Abstract

The foreign-born population in the United States has grown from 4.7% in the 1970s to 10.4% by 2000. This dramatic change brought along different languages, perspectives, values, academic expectations, and challenges. It also created demands for a more international and globally savvy post-secondary education. Preparing culturally sensitive professionals has become a primary focus of educational institutions at all levels. Higher-education institutions are expected to address such societal trends in their curriculum, particularly when preparing future educators. Many colleges and universities in the United States have adopted an approach of recruiting, hiring, and retaining a diverse faculty to function as “cross-cultural agents.” The purpose of this study was to examine how students and faculty members perceive presence in higher education. Using a mixed methodology, a convenience sample of 474 college students and 54 faculty members completed surveys that aimed to capture the views of each respective group. As a survey follow-up, a group of seven students and six volunteer faculty members were selected, based on preset criteria, for a face-to-face in-depth interview. The results indicated that, despite language difficulties, international faculty members are, for the most part, perceived as effective educators promoting cultural awareness and helping college students hone their interpersonal skills.