2.  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

3.  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

4.  Approximately 20% of students enrolled in graduate programs in Canada are international students.  Integral part of Canadian schools.  In 2012- approximately 100,000 international students studying in Canada.

5.  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

6.  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

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

8.  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

9.  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

10.  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.

11.  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

12.  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

13.  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

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

15.  Andrade, M.S. (2006). International students in English-speaking universities. Journal of Research in International Education, 5(2), 131-154. doi: 10.1177/1475240906065589  Chang, M. (2011). Helping the international student understand the American university. New Directions for Higher Education, 153, 21-26. doi: 10.1002/he.422

16.  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, 199- 222.  Canada-Organisation for Economic Co- Operation and Development. http://www.oecd.org/canada

17.  Citizenship and Immigration Canada  http://www.cic.gc.ca/english/department/ media/releases/2013/2013-02-26.asp http://www.cic.gc.ca/english/department/ media/releases/2013/2013-02-26.asp  Google images. Retrieved from www.googleimages.com  Guo, S. & Chase, M. (2011). Internationalisation of higher education: Integrating international students into Canadian academic context. teaching in Higher Education, 16(3), 305-318.

18.  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), 203- 224. doi: 10.1375/ajgc.21.2.203  Tas, M. (2013). Best practices in hosting international students in the U.S. Cross- Cultural Communications, 9(2), 14-17. doi : 10.3968/j.ccc.1923670020130902.3197

19.  Tung, W.C. (2011). Acculturative stress and help-seeking behaviors among international students. Home Health Care Management & Practice, 23(5), 383-385. doi: 10.1177/1084822311405454  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), 451- 462.  doi: 10.1037/a0012511

20.  Yang, R.P.J. (2013. The possible selves of international students and their cross- cultural adjustment in Canada. International Journal of Psychology,48(3), 316-323. doi.org/10.1080/00207594.2012.660161  Zhai, L (2004). Studying International Students: Adjustment Issues and Social Support. Journal of International Agricultural and Extension Education, 11(1), 97-104.