Comparative & International Education Series
Comparative & International Education Series invites authors and editors to embark on a journey of scholarly exploration. Immerse yourself in the most pertinent and compelling topics within international/global education as we aspire to uncover novel perspectives, pioneering solutions, and enlightening insights. Format: Online ISSN: 3065-3533; Print ISSN: 3065-3517
ChatGPT as a Pedagogical Tool for Decolonizing & Pluralizing Introductory English Literature Courses
A Comparative Study of ChatGPT and Seq2Seq Chatbot for Effective Students Advising
AI chatbots are increasingly becoming a part of students’ lives. From school learning to universities admission and orientations. AI chatbots are finding ways to facilitate and improve learning experiences. Moreover, AI chatbots employ state-of-the-art deep learning algorithms, with natural language processing (NLP). For example, Seq2Seq based chatbots adopted the deep learning algorithms powered by recurrent neural networks (RNNs). Moreover, BERT model is the first language model that adopted self-attention mechanism by using the bidirectional Transformers. the GPT (Generative Pre-Trained Transformer) is another advanced language model that trained by using the autoregressive model. This paper aims to focus on domain-specific educational purposes and particularly for advising prospective undergraduate students, by answering to their enquiries such as universities admission tests, applications deadline and selecting the best fit majors and universities. Additionally, this paper compared the architecture and performance in both the ChatGPT and Seq2Seq chatbot models for providing advices to prospective students.
Rethinking Assessment and Feedback: Adapting Evaluation Methods for the Age of Artificial Intelligence (AI)
Artificial intelligence (AI) is rapidly transforming the world of higher education, and faculty members play a critical role in enhancing student learning through informed feedback. This chapter explores four key areas related to AI and assessment: 1. The urgency and implications of adopting AI proactively in higher education. 2. Writing comprehensive and adaptable policies to mitigate academic and ethical dilemmas stemming from AI. 3. Reassessing traditional evaluation methods, spotlighting AI's potential to personalize learning and to support the needs of all students. 4. Developing a framework offering recommendations on how to enhance the positive effects and mitigate the negative aspects of AI on assessment and feedback when reviewing student work. By thoughtfully and effectively integrating AI into assessment and feedback, university faculty can harness the technology's potential to improve the educational experience while remaining vigilant against potential pitfalls. Keywords: Assessment, AI Integration, Ethics, Evaluation Techniques, Faculty, Feedback, Higher Education, Neurodiversity
With the growth of artificial intelligence (AI) within higher education, intellectual property rights related to the intangible assets identified and created through AI has emerged as a central inquiry. Who owns, may use, and may collect monetary gains associated with inventions, artistic or original works, replication of derivative works, literary expressions, source codes, applications, trade names, and innovative processes that emerged from AI? This multi-part question drives the discussion of this chapter through technology, legal, and corporate scientific translations that are critical for higher education scholars, leaders, and pundits. Using three case studies to dissect the core analyses of intellectual property and unveil the key considerations connected with AI, this chapter considers the macro-level issues pertaining to the economic, political, and social contexts and the micro-level factors centered around the legal parameters, technological advancements, and competing interests. https://press.starscholars.org/press/catalog/book/52
PREPARING EDUCATORS AND STUDENTS FOR CHATGPT AND AI TECHNOLOGY: EXPLORING THE IMPLICATIONS FOR POLICY IN HIGHER EDUCATION
With a focus on teaching and learning, this chapter seeks to examine the impact and implications of ChatGPT and AI technologies in higher education. By evaluating strategies and practices for preparing educators and students to effectively utilize ChatGPT and AI technology for academic and professional success, the aim is to offer policy recommendations. Guided by the pedagogical dimensions of the AI Ecological Education Policy Framework (Chan, 2023), this systematic review synthesizes previous literature in four areas: assessments and examinations, student competencies, AI-driven workplace, and a balanced approach to AI adoption. By identifying best practices across these areas and offering recommendations to enhance ethical and effective implementations of AI technology, this study contributes to the existing literature on AI technology-related policies in higher education. The chapter intends to assist educators and students in higher education in navigating the challenges and opportunities presented by advanced AI technologies and ChatGPT.
