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ANALYSIS OF INTERNATIONAL STUDENT ENROLLMENTSAT A FLORIDA PUBLIC UNIVERSITY
Title
ANALYSIS OF INTERNATIONAL STUDENT ENROLLMENTSAT A FLORIDA PUBLIC UNIVERSITY.
Creator
Weidman, Diana, Tubbs, LeVester, University of Central Florida
Abstract / Description
This study sought to determine if international student admissions at a public university had been affected by the events on September 11, 2001. To accomplish this, an analysis was conducted comparing international and domestic students' application rates, number of acceptances and enrollments for the fall semesters from 1998 through 2004 on data obtained from University of South Florida. The USF population data were also compared to enrollments in the U.S. for the respective years. Analyses...
Show moreThis study sought to determine if international student admissions at a public university had been affected by the events on September 11, 2001. To accomplish this, an analysis was conducted comparing international and domestic students' application rates, number of acceptances and enrollments for the fall semesters from 1998 through 2004 on data obtained from University of South Florida. The USF population data were also compared to enrollments in the U.S. for the respective years. Analyses on application frequencies and student enrollments comparing colleges of major and regions of origin were also performed. Generally, although statistical significance was found in many comparisons, the results of the chi square analyses found that no real effects were present, particularly when comparing USF international and domestic student populations. The chi square analyses comparing USF enrollments to the U.S. population from 1998 to 2003 also found no real effect. The analyses of the proportions of international graduate and domestic student enrollments and applications before and after September 11, 2001, also found no relationship. However, the analyses on world regions found that proportions of students from the Mideast declined from before to after Fall 2001 but other regions increased. Additionally, for graduate students, the proportion of Chinese students declined after 2001. Descriptive statistics indicated that international students majoring in engineering declined after 2001. The literature review found there were many factors in influencing the international student population in the U.S. including competition from other countries for students, the expense of a U.S education and changes in the U.S. regulations for issuing student visas. In general, the literature supported a decline in the number of overseas students coming to the U.S. to study. While the USF enrollments seemed to be consistent with the literature, no conclusive evidence indicated this decline was a result of the events of September 11, 2001.
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Date Issued
2005
Identifier
CFE0000559, ucf:46419
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000559
My Plate, Your Food: Foodways of International Students in US(&)#191; Colleges and Universities
Title
My Plate, Your Food: Foodways of International Students in US(&)#191; Colleges and Universities.
Creator
Noyongoyo, Boniface, Mustaine, Elizabeth, Hinojosa, Melanie, Rivera, Fernando, Corra, Mamadi, University of Central Florida
Abstract / Description
Research shows that the world is now more globalized than ever. In the education sector, students' movements have increased from the global South to the North as they look for a better tomorrow. Hence, international students in the US are from almost all countries around the world. The current study examines the changes in the foodways of international students since their arrival in the US The analysis is based on more than 260 surveys and 17 interviews of international students enrolled in...
Show moreResearch shows that the world is now more globalized than ever. In the education sector, students' movements have increased from the global South to the North as they look for a better tomorrow. Hence, international students in the US are from almost all countries around the world. The current study examines the changes in the foodways of international students since their arrival in the US The analysis is based on more than 260 surveys and 17 interviews of international students enrolled in US colleges and universities. The results from online self-administered surveys showed that international students' eating habit changes are mostly related to their continent of origin, gender, religious affiliation, and religious preference. Interviews conducted with students from different countries confirmed that the aforementioned characteristics are important in explaining these changes in eating habits.
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Date Issued
2018
Identifier
CFE0007231, ucf:52225
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007231
AN ACCOUNT OF HOW CHINESE GRADUATE STUDENTS IN THE UNITED STATES VIEW THE FULL SPAN OF THEIR EDUCATIONAL EXPERIENCES: A GROUNDED THEORY INVESTIGATION
Title
AN ACCOUNT OF HOW CHINESE GRADUATE STUDENTS IN THE UNITED STATES VIEW THE FULL SPAN OF THEIR EDUCATIONAL EXPERIENCES: A GROUNDED THEORY INVESTIGATION.
