Connecting Best Practices for Teaching Interenational Students with Student Satisfaction: A Review of STEM and Non-STEM Student Perspectives.
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Multidisciplinary Perspectives in Higher Education
teaching, satisfaction, learning, international
This paper explores promising teaching practices for teaching linguistically and culturally diverse international students by identifying the teaching practices that have high levels of international student satisfaction and student perceptions of learning for science-technology-engineering-mathematics (STEM) and non-STEM international students. Research was conducted by an international, student-learning community, with guidance from a faculty-led research team. Data was collected through a qualitative research design that included focus groups and individual interviews conducted at a mid-sized, Canadian, comprehensive university. A total of 28 students participated (14 STEM students, and 14 non-STEM students). Researchers examined differences between STEM and non-STEM students on 22 promising teaching practices regarding student satisfaction and students’ perceptions of learning. Recommendations for professional practice are discussed, along with potential areas for further research.
Smith, Clayton; Zhou, George; Potter, Michael; Wang, Deena; Menezes, Fabiana; and Kaur, Gagneet. (2020). Connecting Best Practices for Teaching Interenational Students with Student Satisfaction: A Review of STEM and Non-STEM Student Perspectives.. Multidisciplinary Perspectives in Higher Education, 63-80.