Doctor of Philosophy, The Ohio State University, 2017, EDU Teaching and Learning

The number of international students who pursue higher education in Western countries, such as the US, increases yearly. Asian international students are a significant proportion of international students from different countries. Numerous researchers have identified various challenges encountered by this group of international students, including difficulties in adjusting to new linguistic and academic environments (Scheyvens, Wild,& Overton, 2003; Yeh & Inose, 2003), struggling to learn Western styles of academic writing (Silva, 1992), inadequately participating in class discussions (Currie, 2007; Liu, 2000; Morita, 2004), being isolated from faculty and peers (Le & Gardner, 2010; Trice, 2003), and lacking the knowledge of local culture (Scheyvens et al., 2003). Some researchers also discovered that the use of technology could assist international students in developing their L2 competence (Bakar & Ismail, 2009; Kessler, Bikowski, & Boggs, 2012), increasing their participation in course-related discussions (Kamhi-Stein, 2000; Kim, 2011), and making connections with people from the identical ethnic group (Cao & Zhang, 2012; Fan, 2008; Kim, 2010; Kim et al., 2009) and from the target culture (Fan, 2008; Hodis & Hodis, 2012; Kim, 2010; Kim et al, 2009) in a foreign country. Nevertheless, a few studies (e.g., Hughes, 2013) have investigated the influence of technology use on international students' discipline-specific learning. This present study, therefore, examined the role of technology during Asian international doctoral students' acculturation to their particular academic disciplines. Vygotsky's (1978) sociocultural theory, Lave and Wenger's (Lave & Wenger, 1991; Wenger, 1998) communities of practice, and Casanave, Li, and other scholars' academic acculturation (Casanave, 2002; Casanave & Li, 2008) were adopted to design this research, collect and analyze data, and interpret findings. Participants were three Chinese-speaking international students who (open full item for complete abstract)

Committee: Keiko Samimy (Advisor); Alan Hirvela (Committee Member); Francis Troyan (Committee Member) Subjects: Educational Technology; English As A Second Language

PHD, Kent State University, 2023, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The purpose of conducting this qualitative research was to investigate Middle Eastern international students' perceptions of individual mental health counseling services at their colleges/universities in the U.S. An Interpretative Phenomenological Approach (IPA) developed by Smith et al. (2009) was used to analyze the data. Six participants (three females and three males) participated in two individual interviews. Both interviews were conducted during the Coronavirus pandemic (COVID-19). Therefore, interviews were conducted via Microsoft Teams rather than in a face-to-face format to keep participants and the researcher safe. Two superordinate themes and five subthemes emerged from analyzing the data. The first superordinate theme was Mental Health Counseling Services are Unsafe to a Point. The three subthemes that emerged within the first superordinate theme were influence of cultural stigma, misinformation surrounding mental health counseling services, and mistrust related to English as a second language. The second superordinate theme was College Mental Health Counseling is Progressively Effective and Supportive. The subthemes that developed within the second superordinate theme were shifting generational perceptions of mental health counseling services and personal experiences with professional counselors.

Committee: Cassandra Storlie (Advisor); Jason McGlothlin (Advisor); Natasha Levinson (Committee Member); Kelly Cichy (Committee Member) Subjects: Counseling Education

MS, Kent State University, 2018, College of Education, Health and Human Services / School of Health Sciences

This descriptive non-experimental study was to describe the changes in eating behaviors, home cooking, and language barriers in Northeastern Ohio University. An online survey was completed by 31 Chinese and Indian undergraduate and graduate international students aged 18-30 with F-1 student visa and maintain minimum course load of full-time at Kent State's main campus. Means and standard deviations were utilized to determine the home cooking. The data collected from food intakes, type of meals, eating behaviors, and language barriers questions were presented as percentages, showing Chinese international students increased the intake of protein and decreased the consumption of vegetables and fruits, while the Indian international students increased the intake of protein, fat, and sweet, and daily calories, and decreased the consumption of vegetables and fruits. In addition, Chinese and Indian international students had similar mean scores in home cooking. Moreover, Chinese international students experienced more language barriers than Indian international students. Overall, the results of this study might have benefit for promoting international students healthy eating.

