Academic Integrity: A Saudi Student Perspective

Practices of academic dishonesty are prevalent on college campuses (Chen, 2009; O’Rourke, Barnes, Deaton, Fulks, Ryan, & Rettinger, 2010; Simkin, 2010). The pressure to excel, peer perception, and the lack of faculty enforcement are among several factors that lead students to cheat. Building on an initial multi campus 673 participant-survey results, circumstances of academic integrity among Saudi students at a Midwestern university are examined through in depth interviews. Findings revealed prevalence of academic misconduct behaviors among study participants. Academic misconduct behaviors ranged from simple utilization of cheating on tests to utilizing internet paper mills. Findings also showed a gap between students’ moral beliefs and their moral actions (Gross, 2011). Most participants, though reporting several academic dishonesty behaviors as accepted practices, denounced cheating as opposed to their own cultural, religious, and ethical beliefs

Myth or Reality: Catholic Inclusivity to Students from Other Religions

This qualitative study explored the multifaceted issue of cultural and religious challenges for an international Muslim group at a Catholic research institution. Measures employed by the university community to assert the friendliness of campus to students from other religions and student perceptions of the effectiveness of these measures are surveyed to reveal the inclusion of students from several religious affiliations, especially Muslim students. The study was based on in-depth interviews with Muslim students. Data analysis revealed constructs that are pivotal to the case including consistency in affirming the Catholic identity of the university; intentionally avoiding the usage of solely Christian terminology; awareness of the culture of students from several religious affiliations; capitalizing on aspects of other religions connected to the Christian faith; and consciously spreading an atmosphere of appreciation for the other

‘Unisectionality’ in the Faculty Line: Bonding Beyond Group Limits

Undoubtedly, the well-being of each faculty member influences student learning and contributes to student development in college. This ethnographic study examines first-hand experiences of faculty from underrepresented groups teaching at predominantly white institutions. Representing a variety of diversity realms, faculty members shared their lived experiences through drawing their path of success. Offering recommendations for retention of faculty of diversity, findings showed campus life and climate; fairness; challenges and support mechanisms; and teaching as pivotal to faculty success

Volunteer Work and Socializing Activities: Impact on Campus Internationalization

The social and cultural adjustment challenges facing international students have always attracted the attention of university and college administrators (Pinheiro, 2001; Reedstrom, 2005; Zhao, Kuh &, Carini, 2005). As colleges try to make up for the loss in international recruitment in the post 9/11 phase, various volunteer efforts are encouraged to welcome, orient, and integrate international students into the American life and society (Wit, 2002). While serving their original purpose of asserting the friendliness and the welcoming gestures of host institutions to international students, these volunteer efforts aim indirectly to increase international enrollment and campus internationalization. Recognizing the possible potentials of these efforts and their expected impact on recruitment, retention, and success of international students at a Mid-Western public research university, this study examined the role of a range of volunteer efforts in engaging, recruiting, and retaining international students on an American higher education setting. Traditional qualitative techniques like interviews, document reviews, and observations were utilized in the data collection. Three themes emerged around collaboration between volunteers and the university including: university support for volunteer activities, obstacles to volunteer work, and the influence of volunteer activities on international students. Findings shed lights on ways to maximize benefits of volunteer work engaging and easing the adjustment challenges of international students and its impact on campus internationalization. Findings also showed that these efforts and activities, though partially recognized, might face challenges that hinder the achievement of their desired outcomes

Impact of Self-efficacy on Saudi Students’ College Performance

With the increasing numbers of Saudi students marching into American colleges, the academic achievement and social integration of this student group is essential for the ultimate goal of their matriculation with their intended college degrees. Building upon the self-efficacy theory (Bandura, 1986) as a construct of student academic achievement, the article reports a qualitative study about the case of Saudi students at Riverside State University. After initial site observations and document reviews were conducted, primary data were collected from open ended interviews with students, administrators, and professors at RSU. The findings revealed that various aspects of self-efficacy are either agents or influences given the circumstances of the case. It offers recommendations showing how various aspect of the theory can be utilized to increase Saudi students’ self-efficacy and consequently their achievement level

Feeling Welcome with No “Buts”: Chinese Student Engagement in Residence Life

College student personnel and administrators working in residence halls are expected to provide a positive learning environment where every student’s point of view is welcomed respectfully. Creating that learning community requires residence coordinators to understand the circumstances of all students providing the means of a safe engaging environment to all of them. College administrators have to come up with innovative techniques and strategies to accommodate and extend helping hands to these students. Social adjustment is tumultuous for first year international students especially for those living in residence halls. Yet, research focused specifically on international residents in this environment is lacking (Paltridge et al., 2010). A quantitative study conducted at a Midwestern, midsized private institution examined first year international students’ perception of racial climate, community, and diversity in residence halls and how their perception influences learning outcomes. A descriptive analysis of the data was conducted, and the results were compared to data collected from the American College and University Housing Satisfaction Survey to compare experiences between international and domestic students. With insights on international student perception, practitioners can tailor programming to engage them

