The presence of international students on college campuses has been a significant source of cultural diversity and globalization of college campuses. Therefore, determining factors for successful learning experiences of international students on American campuses could result in better recruitment strategies. This paper investigates the learning experiences of students in applied project courses and compares learning outcomes of international and the U.S. students in applied courses. Results show positive impacts of applied project courses on students’ learning outcomes with better results for international students.
In this chapter you will learn: • To question what it might mean to be an ‘international student’, and position students as bringing a vibrant array of different perspectives which can be rich learning assets. • A pedagogic model of facilitation that moves towards mutual adaptivity in learning contexts where both you and your learners learn new ways of thinking and acting as well as different professional practices across cultures. • Strategies for learner adaptivity including integrating diverse examples and cases, connecting to and validating diverse experiences and prior knowledge, accommodating diverse needs, and reciprocating learning about different ways of thinking, acting and feeling across cultures. • Strategies to enable and sustain a learning environment for work-based learning study success.
Berzelius failed to make use of Faraday's electrochemical laws in his laborious determination of equivalent weights.