Increasing Participation of International Students in the Higher Education Classrooms Through Technology-Enhanced Instruction

2020 ◽  
pp. 307-327
Author(s):  
Hyunsil Park ◽  
Robert A. Filback ◽  
Jenifer Crawford
Keyword(s):  
Higher Education ◽  
International Students ◽  
Research University ◽  
Active Participation ◽  
International Graduate Students ◽  
International Graduate ◽  
Education Environment ◽  
Speakers Of Other Languages ◽  
Master Of Arts ◽  
The U.S

This research-based chapter explores East Asian international graduate students' challenges in the U.S. higher education environment and identifies how technology-enhanced instructional practices can increase their active participation in the classroom. The classroom-based intervention study was conducted in a Master of Arts program in Teaching English to Speakers of Other Languages (TESOL) at a research university in the Western U.S. The participants were 56 students in this TESOL program. The three types of technology (Padlet, Plickers, and Poll Everywhere) were selected based on criteria including ease of implementation and positive influences on students' participation and learning in class. The data were collected through a pre- and post-survey and three weeks of classroom observation. The resulting qualitative observational and survey data revealed consequences of the technology enhancements in instruction in terms of changes in students' active participation in class, insights produced into critical cultural understandings, and relationships to learning outcomes.

scholarly journals Duality of Persistence

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Vasundhara Kaul ◽  
Linda Renzulli
Keyword(s):  
Higher Education ◽  
International Students ◽  
Graduate Students ◽  
Positive Influence ◽  
International Graduate Students ◽  
International Graduate ◽  
Social Belonging ◽  
Low Levels ◽  
University Level ◽  
The U.S

International students have been a growing presence in U.S. higher education institutions for over a decade. However, how feelings of belonging shape their adjustment to these institutions has only recently become a subject of inquiry. In particular, there has been limited examination of how university-level factors interact with feelings of belonging to shape the persistence of international students within the U.S. This research takes a step towards addressing this scholarship gap by examining how social and academic belonging interact with the presence of on-campus co-nationals in engendering aspirations to persist in the U.S. after graduation for international graduate students. We demonstrate the presence of, what we call, an academic enclave effect wherein large communities of co-nationals have a positive influence on the aspirations of international students with initial low levels of social belonging.

scholarly journals Integrating International Graduate Students on Campus: The Perspectives of Student Affairs Professionals

2020 ◽  
Vol 11 (Winter) ◽  
pp. 107-109
Author(s):  
RACHAL ETSHIM
Keyword(s):  
Higher Education ◽  
International Students ◽  
Graduate Students ◽  
Student Affairs ◽  
International Education ◽  
Higher Education Institutions ◽  
Student Affairs Professionals ◽  
The United States ◽  
International Graduate Students ◽  
International Graduate

Higher education institutions in the United States (U.S.) recruit international students as part of their internationalization strategies. The overall number of international students enrolled in American universities and colleges between 2017 and 2018 increased by 1.5% compared to the previous year, totaling over 1 million international students (Institute of International Education 2018). Of this total, 382,983 are international graduate students. International graduate students are good resources for the internationalization and economy of higher education institutions in the U.S. (Urban and Palmer, 2014) and, despite the reduction in the number of visas approved and job prospects, their numbers continue to grow (Almurideef 2016; Killick 2015). These students come from different countries, have different cultural backgrounds and needs, and face different challenges that student affairs professionals at host institutions must address to integrate them into campus (Harper and Hurtado, 2007; Lee and Rice 2007). Moreover, the needs and challenges of international students differ depending on their level of studies, undergraduate vs. graduate (Rai 2002). While student affairs professionals are often the first contacts for all international students, and they play a key role in the integration and development of international graduate students on campus (Brandenburg 2016), most higher education institutions and their student affairs units today are not yet prepared to serve international graduate students (Arokiasamy 2011; Burdzinski 2014; Castellanos et al., 2007; Di Maria 2012; Moswela and Mukhopadhyay 2011; Yakaboski and Perozzi 2018). The purpose of this study is to understand the perspectives of student affairs professional about their role in integrating international graduate students into campus and the policies, services, programs, and other elements they consider most helpful in integrating these students.

scholarly journals Beyond survey measures: exploring international male graduate students’ sense of belonging in electrical engineering

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anthony Lising Antonio ◽  
Chanwoong Baek
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Doctoral Students ◽  
Sense Of Belonging ◽  
Research University ◽  
Academic Motivation ◽  
Electrical Engineering ◽  
International Graduate Students ◽  
Content Type ◽  
International Graduate

