ABSTRACT
While many universities refer to graduating “global citizens” in their mission statement and strategic plan, this work is largely left undone. The international students coming into US higher education in recent years are younger and from more diverse backgrounds than earlier cohorts. Their impact upon the campus ecosystem is unappreciated, yet their potential to support the intercultural mission on campus is profound. US higher education must address central issues of teaching, learning, and engagement in a transformed campus culture that welcomes culturally and linguistically diverse students and supports their identity and sense of belonging. Specific programs of engagement, mentoring, and academic advocacy are needed, as well as the adoption of culturally inclusive pedagogy better suited to the demographics of the twenty-first-century classroom. The chapter includes a case study which illustrates how prioritizing relationships will allow new perspectives to emerge.
