The Effects of a Roommate-Pairing Program on International Student Satisfaction and Academic Success

While great attention has been given to the growth of international students at U.S. institutions, there is a gap in the literature examining support for this student population within residence halls. To address the gap, this quantitative study evaluated an international roommate-pairing program (IRP) by comparing the residential experience of IRP participants with a control group. The results showed the roommate-pairing program had a positive impact on the residential experience of international students. These findings suggest physical environment and structured support are critical factors in the satisfaction and success of international students. This research can inform the practice of Residence Life professionals and aid in the establishment of effective support programs

Learning to Live Together: Measuring Global Perspective Through Roommate Pairing

The present study examined the role of global perspective development on college students, focusing on international and domestic student roommate pairings. The literature review explored the role of global citizen development among college students, international student transitions, and the role of residence life in college student development, as well as how all these aspects inform and impact development of global perspective. The methodology utilized a mixed methods approach including both quantitative pretest and posttest surveys and qualitative interview questions. The quantitative data utilized the Global Perspective Inventory (GPI), while the qualitative included two email interview questions. According to the key findings, domestic students both quantitatively and qualitatively proved to have an increased global perspective, while international students’ global perspective both quantitatively and qualitatively did not increase

Learning about inequality in unequal America: How heterogeneity in college shapes students’ belief in meritocracy and racial discrimination

Harvard UniversityPublished versio

Problematic areas of host university support services for short-term mobility students

The growing numbers of mobile students over the years made the provision of student services a key topic of interest for higher education institutions. In order to offer a better experience for international students, it is important to be aware of and assess their needs in relation to different sets of support services. The data used in this paper were gathered through the ESNsurvey 2016 project, a research venture focused on the experiences of participants in short-term student mobility in Europe. Responses were collected from 12,365 international students, who have participated in a short-term (3-12 months) study period abroad mostly through Europe’s most promoted mobility program called ERASMUS+. For the purpose of this paper, the focus was only on the aspect of host university support services. The comments of 2,012 students about their experiences were analyzed using a probabilistic methodology known as Latent Dirichlet Allocation (LDA)

The Impact Of Support Areas On The Academic Success Of International Students In Community Colleges

This study examined the various types of support areas for international students in community colleges that help them achieve academic success in their studies. The study considers the impact of these support areas on international students’ academic success in terms of their self-reported Grade Point Average (GPA) and perceived success using the Bronfenbrenner’s theory of human development at the micro-, meso-, and macro- levels. A quantitative study was conducted to measure the impact of these support areas on international students’ academic success measured in terms of their self-reported GPA and perceived success. A target sample size of 399 international students was recruited to participate in a hard copy, one-on-one survey. These students were current international students at a large community college in Western Canada. It is expected that this study would help to determine the impact of the support areas on the academic success of international students in community colleges. The results of this study showed that international students’ support areas at the micro-, meso-, and macro-levels were all strongly related to their academic success in terms of their self-reported GPA and perceived success. The federal government’s strategy of increasing international students’ presence in Canada as a way of addressing the aging work force and population challenge in Canada would be more successful with increased investments in these support areas. Indeed, Government rhetoric at all levels and an increased investments in these important support areas are essential in ensuring the academic success of international students, and making Canada a top and competitive destination of choice for international students. Keywords: International students, Support areas, Community college, Bronfenbrenner, Canad

CREATING BETTER ROOMMATE DYADS: THE ROLD OF OPTIMISM, PESSIMISM, AND PRECEPTION WITHIN COLLEGE ROOMMATE RELATIONSHIPS

The purpose of this study is to address the relationship between optimism/pessimism, perception and roommate relationships in college students. Participants were conveniently pooled from Southeastern University and were assessed via an online survey. Literature was compiled supporting the hypotheses that the researcher created. After analysis, it was found that optimism/pessimism correlated with roommate relationships and perceived similarity of optimism and pessimism correlated with roommate relationships. These results supported some of the researcher’s hypotheses but not all of the

Education on Fall Prevention to Improve Self-Efficacy of Nursing Staff in Long Term Care: a Pilot Study

Purpose: Fall prevention is an ongoing concern in long-term care. Self-efficacy of nursing staff affects their performance levels related to fall prevention. Research concerning falls in the elderly is plentiful but there are no published studies addressing self-efficacy of nursing staff for implementation of fall prevention strategies in long-term care. The authors hypothesize that fall prevention education by an occupational therapist would be effective to improve the self-efficacy of nursing staff for implementation of fall prevention strategies and self-efficacy to prevent resident falls. Method: A pre-test post-test pilot study implementing a five-week, multifaceted, fall prevention education course was conducted by an occupational therapist. The SEPF-A and SEPF-N were administered to the nursing staff respective of their professional licensure to assess falls self-efficacy before and after the course. Results: Eight participants (6 certified nursing assistants & 2 nurses) completed the course. A statistically significant improvement (p = .043, a = .05) in falls self-efficacy was noted for the nursing assistants. Following training, there was a 40% increase in the SEPF-A and a 67% increase in the SEPF-N indicating an improvement in self-efficacy related to falls. Conclusion: Fall prevention training by a licensed expert may be an effective approach to increase self-efficacy of nursing staff for implementation of fall prevention strategies and for prevention of resident falls in long-term care