Purpose Although a student’s sense of belonging is a key factor of persistence in higher education, research on international students’ belonging tends to rely on domain-agnostic survey measures and promote interpretations that focus mainly on social integration and adjustment. This paper aims to examine how male international graduate students in engineering understand and describe their sense of belonging and how they perceive its development at their institution. Design/methodology/approach The authors conducted in-depth interviews with 12 male electrical engineering doctoral students at a selective research university in the USA. This interpretive approach allowed students to articulate their subjective understanding of belonging within a specific disciplinary context. Findings Contrary to the broad notion that the social domain is the primary locus of students’ sense of belonging, participants emphasized the academic domain when referring to their struggles with, and attempts to develop, a sense of belonging. Results suggest that the meritocratic culture of engineering education may influence students to prioritize the academic domain when conceptualizing and developing their belonging. Moreover, the strong academic motivation endemic to international students pursuing graduate education at a top American research university intensified this mechanism. Originality/value This study argues that universities seeking to enhance international graduate students’ sense of belonging can be more intentional in providing opportunities for students to establish positive academic identities. Furthermore, addressing students’ non-academic identity and marginalization as relevant and essential topics in engineering will expand their understanding of what means to belong.

scholarly journals Narrowing the Gap between EFL and ESL:

2019 ◽  
Vol 16 (1) ◽  
pp. 79-98
Author(s):  
Xin Chen
Keyword(s):  
International Students ◽  
English Language ◽  
First Language ◽  
Cultural Barriers ◽  
International Graduate Students ◽  
Discourse Communities ◽  
Academic English ◽  
International Graduate ◽  
The U.S

The sharp increasing number of international students in the U.S. has warranted more research into the academic literacy development of those students whose first language is not English. A great number of studies have found that how to socialize themselves into the new discourse communities at university remains a challenge for most international students because of language and cultural barriers. The gap between learning the English language in EFL contexts and using the language in ESL contexts also becomes an issue in international students’ academic performance that needs to be addressed. This case study examines how a graduate student from Korea (an EFL country) developed her academic English when pursuing her degree in the U.S. (an ESL context for her). The research demonstrated her strategies of surviving the academic life despite the language limitations and investigated the factors that influenced her language development. Implications for how to support international graduate students in improving linguistic and cross-cultural competences are discussed.

scholarly journals Attracting and Retaining Global Talent: International Graduate Students in the United States

2018 ◽  
Vol 2 (93) ◽  
pp. 11
Author(s):  
Rajika Bhandari
Keyword(s):  
United States ◽  
Graduate Students ◽  
International Student ◽  
The United States ◽  
Data Sources ◽  
Current Status ◽  
International Graduate Students ◽  
International Graduate ◽  
The U.S

In light of current developments in in-bound international student flows to the U.S., this articleuses multiple recent data sources to examine the appeal of the U.S. as a destination forinternational graduate students, as well as the current status of international graduate enrollmentin the U.S.

scholarly journals International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

scholarly journals Will They Stay or Will They Go? International Graduate Students and Their Decisions to Stay or Leave the U.S. upon Graduation

PLoS ONE ◽  
2015 ◽  
Vol 10 (3) ◽  
pp. e0118183 ◽  
Author(s):  
Xueying Han ◽  
Galen Stocking ◽  
Matthew A. Gebbie ◽  
Richard P. Appelbaum
Keyword(s):  
Graduate Students ◽  
International Graduate Students ◽  
International Graduate ◽  
Decisions To Stay ◽  
The U.S

scholarly journals The Global Neighborhood: Programming Initiatives with International Living-Learning Communities

2014 ◽  
Vol 4 (2) ◽  
pp. 191-195
Author(s):  
Sarah McClanahan
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
Learning Communities ◽  
International Education ◽  
The United States ◽  
Global Knowledge ◽  
Global Issues ◽  
Living Learning Communities ◽  
The U.S

The United States is currently enrolling more international students than any other country in the world. In 2011, approximately 764,000 international students were enrolled in higher education in the U.S., comprising 19% of the world’s total students studying internationally (Institute of International Education, 2012). This rise, as well as the rapid globalization occurring within the United States, has brought about a need for students and staff in higher education to be equipped to communicate cross-culturally and have an understanding of global issues. International living-learning communities (I-LLCs) are a way for universities to provide opportunities for domestic students and international students to live together and gain global knowledge through first-hand experiences and programs directed at international issues. While I-LLCs are not necessarily common across the U.S., many institutions are in the process of creating such programs in order to expand the global focus of their institutions. 

scholarly journals Issues of International Students’ Academic Adaptation in the ESL Writing Class: A Mixed-Methods Study

2016 ◽  
Vol 6 (4) ◽  
pp. 887-904
Author(s):  
Eunjeong Park
Keyword(s):  
International Students ◽  
Graduate Students ◽  
Social Impact ◽  
The United States ◽  
International Graduate Students ◽  
Esl Writing ◽  
Lexical Bundles ◽  
International Graduate ◽  
Academic Adaptation ◽  
Field Notes

Despite the contribution to economic and social impact on the institutions in the United States, international students’ academic adaptation has been always challenging. The study investigated international graduate students’ academic adaptation scales via a survey questionnaire and explored how international students are academically adapted in the U.S. college setting through qualitative research with class observations, field notes, and semistructured interviews. In addition, the use of lexical bundles was examined as one of the academic literacy adaptation indicators. The quantitative and qualitative results revealed international graduate students’ academic adaptation in different angles. The implications of the findings are discussed.

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