International student enrollment in the United States: 2017-18

2019 ◽  
Vol 22 (11) ◽  
pp. 3-3
Author(s):  
Marguerite J. Dennis
Keyword(s):  
United States ◽  
International Student ◽  
The United States ◽  
Student Enrollment

scholarly journals Attracting and Retaining Global Talent: International Graduate Students in the United States

2018 ◽  
Vol 2 (93) ◽  
pp. 11
Author(s):  
Rajika Bhandari
Keyword(s):  
United States ◽  
Graduate Students ◽  
International Student ◽  
The United States ◽  
Data Sources ◽  
Current Status ◽  
International Graduate Students ◽  
International Graduate ◽  
The U.S

In light of current developments in in-bound international student flows to the U.S., this articleuses multiple recent data sources to examine the appeal of the U.S. as a destination forinternational graduate students, as well as the current status of international graduate enrollmentin the U.S.

scholarly journals International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

Animalia

2016 ◽  
pp. 360-384
Author(s):  
Sara Bakken ◽  
John Bielinski ◽  
Cheryl K. Johnson ◽  
Yigal Rosen
Keyword(s):  
United States ◽  
Problem Solving ◽  
International Student ◽  
The United States ◽  
Complex Problem ◽  
Ministry Of Education ◽  
Student Collaboration ◽  
Time Zones ◽  
Shared Goal ◽  
Different Cultures

The study described in this chapter is based on a joint World ORT, Israeli Ministry of Education and Pearson initiative to provide an opportunity for international student collaboration on a series of complex science problems. Students from four schools in Israel, three in the United States and one in Mexico, participated in collaborative complex problem-solving on science topics selected by teachers at the participating schools. The intent was to expose students to the realities of collaborating with people under unfamiliar conditions (such as different cultures, languages, and time zones) in order to reach a shared goal, and to foster the value of this practice. The chapter presents the rationale for the project, describes the Animalia mini-course in detail, presents major findings and discusses implications for future curriculum development and further research.

International Students’ Social Outcomes, Educational Status, and Country of High School Graduation

2019 ◽  
Vol 23 (5) ◽  
pp. 589-606
Author(s):  
Nelson C. Brunsting ◽  
Megan Mischinski ◽  
Wenjin Wu ◽  
Tenisha Tevis ◽  
Risa Takeuchi ◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
International Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
International Student ◽  
Educational Status ◽  
The United States ◽  
Social Outcomes ◽  
Future Research

Despite the increase in methodological sophistication and complexity of models being tested for international student adjustment to universities in the United States (U.S.), researchers often do not test or control for salient demographic differences between students, including their educational status (i.e., graduate or undergraduate) and country in which they graduated high school. The current study was designed to examine whether demographic variables are associated with a range of social outcomes. Participants ( N = 245) from 23 U.S. colleges and universities completed a survey in Fall 2017. Undergraduate students reported having a higher number of close friends at their institution than did graduate students; however, they also reported a lower sense of belonging than did graduate students. Students who graduated from high school in the United States reported less social support from international students at university. Implications for students and for future research are provided.

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