diversify the classroom

Diversity and the international student experience have become a topic of discussion. For the right reasons, of course. There are undeniable benefits to studying with people from different countries. But the question arises – is our education system designed to meet the unique learning needs of foreign students? More importantly, diversity and inclusion – can you have one without the other?

Several factors are involved in building an excellent student experience – a transparent admissions process, a seamless onboarding, campus facilities, financial aid, in-class experience, out-of-class learning, career support etc. How can universities create inclusive and transformative in-class experiences for their foreign students?

translate lecture

Even if an international student is fluent in the language spoken at the institution, they may still be at a disadvantage. Cultural differences can be overwhelming, and they can stem from a lack of context and missing out on small but important details.

While it is not possible to translate each lecture into multiple languages, one can still achieve key points by translating them into their native language and sharing them in real time (via learning apps or in-class tablets) or before class ( may consider helping foreign students. pre-class video). Using lecture-capture technology, in-class lectures can be recorded, translated into multiple languages ​​and shared with students so that they can view and understand at their own pace.

multiple perspectives

An example of facilitating dialogue to develop multiple perspectives came when we asked an American student to negotiate a peace deal with a classmate from Syria. By drawing on examples and values ​​from their own unique cultures, these students are engaged in a meaningful intercultural dialogue. This helped them step into each other’s place and, in doing so, develop a more profound understanding of the values, beliefs, and cultures that frame their thoughts and ideas.

While universities often tout their commitment to diversity, the sad reality is that it is not adequately expressed in the curriculum. Rarely do academics have non-Western voices and perspectives. How can we expect to include students from South Korea, Ethiopia or Belize when the curriculum does not cover alternative voices and multicultural perspectives? When students’ cultures, experiences and perceptions are valued, they will be better prepared to participate and contribute.

The author is Vice President – Administration, SP Jain School of Global Management