This research examined the effects of a first-year elective course redesign on promoting students’ self-efficacy. By implementing a project-based approach in the course curriculum, the study investigated if, and to what extent, did such redesign improve student belief in their ability to master course-related outcomes. Two­-tailed independent samples t-test at an alpha level of .01 were conducted to answer the research question and compare self-efficacy of students who completed the course under the traditional curriculum (n = 821) and students who completed the course under the new curriculum (n = 881). The results revealed statistically significant differences in students’ responses for all learning outcomes before and after the curriculum redesign.

The purpose of this systematic review was to identify the trends in empirical research on international students in the United States produced between 2010 and 2019. After reviewing and synthesizing the characteristics of 334 research articles published over the past decade, the author identified the areas that have been overly researched and the domains that have not yet been adequately explored. The overall findings of this review indicated that recent scholarly efforts were not always aligned with the international student representation on U.S. campuses. Consequently, the author generated nine critical recommendations for future research in the field. The recommendations were produced and presented in the context of overly- and under-researched institutional sites (i.e. institutional type and control), international student populations (i.e. academic level, field of study, and country of origin), research methods employed, and research questions examined.

This article utilized Berry’s acculturation model (1974, 1980, 1997) as the framework for understanding the social experiences of international first-year students in a large, public institution in the Southeast United States. Using a descriptive phenomenological research design and a sample of 10 international students, this study examined the extent to which each of the four strategies defined by the acculturation model—assimilation, integration, separation, and marginalization—emerged from the social experiences of international students during their first year of college. The results revealed that all 10 participants shared the experiences of separation, either voluntary or involuntary. For seven students in the sample, the freshman year was characterized by either willing or unwilling integration. The strategy of assimilation, both freely pursued and imposed, was reported by six students. The least evidence was recorded for the pattern of voluntary or involuntary marginalization, which emerged from the experiences of four respondents.

Purpose The purpose of this study is to examine whether implicit bias exists within the graduate admissions process at a large public research university in the Southeast United States. Additionally, this research sought to identify the type of strategies graduate faculty in the USA use to assess their implicit bias and the support they may need to better recognize and gauge implicit bias during the graduate application review process. Design/methodology/approach This study used the use of a qualitative, phenomenological research design by conducting individual interviews with graduate faculty members that serve on admissions committees. Findings The findings revealed six themes in relation to the purpose of the study – bias recognition, faculty perceptions of their own bias, faculty perceptions on the bias of others, strategies for the application review process, admission committee safeguards and the need for implicit bias training. Originality/value The study outcomes are discussed in relation to the prior research and literature on this phenomenon. Additionally, the study presents research and practical implications, including actionable strategies for how its results can be practically applied.

This study explored how international undergraduate students perceive their academic transition into American higher education. Schlossberg’s (1984) 4S Transition Theory served as the framework for exploring what academic challenges, if any, international students experience during their first year of undergraduate studies in a new cultural and educational setting. The findings revealed that students’ academic transition into the U.S. higher education was characterized by difficulties in understanding the academic system of their new environment; overcoming educational, instructional and pedagogical differences; building social relationships with domestic students; and receiving the support necessary from the appropriate institutional services.