ethanporcaro/eric-fulltext-meta huggingface dataset:
Active Learning Training and Classroom Renovation: Exploring Student and Faculty Perceptions in Health and Human Performance Disciplines
Author: Odum, Mary
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Educational Facilities Improvement,Student Attitudes,Teacher Attitudes,College Students,College Faculty,Cooperative Learning,Physical Environment,Learner Engagement,Furniture,Classroom Design,Educational Technology,Faculty Development,Instructional Effectiveness,Interaction,Public Health,Physical Education

Active learning spaces form an important part of university learning environments and have the potential to enhance student learning, yet studies on student and faculty perceptions of collaborative learning pedagogies indicate that many remain resistant. To overcome this resistance, an academic department developed and implemented an active learning initiative to assist faculty who are preparing to teach in a classroom newly renovated for active learning pedagogies. Five semi-structured focus groups explored perceptions of faculty and students in the inaugural classes meeting in the renovated space to identify what they perceived to have enhanced or detracted from faculty delivery of content and student learning experiences. Thematic analysis revealed three themes: positive improvements in the physical classroom environment, enhanced student engagement, and improved instructional methodology because of faulty training and classroom renovation. Key findings indicated primarily positive perceptions of the renovated physical environment, especially the tables and mobile white boards; however, participants also noted frustrations with the furniture, classroom layout, and technology influencing student engagement and effectiveness of active learning strategies. Overall, data supported the conclusion that the classroom renovation and faculty training program effectively facilitated positive learning experiences and student-instructor interactions.
The Influence of Syllabus Tone on Student Engagement in a Wellness Course
Author: Howton, Amy
Date: 2020-00-00
Type: Journal Articles
Subjects: Course Descriptions,Wellness,College Students,Student Motivation,Success,Language Usage,Academic Persistence,Student Centered Learning,Learner Engagement

This study examines the impact of changing the tone of a traditional syllabus to make it more learner-centered. The researchers examined a required wellness course that serves over 8,000 students per year at a large, four-year public university in the southern United States. Concerns about student progression through programs and graduation rates had prompted a number of faculty to look into ways to increase these numbers. The investigators changed the tone of the syllabus to determine if a more learner-centered document would increase the chances of students interacting with the syllabus and, in turn, increase the success rates in the course. The results indicated that few students spent sufficient time reading the syllabus to take in all the information regardless of the tone used within the document, so the tone, by itself, did not impact student success.
Coteaching in Higher Education: A Case Study of Instructor Learning
Author: Scherer, Hannah H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Team Teaching,College Faculty,Teacher Collaboration,Faculty Development,Tenure,Agricultural Education,Ecology,Undergraduate Study,Cooperative Planning,Student Centered Learning,Pedagogical Content Knowledge

Tenure-track faculty at research intensive universities have competing responsibilities in their role as both researchers and teachers, leading to barriers to pedagogical change. This has been well-documented in the sciences. Coteaching models of collaborative planning and teaching with an explicit goal of facilitating educator growth have been successful in increasing the use of research-based pedagogy in higher education settings. We documented our experiences coteaching in an undergraduate ecological agriculture course and, drawing on sociocultural views of faculty work as learning, identified opportunities for learning that occurred. We found that the collaborative teaching team structure provided timely access to pedagogical knowledge, the collaborative planning process was a mechanism for faculty learning, and observing members of the team teach provided opportunities for new insights. Coteaching has had significant, lasting impacts for the instructors. We recommend that universities implement coteaching as a mechanism for supporting faculty use of student-centered pedagogy.
Academic Honesty in the International Baccalaureate Diploma Programme: Student, Teacher, and School Perspectives
Author: Burbidge, Tamsin
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Integrity,Comparative Analysis,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Public Schools,Private Schools,Knowledge Level,Advanced Placement Programs,Foreign Countries,Cross Cultural Studies,School Policy,Academic Achievement,Cheating,Recall (Psychology),Teaching Methods,Secondary School Students,Secondary School Teachers

Much of the existing research on academic integrity surveys students. This study compares survey responses of students, teachers, and school administrators from schools in 76 countries worldwide. The surveys addressed their knowledge, understanding, and attitudes toward academic honesty, how it is taught at their school, as well as school experiences. Results indicate that students mostly learn about academic integrity in the classroom. Most schools have a process to ensure students know about academic honesty, but half of schools indicate there is no similar process for teachers. State schools rely significantly more on student and teacher initiative to refresh or check their knowledge, such as accessing handbooks, and less on offering targeted student or teacher academic integrity training, than private schools.
Autoethnographic Reflections of an International Graduate Teaching Assistant&apos;s Co-Teaching Experiences
Author: Howlett, Kristina M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Autobiographies,Ethnography,Team Teaching,Foreign Students,Graduate Students,Teaching Assistants,Experiential Learning,Reflective Teaching,Professional Development,Mentors,Interpersonal Competence,Perspective Taking,Instructional Improvement