Leaders Who Inspire: Stories of Foreign-Born University Presidents is a captivating book that introduces young readers to the remarkable stories of foreign-born college and university presidents. Through engaging narratives, readers will discover the inspiring journeys of leaders like Shirley M. Tilghman, Ángel Cabrera, A. Gabriel Esteban, and Renu Khator, who have made a significant impact on education in the United States.The book highlights the importance of diversity and inclusivity in educational institutions, showing how these leaders have transformed their campuses into welcoming spaces for students from all backgrounds. Readers will learn about the challenges these leaders faced, their unwavering determination, and their passion for empowering students to succeed. Leaders Who Inspire celebrates the power of education and the strength that comes from embracing diversity. It encourages readers to believe in themselves, pursue their dreams, and make a positive impact in their own lives and communities. About the author Krishna Bista teaches at Morgan State University in Maryland and writes about what it's like to be a college student and how students can have exciting experiences by studying in different countries. Dr. Bista has written many books and articles about college student experiences. Order hardcopies here
"Success Stories: Inspiring People on the Autism Spectrum and Cerebral Palsy" is a collection of inspiring stories of individuals who have overcome challenges associated with autism spectrum disorder (ASD) and cerebral palsy (CP). This book features ten compelling stories of people who have achieved success in their personal and professional lives despite their conditions. It includes some famous people who are believed to have autism or cerebral palsy and how their conditions have shaped their lives and careers. These stories are diverse and showcase the wide range of challenges and strengths of individuals with these conditions. They highlight the importance of support, self-awareness, and resilience in overcoming challenges and achieving personal and professional success. They demonstrate that despite their challenges, individuals with these conditions can live fulfilling lives and achieve their goals. Cover Design: Sahar Aghasafari Cover Design: Sahar Aghasafari
Amazing Nepali Women Writers introduces young readers to 15 extraordinary women writers who have made a significant impact in Nepali literature. Perfect for elementary school students, this collection celebrates the incredible talents of Nepali women writers-- poets, novelists, and authors who have contributed to the rich literary heritage of Nepal. Each trailblazing woman has her own unique voice and inspiring story to share. This book highlights their accomplishments and also serves as an inspiration to young readers, empowering them to believe in their own dreams and capabilities. Let their words spark your imagination and fuel your passion for writing as you explore the captivating world of Nepali literature through the eyes of these remarkable female authors. Cover Design: Sahar Aghasafari
Breaking Barriers: The Inspiring Stories of African American Women is a collection of inspiring and uplifting stories that celebrate the achievements of 19 remarkable women at Morgan State University who broke down barriers and shattered stereotypes. From scientists and educators to artists and activists, these women have made a significant impact in their fields and the world around them. Through their perseverance, resilience, and determination, they have changed the course of history and paved the way for generations to come. This book is a testament to the power of perseverance and a celebration of the incredible accomplishments of African American women at Morgan State University.
International graduate and doctoral students play a crucial role in the competitiveness of the United States on a global scale, as they are highly represented in STEM programs and provide the US with a valuable supply of highly skilled talent. However, international students face numerous challenges when pursuing higher education overseas, including language barriers, cultural differences, isolation, lack of support networks, and financial constraints. COVID-19 has exacerbated these challenges, with almost 50% of international students reporting financial difficulties due to the pandemic. This chapter reviews how the experiences of international graduate students are shaped by their motivations, support from academic advisors, peer support, and cultural identities. Despite these challenges, international students persist in their programs and bring valuable experiences and perspectives to higher education institutions. To support their success, universities and departmental administrative bodies can consider delivering workshops, building communities for doctoral students, and increasing awareness among university staff and faculties about the needs of a diverse student population.
Navigating International Doctoral Student Experience
Exploring Adjustment Challenges of Nigerian International Graduate Students in American Higher Education
In this study, we focused on Nigerian international graduate and doctoral students studying at a research Historically Black College and University (HBCU) and their lived experiences during their adjustment and transition to American higher education. Qualitative data were collected using an in-depth interview. The study findings informed higher education administrators and professionals about the adjustment challenges faced by Nigerian graduate students in their transition process and helped create awareness for adequate support services that can help improve in their transition.
