scholarly journals International Students in First-Year Writing

2019 ◽  
Vol 9 (3) ◽  
pp. 929-932
Author(s):  
Anthony Schmidt
Keyword(s):  
International Students ◽  
Lived Experiences ◽  
First Year ◽  
First Year Writing ◽  
American University

International Students in First-Year Writing: A Journey Through Socio-Academic Space describes the lived experiences of ten international students enrolled in a first-year writing (FYW) course at an American university. 

scholarly journals My life as a writing professor and research librarian: The ideas that bridge the gap

2020 ◽  
Vol 81 (1) ◽  
pp. 38
Author(s):  
George Koors
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
First Year ◽  
College Level ◽  
First Year Writing ◽  
American University ◽  
Writing Courses ◽  
Large Group ◽  
Time To Learn ◽  
Over Time

When I got into libraries, I looked forward to more one-on-one time with students. I had been a teacher at the college level for some time, and when I got a job as reference coordinator at American University, I saw an opportunity to have both large-group and one-on-one time with students.I staff a public-facing research desk, am embedded in first-year writing courses as their librarian, and teach first-year writing as a professor in the literature department. It is a wonderful balance, but it has taken time to learn how these identities interact. Over time, they have merged. This essay looks at that, and at some of the language I have used to understand that bridge between these roles. I hope to lightly tie this language to aspects of the ACRL Framework for Information Literacy for Higher Education.

Composition, English, and the University

PMLA ◽  
2014 ◽  
Vol 129 (3) ◽  
pp. 435-441 ◽  
Author(s):  
Jean Ferguson Carr
Keyword(s):  
College Education ◽  
Professional Life ◽  
First Year ◽  
English Department ◽  
College Level ◽  
First Year Writing ◽  
American University ◽  
College English ◽  
The Many ◽  
The University

The role composition plays in the contemporary American university, particularly in relation to the english department, has changed from the days when composition was not an expertise but a duty. Initiated on the college level in the 1870s, as John Brereton has argued, at a time much like our own, when the American college was “in danger of becoming irrelevant to a rapidly changing nation” (3), composition consolidated the many kinds of writing done in the courses (and in the extracurriculum) of universities into a required academic subject, positioned at the threshold of college education. It was charged with preparing students for the rigors of college study and for citizenship and professional life. For many generations of college English teachers, composition was an expected part of the job: everyone, whatever their specialty, taught first-year writing.

The Application of American Models to the Experiences and Outcomes of Canadian and International Students Studying in Canada

2005 ◽  
Vol 11 (1) ◽  
pp. 71-97 ◽  
Author(s):  
J. Paul Grayson
Keyword(s):  
Academic Achievement ◽  
International Students ◽  
Pilot Study ◽  
Student Outcomes ◽  
First Year ◽  
Program Satisfaction ◽  
Canadian Universities ◽  
General Utility ◽  
American Students ◽  
The Us

In order to test the general utility of models developed in the US for explaining university outcomes of Canadian and international students, a three year study is currently underway at four Canadian universities. As a first step in this research, a pilot study with two objectives was conducted at York University in Toronto. The first objective is to compare the experiences and outcomes of domestic and international students in their first year of study. The second objective is to test the applicability of a parsimonious general model of student outcomes derived from examinations of American students to Canadian and international students studying in Canada. The specific outcomes examined are academic achievement, credit completion, and program satisfaction in the first year of study.

International students’ lived experiences in a predominantly White institution in Southwest Florida

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Clarisse Halpern ◽  
Hasan Aydin
Keyword(s):  
Higher Education ◽  
International Students ◽  
Predominantly White ◽  
Lived Experiences ◽  
Global Education ◽  
The United States ◽  
Predominantly White Institution ◽  
Southwest Florida ◽  
White Institution ◽  
Dominant Society

AbstractYearly, thousands of international students seek the United States to further their education, bringing cultural and financial capital into the country. Though previous studies have examined international students’ experiences adapting to the receiving country, research is needed to investigate their lived experiences in a predominantly White institution (PWI). Thus, a narrative inquiry was applied to explore international students’ life stories at a PWI in Southwest Florida. Data collection comprised in-depth individual interviews with 12 participants that resulted in four themes: multiracial identities, otherness, self-representation in the dominant society, and perceptions of the dominant culture. The narratives revealed challenges related to isolation, segregation, and feelings of inferiority, contributing to understanding the value of diversity and global education in higher education. Recommendations are included to better serve international students in higher education institutions.

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