Publication Date

5-2018

Date of Final Oral Examination (Defense)

4-19-2018

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Supervisory Committee Chair

David Gabbard, Ed.D.

Supervisory Committee Co-Chair

Gail Shuck, Ph.D.

Supervisory Committee Member

Roberto Bahruth, Ph.D.

Supervisory Committee Member

Uwe Kaiser, Ph.D.

Abstract

The number of Saudi Arabian international students studying at U.S. universities has increased dramatically over the last decade. Existing studies show that many Saudi international students are faced with challenges adapting to studying at Western universities. In this study, Saudi international students’ perceptions of their relationships with American college instructors will be examined. Qualitative research and interviews were used to explore how various factors influence Saudi international students’ engagement with instructors at a large Western research university in the United States. Specifically, the researcher seeks to understand what Saudi international students experience as helpful or not helpful in their relationships with American instructors. It is hoped that exploring the relationships between students and instructors from the perspectives of Saudi students will give these students a voice and lead to better understanding of student and instructor needs. This information is vital in creating supportive resources and services for both Saudi international students and their American instructors.

DOI

10.18122/td/1369/boisestate

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