A Study of College Professors' Perceptions of International Students in STEM Classrooms at a Technical University

Autor/in	Abendschein, Barbara Feeney
Titel	A Study of College Professors' Perceptions of International Students in STEM Classrooms at a Technical University
Quelle	(2017), (109 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Memphis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3550-3837-8
Schlagwörter	Hochschulschrift; Dissertation; Foreign Students; STEM Education; College Faculty; Teacher Attitudes; Undergraduate Students; Educational Environment; Academic Ability; Student Participation; Semi Structured Interviews; Cultural Differences; Language Proficiency; Teacher Expectations of Students; English Language Learners; Student Adjustment; Peer Relationship; Teacher Student Relationship; Writing Across the Curriculum + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Fakultät; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kultureller Unterschied; Language skill; Language skills; Sprachkompetenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study investigated the perceptions of STEM professors at a Southeastern technical college about the international students in their undergraduate classrooms, including impact on the learning environment, academic abilities and proficiency in meeting course goals, contribution to class activities and recommendations for improved preparation. Data were gathered from semi-structured interviews with nine full-time STEM teachers and review of documents provided by these professors, including copies of student writing with teacher feedback, typical writing prompts (or examination questions) and course syllabi. Using thematic analysis to tease meaning from data, I allowed meaning to emerge from interview testimony and counterbalanced that information with evidence from provided documents. Major findings included the following: 1. International students are perceived as neither better nor worse academically: a. a few of them excel, as reported by teachers who acknowledge some cultures value math and science more than others b. bell curves of student grades are normal 2. The few non-native speakers who exhibit writing and speaking challenges are accommodated quite naturally by professors and almost always by teammates, with emphasis on the practical application of written and oral work a. Differences are apparent between writing teacher perspectives provided in anecdotal evidence and those reported in ESL literature in this regard 3. Contributions of unique non-Western examples and home-country influenced motivation leading to innovative projects are appreciated and celebrated, but most contributions come from students who are mature, experienced, studious and outgoing no matter their nationality or first language, and 4. Writing deficits and lack of "transfer" are seen as universal, far from confined to students who did not grow up speaking English. One professor's comment seems to encapsulate the general attitude about international students at this campus: "They fit in." Findings contradict predictions that L2 writers would underperform their American classmates but are in harmony with Writing across the Disciplines literature and practice. This case study might be reassuring to international students and supportive of an emerging WID program at the university as well as similar approaches in STEM higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01