This authoethnographic study explores the co-teaching experiences of an international graduate teaching assistant (IGTA) assigned to co-teach an undergraduate course at a U.S. publicly funded university. As a sociocultural theoretical framework, Dewey (1938), Vygotsky (1978), and Schön's (1983) works regarding experiential learning, interaction, and reflective practice were used to analyze narratives and highlight the IGTA's co-teaching experiences to provide evidence of reflective and collaborative practices. Five themes emerged from the study: a need for professional development, interdependence, mentoring, improving interpersonal skills, and shifting perspectives. The findings uncovered how the co-teaching experience cultivated and sustained an IGTA's personal awareness of self and others through guided reflection on instructional practices to improve teaching and learning.
Examining the Relationship between Motivations and Resilience in Different International Student Groups Attending U.S. Universities
Author: Mostafa, Heba
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,Resilience (Psychology),Foreign Students,Correlation,Incentives,Research Universities,Gender Differences,Graduate Students,Undergraduate Students,Foreign Countries,Individual Development,Acculturation,Self Determination

Advancing diversity and inclusion in the U.S. higher education requires a solid understanding of the dynamics of students' mobility. This study investigated the intrinsic and extrinsic motivations that lead different international student groups to study in American universities, in connection with their resilience in overcoming the inevitable higher education challenges. An online survey was completed by 164 international students at three research universities. Pearson correlation coefficient analyses and independent &quot;t&quot; tests were conducted to examine the relationships among three variables--intrinsic motivation, extrinsic motivation, and resilience--along with the differences among groups. Results show a medium-sized positive significant relationship between international students' intrinsic motivations and resilience, and significant differences among groups of students in relation to intrinsic and extrinsic motivations.
Exploring Factors for Achieving Successful Educational Attainment among Chinese Doctoral Students in the United States
Author: Wu, Shiyou
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Attainment,Doctoral Students,Foreign Students,Foreign Countries,Asians,High Achievement,Cultural Context,Student Attitudes,Research Universities,Student Characteristics,Personality Traits,Academic Aspiration,Family Environment,Social Support Groups,Educational Experience,Teacher Influence,Self Concept

This study aims to understand the pathways of successful educational attainment (SEA) among Chinese students who are pursuing doctorate degrees in the United States. An exploratory qualitative approach was used to identify the factors of SEA. Based on the in-depth interviews of nine participants, we found common factors of SEA at the micro level include individuals' personalities, visions/dreams of achieving SEA, and interest about study/research; mezzo level factors include important peoples' help, satisfaction with teachers, previous education experiences in China, and home environment; whereas at the macro level, not many participants mentioned that their SEA was due to Chinese social policy. Overall, most participants mentioned that being lucky was an important factor of SEA.
How Do Chinese International Students View Seeking Mental Health Services?
Author: Chen, Huan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Attitudes,Help Seeking,Mental Health,Knowledge Level,School Health Services,Gender Differences,School Counseling,Cultural Differences,Asian Culture,Foreign Countries,College Students

This study explored how Chinese international students view seeking mental health services. One hundred and ten Chinese international students responded to the Attitude Toward Seeking Professional Psychological Help Scale--Short Form (ATSPPH-SF) and a demographic questionnaire. Results of our data analysis revealed no significant main effects of the demographic factors (gender, length of stay in the United States, and awareness of on-campus counseling services) on attitudes toward seeking mental health services. However, awareness of on-campus counseling services was found to be a mediating factor in the relationship between gender and students' mental health help-seeking attitudes. Based on the findings, we make recommendations on how student affairs professionals can better serve the mental health needs of Chinese and other international students.
First Term Support for International Graduate Students Attending Small Colleges and Universities
Author: Shane, Mary Jo
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Small Colleges,Barriers,Private Colleges,Student Recruitment,Graduate Study,Student Adjustment,Required Courses,Success,Standards,Language Proficiency,English (Second Language),Teaching Methods,Thinking Skills,Writing Assignments,Student Research,Student Needs,Student Participation