Creator
Tsai, Ming-Che, Sivo, Stephen, University of Central Florida
Abstract / Description
Many teachers of international students in the United States are challenged to address cultural differences in a classroom. International students often experience psychological, physical and cultural stress when they study abroad, due mainly to unfamiliar environments and a diverse culture. The question this study asks is: Are there any strategies that can be used to benefit these students? This grounded theory study will examine a purposefully-selected group of subjects from China and...
Show moreMany teachers of international students in the United States are challenged to address cultural differences in a classroom. International students often experience psychological, physical and cultural stress when they study abroad, due mainly to unfamiliar environments and a diverse culture. The question this study asks is: Are there any strategies that can be used to benefit these students? This grounded theory study will examine a purposefully-selected group of subjects from China and Taiwan who are currently studying at a large metropolitan university in the Southeastern United States. After data collection and analysis procedure, I hoped there are some things valued for international student who just arrived at the new environment and provides the reference to those students and college with the similar situation as UCF all over the world.
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Date Issued
2009
Identifier
CFE0002680, ucf:48239
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002680
An Investigation of Information Literacy of International Graduate Students: Skills, Challenges, and Needs
Title
An Investigation of Information Literacy of International Graduate Students: Skills, Challenges, and Needs.
Creator
Ayoub, Yousef, Cox, Dr. Thomas, Vitale, Thomas, Boote, David, Beile, Penny, University of Central Florida
Abstract / Description
Information literacy at higher education institutions is an important issue at the local and national levels. In 2000, the Association of College and Research Libraries (ACRL) created a set of information literacy standards and asked academic institutions to incorporate them into their college curricula (ACRL, 2000). The ACRL states that, to be considered information literate, a person must be able to recognize when information is needed and be able to locate, evaluate, and use effectively...
Show moreInformation literacy at higher education institutions is an important issue at the local and national levels. In 2000, the Association of College and Research Libraries (ACRL) created a set of information literacy standards and asked academic institutions to incorporate them into their college curricula (ACRL, 2000). The ACRL states that, to be considered information literate, a person must be able to recognize when information is needed and be able to locate, evaluate, and use effectively the needed information (ACRL, 2000). Academic institutions follow these standards to teach their students information literacy skills and assist them to become lifelong learners. Library literature indicates that international students face some linguistic, cultural, and technological challenges in using the library and learning information literacy skills. The purpose of this study was to examine the information literacy of international graduate students. It assessed their current skills and investigated their challenges and needs. Understanding the challenges international students face and exploring the factors associated with these challenges can be helpful to understand the academic needs of this group of students. The study was conducted on international graduate students at the College of Engineering and Computer Science (CECS) at University of Central Florida (UCF). The study used a mixed methods design. Quantitative data were collected through an online survey that was sent to all U.S. and international graduate students at CECS. Qualitative data were collected through interviews with a selected number of international graduate students at CECS. The findings of the study indicated clearly that international graduate students have a relatively low level of information literacy skills. The study also showed that U.S. graduate students have a better information literacy level than the information literacy level of international graduate students. The study presented some implications and provided recommendations for future planning and programming of outreach programs and library services for international students on campus.
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Date Issued
2016
Identifier
CFE0006257, ucf:51039
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006257
International Saudi Female Students' Experiences of Acculturation During Their Study at an American Public University in The South (APUS)
Title
International Saudi Female Students' Experiences of Acculturation During Their Study at an American Public University in The South (APUS).
Creator
Alzahrani, Hnan, Cintron Delgado, Rosa, Mendez, Jesse, Owens, J. Thomas, Preston, Michael, University of Central Florida
Abstract / Description
According to my literature review and my reflection of its meaning, few studies have been conducted that explore the adjustment and acculturation experiences of female international students in US colleges and universities specifically on Saudi female students. Therefore, this study explored the academic and socio-cultural experiences of Saudi female students before and after arriving in the US. Furthermore, this study identified the sources of acculturative stress and Saudi female students'...
