This document discusses a study on the experiences of international graduate students in the United States. It provides background on the increasing numbers of international students in the U.S. and discusses both the challenges they face as well as the benefits of studying abroad. The study specifically examines the perceptions of 12 international graduate students at a university in Colorado. It presents composite portraits of 3 student participants to highlight their experiences and protect their identities. Key challenges included difficulties with language, cultural adjustment, homesickness and financial issues. However, students also gained intercultural skills, personal growth, and career opportunities from their experience studying in the U.S.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Access the archived webinar here: http://www.aacrao.org/conferences/conferences-detail-view/understanding-student-college-choice
Academic research on student college choice has expanded dramatically over the last five decades. Much of the impetus for this research was the growing interest among institutional policy makers on how they might influence student enrollments. In this webinar, we will provide an overview of research about college choice that is relevant for admissions and enrollment management professionals. In particular, we will review the factors that influence students’ decisions and the timing of their college choice process. We will discuss differences among white, African American, Latino, and Asian American students with respect to these factors, as well as research on the factors influencing nontraditional students’ college choice. Throughout this webinar, we will highlight the relevance of this body of research for institutional policies and practices.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Access the archived webinar here: http://www.aacrao.org/conferences/conferences-detail-view/understanding-student-college-choice
Academic research on student college choice has expanded dramatically over the last five decades. Much of the impetus for this research was the growing interest among institutional policy makers on how they might influence student enrollments. In this webinar, we will provide an overview of research about college choice that is relevant for admissions and enrollment management professionals. In particular, we will review the factors that influence students’ decisions and the timing of their college choice process. We will discuss differences among white, African American, Latino, and Asian American students with respect to these factors, as well as research on the factors influencing nontraditional students’ college choice. Throughout this webinar, we will highlight the relevance of this body of research for institutional policies and practices.
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
The purpose of this qualitative research study is to understand the perceived factors that can influence minority students’ belongingness, persistence, and academic success, and how the availability of successful resources can help these students in their academic journey
Presented poster at Binghamton University's Graduate School of Education's Research Poster Day on how re-segregation in charter schools impact student achievement.
Minority students’ Institution perception of successful resources supporting ...PaulOkafor6
The purpose of this qualitative research study is to understand the perceived factors that can influence minority students’ belongingness, persistence, and academic success, and how the availability of successful resources can help these students in their academic journey
Presented poster at Binghamton University's Graduate School of Education's Research Poster Day on how re-segregation in charter schools impact student achievement.
Meeting the Needs of International Students in Higher Education Institutions Innovations2Solutions
The critical question is: what can HEIs do to create a welcoming and supportive environment for these students
– one that provides safety, comfort and security through formal and informal organizations that understand these students’ unique needs and cultural preferences.
Ali alsarrafvalleEng99 10212012Studying abroadInte.docxgalerussel59292
Ali alsarraf
valle
Eng:99
10/21/2012
Studying abroad
International education is one of the top earning and popular 'global export industries' in the world (Campbell, 2012). Since the 1990s, internationalization of student education has become a priority for the higher education sectors of many countries, with some form of study-abroad program acknowledged as a key to success (Forsey et al., 2012). Technical advancement has brought the world closer. It is therefore imperative that our students be exposed to the international education system as it caters to their academic, personal, cultural and career growth. Education is the most important thing in life. Without education it is impossible to accomplish anything. Benefits of studying abroad are profound. It broadens ones' horizons, enhances global understanding, fosters inter-cultural harmony and increases global literacy.
