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International student voices in the classroom: An exploration of international graduate students’ classroom experience in U.S. higher education

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Abstract:

International education has the potential to liberate students from narrow conceptions of the world and empower them to be globally engaged citizens. In 2008 there were 283,329 international graduate students enrolled at U.S. graduate schools (Open Doors, 2009). Graduate schools have indicated that the international graduate student enrollment is one of the top priorities for many U.S. universities in their internationalization efforts (CGS, 2008), we can expect the number of international students continue to grow. Studies show that international students have economic impact on universities (Haigh, 2002) as well as university research efforts (Chellaraj, et. al., 2008).
This study will explore the value of international students’ classroom experience within U.S. higher education as perceived by U.S. and international graduate students.
In light of the competitive, multi-billion dollar global market for higher education, there is an increasing trend among Western universities to internationalize curriculum in order to attract a greater diversity of students (Haigh, 2002). International students have a positive presence on U.S. campuses, especially in graduate programs allowing for rich informal interactions with U.S. students (Zhao, Kuh & Carini, 2005). However, far less in known about students’ perceptions of such interactions within formal learning environments. Following the lead of recent strategies that observe the inter-relatedness of globalizing curriculum, educational values, and approaches to pedagogy (Dell, 2010), this study explores the notion that graduate student experiences and perspectives are unrealized as a benefit to classroom learning.
Our research surveys U.S. and international graduate students enrolled in two different academic departments at a mid-western research university.
This study presents a glimpse into U.S. and international graduate students’ perceptions concerning the contributions of international student experiences within classroom contexts. The findings inform current pedagogical practices, as well as provide insight into further investigations about including and integrating international experiences into formal learning environments.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492693_index.html
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MLA Citation:

Berzina-Pitcher, Inese., Bonnell, John. and Heinrich, William. "International student voices in the classroom: An exploration of international graduate students’ classroom experience in U.S. higher education" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492693_index.html>

APA Citation:

Berzina-Pitcher, I. , Bonnell, J. R. and Heinrich, W. F. , 2011-05-01 "International student voices in the classroom: An exploration of international graduate students’ classroom experience in U.S. higher education" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492693_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: International education has the potential to liberate students from narrow conceptions of the world and empower them to be globally engaged citizens. In 2008 there were 283,329 international graduate students enrolled at U.S. graduate schools (Open Doors, 2009). Graduate schools have indicated that the international graduate student enrollment is one of the top priorities for many U.S. universities in their internationalization efforts (CGS, 2008), we can expect the number of international students continue to grow. Studies show that international students have economic impact on universities (Haigh, 2002) as well as university research efforts (Chellaraj, et. al., 2008).
This study will explore the value of international students’ classroom experience within U.S. higher education as perceived by U.S. and international graduate students.
In light of the competitive, multi-billion dollar global market for higher education, there is an increasing trend among Western universities to internationalize curriculum in order to attract a greater diversity of students (Haigh, 2002). International students have a positive presence on U.S. campuses, especially in graduate programs allowing for rich informal interactions with U.S. students (Zhao, Kuh & Carini, 2005). However, far less in known about students’ perceptions of such interactions within formal learning environments. Following the lead of recent strategies that observe the inter-relatedness of globalizing curriculum, educational values, and approaches to pedagogy (Dell, 2010), this study explores the notion that graduate student experiences and perspectives are unrealized as a benefit to classroom learning.
Our research surveys U.S. and international graduate students enrolled in two different academic departments at a mid-western research university.
This study presents a glimpse into U.S. and international graduate students’ perceptions concerning the contributions of international student experiences within classroom contexts. The findings inform current pedagogical practices, as well as provide insight into further investigations about including and integrating international experiences into formal learning environments.


Similar Titles:
Understanding International Graduate Students’ Experiences Engaging in Higher Education at a Midwestern American University

The experiences of international racialized graduate students in higher education classrooms

Voices from Caribbean College Classrooms: The Academic and Lived Experience of Jamaican Non-traditional Female Students in Higher Education


 
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