Show moreAccording to my literature review and my reflection of its meaning, few studies have been conducted that explore the adjustment and acculturation experiences of female international students in US colleges and universities specifically on Saudi female students. Therefore, this study explored the academic and socio-cultural experiences of Saudi female students before and after arriving in the US. Furthermore, this study identified the sources of acculturative stress and Saudi female students' successful strategies for coping with these stressors. Eight Saudi female students participated in one-on-one semi-structured interviews and Moustakas' (1994) transcendental phenomenology was utilized in analyzing students' voices. During the data analysis process, there were five themes that emerged from the data, including sociocultural expectations and issues, motivation for studying abroad, challenges, coping strategies, and adaptation. The results of this study provided recommendations for American and Saudi higher education administrators and faculty concerning how to help Saudi female students adjust to American culture and campus life and provide appropriate academic environments for this growing population.
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Date Issued
2018
Identifier
CFE0007149, ucf:52329
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007149
The Community College Student's Social Construction of Global Learning in the Florida College System
Title
The Community College Student's Social Construction of Global Learning in the Florida College System.
Creator
Robertson, Jennifer, Cintron Delgado, Rosa, Owens, J. Thomas, Nutta, Joyce, Marshall, Nancy, Lee, Shara, University of Central Florida
Abstract / Description
The purpose of this qualitative research study was to examine the Florida community college student's understanding of and engagement in global learning through the lens of constructionist theory. Using a grounded theory methodology, seven students in three Florida community colleges were interviewed to hear in their own words how personal and academic experiences have shaped their interest in other countries, cultures, and current international events. The goal of this study was to explore...
Show moreThe purpose of this qualitative research study was to examine the Florida community college student's understanding of and engagement in global learning through the lens of constructionist theory. Using a grounded theory methodology, seven students in three Florida community colleges were interviewed to hear in their own words how personal and academic experiences have shaped their interest in other countries, cultures, and current international events. The goal of this study was to explore students' perspectives using the principles of social constructionism and constructivism to create a new model of understanding of global learning.The final results of the study found that students primarily think of culture when asked about global learning, and they do not have a solid understanding of the concept in an academic sense. This understanding has been formed throughout their lives as their interest began well before their current community college experience. Remarkably, all seven students had some experience with global learning long before enrollment in their current institution, and all seven students had an unremarkable college experience thus far as it pertained to global learning. In the end, there were five major influences found to be involved in the formation of students' understanding and engagement level in global learning, which included the family, peers, academic experiences, work experiences, and the external environment. The study concludes by emphasizing the importance of the community college's role in helping to prepare college graduates for the 21st century workplace.
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Date Issued
2016
Identifier
CFE0006170, ucf:51145
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006170
The Relationship of English Language Scores on International Students' Academic Success
Title
The Relationship of English Language Scores on International Students' Academic Success.
Creator
Shbeeb, Rebekah, Biraimah, Karen, Cintron Delgado, Rosa, Bai, Haiyan, Wolford, Anna, University of Central Florida
Abstract / Description
International graduate students at the University of Central Florida (UCF) are not completing graduate programs at the same rate as domestic graduate students. One of the main differences in the admissions process for international graduate students compared to domestic students is the English language test requirement. The purpose of this study was twofold: to test if the Test of English as a Foreign Language (TOEFL) or the (International English Language Testing System) IELTS scores have...
Show moreInternational graduate students at the University of Central Florida (UCF) are not completing graduate programs at the same rate as domestic graduate students. One of the main differences in the admissions process for international graduate students compared to domestic students is the English language test requirement. The purpose of this study was twofold: to test if the Test of English as a Foreign Language (TOEFL) or the (International English Language Testing System) IELTS scores have any statistically significant linear relationships to international graduate students' academic success as defined by their cumulative grade point average (CGPA). Secondly, this study sought to understand how international graduate students feel about the TOEFL and/or IELTS, and whether or not they feel prepared for study with regards to their English language ability. Using mixed-methods research, data were retrieved from international graduate students who graduated from UCF during the 2012 (-) 2016 academic school years. Information from a total of 583 international graduate students was included in the retrieved data collection and data analyses. A survey was also utilized to assess current international graduate students' perceptions of the English language test and requirements. A total of 235 students completed the survey. The study demonstrated that TOEFL and IELTS scores do not have any statistically significant linear relationship to international graduate students' CGPA. Therefore, results from this research study did not indicate that the English language test scores have an impact on academic success for international graduate students who met the UCF admission requirements. The findings also demonstrate that international graduate students generally feel the scores are an accurate assessment of their English language abilities. However, many international graduate students expressed a desire for additional English language resources.The findings are beneficial in able to better understand whether or not English language test scores have any impact on international graduate students' success, and to more accurately comprehend the international graduate students' perspective regarding the language requirement.
