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Teaching Preferences of International Students: A Review of STEM and Non-STEM Student Perspectives

Teaching Preferences of International Students: A Review of STEM and Non-STEM Student Perspectives

Clayton Smith, George Zhou, Michael Potter, Deena Wang, Fabiana Menezes, Gagneet Kaur, Habriela Danko
Copyright: © 2021 |Volume: 11 |Issue: 1 |Pages: 19
ISSN: 2577-5871|EISSN: 2577-588X|EISBN13: 9781799863502|DOI: 10.4018/IJTESSS.2021010103
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MLA

Smith, Clayton, et al. "Teaching Preferences of International Students: A Review of STEM and Non-STEM Student Perspectives." IJTESSS vol.11, no.1 2021: pp.37-55. http://doi.org/10.4018/IJTESSS.2021010103

APA

Smith, C., Zhou, G., Potter, M., Wang, D., Menezes, F., Kaur, G., & Danko, H. (2021). Teaching Preferences of International Students: A Review of STEM and Non-STEM Student Perspectives. International Journal of Technology-Enabled Student Support Services (IJTESSS), 11(1), 37-55. http://doi.org/10.4018/IJTESSS.2021010103

Chicago

Smith, Clayton, et al. "Teaching Preferences of International Students: A Review of STEM and Non-STEM Student Perspectives," International Journal of Technology-Enabled Student Support Services (IJTESSS) 11, no.1: 37-55. http://doi.org/10.4018/IJTESSS.2021010103

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Abstract

This article 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, and 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 were 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.

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