Committee: Natalie Caine-Bish (Advisor); Karen Lowry Gordon (Committee Member); Jamie Matthews (Committee Member) Subjects: Nutrition

Doctor of Philosophy in Urban Education, Cleveland State University, 2018, College of Education and Human Services

Internationalization of higher education is a major characteristic of China's higher education policy. Accordingly, the Chinese government is fervently encouraging the spread of Chinese language and culture through Confucius Institutes, student exchange programs, recruitment of international students, and international collaborations. South Asia is no exception to China's higher education outreach. Against this background, this qualitative study examined experiences of South Asian students with regard to China's higher education program(s) in relation to the explicit and implicit aims of China's soft power policy. Soft power refers to the power of attraction and co-optation, which is based on a nation's intangible resources such as "culture, ideology and institutions" (Nye, 1990). A case study approach was employed by using Nepal as the site for an in-depth investigation into academic, socio-cultural and political experiences of Nepalese students in relation to China's higher education policy and programs. Soft power constitutes the theoretical framework. Data sources included interviews with 20 Nepalese students (including alumni) and six experts, You Tube videos, images, news stories, books, journal articles, documents, and reports. Findings indicate that whereas the Chinese political system--specifically governance--and foreign policy as well as certain traits of the Chinese society drew admiration from the Nepalese students, the Chinese education program was found deficient in brand reputation and Chinese cultural penetration remains challenging, while such issues as racism and color discrimination stood out as social ills in the Chinese society. The study bridges a critical gap in the existing literature that is largely exclusive of the South Asian region where China is rapidly strengthening its strategic foothold, as well as making a significant contribution to the literature on linkages between soft power and education by employing the educational soft (open full item for complete abstract)

Committee: Anne Galletta Dr. (Committee Chair); Joanne Goodell Dr. (Committee Member); Marius Boboc Dr. (Committee Member); Jonathan Ring Dr. (Committee Member) Subjects: Asian Studies; Education; Education Policy; Educational Evaluation; International Relations; South Asian Studies

Doctor of Philosophy, The Ohio State University, 2006, Psychology

Despite a growing literature regarding both the social self-efficacy and the cross-cultural adjustment of international students, an integration of research in these two areas is still not yet well developed. Given concern over this lack of integration and interest in understanding the nature of the adjustment process of international students, this present study endeavored to explore the role of social self-efficacy in the process of cross-cultural adjustment for Chinese international students. Accordingly, the main purpose of this study is to seek to examine whether there is a discrepancy in the levels of social self-efficacy in different language settings for Chinese international students. Also, the relationships between social self-efficacy in different language settings and other constructs, such as acculturation stress, global self-esteem, and English proficiency, would be examined. Other hypotheses examining the predicting relationships between these variables would be discussed in this study as well for applications in intervening. The sample of participants consisted of 203 Chinese international students who were mainly recruited from the Ohio State University. There were four measures administered in this study: the scale of Perceived Social Self-Efficacy, the Unconditional Self-Regard Scale, the Acculturative Stress Scale for International Students, and a Demographic Questionnaire, which contained three questions regarding English proficiency. Several important findings have been evident in this study. First, Chinese international students reported different levels of social self-efficacy in different language settings. That is, they perceived a significantly higher social self-efficacy in Chinese interactional setting than in English setting. Secondly, English social self-efficacy is the major resource in influencing international students' adjustment outcomes. That is, a higher level of social self-efficacy will predict a lower level of acculturation s (open full item for complete abstract)

Committee: Nancy Betz (Advisor) Subjects:

Doctor of Philosophy (PhD), Ohio University, 2010, Higher Education (Education)