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Date Issued
2019
Identifier
CFE0007725, ucf:52421
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007725
Socialization of Engineering Doctoral Students in the U.S: A Phenomenological Study
Title
Socialization of Engineering Doctoral Students in the U.S: A Phenomenological Study.
Creator
Gholizadeh, Sona, Boote, David, Jeanpierre, Bobby, Parham, Jennifer, Owens, J. Thomas, Jasinski, Jana, University of Central Florida
Abstract / Description
The purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced...
Show moreThe purpose of this study was to describe the lived experiences of doctoral engineering students' socialization with their advisors and colleagues. Using snowballing sampling methods, eleven students with research or teaching assistantship from three engineering programs from a large University in the Southeastern US agreed to participate. Face-to-face interviews were audio-recorded, descriptively transcribed, and analyzed using a variation of Colaizzi's method. Participants experienced difficulty adjusting to the workplace norms of the PhD program, which some did not start with clear expectations. Some participants lacked work experience before starting, but were thankful for support from more experienced doctoral students. Most participants were also frustrated by unreasonable time demands and heavy workload around deadlines. Participants were hesitant to share concerns with their advisors, fearing repercussions. Through trial and error and assistance from labmates, participants learned to work independently and become problem solvers. Participants from one rapidly changing and competitive field of engineering experienced additional stressed as they tried to keep pace with scholarly advances and publish more research. Participants' experiences corroborate some prior research about doctoral student socialization, but suggest that engineering their socialization was guided by a constellation of role models and not primarily by their advisors. Also contrary to prior research, even though most participants were international students, they did not experience significant difficulties with cultural adjustment to the US. Their cultural adjustment was aided by large number of other doctoral students from their region of the world and the fact that they had little time to venture out of their labs. Suggestions for future research are discussed.
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Date Issued
2016
Identifier
CFE0006941, ucf:51637
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006941
ACADEMIC COMPETENCE, SELF-EFFICACY, AND ACHIEVEMENT EXPECTATIONS AMONG INTERNATIONAL STUDENTS AT THE UNIVERSITY OF CENTRAL FLORIDA
Title
ACADEMIC COMPETENCE, SELF-EFFICACY, AND ACHIEVEMENT EXPECTATIONS AMONG INTERNATIONAL STUDENTS AT THE UNIVERSITY OF CENTRAL FLORIDA.
Creator
Hynson, Emily, Wright, Chrysalis, University of Central Florida
Abstract / Description
With the vast and continued growth of international students in the U.S., it is important to focus on this expanding group and identify factors that aid or hinder academic performance, achievement, expectations, and competence. Factors known to affect academics among international students, such as language barriers, acculturation to American society, university support and structure, social integration at the university, family support, and motivating factors to study in the U.S were...
Show moreWith the vast and continued growth of international students in the U.S., it is important to focus on this expanding group and identify factors that aid or hinder academic performance, achievement, expectations, and competence. Factors known to affect academics among international students, such as language barriers, acculturation to American society, university support and structure, social integration at the university, family support, and motivating factors to study in the U.S were examined. It was hypothesized that these known factors would negatively correlate with the academic outcomes of international students examined in the current study. It was also hypothesized that these factors can combine to best predict the academic outcomes of international college students. First, intercorrelations were conducted with the independent and dependent variables to determine if the factors examined in the study (i.e., language barriers, acculturation to American society, university support and structure, social integration at the university, family support, and motivating factors to study in the U.S.) are negatively correlated with the academic outcomes of international students. Then a series of linear regressions was conducted to test the hypothesis that these factors can combine to best predict the academic outcomes of international college students. Results found significant relationships between the predictor variables and the outcome variables in this study, specifically among support (university, familial, and social), acculturation, language barriers, motivating factors to study, and self-efficacy.
