Sense of Belonging: International Student Enrollment in Business Programs

Objective: The authors sought to develop a better understanding of the sense of belonging to international students enrolled in graduate-level business programs. Background: A theoretical framework exists to support the sense of belonging as a significant predictor of academic persistence. However, a paucity of literature exists that investigates international students’ sense of belonging in graduate-level programs.Method: The qualitative case-study research method was used to collect data via semi-structured focus groups and interviews with 13 participants. Data were recorded, transcribed, themed, and coded to establish research findings.Results: Participants reported barriers such as loneliness, isolation, immobility, and language barriers in the development of academic and social belonging.Conclusion: Campus-based support services focus on integrating international students into the campus community. However, little effort is placed on helping domestic students support the sense of belonging to their international peers. Furthermore, there is some evidence indicating that international students either failed to engage or were unaware of services that might help them overcome social and academic barriers. Application: Educational institutions should improve the ease of access, enhance existing, and develop additional services to help improve the sense of belonging to international students

Sense of Belonging: International Student Enrollment in Business Programs

Objective: The authors sought to develop a better understanding of the sense of belonging to international students enrolled in graduate-level business programs. Background: A theoretical framework exists to support the sense of belonging as a significant predictor of academic persistence. However, a paucity of literature exists that investigates international students’ sense of belonging in graduate-level programs.Method: The qualitative case-study research method was used to collect data via semi-structured focus groups and interviews with 13 participants. Data were recorded, transcribed, themed, and coded to establish research findings.Results: Participants reported barriers such as loneliness, isolation, immobility, and language barriers in the development of academic and social belonging.Conclusion: Campus-based support services focus on integrating international students into the campus community. However, little effort is placed on helping domestic students support the sense of belonging to their international peers. Furthermore, there is some evidence indicating that international students either failed to engage or were unaware of services that might help them overcome social and academic barriers. Application: Educational institutions should improve the ease of access, enhance existing, and develop additional services to help improve the sense of belonging to international students

Changing the Story: Evaluation Results of an Opioid Awareness Teach-In

Teach-Ins have historically been used as a way for educators to raise knowledge and awareness around an urgent social problem. We report findings from an action evaluation of the Bowling Green State University (BGSU) Opioid Awareness Teach-In, which was designed to (a) make clear that the BGSU community believes we can work to change the story of the opioid epidemic in northwest Ohio and (b) raise awareness of resources available for those struggling with opioid dependence in our community. Campus wide, anonymous questionnaires administered to students, faculty, and staff before (n = 275) and after (n = 140) the Teach-In indicated positive, and statistically significant, changes in knowledge of resources available, treatment options, and the attitude that BGSU is a community that cares about those struggling with opioid addiction. Qualitative feedback suggests that the Teach-In was helpful as a step toward changing the story and inspiring hope. In particular, our work to facilitate communication and awareness around opioid addiction, and reduce the silence and stigma associated with addiction, appears to have resonated strongly with participants

Interrupting the Pattern: Knowing Why and Respecting Who We Teach

Although research has identified culturally responsive pedagogy (CRP) as vitally important for educators in today’s increasingly diverse classrooms, few studies exist to explore the development of both pre- and in-service teachers’ knowledge about and self efficacy for CRP. This mixed methods study examined pre- and in-service teachers’ perceptions of CRP as well as their CRP self-efficacy. Both pre-service and in-service teachers participated in professional development aimed at improved knowledge and self-efficacy for CRP. Dependent-samples t-tests revealed positive and statistically significant changes in participants’ CRP self-efficacy. Qualitative analyses demonstrated participants worked to better understand their core values (know why they teach), identified a need to better understand their students (respect who they teach), and recognized high expectations for all students as a core principle of CRP

Making the Shift to a Co-Teaching Model of Instruction: Considering Relational Trust as a Precursor to Collaboration

Collaboration among teachers is necessary for school improvement efforts. In the case below, a high school shifts its instructional model to include students with disabilities in general education classes. The school needs to raise state test scores for students with disabilities and hopes this instructional change will help. To implement a full-inclusion model, general education and special education teachers will be assigned to teach classes together as co-teachers. Co-teaching, however, is a collaborative model that requires relational trust among colleagues. Leaders are encouraged to consider how developing trust for collaboration may be difficult during times of school improvement