Higher education is becoming increasingly internationalized, and a significant aspect of the internationalization of higher education is student mobility. A relatively new feature in international student mobility is the offer of English taught programs. Wachter and Maiworm (2008) define English taught programs as “programmes taught in English in non-English speaking countries in Europe, i.e. in countries where English was not the domestic language” (p. 9). Increasing numbers of universities are offering these programs, yet the existing research on them is limited. This study contributes to the literature by exploring the levels of importance of and satisfaction with selected experiences expressed by international students enrolled in English taught programs at German universities. A concurrent mixed methods design was used. Quantitative data were collected by administering an on-line questionnaire; qualitative data were collected by conducting on-site interviews. The data were collected concurrently and analyzed separately. Finally, the data were integrated in the interpretation phase. The findings of this study suggested that the salient experiences of international students were centered on their academic program, living in Germany, and being a member of a cohort of international students. Experiences as non-native speakers of German and a sense of isolation were interwoven with these experiences. Students expressed overall satisfaction, however, they were less satisfied with certain aspects of their experience. Differences in levels of satisfaction existed by world region of origin and students' self-assessed German proficiency.

Committee: Dr. Valerie Martin Conley PhD (Committee Chair); Dr. Peter Mather PhD (Committee Member); Dr. Gary Moden PhD (Committee Member); Dr. Josep Rota PhD (Committee Member) Subjects: Higher Education

MS, Kent State University, 2011, College of Education, Health and Human Services / School of Health Sciences

This descriptive study was conducted to provide a description of dietary intake of Arab international college students along with dietary changes associated with relocation in Northeast Ohio in addition to evaluating the overall differences in food intake based on gender and marital status. A self administrated Food Frequency Questionnaire (FFQ) was completed by 95 Arab international college students. The respondents reported noticeable changes in their food preferences and consumption of both traditional and westernized foods. The results revealed shift toward westernized and local foods along with a general unbalanced consumption from food groups for the majority of participants. However, the results showed few differences based on gender and marital status. Traditional food consumption decreased less than or equal to (p 0.05) whereas westernized food consumption increased, less than or equal to (p 0.05). Overall, the results suggested newly arriving Arab international college students might benefit from nutrition education relative to westernized food intake.

Committee: Karen Gordon (Advisor); Nancy Burzminski (Advisor); Natalie Caine-Bish (Committee Member) Subjects: Nutrition

Specialist in Education (Ed.S.), University of Dayton, 2012, School Psychology

This research study examines the various definitions of success that international undergraduate students hold for themselves, how they seek help when needed, and what resources and study strategies they used. Data for this study were collected in two phases through qualitative interviews and an online survey. International and American undergraduate students at a private Midwestern university were selected through random sampling. Sample groups were matched according to gender and major. Results from this study indicate that the primary way international undergraduate students define academic success for themselves is by applying their education to a future career. In contrast, American undergraduate students most often define their academic success by earning good grades. Both International and American students prefer to ask the class professor for help with an academic issue, and ask a friend's help when the issue is personal. International and American students both report using time management strategies at least once per week in addition to frequent use of the computer and internet for their studies. In addition, International students reported higher use of dictionaries and translations devices, as well as more frequent trips to the library. A significant difference was found for grade pointaverages below 3.0 and English language test scores. The information collected through this study will inform higher education administrators of academic characteristics common among international students and help to revise university support services and admission procedures so they are better equipped to serve this population.

Committee: Susan Davies EdD (Committee Chair); Sawyer Hunley PhD (Committee Member); Amy Anderson PhD (Committee Member) Subjects: Higher Education; Multicultural Education