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Date Issued
2019
Identifier
CFH2000541, ucf:45637
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000541
The Stories of Transition: A Qualitative Exploration of International Undegraduate Students' Academic Experiences in First-Year Seminar Courses in the United States
Title
The Stories of Transition: A Qualitative Exploration of International Undegraduate Students' Academic Experiences in First-Year Seminar Courses in the United States.
Creator
Krsmanovic, Masa, Cox, Thomas, Campbell, Laurie, Bartee, RoSusan, Hopp, Carolyn, University of Central Florida
Abstract / Description
The purpose of this phenomenological inquiry was to explore how international undergraduate students enrolled in a first-year seminar (FYS) course perceived and described their academic experiences in a large, public university in the southeastern region of the United States. Guided by Schlossberg's (1984) 4 S Transition Model, this qualitative investigation was conducted through in-depth interviews with 10 international undergraduate students representing different countries and academic...
Show moreThe purpose of this phenomenological inquiry was to explore how international undergraduate students enrolled in a first-year seminar (FYS) course perceived and described their academic experiences in a large, public university in the southeastern region of the United States. Guided by Schlossberg's (1984) 4 S Transition Model, this qualitative investigation was conducted through in-depth interviews with 10 international undergraduate students representing different countries and academic majors. The participants' narratives revealed that the academic experiences of international first-year students enrolled in the FYS course can be described as challenging, especially in terms of a) understanding U.S. higher education, b) establishing relationships with American peers, c) navigating academic differences, and d) perceiving the lack of institutional understanding. At the same time, the stories of these 10 students demonstrated that participation in the FYS course had an overall positive impact on students' academic experiences during the first year, especially in terms of a) developing academic skills and competencies, b) developing transferable skills and competencies, c) increased use of campus resources, and d) overall adjustment within the first year. The findings are discussed in relation to the relevant literature and recommendations for practice and future research are provided.
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Date Issued
2019
Identifier
CFE0007667, ucf:52484
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007667
International Students' Expectations of and Satisfaction with Academic Advising at a Community College
Title
International Students' Expectations of and Satisfaction with Academic Advising at a Community College.
Creator
Chemishanova, Marieta, Owens, J. Thomas, Cintron Delgado, Rosa, Hewitt, Randall, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description
This study sought to identify what expectations international students' had with regards to academic advising and how satisfied they were with their advising experience at a large community college in a southeastern state in the United States. Previous research on academic advising services (e.g. Belcheir, 1999; Hale, Graham, (&) Johnson, 2009; Mottarella, Fritzsche, (&) Cerabino, 2004; Propp (&) Rhodes, 2006; Lynch, 2004; Smith (&) Allen, 2006) had not distinguished between domestic and...
Show moreThis study sought to identify what expectations international students' had with regards to academic advising and how satisfied they were with their advising experience at a large community college in a southeastern state in the United States. Previous research on academic advising services (e.g. Belcheir, 1999; Hale, Graham, (&) Johnson, 2009; Mottarella, Fritzsche, (&) Cerabino, 2004; Propp (&) Rhodes, 2006; Lynch, 2004; Smith (&) Allen, 2006) had not distinguished between domestic and international students' expectations of and satisfaction with advising especially at the 2-year and community college levels and in organizational structures where the foreign student advisors serve as both the students' academic and immigration advisors. Such research is timely in the face of the highly competitive international education market and the increasing demands for U.S. institutional of higher education to meet students' consumer expectations with regards to educational services. Grounded in Expectation Disconfirmation Theory and employing a quantitative research design, this study investigated how factors such as age, gender, country of citizenship, class standing, and degree program impacted international students' expectations of and satisfaction with academic advising. Descriptive statistics, analyses of variances, and a partial least squares structural equation model (PLS-SEM) were used to answer the research questions. While the advising literature strongly advocates developmental advising, students in this study expressed a strong desire for elements of prescriptive advising.
