U.S. host campuses face instructional challenges from increasing numbers of international students from Confucian Heritage Culture (CHC) countries. Yet, the presence of CHC students offers learning opportunities for U.S. faculty in the context of internationalizing their higher education campuses. This study surveyed faculty at three U.S. host universities. It explored faculty understandings of Confucian culture, their perceptions of CHC countries’ international student learning, strategies used by faculty when teaching CHC students, and value faculty recognized when learning from CHC students. Results showed that a majority of faculty recognized the core values of Confucian culture. Yet, they were not fully aware of the cultural impact on CHC students’ learning, and the strategies they employed were mainly from the American perspectives. They did not integrate CHC students’ cultural heritages in their teaching practices and only partially accommodated CHC learners in teaching. This study calls for consciousness to transform faculty mindsets understanding the importance of students’ cultural differences in order to bring about a dramatic change in their teaching practices. Doing so may enhance the success of CHC students fomenting further internationalization at their host universities.

中文翻译：

---

教儒家传统文化国家的国际学生：来自美国三个寄宿校园的观点

美国寄宿校园面临着来自儒家传统文化（CHC）国家的国际学生日益增多的教学挑战。然而，在国际化他们的高等教育校园的背景下，CHC学生的到来为美国教师提供了学习机会。这项研究对美国三所东道大学的教师进行了调查。它探索了教师对儒家文化的理解，他们对CHC国家的国际学生学习的看法，教师在CHC学生教学中所采用的策略以及在向CHC学生学习时所认可的价值教师。结果表明，大多数教师认识到儒家文化的核心价值。但是，他们还没有完全意识到文化对CHC学生学习的影响，他们采用的策略主要是从美国的角度出发。他们没有将CHC学生的文化遗产纳入他们的教学实践中，而只是部分容纳了CHC学习者的教学。这项研究呼吁意识转变教师的思维方式，理解学生文化差异的重要性，以便在教学实践中带来巨大的变化。这样做可能会增加CHC学生的成功，从而为其所在的大学进一步推动国际化。