 Post-secondary institutions recruit international students.  Study abroad to learn a language, post- secondary studies.  Most have a positive experience  Study a new language  Receive a diploma or degree

 Make new friends  Develop new contacts  Create international connections.  Some are motivated for different reasons: Intrinsically or extrinsically  Not always a positive experience  Experience challenges: Academically and socially

 Approximately 20% of students enrolled in graduate programs in Canada are international students.  Integral part of Canadian schools.  In approximately 100,000 international students studying in Canada.

 Minimal information available about how students adapt to life in post- secondary institutions in Canada.  Gaps in how to best meet their needs.  What they really need and how to accommodate

 In 2012, Canada had approximately 100,000 international students  Increase the diversity in Canadian culture  Own experiences and make Canadian society more diverse.  Enriches the educational environment

 Left feeling lost and lonely  Stressful relocating to a new country to study.  Schools have to prepare international students for successful learning experiences

 Stress trying to adapt to the new culture  Different cultural and societal norms  Marginalization and stigmatization  Separation in the new culture  Increased pressure to perform both academically and socially  Increased risk for severe depression

 Successful in their own countries.  Achieved high marks in their country of origin  Often experience challenges adapting to the new environment  Pressure to succeed in new country  Increased pressure to achieve required marks so that they can enter programs.  Differences in education-different learning environment

 Do not take advantage of the services available to them- they feel they will be discriminated  Difficulty expressing themselves in English  Not have the necessary information about services  Embarrassment or shame as a result of their struggles.

 Employ student assistants  Reference of professionals  Regular meetings with regular program faculty and support staff  Give staff information about how to identify students in distress  Educate staff about some of the challenges international students face

 Students take one elective course at the final level of their language studies  Join clubs with other international and domestic students (Global Connections, Conversation Clubs, Newsletter Clubs, Reading Club and International Community Links.)  Participate in regular social gatherings with classmates

 Encourage students to ask questions  Capitalize and celebrate differences of international students  Learning strategies to create conducive learning environment  Consider how each student learns- customize teaching methods to reflect all students

 Continue to conduct research into international student needs  Establish diversity training for all instructors  Workshops for cross-cultural relations

 Andrade, M.S. (2006). International students in English-speaking universities. Journal of Research in International Education, 5(2), doi: /  Chang, M. (2011). Helping the international student understand the American university. New Directions for Higher Education, 153, doi: /he.422

 Chirkov, V., Vansteenkiste, M., Tao, R. & Lynch, M. (2007). The role of self- determined motivation and goals for study abroad in the adaptation of international students. International Journal of Intercultural Relations, 31,  Canada-Organisation for Economic Co- Operation and Development.

 Citizenship and Immigration Canada  media/releases/2013/ asp media/releases/2013/ asp  Google images. Retrieved from  Guo, S. & Chase, M. (2011). Internationalisation of higher education: Integrating international students into Canadian academic context. teaching in Higher Education, 16(3),

 Khawaja, N.G. & Stallman, H.M. (2011). Understanding the coping strategies of international students: A qualitative approach. Australian Journal of Guidance and Counselling, 21(2), doi: /ajgc  Tas, M. (2013). Best practices in hosting international students in the U.S. Cross- Cultural Communications, 9(2), doi : /j.ccc

 Tung, W.C. (2011). Acculturative stress and help-seeking behaviors among international students. Home Health Care Management & Practice, 23(5), doi: /  Wei, M., Yao Ku, T & Russell, D. W. (2008). Moderating effects of three coping strategies and self-esteem on perceived discrimination and depressive symptoms: A minority stressmodel for Asian international students. Journal of Counseling Psychology, 55(4),  doi: /a

 Yang, R.P.J. (2013. The possible selves of international students and their cross- cultural adjustment in Canada. International Journal of Psychology,48(3), doi.org/ /  Zhai, L (2004). Studying International Students: Adjustment Issues and Social Support. Journal of International Agricultural and Extension Education, 11(1),