One of primary incentives of studying abroad is personal development. Studying abroad ensures better educational opportunities compared to the home countries due to a wider gamut of study options to choose from. This will enable students to better specialize in their career of choice. International studies may also help students to get a better exposure to the different education systems in place. For example, Many of the Universities in Asian countries such as India give weight to theoretical knowledge more than the practical. The result of such a system is that while students are quite proficient in acquiring and retaining a vast amount of knowledge, they are clueless on how to apply them. The education system in the west on the other hand, focuses primarily on practical learning. While this may make the students versatile, their acquisitive ability is comparatively inferior. International learning allows for a balance and enables students to be familiar with both methods and hence obtain a well-rounded education. Apart from getting superior education, studying abroad enables students to be more independent. It makes come out of their comfort zones and confront life outright. It also exposes them to various domestic situations and crises that they may have to resolve on their own without parental support. They may be required to manage their own finances, their time, social activities etc. This will make them more mature, improve their sense of duty and will make them better citizens of their country.
International study programs bring people of different ethnicity under one roof. This will foster better inter-cultural appreciation, tolerance and harmony (Brux, 2012). Even though this may be a positive thing, there has however been many concerns over the ability of international students to survive in a foreign community. They argue that students can face a sense of disorientation, and an overwhelming feeling of alienation ( Campbell, 2012). I believe, that such arguments are pointless as this is not the situation in most of the cases. Most of the univer.
Diverse Classroom Management Styles A Future Pilot Studyijtsrd
A great influx of international students has been arriving in the United States to study in American colleges and universities. As a result, classrooms have been marked by substantial ethnic diversity among both students and faculty members. Although learning styles directly affect the ability of students to learn, little is known about appropriate classroom management styles for a culturally diverse classroom environment. The purpose of this exploratory, pilot survey study is to investigate how students of different national origins experience selected classroom management behaviors in an undergraduate business program in a big metropolitan city. Current and former students will respond to questions about how they like group projects, detailed classroom discussions, and questions directed at them from the professor. The results will be presented in the form of descriptive statistics. This research will be limited by the small sample size and the nonrepresentative nature of the sample. A larger and more representative sample of college and university students would enable analysis by means of inferential statistics and generalizable conclusions regarding how students of different genders and diverse national origins respond to different classroom management styles. The findings of this study may be valuable in suggesting future research possibilities into classroom participation by a diverse student body, ultimately leading to a more globalist thought process benefiting students, educators, and institutions of higher education. Dr. Hasan Ahmed "Diverse Classroom Management Styles: A Future Pilot Study" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-2 , April 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd53922.pdf Paper URL: https://www.ijtsrd.com.com/management/management-development/53922/diverse-classroom-management-styles-a-future-pilot-study/dr-hasan-ahmed
Channeling interactions between local and international students through a bl...CITE
http://citers2014.cite.hku.hk/channeling-interactions-between-local-and-international-students-through-a-blended-approach/
Author
HODGSON, Paula (Hong Kong Baptist University); CURRY, Janel (Gordon College); VRIJMOED, Lilian (United International College)
Abstract
The internationalization of higher education has provided extended opportunities for students to have international experiences such as student exchange programmes or overseas internships. This paper addresses how local and international students with diverse cultural background and different learning styles can have better channels of communication in learning, interacting and collaborating through the classroom and out-of-classroom settings with a blended approach to teaching and learning.
1 General Language 6 (U21128) Assessed Written Wo.docxhoney725342
1
General Language 6 (U21128)
Assessed Written Work 2: In-Class Essay
Source texts for Question 4: The advantages of studying abroad far outweigh the
disadvantages. Discuss.
Essay Assessment Details:
Written Work 2 (LO 2,3): (Week 16 - 20% weighting)
You will write an academic discussion essay (700 words) in class during the 2 hour seminar class in
WEEK 16.
Articles relating to the topic of the essay will be available on the GL6 Moodle site. You will be able to
download these 2 weeks before the assessed in-class written work (WEEK 14).
You can NOT bring the articles to the assessment with you, but you may bring your own notes, to be
written on the sheet provided (consisting of 150 words maximum). You MUST GIVE THESE IN WITH
YOUR WRITTEN WORK.
You will be able to see the original articles while writing.
Please note that your work should be appropriately referenced using APA. Please look at the
referencing policy either in the student handbook, or on the library website.
