University of Louisville
The Impact of International Culture on Learning at the University of Louisville
Institution
University of Louisville
Faculty Advisor/ Mentor
Patricia Cerrito
Abstract
A survey was conducted to determine various attitudes in regards to international faculty and students and how they affect the learning culture at the University of Louisville. In addition to basic demographic information, questions were asked concerning the impact of International/American students and faculty on learning and to what extent language was a barrier to that learning. Data were collected through a survey of 103 randomly selected students and 100 randomly selected faculty members. The survey was conducted at various spots around the University of Louisville Belknap and Health Science campuses where students are known to congregate. The data were collected during the morning and afternoon hours of Fall 2005 to ensure that the sample was representative of the university community. Chi-squared tests show that students who experience a language barrier tend to be less satisfied with international faculty (p<.0001) and their international classmates (p=.0203). Likewise, Chi-squared tests on the data show that academic major affects faculty preference (p=.0127) as does academic level (p=.0018).
The Impact of International Culture on Learning at the University of Louisville
A survey was conducted to determine various attitudes in regards to international faculty and students and how they affect the learning culture at the University of Louisville. In addition to basic demographic information, questions were asked concerning the impact of International/American students and faculty on learning and to what extent language was a barrier to that learning. Data were collected through a survey of 103 randomly selected students and 100 randomly selected faculty members. The survey was conducted at various spots around the University of Louisville Belknap and Health Science campuses where students are known to congregate. The data were collected during the morning and afternoon hours of Fall 2005 to ensure that the sample was representative of the university community. Chi-squared tests show that students who experience a language barrier tend to be less satisfied with international faculty (p<.0001) and their international classmates (p=.0203). Likewise, Chi-squared tests on the data show that academic major affects faculty preference (p=.0127) as does academic level (p=.0018).