Copyright (c) 2022 STAR Scholar Book Series
Studying Abroad at Chonnam National University during the COVID-19 Pandemic
The first time I was able to do a study abroad program was in 2016, which I ended up doing at Purdue University Northwest (PNW) in the USA. Being that I am from Germany, it had been a dream of mine to live in the USA for a while and experience what I had only been able to see from afar in movies, TV shows, and books. My plan was always to go to the USA for one semester and scratch the itch that I had for years at that point. But things turned out differently than what I had originally thought. Instead of satisfying my need, that itch only grew stronger while in the USA, and every day after I returned home to Germany. I started to volunteer at my school’s international office, held presentations for fellow students about why they should study abroad, and already planned how I could go abroad again, but this time for longer. The idea was to go back to PNW as a self-funded degree-seeking student and work towards earning a master’s degree, working as a teacher assistant (TA) for fee remission and also at the international office to support any costs that would arise. When the time for my bachelor’s thesis came in Germany, I unexpectedly got an offer to write it at Michigan State University as an exchange research assistant for one semester with all expenses covered. While I was back in the USA, I finalized all the things that needed to be done to return for my graduate degree at PNW.
Tae Kwon Do in the Spiritual Capital of Morocco
“What do you call someone who speaks two languages? Bilingual. What do you call someone who speaks three languages? Trilingual. Okay. What do you call someone who speaks one language? An American.” This joke has been told to me in multiple countries. It is a poignant reminder to Americans that the United States is not an island, and that second-world language abilities matter. I learned experientially of the complexity of language as a U.S. student on a Fulbright fellowship in Morocco in 2010-2011. Morocco was the perfect place to learn some Korean, Japanese, French, Amazigh, Moroccan Arabic, Modern Standard, and Classical Arabic.
I felt so proud to be accepted on a full scholarship at a university in the United States to pursue my doctoral degree. I had a wonderful career of 10 years as a teacher in international schools in the Middle East. I had a good life, I had travelled to over 40 countries, I had all sorts of adventures; and somehow, for the life of me, I do not know what possessed me to start my PhD. Anyway, there was no time for regrets or looking back because here I was making it official, by attending orientation for new graduate students (or so I thought). I read that email three times, just to make sure I had the right time and place.
I am an ITA. What is that? It is short for International Teaching Assistant – a group of courageous and competent international students who teach or assist in U.S. college classrooms. Being international students, we must navigate an entirely new education system in an unfamiliar language on our own. Being an ITA is even more challenging because we need to be knowledgeable about the subject we teach and have a strong and determined heart. When I first received the assistantship while attending my master’s program, I genuinely felt proud to be recognized as an international student without knowing the hurdles in front of me. I positively thought that speaking good English and being hardworking would make me a cool and competent teacher. However, things did not go as expected. After starting to teach, I experienced tremendous cultural shock and misunderstandings between my students and me. I was entirely lost and started to experience an identity crisis. Fortunately, I found myself in the end.
Although five years have passed, what happened in the last trimester of my master’s study in New Zealand has always reminded me not to take things for granted. Instead, always respect and follow the norms in the host country. Unlike my previous courses which were lecture style, the last paper for me to complete was very self-directed. Students bore the responsibility of finding a host organisation to research and conduct their project. Even though there were clear instructions, the expectations seemed daunting. After a few days’ consideration, I finally identified my research topic about Chinese parents’ involvement in the early childhood setting in New Zealand. And it was soon agreed by the lecturer and approved by the University’s Ethics Committee. So, the next step was to locate the host organisation to serve as a base for my research.
An International Student Experience Unfolding into Professional Interests
In 1981, almost forty years ago, I was dreaming of being an international exchange student in the United States. While my father was then very ill, my mother preferred that I did not travel and stayed at home with my family in Rio de Janeiro, Brazil. But both my parents ended up allowing me to pursue this dream because they valued cultural exchanges. I took care of all the bureaucratic endeavours to travel. I would not lose an academic year with an experience of six months, I was determined to study and deeply motivated by the few friends and acquaintances who had been international students. Besides, this was not my first move. As a family, we have not only moved from Brasília to Rio de Janeiro, but also lived in Lebanon, Beirut. Yet, I was the first of a family of five children to travel to the United States.
