Best Practices for Teaching International Students

McFadden, Cheryl

doi:10.15341/jmer(2155-7993)/10.04.2014/001

Cited by 2 publications

(2 citation statements)

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“…Researchers have examined the impact of student-faculty interactions on international student development and learning outcomes. McFadden (2014) found that student-faculty interactions are positively associated with a wide range of student outcomes, such as students' self-assessed leadership abilities and social self-confidence (Lee & Rice, 2007;Lundberg & Schreiner, 2004). It is further believed that relational skills can play a role in the degree to which international students interact with faculty.…”

Section: Relational Skillsmentioning

confidence: 99%

Comparison of First-Year International Students' Adjustment to College at the Undergraduate and Graduate Level

Oyeniyi

Smith

Watson

et al. 2021

JCIHE

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Predictors of first-year undergraduate and graduate international students’ adjustment to college were examined using an online survey in 2019. The research sample consisted of 95 international students attending two universities in the United States. Findings showed a statistically significant difference between first-year graduate and undergraduate international students, as related to college adjustment. Further analysis discovered significant relationships among the predictor variables - resilience, relational skills, acculturative stress - and the criterion variable, which is adjustment to college, explaining 55% of the variance. Implications of findings for educators, college counselors, and college administrators, are provided, as well as directions for future research.

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Section: Relational Skillsmentioning

confidence: 99%

Comparison of First-Year International Students' Adjustment to College at the Undergraduate and Graduate Level

Oyeniyi

Smith

Watson

et al. 2021

JCIHE

View full text Add to dashboard Cite

show abstract

“…Scholars have also discussed different opinions on whether to use social learning groups among international students (Gillett & Baskerville, 2012;McFadden, 2014). Tinto (2003) advocated that by creating an environment of learning groups among adult learners that everyone served as learning resources for each other.…”

Section: Engaging International Studentsmentioning

confidence: 99%

International Student Engagement: An Exploration of Student and Faculty Perceptions

Rong

BrckaLorenz

2018

jis

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An increasing number of faculty have brought up questions and concerns comparative studyabout supporting international students’ academic engagement and success. However, little is known about faculty’s approaches to international student engagement and how they may differ from international students’ selfreported engagement at four-year institutions. Using data from the National Survey of Student Engagement and Faculty Survey of Student Engagement, both large-scale and multi-institutional datasets, this study explores international student engagement in learning strategies, collaborative learning, and student-faculty interaction as well as international student engagement from the perspectives of faculty and students. Recommendations on supporting international student engagement from an individual faculty level, department level, and institutional level are discussed.

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Best Practices for Teaching International Students

Cited by 2 publications

References 0 publications

Comparison of First-Year International Students' Adjustment to College at the Undergraduate and Graduate Level

Comparison of First-Year International Students' Adjustment to College at the Undergraduate and Graduate Level

International Student Engagement: An Exploration of Student and Faculty Perceptions

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