Teaching and Learning Professional Development for International Graduate Students

2021 ◽  
pp. 221-239
Author(s):  
Lianne Fisher
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Teaching And Learning ◽  
International Teaching Assistants ◽  
University Teaching ◽  
International Graduate Students ◽  
University Campuses ◽  
Learning And Teaching ◽  
International Graduate ◽  
International Teaching

In this chapter, Bakhtin's metatheoretical framework of dialogism is offered as a frame in which to consider the work of Centres for Teaching and Learning (CTLs) on university campuses. Dialogism keeps front and centre the co-construction of student learning and teaching and the ways in which international graduate students' knowledges and experiences enhance and inform university teaching and learning. The chapter outlines CTL professional development activities that support the scholarship of international teaching assistants (ITAs). A discussion of the differences and tensions between learning a language and using language to learn is offered. CTLs are often seen as sites for instrumental and pragmatic instructional purposes, rather than the sites where ITAs are invited into the teaching and learning scholarly community; this later idea will be highlighted throughout.

University Teaching in Global Times: Perspectives of Italian University Faculty on Teaching International Graduate Students

2021 ◽  
pp. 102831532199074
Author(s):  
Joellen E. Coryell ◽  
Maria Cinque ◽  
Monica Fedeli ◽  
Angelina Lapina Salazar ◽  
Concetta Tino
Keyword(s):  
Professional Development ◽  
International Students ◽  
Graduate Students ◽  
English Language ◽  
Learning Experience ◽  
University Teaching ◽  
International Graduate Students ◽  
Faculty Perspectives ◽  
Domestic Students ◽  
International Graduate

Recently, many Italian universities began offering graduate courses or entire programs in English to attract international students, assist domestic students with English language proficiency, and internationalize the learning experience for all. This research investigated Italian faculty’s perspectives on their experiences of teaching international graduate students. The article begins with an overview of European university internationalization and then reviews the literature on faculty perspectives on teaching international students and instructional professional development for internationalization of teaching and learning. Findings include participant demographics and faculty perspectives on teaching international graduate students as compared with domestic students, their current and desired ways of learning how to teach international students, and their recommendations for faculty teaching in international programs/courses with English as the language of instruction. Implications for instructional professional development, communities of instructional practice, and further research are offered.

scholarly journals Academics’ Understandings of the Literacy Needs of International Graduate Students

2021 ◽  
Author(s):  
Edwin Creely ◽  
Raqib Chowdhury ◽  
Jane Southcott
Keyword(s):  
Graduate Students ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
International Graduate Students ◽  
Academic Literacies ◽  
Academic Teaching ◽  
Literacy Support ◽  
International Graduate ◽  
Academic Competencies ◽  
Faculty Of Education

This article critically explores the understandings about the English academic literacy needs of international graduate students from the perspective of academic teaching staff in a Faculty of Education at a large Australian university. Research suggests that international graduate students for whom English is another language, on coming to English speaking countries, acquire English academic literacies as part of a complex set of academic competencies needed for successful graduate study. In this study, 16 academic teaching staff participated in focus groups and revealed their understandings and practices about academic literacies in the context of their experiences of working with international graduate students as teachers and supervisors. Emergent thematic analysis and Bourdieu’s ideas of doxa, field, and habitus were used to examine the data. Findings revealed a range of beliefs about what international graduate students need regarding academic literacies and language support, and some contestation about the role of the academic in providing literacy support. This suggests challenges of consistency in graduate teaching and learning, and the need for greater clarity concerning what equitable support international students are given.

scholarly journals Exploring Future Teachers’ Awareness, Competence, Confidence, and Attitudes Regarding Teaching Online: Incorporating Blended/Online Experience into the Teaching and Learning in Higher Education Course for Graduate Students

2015 ◽  
Vol 45 (3) ◽  
pp. 1-14
Author(s):  
Suzanne Le-May Sheffield ◽  
Jill Marie McSweeney ◽  
Aaron Panych
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
University Teaching ◽  
Teaching Expertise ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Facilitation

Dalhousie University’s Centre for Learning and Teaching offers a Certificate in University Teaching and Learning, which includes a 12-week course entitled Teaching and Learning in Higher Education. This course provides the certificate’s theory component and has evolved to reflect the changing needs of future educators. One significant change is the development of a blended course model that incorporates graded online facilitation, prompted by the recognition that teaching assistants and faculty are increasingly required to teach online or blended (i.e., combining face-to-face and online) courses. This study invited graduate students enrolled in the course to participate in pre- and post-facilitation questionnaires that assessed their awareness, competence, confidence, and attitudes towards online and blended learning. Students recognized the value of the online component for future teaching expertise and experienced increased awareness, competence, and confidence regarding teaching online. However, preference for face-to-face teaching and student learning did not change.  

Remote International Student to Remote Teacher

2021 ◽  
pp. 195-212
Author(s):  
Eliana Elkhoury ◽  
Natasha May
Keyword(s):  
Student Teaching ◽  
Teaching And Learning ◽  
International Student ◽  
Teaching Assistants ◽  
Lessons Learned ◽  
International Teaching Assistants ◽  
Training Design ◽  
International Graduate ◽  
International Teaching ◽  
International Graduate Student

The aim of this chapter is to reflect on the experience of designing teaching and learning training for international graduate student teaching assistants (ITAs) during the pandemic, which caused a move to remote teaching. This chapter is particularly important for educational researchers who have an interest in supporting international teaching assistants as well as domestic teaching assistants. The chapter is divided into five sections. In the first section the authors describe their background and previous experience and their aim for designing the training itself. The authors will include the training design in the second section. The third section will lay out the challenges that the authors identified. The fourth section will contain the lessons learned from this experience and the resulting best practices. Finally, the fifth section will include the future directions.

Asian International Graduate Students' Academic and Social Experiences in American Higher Education

2016 ◽  
pp. 1-20 ◽  
Author(s):  
Takahiro Sato ◽  
Samuel R. Hodge
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Social Experiences ◽  
International Graduate Students ◽  
Social Challenges ◽  
University Campuses ◽  
College And University ◽  
American Higher Education ◽  
International Graduate ◽  
Academic And Social Experiences

The authors identify and discuss current issues and concerns of Asian international graduate students about their academic and social experiences in American higher education. International graduate students from countries outside of the U.S. are an important constituency for research institutions in America due to the added cultural richness they bring to the academy. However, many Asian international graduate students in U.S. encounter difficulty when attempting to acculturate and may have difficulty adjusting to their environment. This chapter includes discourse on academic and social challenges, time management difficulties, dueling agendas, and socioeconomic struggles. Important also, this chapter offers recommendations for Asian international students on American college and university campuses. Lastly to better support Asian international doctoral students, this chapter encourages academic departments, administrators, faculty, and all graduate students to learn to view themselves as playing various roles as academic advisors, teachers, and graduate students.

scholarly journals International graduate students struggle amid COVID-19

Physics Today ◽  
2020 ◽  
Vol 73 (11) ◽  
pp. 10-10
Author(s):  
Mingxin He ◽  
Emma Zeyan Xu
Keyword(s):  
Graduate Students ◽  
International Graduate Students ◽  
International Graduate
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