Behind the Veil: Cultural Challenges and Opportunities for a New International Student Group

The number of Saudi students studying in the United States quintupled from 3,035 students in 2005 to 15,810 students in 2010 due to a fully funded Saudi government scholarship (Open Doors, 2010). As students originating in a cultural background differing from the prevailing principles of their higher education institutions, Saudi students face several challenges. The cultural challenges are one of the most frequently apparent among these challenges (Constantine, Okazaki, & Utsey, 2004; Miller, 2002). Building upon the relationship between the cultural beliefs and student academic achievement, this study aimed at examining the cultural aspects of the increased presence of Saudi students enrolled in the various academic programs at a Mid-Western research university, Riverside State University, a pseudonym. The study followed the qualitative method for data collection and analysis. After conducting initial site observations and document reviews, primary data were collected from open ended interviews with students, administrators, and professors at the university. Study findings revealed various cultural implications arising from the continuous increase of Saudi students on American higher education campuses. The cultural construct was shown to have several subsequent aspects including: transition, academic life, and social life. University support systems were explored to demonstrate a replicable model that can be adopted to ease the cultural adjustment of these students. Recommendations demonstrate how various techniques can be utilized to increase Saudi students’ engagement for academic success

Cultural Impacts on Saudi Students at a Mid-western American University

The number of Saudi students studying in the United States quintupled from 3,035 students in 2005 to 15,810 students in 2010 due to a fully funded Saudi government scholarship (Open Doors, 2010). As students originating in a cultural background differing from the prevailing principles of their higher education institutions, Saudi students face several challenges. The cultural challenges are one of the most frequently apparent among these challenges (Constantine, Okazaki, & Utsey, 2004; Miller, 2002). Building upon the relationship between the cultural beliefs and student academic achievement, this study aimed at examining the cultural aspects of the increased presence of Saudi students enrolled in the various academic programs at a Mid-Western research university, Riverside State University, a pseudonym. The study followed the qualitative method for data collection and analysis. After conducting initial site observations and document reviews, primary data were collected from open ended interviews with students, administrators, and professors at the university. Study findings revealed various cultural implications arising from the continuous increase of Saudi students on American higher education campuses. The cultural construct was shown to have several subsequent aspects including: transition, academic life, and social life. University support systems were explored to demonstrate a replicable model that can be adopted to ease the cultural adjustment of these students. Recommendations demonstrate how various techniques can be utilized to increase Saudi students’ engagement for academic success

The Impact of Millennials on Community College Instruction

As a leader in serving diverse postsecondary student populations, the community college is renowned as a bastion for effective teaching and learning. Absorbing a growing number of traditional age college students, community colleges have witnessed a change in student characteristics. Such change is mainly characterized by the recent appearance of Millennial students. The Millennials’ increasing presence poses some instructional questions for college administrators and instructors. Should instructional techniques be altered to better meet the expectations of this new generation of postsecondary students? If so, what impact might those changes have on the nontraditional students? To answer these questions, perhaps the best way would be to examine the changing characteristics of today’s community college students and consider the potential implications for instruction

Missions and Practices of Student Learning Assessment: An International Comparative Study

Classroom assessment of student learning is part and parcel of the educational processes that both faculty and administrators use to guide their practices, ensure program effectiveness, and use as checkpoints for student achievement (Palomba & Panta, 1999). Mission statements and articulated policies often mention varied and continuous assessment techniques of student learning. However, how much they are reflected on the educational practices varies due to different factors like government mandates, requirements of accreditation, social factors, market forces, and accountability to stake holders which can all be credited for the degree of adherence to assessment best practices (Burke, 2005). This qualitative study is an effort to explore student learning assessment techniques at an American university which adopts the active learning approach and an urban Egyptian University where efforts of adopting the comprehensive learning approach are taking place. Research questions included: What are the evaluation tools utilized to measure students learning? What are the perceptions of faculty and students about the adequacy of these evaluation techniques? To what levels are these techniques standardized? What are the efforts made to get student feedback about the efficiency of these techniques for improvement purposes? Recommendations for maximizing student success and learning outcomes included: more campus professional development initiatives, adopting a progress and developmental approach of assessment, and involvement of professors and students in designing the assessment process. The study offers valuable information for administrators of higher education institutions and education faculty focusing on assessment, accountability, administration, curriculum planning, student success, and student engagement