The recruitment and retention of international students in academic institutions in the United States has become more complicated and more competitive than ever before given the current political climate and governmental policies. This article discusses some of the specific challenges international students face and what a small- to medium-sized private university has put in place to attract these students and to better prepare them for graduate level management courses starting their first term. This example introduces an 11-week foundations course along with additional resources designed to provide knowledge, instruction, and practice in skills and behaviors crucial for academic success within the United States.
The Predicting Effects of Self-Efficacy, Self-Esteem and Prior Travel Experience on Sociocultural Adaptation among International Students
Author: Gebregergis, Werede Tareke
Date: 2020-00-00
Type: Journal Articles
Subjects: Predictor Variables,Self Efficacy,Self Esteem,Prior Learning,Travel,Acculturation,Foreign Students,College Students,Foreign Countries,Student Adjustment,Self Concept Measures

Personal and situational factors contribute to international students' sociocultural adjustment in a host society. Thus this study attempts to determine the roles of self-efficacy, self-esteem, and previous travel experience on sociocultural adjustment. The sample for this study constituted 328 undergraduate and postgraduate international students, studying in three Chinese universities. Participants completed a set of tests measuring their sociocultural adjustment, self-efficacy and self-esteem, as well as answered demographic questions. Hierarchical multiple regression and a PROCESS macro were used to analyze the data. Results revealed that prior travel experience, self-efficacy, and self-esteem significantly predicted sociocultural adaptation. In particular, self-esteem partially mediated the relationship between self-efficacy and sociocultural adaptation. Limitations and future study directions and implications for the findings are discussed.
Variables Affecting the Retention Intentions of Students in Higher Education Institutions: A Comparison between International and Domestic Students
Author: Haverila, Matti J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Foreign Students,School Holding Power,Social Integration,Study Skills,Student Adjustment,College Students,Extracurricular Activities,College Housing,Student Attitudes,Academic Persistence,Educational Quality,Student Characteristics,Financial Needs,Foreign Countries,Academic Achievement,Family Relationship,Study Abroad

The purpose of this study was to investigate the differences between domestic and international students with regards to the variables affecting students' retention intentions. Altogether, 15 variables related to retention intentions were examined and significant differences were found in six of these variables. Variables related to personal issues (e.g., medical or family difficulties) were of equal importance to both groups, while the importance of institution and performance-centric variables differed between the groups. Social integration, ineffective study skills, difficulty adjusting to college life, poor extracurricular activities, and poor housing arrangements were perceived to be significantly more important by international students, while poor quality of instruction was perceived to be significantly more important by domestic students. Thus, international and domestic students require different retention strategies on the part of the institution.
Predictors of Cognitive Skills Development among International Students: Background Characteristics, Precollege Experiences, and Current College Experiences
Author: Curtis, Christie J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Cognitive Development,Predictor Variables,College Students,Student Experience,Background,Academic Achievement,Student Satisfaction,High School Students,Grade Point Average,Gender Differences,First Generation College Students,Writing Skills,Critical Thinking,Extracurricular Activities,Teacher Student Relationship,Study Habits

For international students, seeking a tertiary education outside of their home countries has been a common practice for centuries. However, recent years have brought a significant influx in the number of international students entering the United States to procure a postsecondary education. In 2018-2019, Open Doors (Institute for International Education, 2019) reported an increase in the number of international students studying in the United States for the 14th consecutive year. Because maintaining this stream of international students is of utmost importance to university officials, they strive to meet the educational goals of this student population. Understanding factors that impact the academic achievement of international students is critical. The background characteristics, precollege characteristics, and college experiences of international students have been found to predict cognitive skills development, and cognitive skills development has been linked to optimal academic achievement and student satisfaction.
Social Interaction between Students: Local and International Students&apos; Experiences at a Turkish University
Author: Aydin, Oya Tamtekin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Friendship,Foreign Students,Interaction,Barriers,Communication Problems,Extraversion Introversion

The relationship between local and international students has become one of the most important topics in the literature on the internationalization of education; however, these discussions have focused mainly on Western countries and on the perspectives of students who are from similar home countries. The views of students who choose to study abroad in Turkey offer different perspectives. Forty-two international and 35 local students enrolled at Istanbul Bilgi University participated in the study. No students reported an absence of relationships between local and international students; no international participants mentioned loneliness, exclusion, or isolation, even though these concepts appear in many studies of students in Western countries. All students who reported having poor relationships with other groups identified the language barrier as the main cause, and introversion in both local and international students may have prevented meaningful relationships.
The Road to the Baccalaureate: Assessing the Viability of Community Colleges as Transfer Pathways for International Students
Author: Ghazzawi, Dina
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Community Colleges,Two Year College Students,Educational Attainment,Bachelors Degrees,Longitudinal Studies,Student Records,Outcomes of Education,Student Characteristics,Latin Americans,Asians,African Culture,College Preparation,Enrollment Trends,Educational Experience,STEM Education,Mathematics Education,Academic Persistence