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Date Issued
2018
Identifier
CFE0006986, ucf:51641
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006986
A Comparative Analysis of Top Performing Countries in Eighth Grade Mathematics as Measured by 2011 Trends in International Mathematics and Science Study
Title
A Comparative Analysis of Top Performing Countries in Eighth Grade Mathematics as Measured by 2011 Trends in International Mathematics and Science Study.
Creator
Wilson, Courtney, Murray, Barbara, Murray, Kenneth, Doherty, Walter, Hutchinson, Cynthia, University of Central Florida
Abstract / Description
The focus of this research was to shed light on factors contributing to global international rankings in mathematics released by the 2011 administration of the Trends in International Mathematics and Science Study. This study focused on factors contributing to the global ranking of international scores in mathematics. Although students in the United States performed below students in the other sample countries (Singapore, Japan, and the Republic of Korea), American students scored within one...
Show moreThe focus of this research was to shed light on factors contributing to global international rankings in mathematics released by the 2011 administration of the Trends in International Mathematics and Science Study. This study focused on factors contributing to the global ranking of international scores in mathematics. Although students in the United States performed below students in the other sample countries (Singapore, Japan, and the Republic of Korea), American students scored within one standard deviation of the top performer, the Republic of Korea. The study also revealed that although other countries had their brightest and most advantaged students participate in the assessment, participating students in the United States were disproportionately disadvantaged to the proportion of United States' citizens. Another contributing factor of student success revealed in this study was the size and form of government and financing of the participating countries. While Singapore, the Republic of Korea, and Japan have education systems governed and financed by national governments, the United States education system is primarily governed and financed by 50 state governments.
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Date Issued
2014
Identifier
CFE0005276, ucf:50555
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005276
A comparison of teachers' beliefs of the use of inquiry teaching, origin of knowledge of inquiry teaching, and student achievement between International Baccalaureate and non-International Baccalaureate Primary Years Programme schools
Title
A comparison of teachers' beliefs of the use of inquiry teaching, origin of knowledge of inquiry teaching, and student achievement between International Baccalaureate and non-International Baccalaureate Primary Years Programme schools.
Creator
Haddock, Lucy, Murray, Barbara, Baldwin, Lee, Murray, Kenneth, Hutchinson, Cynthia, University of Central Florida
Abstract / Description
The goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill...
Show moreThe goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) was used to determine teacher beliefs of inquiry based teaching strategies. Student achievement was measured using Florida Comprehensive Achievement Test 2.0 (FCAT 2.0) levels. Results from the MSDIQ indicated strong beliefs among participants of inquiry based teaching indicators within three domains: planning, enactment, and reflection. The researcher recommended further research into the origin of inquiry based teaching strategies knowledge to determine accurate professional development from districts that require inquiry based teaching strategies in evaluation systems. In addition, further research was recommended to determine the relationship between IBPYP affiliation and student achievement.
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Date Issued
2014
Identifier
CFE0005342, ucf:50493
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005342
Post-Secondary Faculty Treatment of Non-native English-speaking Student Writing Errors in Academic Subject Courses
Title
Post-Secondary Faculty Treatment of Non-native English-speaking Student Writing Errors in Academic Subject Courses.
Creator
Monroe, Laura, Nutta, Joyce, Jahani, Shiva, Mihai, Florin, Bowdon, Melody, University of Central Florida
Abstract / Description
As more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect...
Show moreAs more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect faculty preparedness and grading practices for both native and non-native English-speaking students' academic writing and plagiarism, as well as the reasons faculty do not deduct points from both populations' writing errors. Structural equation modeling and SPSS Statistics were employed to analyze the results of a faculty questionnaire disseminated to individuals who had taught non-native English-speaking students in academic subject courses. The findings from this study illustrated that faculty's native language, years, taught, and institution type were significant factors in not deducting points for academic writing errors and plagiarism, and the major reasons for not deducting points for errors were that faculty had too many students to grade, not enough training in assessing student written errors and plagiarism, and that the errors and plagiarism would have taken too long to explain. The practical implications gleaned from these results can be applied to most departments in English-medium post-secondary institutions regarding faculty preparedness and training in student academic writing errors and plagiarism, and recommendations for future research are given for similar types of preparation and guidance for post-secondary faculty, regardless of degree path or academic subject.