Master of Arts (M.A.), University of Dayton, 2023, English

Food is an important aspect of culture. The ability to independently purchase, manage, cook, and consume food as part of daily life is an essential skill. West African non-immigrant international students studying in the United States face challenges relating to food purchasing, preparation, and consumption. These challenges may materialize in the form of food availability, cost, and accessibility. An individual's food choices affect their health and well-being, and as international students face obstacles in making food choices, healthy food choices must be made to promote not only their health but also their sense of well-being. In particular, the availability and accessibility of traditional foods from the international student's culture have an impact on the dietary and nutritional choices of these non-immigrant students in the U.S. Food literacy centers on knowledge and skills required for understanding the nutrition and use of available foods, and acquiring knowledge and skills for making informed dietary choices. Cullen et al. (2015) define food literacy as the ability of an individual to understand food in a way that they develop a positive relationship with it, including food skills and practices across the lifespan in order to navigate, engage, and participate within a complex food system. The concept focuses on food knowledge, cooking skills, dietary practices, and the ability to make healthier food and nutritional choices. This study uses the concept of food literacy to better understand how levels of knowledge about available foods serve as a critical element in the dietary and nutritional choices of West African non-immigrant international students. Being “food illiterate” in their new culture influences their health, emotional well-being, and overall sense of comfort in their new surroundings. This study employs a mixed-methods approach, combining surveys, a Grounded Theory approach, interviews, and a Photovoice research methodology to gather data (open full item for complete abstract)

Committee: Rebecca Potter (Advisor); Margaret Strain (Committee Member); Patrick Thomas (Committee Member) Subjects: English As A Second Language

Master of Science (MS), Ohio University, 2023, Experimental Psychology (Arts and Sciences)

Social cognitive theorists and self-regulation theorists have disagreed about whether self-efficacy can have a negative effect on students' effort and performance. Despite robust positive relationships found between self-efficacy and student performance, recent research has shown that self-efficacy negatively affects students' efforts, which can adversely affect performance. This study focuses on assessing the generalizability of the theoretical approaches to international students by comparing the effects of self-efficacy, effort, and performance in international and American students. Participants were asked to complete four waves of questions regarding their self-efficacy, effort, and performance toward exams that they had the past week or were going to have in the coming week. The findings showed that self-efficacy levels prior to the exam negatively affected the number of hours that students planned to study and status in the US did not moderate the relationship, implying the effect generalizes.

Committee: Jeffrey Vancouver (Advisor) Subjects: Experimental Psychology; Psychology

Doctor of Philosophy (PhD), Ohio University, 2023, Higher Education (Education)

Despite growing efforts to address the challenges international graduate students face while studying at US Institutions of Higher Learning (IHLs), there is a dearth of research on the factors that influence their persistence (Curtis et al., 2013; Jackson et al., 2019; Khoshlessan & Das, 2019; Luo et al., 2019; Mitchell et al., 2017; Okusolubo, 2018; Wang et al., 2018; Zhang, 2016). Part of the problem is that international students are studied as a homogeneous group. Understanding the diversity that exists within the international students population is vital to IHSs to best serve and support them. This study employed Tinto's (1993) theory of persistence and Whitney and Cooperrider's (2011) model of Appreciative Inquiry (AI) to examine the transitional experiences and persistence of African international graduate students at 4-year US research universities. The study utilized a phenomenological research design to understand how participants' experienced transitioning and persistence. The study consisted of 13 African students in their second year of their graduate program. Data was collected through in-depth virtual interviews with the participants. Data analysis involved a combination of interpretative interactions with the transcript and keeping reflection notes throughout the study. Findings revealed that perceived discrimination, lack of cultural diversity, financial constraints, and linguistic challenges negatively affected participants' experience. However, the study also identified that faculty mentorship, motivation and commitment, resilience, peer network, financial support, and spirituality influenced participants' persistence. The findings are consistent with the literature and have implications for university faculty, student affairs professionals, and policymakers to better support the transition and persistence of African international graduate students.

