Expanding the Boundaries of Psychology: International Students in Psychology Graduate Programs

2007 ◽  
Author(s):  
Srividya N. Iyer
Keyword(s):  
International Students ◽  
Graduate Programs

Epistemic Dissonance Encountered

2016 ◽  
pp. 243-261 ◽  
Author(s):  
Xihui Wang ◽  
Alenoush Saroyan ◽  
Mark Aulls
Keyword(s):  
International Students ◽  
Learning Environments ◽  
Graduate Programs ◽  
Learning Experiences ◽  
Chinese Students ◽  
Qualitative Inquiry ◽  
Think Aloud ◽  
New Learning Environments ◽  
New Learning ◽  
Epistemic Change

This chapter is based on a qualitative inquiry looking into the epistemic acculturation experiences of the Chinese students in Canadian graduate programs. Guided think-aloud activities were conducted for participants to compare their learning experiences at home and in Canada through an epistemic lens, and to examine whether their preferences have changed after one semester studying in a Canadian University. Results showed that participants aligned their learning experiences in China predominantly with the description of the Realist epistemic views, whereas they associated their learning experiences in Canada with the Contextualist and the Relativist epistemic views. In addition, all the participants reported that they value the learning experiences in Canada more. Altogether 90 per cent of participants claimed that they have experienced some degree of epistemic change. Findings are useful for facilitating international students' adaptation to new learning environments.

scholarly journals Educational Experiences of the International Students in Graduate Programs in Turkey

2017 ◽  
Vol 7 (2) ◽  
pp. 89 ◽  
Author(s):  
Yusuf Alpaydin
Keyword(s):  
International Students ◽  
Graduate Education ◽  
Language Proficiency ◽  
Academic Writing ◽  
Graduate Programs ◽  
Descriptive Analysis ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Academic Quality ◽  
Education Experience

Educational quality determined by factors such as academic climate, physical environment and academic quality of universities are considered essential for growing numbers of international students. This study aims to reveal and analyze the experiences of international students studying at graduate education step in Turkey. To this end, it is intended to describe and analyze the language proficiency, course period and thesis period experiences of international students studying in different fields of graduate programs and their perception on how their expectations were met or their apprehension. Phenomenology, one of the qualitative research methods, is used in the study. Semi-structured interviews were conducted in the study to flexibly gather data regarding the views of the participants and the differences between their experiences. Purposive sampling and snowball sampling methods were used together in forming a phase of the participant group. Interviews were conducted with 23 students from 18 different countries who are currently in Istanbul and studying in various departments. Descriptive analysis was used to analyze the data gathered from these interviews to examine the graduate education experience of the international students in Turkey. The educational experience of the students is primarily positive, and the students believe that they have received a high-quality education and they were provided with excellent opportunities. However, not being able to acquire academic writing skills or communicate with the professors sufficiently and the unconformity of the graduate education programs with the international educational context are some of the significant problems that were mentioned. 

scholarly journals What is the Relationship between Demographic Background and Test Score Submission to GRE-Optional Graduate Programs? It’s Complicated

2021 ◽  
Author(s):  
Harrison Kell ◽  
Katrina C. Roohr
Keyword(s):  
Native American ◽  
International Students ◽  
Confidence Intervals ◽  
Ethnic Minorities ◽  
Doctoral Programs ◽  
Graduate Programs ◽  
Academic Disciplines ◽  
Fine Grained ◽  
The Relationship ◽  
Racial Ethnic

Faculty members are committed to increasing the diversity of their students attending graduate school. One strategy that has been implemented in service of this goal is making the submission of GRE test scores optional. However, almost no research has examined the relationship between student demographics and propensity to submit GRE scores. This is the first study to do so using a relatively large sample (N > 15,000). We studied two demographic categories that are underrepresented in many academic disciplines: Females and racial/ethnic minorities (Black/African American, Hispanic/Latino, Multiracial, Native American/Pacific Islander applicants). Given the prominence of international students in U.S. graduate programs we also examined their presence in pools of GRE scores and nonsubmitters. Analyses were conducted at the overall sample level for applied, admitted, and enrolled students, and also master’s and doctoral programs in five academic disciplines. International students comprised larger portions of GRE score submitters than nonsubmitters among applied, admitted, and enrolled students. Members of racial/ethnic minorities comprised a larger percentage of GRE score nonsubmitters than submitters among applied but not admitted or enrolled students. Additionally, the 95% confidence intervals for female score submitters and non-submitters overlapped. More fine-grained analyses revealed additional differences: Racial/ethnic minority applicants were less likely to submit scores to humanities master’s, and STEM doctoral, programs. International applicants were more likely to submit scores to social sciences, nursing, and STEM master’s, and humanities and STEM doctoral, programs. Confidence intervals overlapped for all other comparisons. Descriptive trends varied across demographic groups, disciplines, and degree levels. Our results suggest that GRE-optional policies are neither a panacea nor a poison for graduate program diversity and that the effects of these policies need to be considered at fine-grained levels of analysis (e.g., academic discipline, degree level).

Plagiarism and Information Literacy Workshops for International Students

2021 ◽  
pp. 240-264
Author(s):  
Guoying Liu ◽  
Zuochen Zhang ◽  
Clayton Smith ◽  
Shijing Xu ◽  
Karen Pillon ◽  
...  
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Information Literacy ◽  
English Language ◽  
Graduate Programs ◽  
Academic Discipline ◽  
English Language Development ◽  
Key Issues ◽  
The University ◽  
Different Levels

The population of international students has increased significantly at the University of Windsor in recent years, and the university takes a variety of actions to address several key issues of interest to international students, including academic integrity, English language development, and writing support. This chapter reports findings from a multi-year collaborative project that was designed to enhance international students' library and academic literacy, with a focus on the understanding of plagiarism and measures to prevent it. A number of workshops that involved students at different levels were delivered to students from the English language improvement, undergraduate, and graduate programs. Research data collected from these workshops indicate that students benefited from the workshops, although at different degrees because of various factors, such as academic discipline, English language proficiency, previous educational experience. Further research can be conducted to explore ways to optimize such programs to meet the needs of students, particularly international students.

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