International students are increasingly enrolling in U.S community colleges as a starting point to their higher education. However, limited research examines the factors contributing to their successful transfer to a 4-year institution and bachelor degree attainment. Utilizing longitudinal transcript data from a large community college district in Texas, this study uses hierarchical logistical regression to compare college experiences and transfer outcomes based on region of origin. Findings demonstrate that while Sub-Saharan African students have a significantly higher probability of transfer than Asian and Latin American students, the majority of bachelor degree recipients were Asian students graduating in STEM fields. Delayed enrollment into college and academic preparedness in math were negatively associated with transfer for Latin American and Caribbean students.
&quot;Chinese Students Themselves Are Changing&quot;: Why We Need Alternative Perspectives of Chinese International Students
Author: Heng, Tang T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Asians,Asian Culture,Study Abroad,Student Experience,Student Development,Student Adjustment,Cultural Context,Student Attitudes,Longitudinal Studies,College Environment

Given how China has been the top source of international students worldwide, there has been growing media and research interest in Chinese international students. However, much of the narratives tend to focus on their struggles. In this commentary, I draw upon insights from my personal experience as an international student and, consequently, research on Chinese international students to illuminate alternative ways of understanding Chinese internationals and the reasons for why these perspectives around international students are necessary.
Intersecting Roles of Authority and Marginalization: International Teaching Assistants and Research University Power Dynamics
Author: Jones, Veronica A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Power Structure,Student Characteristics,Whites,Teaching Assistants,Self Concept,Cultural Differences,English (Second Language),Second Language Learning,Student Adjustment,Student Attitudes,Case Studies,Disadvantaged,Research Universities

The higher education community often views international students through a homogenous lens. To challenge the cultural norms set by the dominant group, researchers need to explore how these norms affect international teaching assistants (ITAs). The following questions guided the current study: (a) How do ITAs construct intersecting identities of teacher and learner that reflect the presence of dominant cultural norms within a predominantly White institution? (b) What strategies do ITAs use to navigate cultural and linguistic power dynamics within a predominantly White institution as they seek to establish authority? We conducted a case study through an intersectionality framework. Findings revealed participants' marginalization, authority, and strategies to overcome oppression. We offer recommendations about power dynamics that require increased institutional support.
Muslim International Students in the United States: A Phenomenological Inquiry into the Experience of Identities
Author: Anderson, Donna L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Muslims,Foreign Students,Study Abroad,Gender Differences,Self Concept,Ethnicity,Race,Student Attitudes,Religious Factors,Islam,Student Adjustment,Models,Stereotypes,Peer Relationship,Difficulty Level,Phenomenology,Political Attitudes

This study explored how Muslim international students experience their religious, ethnic/racial, and gender identities prior to coming to the United States and as students in the midwestern United States using E. Kim's (2012) International Student Identity model as a guiding framework. Three significant findings emerged from semi-structured interviews with 10 students who attended 4-year institutions in the midwestern United States: (a) religious difficulties of being Muslim and Islam as a flexible religion, (b) difficulties with racial constructs and ethnic stereotypes, and (c) gender difficulties of male/female interactions and perceptions of veiling. Based upon these findings, recommendations for higher education professionals, administrators, and policymakers are provided.
Geographic Embeddedness of Higher Education Institutions in the Migration Policy Domain
Author: Bozheva, Alexandra M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Enrollment Management,School Holding Power,Immigration,Consultants,Student Personnel Services,Public Policy,Campuses,Universities,Residence Requirements,College Role,Geographic Regions,Employment Practices

In 2014, Canada issued its first International Education Strategy, articulating targets for international enrollment and its economic benefits, but lacking international student retention goals. Universities and colleges used to be places where students could get immigration advice, but past Bill C-35 only Regulated Canadian Immigration Consultants can provide such advice. There is no requirement for institutions to hire these consultants. I investigate the geographic stretch of the education domain's engagement with retention, through an examination of immigration advising support provision across Canada's campuses. This provision is highly uneven, with a moderate association with school size, reflecting the voluntary nature of such engagement. A defined international student retention strategy could possibly change the current state of immigration governance through the education domain.