Committee: Laura Harrison (Committee Chair); Lijing Yang (Committee Member); Emmanuel Jean-Francois (Committee Member); Peter Mather (Committee Member) Subjects: Academic Guidance Counseling; African Studies; Education Policy; Educational Leadership; Higher Education; Higher Education Administration; Minority and Ethnic Groups; School Counseling

PHD, Kent State University, 2022, College of Public Health

Background: Type 2 diabetes, known as non-insulin-dependent diabetes, has increased among the adult population in Saudi Arabia. Diabetes affects 18.3% of Saudi individuals, and about $7 billion (13.9% of the total health care budget) is utilized for all diabetes patients. The problem affects people of all ages, and college students often fail to follow the recommended diabetes prevention behaviors, increasing their risk of T2DM. Evidence shows that people's health behaviors are influenced by their health beliefs and other personal and environmental factors. From a prevention viewpoint, a few studies have explored the association between health beliefs and people's behaviors; however, those studies were on patients with T2DM. The association of environmental factors on physical activity and dietary behaviors among Saudi college students in the United States was not previously assessed. Therefore, using the Health Beliefs Model, this study examines the association between college students' health beliefs, other risk factors, and their physical activity and dietary behavior. Method: A cross-sectional survey was conducted through social media targeting Saudi international students living in the United States. Descriptive analysis was utilized to identify participant characteristics and describe the frequencies of physical activity and healthy diet per week. Logistic regression analysis examined the association between multiple factors and health behaviors. Results: Among the 410 participants, overweight and obese participants represented 32.4% and 14.6%, respectively. Participants with T2DM family history were 57.2%, and 22% were current smokers. The majority of participants reported moderate levels of stress (93.9%), and 61% had a lack of T2DM knowledge. Most participants did not feel susceptible to T2DM and did not feel it was serious; however, most (56.5%) believed in the benefits of engaging in healthy behaviors. About 59.5% had low levels of perceived susceptibilit (open full item for complete abstract)

Committee: Jeffrey Hallam Dr. (Committee Chair); Kele Ding Dr. (Committee Member); Peggy Stephens Dr. (Committee Member); Eric Jefferis Dr. (Committee Member) Subjects: Health; Health Sciences; Public Health

Doctor of Philosophy, The Ohio State University, 2022, EDU Teaching and Learning

Given that minimal research has looked at doctoral level reading and considered the extent to which this is an intercultural experience for second language readers, this multiple case study explored the academic reading practices and perspectives of four international doctoral students from different first language backgrounds all studying in an Education program at a large research-intensive higher education institute in the midwestern United States.

Committee: Alan Hirvela (Advisor); George Newell (Advisor); Ian Wilkinson (Committee Member); Ulla Connor (Committee Member) Subjects: Education; English As A Second Language; Higher Education; Language; Literacy; Reading Instruction

Master of Arts, The Ohio State University, 2021, East Asian Languages and Literatures

This study investigates the experiences, feelings, and opinions of first and second year international undergraduates from China in campus housing at The Ohio State University. Based on a comprehensive understanding of their residential life, the study aims to help them integrate more smoothly and quickly into the American campus culture, understand the concept of American higher education, and adapt to American college life. At the same time, the program aims to promote and improve the management of international students in U.S. colleges and universities, thus increasing the enrollment and retention rates of international students in universities.

Committee: Jianqi Wang PhD (Advisor); Xiaobin Jian PhD (Committee Member) Subjects: Higher Education; Higher Education Administration

Doctor of Education (EdD), Ohio University, 2020, Educational Administration (Education)

Student persistence, which is student's progress towards graduation through achieving or meeting educational goals, is widely studied. The focus of a majority of the studies on student persistence is on students at the K-12 and undergraduate levels. Furthermore, while persistence of graduate student population was studied, such studies focused on domestic student, and not international students. International graduate students are important for educational institutions. The pedagogical and financial impact of international graduate students on educational institutions is significant, yet their retention and persistence is understudied. The current study was an attempt to enhance our understanding surrounding student retention and persistence. Research on student retention and persistence is greatly influenced by the works of Vincent Tinto, one of the earliest researchers to incorporate sociological research into their work on student persistence and, who in the early 1970s, developed what is probably the very first predictive model of student persistence. Tinto's (1993) model of student persistence, known as Tinto's Institutional Departure Model (TIDM), suggests that a student's integration into the academic and social fabric of the educational institution (i.e., academic integration and social integration) predicts their persistence. Subsequent research, across different student populations and at different levels of education, has shown that academic integration and social integration play an important role in determining persistence of students, validating the core finding of Tinto's model. Student persistence decisions are complex and are influenced by a variety of factors. For example, finance plays an important role in not only access to education but also influences academic integration and social integration. This was highlighted by the works of Pascarella and Terenzini (2005), and Cabrera and colleagues (Cabrera, Nora, & Castaneda, 1992; Nora, Cabrera, Hage (open full item for complete abstract)

