Improving the First-Year Experience of Chinese International Students through Responsive Pedagogy: Insights from F&M in Shanghai

Autor/inn/en	Mann, Nadia; Mennicke, Sue
Titel	Improving the First-Year Experience of Chinese International Students through Responsive Pedagogy: Insights from F&M in Shanghai
Quelle	In: Journal of Comparative and International Higher Education, 14 (2022) 3, S.61-76 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	Foreign Students; Student Experience; Foreign Countries; College Freshmen; Student Needs; COVID-19; Pandemics; School Closing; Distance Education; Educational Technology; Technology Uses in Education; Blended Learning; Teacher Student Relationship; Synchronous Communication; International Cooperation; English Language Learners; Teacher Attitudes; Multilingualism; Program Development; Faculty Development; Learner Engagement; Student School Relationship; Academic Persistence; School Holding Power; Academic Achievement; China (Shanghai); Pennsylvania + Suchen Sie Ihr Suchwort? Studienerfahrung; Ausland; Studienanfänger; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Internationale Kooperation; Internationale Zusammenarbeit; Lehrerverhalten; Mehrsprachigkeit; Multilingualismus; Programmplanung; Schüler-Lehrer-Beziehung; Schulleistung
Abstract	This article discusses lessons learned from the development and execution of F&M in Shanghai, a hybrid residential-remote program created for Franklin and Marshall College's first-year Chinese students in Fall 2020. The F&M Office of International Programs worked with the Institute for Study Abroad (IFSA) to develop the residential portion of the program, and coordinated the curriculum and remote engagement framework. F&M in Shanghai represented an opportunity to craft a constructive environment for first-year Chinese students by intentionally considering and meeting their specific needs. Utilizing creative, well-designed pedagogy, thoughtful programming, and a multipronged approach to student support, we were able to operate the program with great success. Assessments of F&M in Shanghai resulted in a great deal of data, and some results we observed run counter to received wisdom. This article discusses how these results suggest avenues for future research. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01