The COVID-19 pandemic has substantially impacted higher education. The unexpected move to online learning and support services have created many challenges. International students, who often are unfamiliar with the culture and norms of American higher education, have been particularly disadvantaged. Analyzing data received through an online survey, researchers identified the top five academic and non-academic challenges faced by international students during the pandemic, and their use of support services to overcome challenges. The results inform college administrators, professors, and student services professionals on the experiences of international students during the pandemic, and offer suggestions for reviving and expanding campus academic and social support services.
The purpose of this study was to determine the extent to which the Trump administration ban on individuals from 7 Muslim-majority countries (i.e., Executive Order 13769), influenced prospective international graduate applicants to two Texas institutions. Inferential statistical procedures revealed the presence of a statistically significant, sharp decline in international graduate applicants, particularly from Muslim-majority countries. From Fall 2016 to Fall 2018, international graduate applicants from non-Muslim-majority countries declined 18.36%. Over this same time period, applicants from Muslim-majority countries declined 33.37%. Most notably, applicants from the 7 countries targeted in the travel ban declined 53.93%. Concerns clearly exist regarding the effects of this travel ban on international student mobility. Implications of these findings and recommendations for future research are discussed.
Educational research has explored the influence of first-year seminars, online course delivery, and developmental coursework on first-year student success, yet there is limited research on how these educational components intersect. A collective case study approach was used to explore the experiences of students enrolled in an online first-year seminar that was paired with a developmental mathematics course. Students reported different motivating factors and expectations for enrolling in the course, yet all expressed a desire to improve their academic performance and confidence. These results help to inform how delivery of an online FYS can support the goals of students and institutions.
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