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Navigating the Academic Developmental Maze: New Possibilities for Mentoring International Graduate and Doctoral Students through the USA
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Author(s): Kathleen P. King (Department of Leadership, Counseling, Adult, Career and Higher Education, University of South Florida, Tampa, FL, USA), Lu Norstrand (University of South Florida, Tampa, FL, USA)and Julie A. Leos (College of Business, University of South Florida, Tampa, FL, USA)
Copyright: 2015
Volume: 6
Issue: 1
Pages: 17
Source title:
International Journal of Adult Vocational Education and Technology (IJAVET)
Editor(s)-in-Chief: Viktor Wang (California State University, USA), Judith E. Parker (Columbia University, USA)and Geraldine Torrisi-Steele (Griffith University, Australia)
DOI: 10.4018/ijavet.2015010101
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Abstract
As an increased number of international students join College and University classrooms across the United States, their transition and acclimation to campuses has received attention over the past few years, particularly, in the areas of preparation and acculturation. This topic is important because faculty mentors can play a pivotal role in the professional development of international doctoral students. This article addresses these needs with a model which integrates adult learning and mentoring strategies to support international doctoral students. The model includes developing the skills which not only international graduates, but all graduates will benefit from in the 21st century. The significance of this model is its contribution to develop the valuable capabilities of proactive, problem solving, self-directed learners/academics able to self-reflect and navigate different cultural environments than their own. The discussion also provides future research recommendations.
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