A "Teaching as Research" conference hosted by the Cornell Center for Teaching Excellence.
I'll be presenting on my work looking at international students in Engineering at the American university.
ABSTRACT: As the population of international students (IS) in North American universities grows
rapidly administrators and educators are faced with the task of figuring out how the
academy will accommodate the changing student landscape. This is particularly true in
the field of engineering and other technology-related fields. IS face many kinds of chal-lenges in a new environment. Moreover, at the graduate level, faculty and international
students may experience low productivity when their educational goals are misaligned.
That these misalignments can be subtle and often unconscious to both parties can bring
added frustration. The present study describes misalignments between the research and
long-term career goals of educators and international students. I found differences
in IS self-reports of motivations for research and faculty perceptions of IS being extrin-sically motivated. Critically, we found that faculty are ignorant of how limitations of
visa status duration influences doctoral student research. I discuss how knowledge of
these misalignments will better inform mentorship practices for international in research-driven doctoral programs in North American universities.