Objective We examined functional performance on multiple indicators for two cognitive status groups: (a) not impaired controls (NIC) and (b) mild cognitive impairment (MCI). We identified functional markers associated with differences, changes, and stability in cognitive status. Method In the Victoria Longitudinal Study (VLS) we examined cognitive status group effects in (a) cross-sectional functional performance, (b) longitudinal stability, (c) longitudinal functional performance change, and (d) functional marker prediction of later cognitive status. We assembled markers from five continuous clusters of MCI-related functional factors: biological vitality, activity lifestyle, psychosocial affect, subjective health, and global cognition. We used a cross-sectional sample and a two-wave longitudinal sample, stratified by age (mid-old, old-old) and cognitive status (MCI, NIC). Results First, cross-sectional results showed that eight markers differentiated MCI and NIC adults, with the latter performing uniformly better. The groups differed on diastolic blood pressure, body mass index, positive and negative affect, MMSE, and the lifestyle indicators of self-maintenance, travel, and novel cognitive activities. Second, Wave1 to Wave2 stabilities in cognitive status classification were high. Third, several markers differentiated the stable (NIC-to-NIC, MCI-to-MCI) from the unstable (NIC-to-MCI, MCI-to-NIC) cognitive status groups. Fourth, five relevant markers for identifying older adults at risk for cognitive status changes were: diastolic blood pressure, self-maintenance activities, novel cognitive activities, positive affect, and global cognitive status. Conclusion Selected risk and protective factors differentiate persons classified with MCI from those not currently cognitively impaired, both cross-sectionally and longitudinally.

Canadian undergraduate and graduate programs in Engineering and Computer Science attract a large number of international students. This is a relatively recent phenomenon with social and academic implications that are not completely understood. We are aware that more can be done for the recruitment, retention, and more generally for increasing the quality of the learning experience of our international students. More efforts need to be made in order to foster and expand social and academic interactions between Canadian and international students, as well as student-faculty interactions. The research described in this paper aims to identify the first steps in creating an inclusive environment that fosters academic, social, and personal growth for both international and Canadian students. This study discusses data collected about the experience of international undergraduate students in the Faculty of Engineering our university. The purpose of the data collection was to determine their specific needs, and to solicit suggestions and recommendations about ways in which to address them.

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