Schedule of Events

This group presentation details how our Writing Center’s physical space affects our ability to support students as writers. We noticed that the sensory and material environment of the physical space affects the comfort and confidence of our students. This incited reflection on our mission to support students throughout all aspects of writing, and the physical space plays a critical role in this process. Furthermore, we are interested in moving the Writing Center closer to an ideal space, with “a design that architecturally enhances and functionally contributes to the mission of the center” (Hadfield et al., 2003, p. 171). Our objective is to explore if students can improve as writers if they are supported both academically and interpersonally through the physical space. We have collected data regarding our physical space by analyzing the design of our material and aesthetic environment in terms of its ability to support students as writers. We also conducted a post-session survey that collected data regarding the user experience and if students interpreted the physical space as contributing to their writing processes. Our presentation is divided into four sections: aesthetic design, furniture layout, supporting through limitations, and the utilization of the material environment. Each of these sections depicts how its related findings can support students either academically or interpersonally as writers. The intention behind this project is to evaluate how space design is also pedagogical design, discover how space can be utilized to further a center’s mission, and develop a more holistic tutoring experience.

This presentation attempts to develop a better understanding of the cross-cultural adaptation of international students in foreign institutions. The goal is to describe how international students experience and adapt to their new academic, social, and cultural contexts as it pertains to small private universities. 
The US hosts one of the largest populations of international students. As the number of international student enrolments have returned to pre-pandemic levels, according to the Open Doors report, it is the institution’s responsibility to provide a rewarding academic experience to these students. International students in the United States often experience adaptation difficulties. Researchers have studied this from different perspectives such as cross-cultural psychology, cross-cultural communication, and social psychology (Carson, 2020; Furukawa et al., 1997) 
The objective of this presentation is to explore how international students from various parts of the world experience varying levels of difficulties in adapting to the host culture. In the context of a small private institution, questions arise as to whether the resources and support systems provided by the institution have assisted the students in easing them into the new learning environments. We conducted observations, as well as small interview sessions with international students pertaining to the barriers arising from cultural differences. During the presentation the audience will be invited to share their experiences with cross-cultural learning environments and insights they have related to cultural adaptation. The intention behind this presentation is to discuss solutions that could be incorporated into making the transition easier for international students.