Committee: Emmanuel Jean-Francois (Advisor) Subjects: Education; Education Finance; Education Policy; Educational Leadership; Higher Education; Higher Education Administration

Doctor of Philosophy (PhD), Ohio University, 2019, Instructional Technology (Education)

The aim of mobile learning (M-learning) is to overcome traditional constrictions of education such as the place and the time at which learning occurs. M-learning has been investigated in many areas; however, the impact of M-learning on graduate international students and their experiences have not yet been investigated. The research aims to answer the following questions: 1) What are the international students' perceptions of M-learning in Instructional Technology program; 2) What are the international students perceived benefits and challenges of M-learning while using this method in their courses; and 3) How do participants describe their use of M-learning? To answer these questions, a modified version of the UTAUT2 model was used to analyze interview data from eight international student participants who at the time of the study were enrolled in a post-graduate instructional technology (IT) program. The UTAUT2 model was used to analyze adoption rate and usage M-learning among specific populations by investigating how performance expectancy (PE), effort expectancy (EE), and social influence (SI) determine behavioral intention (BI) to integrate. Data from the interviews were analyzed by using thematic analysis to identify relationships and patterns. The researcher developed narrative stories for each of the interviews to discover the overarching ideas. Identifying the key themes led to discovery of relationships, patterns and ideas to answer the research questions and to add to wider discussion on M-learning in the international student community in the United States. Findings suggest that M-learning may help increase learning productivity and academic gains. M-learning is convenient due to accessibility and usability and is becoming more ubiquitous in the informal learning setting. Participants indicated that they are likely to implement a hybrid model of face-to-face and M-learning techniques and tools in their teaching practice because it helps increase interact (open full item for complete abstract)

Committee: Greg Kessler (Committee Chair); Krisanna Machtmes (Committee Member); Danielle Dani (Committee Member); Min Lun Wu (Committee Member) Subjects: Education; Educational Technology; Instructional Design; Social Studies Education

Doctor of Philosophy, The Ohio State University, 2017, EDU Teaching and Learning

Lecture note-taking skills have been studied in the context of academic listening for a long time; however, these studies have not clarified the relationship between the learners' listening comprehension and their note-taking skills in different lecture contexts. Nowadays, many lectures are filled with various multimedia that support teaching and engage students in large class settings. What is not known is whether and how the nature of the input from these varying multimodal instructional sources may impact, positively or negatively, on second language (L2) students' listening and note-taking experiences and efficacy. Students now have to distribute their attentional resources skillfully to account for the new combinations of visual and aural input from lecturers, and this situation could pose listening and note-taking challenges for first-year international students, who are learning how to learn in a new educational context while still developing their L2 proficiency in the language of instruction. Given these circumstances, the objectives of this dissertation were: (1) to present multiple portraits of international students' development of lecture listening and note-taking skills, (2) to examine how different course settings affected their listening and note-taking approaches, (3) to identify the similarities and differences in their listening and note-taking methods, and (4) to provide insights into the realm of academic listening by scrutinizing the interplay between various factors that can shape students' listening and note-taking experiences. In this multiple-case study, I observed six Chinese-speaking international students in their first semester studying at a Midwestern university in the United States. To record their development of listening and note-taking skills as well as the difficulties they encountered, I collected various types of data, including classroom observations, recall protocols, students' notes, individual interviews, and online checkl (open full item for complete abstract)

Committee: Alan Hirvela (Advisor); Leslie Moore (Committee Member); Keiko Samimy (Committee Member) Subjects: Education

Master of Science (MS), Ohio University, 2015, Apparel, Textiles, and Merchandising (Education)

