The influence of institutional involvement in international education on United States students

1984 ◽  
Vol 30 (4) ◽  
pp. 457-467 ◽  
Author(s):  
Madhav P. Sharma ◽  
Loren B. Jung
Keyword(s):  
United States ◽  
International Education ◽  
Institutional Involvement

scholarly journals American Engineering Doctoral Enrollments

2015 ◽  
pp. 23-24
Author(s):  
Richard Skinner
Keyword(s):  
Higher Education ◽  
United States ◽  
International Education ◽  
Doctoral Programs ◽  
The United States ◽  
American Higher Education ◽  
Long Term Trends

International education has deep historical roots and has spurred relationships that persist for decades. In the case of the United States and the field of engineering, American dependence since the mid-1960s on other countries' students – especially Indian ones – for enrollments and graduates of engineering doctoral programs has been, is and will likely continue to be significant. But long-term trends portend a time when the appeal of American higher education may be less than has been the case.

Chinese and American Collaborations through Educational Exchange during the Era of Exclusion, 1872–1955

2012 ◽  
Vol 83 (2) ◽  
pp. 314-332 ◽  
Author(s):  
Madeline Y. Hsu
Keyword(s):  
United States ◽  
International Education ◽  
Foreign Students ◽  
The United States ◽  
Educational Systems ◽  
Higher Education Administrators ◽  
Overlapping Communities ◽  
American Missionaries ◽  
Education Administrators

Overlapping communities of American missionaries and higher education administrators and faculty laid the foundations for international education in the United States during the first half-century of that movement’s existence. Their interests and activities in China, in conjunction with Chinese efforts to develop modern educational systems in the early twentieth century, meant that Chinese students featured prominently among foreign students in the United States. Through the education and career of Meng Zhi, an American-educated convert to Christianity, staunch patriot, and long-term director of the China Institute in America, this article examines the transition of international education programs from U.S.-dominated efforts to extend influence overseas to initiatives intended to advance Chinese nationalist projects for modernization.

scholarly journals Supporting Chinese Undergraduate Students in Transition at U.S. Colleges and Universities

2017 ◽  
Vol 7 (4) ◽  
pp. 963-989
Author(s):  
Kerrie A. Montgomery
Keyword(s):  
United States ◽  
International Education ◽  
Undergraduate Students ◽  
Phenomenological Study ◽  
The United States ◽  
First Year ◽  
Orientation Programs ◽  
Residential Life ◽  
And Coping ◽  
Students In Transition

The Chinese undergraduate student population currently represents 12.8% of all international students enrolled in the United States (Institute for International Education, 2015a).  In an effort to understand the experiences of this population in their first year of college in the United States, a phenomenological study was conducted using a conceptual framework comprising Schlossberg’s Transition Model (Schlossberg, Waters, & Goodman, 1995) and the Culturally Engaging Campus Environments (CECE) Model (Museus, 2014). Three transition types were identified – academic, social/personal, and linguistic – and participants’ preparation, sources of institutional support, and coping strategies for moving through these transitions were examined. Recommendations for practice include: multi-faceted, mandatory orientation programs; ongoing workshops and resources beyond orientation; and improvements to housing and residential life opportunities and experiences.

Immigration Restrictions and International Education: Early Tensions in the Pacific Northwest, 1890s-1910s

2018 ◽  
Vol 58 (2) ◽  
pp. 261-294
Author(s):  
Krystyn R. Moon
Keyword(s):  
United States ◽  
Twentieth Century ◽  
International Education ◽  
Pacific Northwest ◽  
Chinese Students ◽  
The United States ◽  
Federal Policies ◽  
European Americans ◽  
The Pacific ◽  
Preparatory Schools

This essay explores the experiences and debates surrounding preparatory schools for Chinese students in the United States at the turn of the twentieth century. These institutions attempted to expand educational opportunities for poorer Chinese students who might otherwise not have had a chance to go to school; however, most of these children also had families in the United States, who supported their children's education but also needed their help to sustain their families. American laws banned most forms of Chinese immigration, and families had to carefully maneuver through federal policies to enter the country as students, often turning to European Americans-who were invested in expanding U.S. involvement in China-for support. Because of anti-Chinese sentiments, consular and immigration authorities questioned these programs, making them difficult to sustain. Ultimately, the interactions between immigration and consular officials, education boosters, and Chinese students were integral to the development of preparatory schools for other international students in the twentieth century.

The Impact of Respiratory Therapy International Education in the United States: Saudi International Students’ Perceptions

2020 ◽  
Vol 65 (7) ◽  
pp. 961-965
Author(s):  
Hassan Y AbuNurah ◽  
Ralph D Zimmerman ◽  
Robert B Murray ◽  
Douglas S Gardenhire
Keyword(s):  
United States ◽  
International Students ◽  
International Education ◽  
The United States ◽  
Respiratory Therapy ◽  
The Impact
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