeholders in our universities and colleges to understand the challenges that adult international students with or without family encounter when they arrive in United States colleges. The challenges and stories of these students will help all stakeholders who serve them to better understand their situation and help them succeed.
Session Description
International adult student reentry to college in the U.S is here to stay and this was reiterated by Ross-Gordon (2011) that reentry adult students seem, by all accounts, to be a student populace that is here to stay. Progressively, higher education institutions have endeavored to make projects and services that are receptive to adult students' life and learning preferences. This exertion has tested universities faculty and administrators to think past conventional methods for teaching and conveying instructive programs. Much can be studied from existing program's encounters with different methods of prior learning assessment, and intensive courses, some of which are profiled in other articles within the issues. Ross-Gordon (2011) opined that faculty can assume an imperative part as change operators in making supportive learning environment for adult learners both by joining theory and research on adult learners into their own particular classrooms and by upholding for adult-situated programs and services on their campus. The outline and conveyance of these programs are vital to successful undergraduate experience for reentry adult students (Ross-Gordon, 2011).