This ethnography examines the motivations behind the dress habits of Chinese university students studying at a Midwestern university in the United States. Symbolic consumption and self-discrepancy were implemented in the research design. Seven participants completed a demographics questionnaire and in-depth interviews designed to shed light on the relationship between identity, norms, and masculinity in the construction of the dress and behavior habits of university males. Differences in the construction of identity, masculinity, and the symbolism of dress-related goods were examined through the participants' contributions. An index was also be administered which measured participants' conformity to (western) masculine norms. The results of the study indicated that the majority of the participants reported altering their dress in order to conform to masculinity norms. The majority of participants associated muscularity, casualness of dress, and athletic clothing as accepted masculine norms at Ohio University.

Committee: Ann Paulins (Advisor); Sandy Chen (Committee Member); Krisanna Machtmes (Committee Member); RayeCarol Cavender (Committee Member) Subjects: Behavioral Sciences; Gender Studies; Minority and Ethnic Groups; Social Research; Sociology

MS, Kent State University, 2014, College of Education, Health and Human Services / School of Health Sciences

The purpose of this study was to compare the knowledge and utilization of nutrition labels among international versus non-international college students. It was expected that there would be a difference in knowledge of the nutrition labels between the international and non-international college students. Also, it was expected that there would be a difference in utilization of nutrition labels among international and non-international college students. An electronic questionnaire was completed by undergraduate and graduate students at Kent State University (n=176). Descriptive statistics were utilized to describe frequencies, standard deviations, and means of all participants' responses. A t test was used to compare the means of the three subscales (nutrition knowledge, nutrition label use, and attitude toward nutrition labels) among the demographic variables. A P-value was selected a priori 0.05 for significance. Correlation between age and the three scales was used to analyze the relationship between age and scores on each of the three scales. A significant difference was demonstrated in the summed total knowledge scores between non-international and International students (P=.001). This study demonstrated a lack of overall nutrition label knowledge and use among college students, suggesting nutritional-related educational strategies for college students are needed.

Committee: Karen Gordon Ph.D., R.D., L.D. (Advisor); Natalie Caine-Bish Ph.D., R.D., L.D. (Committee Member); Amy Miracle Ph.D. R.D., CSSD (Committee Member) Subjects: Food Science; Health; Health Sciences; Nutrition

Master of Arts (MA), Bowling Green State University, 2014, Cross-Cultural, International Education

This study examines the shifts of international Muslim and former Muslim students' religious and/or cultural identity as they studied at one of two Midwestern universities. This study uses an inductive approach to analyze interview data for the purpose of answering the central question: What are the shifts international Muslim students are experiencing in regards to their Muslim and/or cultural identity? And, the following sub-questions are addressed: What is contributing to international Muslim students' shifts in Muslim and/or cultural identity? What are the implications of these shifts? Using a grounded theory approach, these questions are answered using inductively arrived at axial categories, which include independence, exposure, and questioning, and a central category of discernment. The categories resulted from the participants' data, and help understand what shifts international Muslim students are experiencing. Additionally, these categories help to understand what is contributing to these shifts, and what the implications of these shifts are. Open-ended, semi-structured interviews were conducted with international Muslim and former Muslim students who were studying, or had studied at one of the two chosen universities. These participants were selected as a result of their status as international students, in addition to their Muslim or former Muslim identities. The results of the study revealed that many of the participants did experience a shift in their Muslim and/or cultural identity while studying at one of the two Midwestern universities. Furthermore, the results showed that many of the participants' shifts in their Muslim and/or cultural identity, were a result of studying at one of the two universities. The participants who experienced a shift in their Muslim and/or cultural identity appeared to all share in a similar process, which led them to their shift. In this process, the participants had to consider what the implication (open full item for complete abstract)

Committee: Bruce Collet PhD (Advisor); Hyeyoung Bang PhD (Committee Member); Russell Mills PhD (Committee Member) Subjects: Higher Education; Islamic Studies; Religion; Spirituality