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Date Issued
2018
Identifier
CFE0007057, ucf:51972
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007057
An Anthropological Study of Eating Perspectives, Meal Composition, and Food Choices Among Diverse Student Populations
Title
An Anthropological Study of Eating Perspectives, Meal Composition, and Food Choices Among Diverse Student Populations.
Creator
Daws, Chelsea, Matejowsky, Ty, Williams, Lana, Geiger, Vance, University of Central Florida
Abstract / Description
My thesis explores the factors that shape or reinforce international college students' perceptions of food. This research not only examines how cultural values affect individual nutrition and maintenance of eating behaviors, it also addresses the extent to which accessibility impacts eating behaviors. Notably, the research endeavor uses the concept of dietary habitus as an underlying directive mechanism for study. This study finds that most students experience a reduction in their fruit and...
Show moreMy thesis explores the factors that shape or reinforce international college students' perceptions of food. This research not only examines how cultural values affect individual nutrition and maintenance of eating behaviors, it also addresses the extent to which accessibility impacts eating behaviors. Notably, the research endeavor uses the concept of dietary habitus as an underlying directive mechanism for study. This study finds that most students experience a reduction in their fruit and vegetable intake. Another finding suggests that international students eat healthier and are more structured in comparison to domestic students if they hybridize their dietary habitus. Research findings also suggest that most participants perceive food on campus to be both equally healthy and unhealthy, with limited accessibility to national cuisines and affordable healthy foods.
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Date Issued
2017
Identifier
CFE0006581, ucf:51348
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006581
THE EFFECT OF PEER ADVISORS ON ESL STUDENTS' PERSPECTIVES OF UNIVERSITY ACADEMIC TASKS
Title
THE EFFECT OF PEER ADVISORS ON ESL STUDENTS' PERSPECTIVES OF UNIVERSITY ACADEMIC TASKS.
Creator
Fishkin, Monica, Allen, Kay W., University of Central Florida
Abstract / Description
A review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for...
Show moreA review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for Language Learning (SILL) and the Xu International Student Academic Language Needs Assessment (ISALNA-2) instruments. Qualitative data was also collected. The participants in the study were upper-intermediate level international students in an intensive English program at a large metropolitan university. Scores (n = 23) on the SILL and the ISALNA-2 were used to investigate the changing perspectives of students receiving similar information from different sources, classroom teachers and peer advisors or only classroom teachers. Peer advising sessions were provided to the experimental group of students. The focus of the sessions was advice and direction in language skills (reading, writing, listening, and speaking) for university academic tasks. A split-plot analysis of variance was employed to analyze the quantitative data obtained from pre- and posttest administrations of the instruments. Analysis of the data did not reveal a statistically significant effect of the peer advising sessions as regards the improvement of scores on the SILL and ISALNA-2. Qualitative data (n = 29) indicated that the experimental participants were positively impacted in understanding the necessary language skills necessary for academic success. Interviews with the peer advisors revealed that they had enhanced their understanding of university expectations and had developed a higher level of confidence as a result of their participation in the advising sessions. Qualitative data revealed positive attitudes by the peer advisors in giving language skills information and by the ESL international students involved in receiving that information. The study format could contribute to future studies and may have implications for the development of international peer advising for English language instruction, foreign student orientation programs, host family programs, and programs linking foreign students with American student study partners.
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Date Issued
2004
Identifier
CFE0000027, ucf:46093
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000027
EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS
Title
EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS.
Creator
Doran, James, Allen, Kay, University of Central Florida
Abstract / Description
The purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8...
Show moreThe purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8 and high school SAT scores. Data was gathered from an online teacher questionnaire designed for this study. All eleven characteristics were present in high performing international schools while frequent analysis of student progress, high academic expectations and positive school environment were more prominent. Positive school environment, high academic expectations, strong instructional leadership and cultural diversity were chosen as important characteristics of an effective international school. Learning time is maximized was the only characteristic that was significantly correlated with achievement and only in grades 4, 6 and 8. There was no statistically significant relationship found between norm referenced test scores and the aggregate effective school characteristics score.
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Date Issued
2004
Identifier
CFE0000245, ucf:46244
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000245