International Programs at the University of Iowa hosted an event focused on international faculty success in international teaching as a part of the Cultivating Success: A Global Faculty Initiative series. This event, co-sponsored by the UI Center for Teaching and International Programs, aimed to provide new international faculty with mentorship and guidance in their transition to teaching at the university. A panel of experienced faculty members shared their insights, offering practical strategies for thriving in an academic environment that presents both challenges and opportunities.

The panel featured a wide range of expertise across multiple disciplines, including:

• Russ Ganim, associate provost and dean of International Programs
• Meenakshi Gigi Durham, professor in the School of Journalism and Mass Communication
• Anna Flaming, assistant provost for teaching and learning and director of the Center for Teaching
• Tamar Bernfeld, assistant director of the Center for Teaching
• Richard Peter, Nationwide associate professor of finance in the Tippie College of Business
• Beatrice Mkenda, associate professor of instruction in French and Italian
• EunJung Kim, clinical assistant professor in the College of Education
• Michael O’Rorke, assistant professor in the Department of Epidemiology

Addressing Cultural Differences in the Classroom

One of the discussion's central themes was adapting to new cultural norms and expectations in the classroom. Faculty members shared personal experiences of adjusting to differences in student participation, grading expectations, and communication styles. The importance of open dialogue with students and setting clear expectations from the outset was emphasized to foster a productive learning environment.

Panelists noted that understanding the cultural background of students is key to creating a more engaged classroom. Acknowledging different perspectives and incorporating global contexts into course materials can make learning more relatable and meaningful for students.

"Understanding cultural differences in the classroom is essential for creating an environment where all students feel valued and heard," said Meenakshi Gigi Durham, professor in the School of Journalism and Mass Communication. "It’s also essential for them to experience the scope and range of perspectives that faculty bring to the classroom, which could include international backgrounds, global perspectives, and even different idioms and accents. By embracing all perspectives and incorporating global contexts into our teaching, we can foster a deeper connection with students, making learning more relevant and enriching for everyone involved."

Mentorship at the University

For many international faculty, effective mentorship programs are essential in navigating the complexities of a new institution. The university is committed to supporting faculty through comprehensive mentorship programs and institutional resources which ease transitions and promote career success.

“I think it's important to have a network and support, and that faculty are proactive in seeking out mentorship opportunities,” shared Michael O’Rorke, assistant professor in the Department of Epidemiology. “In the College of Public Health, we have a system in place for mentorship of early career faculty, so they have a clear line to a mentor in their area, and then they also have more of a specialist mentor, someone in their own research area, or similar level of expertise as them. But what I think is most important is that there's a lot of informal mentoring that goes on. It’s important to network with people and get to know people.”

Insights on the tenure track process also highlighted the importance of seeking mentorship from colleagues and actively engaging with the broader university community. Panelists recommended integrating within the academic network of one’s unit or department, not just within the college and university.

Adapting Pedagogical Approaches

The discussion also explored effective teaching strategies that help bridge cultural gaps. Panelists emphasized the importance of flexibility and adaptability, encouraging international instructors to blend their own teaching philosophies with the expectations of the University of Iowa. Bringing in various perspectives was highlighted to enrich the learning experience for all students.

To engage students, panelists suggested: 

• using active learning techniques
• incorporating collaborative projects
• utilizing technology
• encouraging student participation
• making space for student voices in the classroom

Language in the Classroom

Language fluency and accents were central to the panel’s discussion on navigating the classroom as an international faculty member. O’Rorke, a native English speaker from the United Kingdom, reflected on how subtle language differences—like spelling variations or colloquialisms—can occasionally cause confusion or amusement among students.

“I’ll say something like, ‘a wee bit of extra time,’ and students will pause at first, but they quickly adjust,” shared O’Rorke. “These moments often become a charming part of our classroom culture rather than barriers. For other faculty, the journey with English fluency has been more complex.”

EunJung Kim, clinical assistant professor in the College of Education, spoke candidly about the anxiety she faced as a non-native English speaker when she first arrived in the U.S.

“In the beginning, I was very apologetic about my accent and expression,” Kim said. “But over time, I realized my sincerity and confidence were far more important than perfection.” Kim emphasized the importance of embracing one’s linguistic and cultural identity, both as a model for students and to challenge hierarchical perceptions of English.

“There is no single standard English,” she added. “Our students, especially those preparing to become educators, need to recognize and respect the full range of global English dialects they will encounter in their professional lives. Hearing and adapting to those differences will contribute to students’ cultural competencies as they move into globalized workplaces.”

Creating a Supportive Faculty Network

The event concluded with an emphasis on the importance of building a network of support among international faculty members. Panelists encouraged faculty to connect with colleagues across departments, attend workshops, and take advantage of university resources. A key factor in making a successful transition is having a network of peers who understand the unique challenges of international faculty.

"Supporting our international faculty is crucial to fostering a dynamic academic community at the University of Iowa," said Russ Ganim, associate provost and dean of International Programs. "By offering mentorship, resources, and opportunities for connection, we can help international faculty overcome challenges and thrive in their teaching roles. Their unique perspectives and expertise enrich our campus and contribute significantly to the global learning experience of our students.”

International Programs (IP) at the University of Iowa (UI) is committed to enriching the global experience of UI students, faculty, staff, and the general public by leading efforts to promote internationally oriented teaching, research, creative work, and community engagement.  IP provides support for international students and scholars, administers scholarships and assistance for students who study, intern, or do research abroad, and provides funding opportunities and grant-writing assistance for faculty engaged in international research. IP shares their stories through various media, and by hosting multiple public engagement activities each year.