When one size does not fit all: tailoring student experience at INTO’s student services conference

Student experience matters.  When international students feel welcome and supported across all dimensions of their life at university, they contribute positively to their new communities and graduate at higher rates.

INTO’s 22 university partnerships deliver exceptional student experiences to students from around the world.  In fact, 92% of international students across INTO’s 12 university partners in the United States indicated that they were satisfied or very satisfied with their experience in and out of the classroom in the INTO University Partnerships 2019 Annual Student Survey. 

In mid-July, alongside INTO’s academic directors’ conference, the student services teams that drive these incredible results convened at Saint Louis University for their own student services conference.  There, they shared best practices for student care and some of the dynamic co-curricular initiatives they have launched on their respective campuses to promote student success in tandem with academic faculty.

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Partnering for student success: teaching and learning innovations at the INTO academic directors’ conference

INTO academic and student services faculty gathered at Saint Louis University.

While it is critical to grow international student enrollments in INTO’s university partnerships, it is equally important to retain those international students in degree programs, support their academic success, and ensure their timely graduation.  This is the complex task that academic faculty across INTO’s 12 university partnerships in the United States addressed over three days at the annual INTO academic directors’ conference at Saint Louis University (SLU).

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SEVIS 2019: Exploring how changing international student enrollment patterns affects some states more than others (Part Two)

The dip in international student numbers in the United States captured in the latest data from the Department of Homeland Security’s Student and Exchange Visitor Information System (SEVIS) is unsettling. A 3.1% decline in the number of international students in the US between December 2017 and December 2018 accelerates the 0.5% recorded in the SEVIS data from 2017.

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SEVIS 2019: Language training, associate degrees, and considerations of distortion (Part One)

The United States Department of Homeland Security recently released quarterly data from the Student and Exchange Visitor Information System (SEVIS) that revealed a 3.1% drop in the number of foreign students in the US—the difference between 1.21 million in December 2017 to 1.17 million in December 2018—sparking widespread concern throughout the international education field. The data confirms that nine of the 10 countries that send the highest volumes of international students to the US registered fewer numbers of student visa-holders in 2018 than they did in 2017. Additionally, it shows drops in all but six states’ share of the total international student population.

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Five gender balances and imbalances that define international education in the United States

Balance or imbalance—Is there a gender disparity in international education in the United States?  It is true that more female students come to the US to study than the combined total of US students who study abroad, but a greater proportion of those who study abroad from the US are female.  To mark International Women’s Day and this year’s campaign theme of #BalanceforBetter, INTO’s Dana Bukenova and JP Deering examine some of the gender balances and imbalances that define the international education environment in the US.

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