We recently completed our research on Connecting Best Practices for Teaching Linguistically and Culturally-Diverse International Students with International Student Satisfaction and Student Learning: A Review of STEM and Non-STEM Student Perspectives, which involved conducting qualitative research using focus groups and individual interviews.   A key part of our research is to offer a student voice to the Scholarship of Teaching and Learning literature related to the teaching of linguistically and culturally-diverse international students.

As the next step in our research, we plan to develop one or more undergraduate student learning communities to further explore the international student learning experience at the University of Windsor with the goal of enhancing our understanding of how we can enhance teaching of international students.  Our next project focuses on the learning experiences of online and open university students.

By participating in a student learning community, international students will experience a high-impact educational practice that will provide them with an opportunity to engage in collaborative inquiry and discovery in student-informed empirical research on an important educational topic.  Students will benefit from the excitement that results from working on a topic within their student experience, sharing their findings with students and faculty throughout the University, acquiring self-understanding, and learning about alternative points of view.