2
Text 4A: Source (edited and adapted): Cisneros-Donahue, T., Krentler, K. A., Reinig, B., & Sabol, K.
(2012). Assessing the Academic Benefit of Study Abroad. Journal Of Education And Learning, 1(2)
169-178.
Assessing the Academic Benefit of Study Abroad
Teresa Cisneros-Donahue, Kathleen A. Krentler, Bruce Reinig & Karey Sabol
1. Introduction
Participation in study abroad is growing at a rapid pace. The 2011 Open Doors Report shows that
overseas study by U.S. students was up in 2010 (the most recent available year) by over 10,000
students compared to the previous year (270,604 versus 260,327) (IIE, 2011). U.S. students
studying abroad have more than tripled over the past two decades. The Open Doors report also
emphasized that study abroad is now taking place in a wider range of locations and representing a
wider range of academic disciplines than in the past. Our university has mirrored these trends. We
have experienced substantial and sustained growth in our study abroad program. Study abroad
participation has increased nearly 1000 percent over the past twelve years. Even more importantly,
the perception of study abroad has changed. It is no longer seen as just an optional add-on
experience. The university currently has 37 majors and academic programs that include an
international experience as a graduation requirement. These majors are diverse, from Nursing to
Liberal Studies (pre-teacher education) to International Business, and reflect the academic value
faculty and administrators place on global learning experiences. Study abroad is widely and highly
regarded beyond our university and has been identified as a "high impact educational practice" by
those who study student success rates in the National Survey of Student Engagement (NSSE), a
practice that can lead to increased rates of student retention and student engagement (Kuh, 2008).
2. Literature Review ...
Relations among cultural identity, motivation for language learning, and perceived English language proficiency for international students in the U. S.
Anqi Peng & Meagan M. Patterson
International Students and the Multicultural Environment .docxnormanibarber20063
International Students and the Multicultural Environment
The quest for quality education by International students in the United States has always presented untold challenges to these students as they try to fit into American culture and education systems. In the last few decades, the U.S. has witnessed an ever growing number of foreign students in most of their local educational institutions. The economic growth and reforms in various countries has enabled the mass immigration of international students into America in search of better education prospects in order to boost their chances of economic prosperity. Moreover, the improvement in diplomatic relationships among many countries has also had a positive impact in the quest for many students from affluent families, and lucky ones who are able to secure scholarships to studying in some of the American’s best learning institutions (Larmerfeb, 23). Therefore, this paper will discuss the prospects of international education to a multicultural learner.
A Multicultural-learner may be described as a student who embraces any form of education system or teaching approach that incorporates the values, beliefs, histories and perspectives of other learners from different cultural backgrounds. Such learners are cognizant that international learning institutions are multicultural in nature. Multicultural learning environments also pose major challenges to students, especially for those who are facing such situations for the first time in their lifetime (Andrade, 139).
Multicultural environments are very instrumental in fostering effective and efficient learning environments for learners from all walks of life. For instance, a multicultural learning environment can be helpful to learners trying to develop a positive self-image on oneself and one’s cultural background. Multicultural learners are presented with equitable learning opportunity regardless of their backgrounds. It also allows the learners to develop multiple perspectives and ways of thinking. More importantly, multicultural learning environments also provides ways of fighting baseless stereotypes and prejudicial behaviors. Last but not least, the multicultural learners have the opportunity to critique in regards to their social justice practices (Andrade, 141).
As, an international student pursuing education in foreign land, my core values include embracing diversity, hard work, altruism, and reliability as well as friendship. These core values are helpful in shaping the way I think, feel, and behave day-in and day-out especially in my multicultural environments here at UCSC. In order to succeed in achieving learning goals and objectives in multicultural learning environments, I believe that my personal core values are the most valuable yardsticks (Andrade, 137).
There are numerous reasons as to why most students may want to study in American. Studying abroad in an American university will allow for inval.