I began writing this piece on October 03, 2021. A year ago, that day, I underwent a sudden appendix removal surgery, one of the worst nightmares for any international student in a foreign land. Similar to the present day, it was also a gloomy weekend in Athens, Georgia, United States. I was returning to classes after the midterm of the first semester in my doctoral program. After lunch and a 10-minute afternoon nap, pain erupted in my stomach. I first thought it was a new chicken brand I bought last week that is not suiting me. It has happened to me before, thanks to my sensitive body. Feeling as if a lost needle was slightly poking in the right of my abdomen, I looked for my mighty bottle of Hajmola, an Indian brand of digestive tabs, I brought from Patel Brothers some weeks ago. After popping four pupil-sized tabs, I thought the pain would subside soon. Little did I know what wreathing pain was waiting for me.
Living the experience of being an international student generates personal growth, although the process is not pleasant in all cases. When talking about being an international student, experiences such as cultural immersion, generating a global mindset, and practicing another language are highlighted. But little is said about other experiences such as isolation and loneliness during this journey.
It was March 2005. After taking two connecting flights through the crowded London and Los Angeles, my flight touched down at the snow-covered Fairbanks International Airport, Alaska. It is often said, March is when Alaskans begin to embrace the winter season. The scenery, mountains, and rivers blanketed with snow were stunning. It was a dream come true, and only later I realized Alaska has been a draw for dreamers and adventurers as it is well-known for solitude and outdoors.
The parade ended sooner than I had expected. It was still early, and I didn’t have the slightest idea about how and what I should fill the rest of the day with. Suddenly, time had become my enemy, and I didn’t know how to beg for its mercy, to make it pass faster and especially not to let it poison every moment it was offering to me, which was passing as if it were a whole year. I joined the group of people who knew exactly that one of the restaurants in the university campus was offering food for free, so why shouldn’t we all go there and take advantage of this? I didn’t feel like doing it, but the perspective of loneliness, sister with depression, was really scaring me, so I followed them. They were noisy and funny, obviously feeling good, but my mind didn’t have the strength to play their game or to draw their attention to something more serious. Only five minutes later, I ran away, aware that I was to face the danger.
As a blessed person who has witnessed the beauty of taking the road not taken, my heart is pounding to share my experience as a former international student who took a less traveled road. While I currently work as a faculty member in the field of education at a U.S. higher education institution, my journey as an educator began in fall 2003, the semester that I came to Michigan State University (MSU) from South Korea to pursue a graduate degree in counseling. Although I knew I was privileged to leave my home country to study abroad and I was filled with pride that I had decided to take a less traveled road by studying counseling in the United States, which was extremely rare for someone from Korea at that time, my first day was horrible and the second day was even worse.
Fifteen Years of Friendship Paid Forward
As the theater doors swing open, the audience members rush in to find their seats. The theater is filled with side-stepping and jostling until everybody has settled into their place. Quickly, silence falls over the crowd like a dispersing mist. All the lights turn off and the curtain rises slowly. A female student from South Korea, who has rosy cheeks and dark brown eyes complemented by shining, premature gray hair, walks toward center stage. Lights turn on one by one, following her footsteps, and the audience holds its collective breath. The student, standing tall at the center, looks around as if searching the crowd for someone. As she clears her voice, her Coke-bottle glasses slip down her flat nose and she pushes them back up. She musters up the courage to tell the audience about a friend whose unconditional kindness opened her eyes to seeing the world as a good place to live in again. She now begins her story…
It has never occurred to me that I would need to deal with a courthouse in my life. As an international student at Texas A&M University, USA, avoiding issues with courts is a “must” to ensure the achievement of my graduation timeline. Nevertheless, we can never predict what is going to happen to us as humans. Thankfully, there is always “a good Samaritan” in every complex story. My personal experience with being supported in difficult times came from a stranger that I have never met in my life and in an unexpected time.
I am a student from Mexico. My area of training is education and I hold a master’s degree in International Higher Education. My interest in this subject arose precisely from an exchange experience I had in Spain in 2016, because after it, I was interested in learning more about the process at the institutional level and the individual experiences of students. Additionally, during this, I was able to meet people from different backgrounds and eliminate some stereotypes and beliefs I had about other cultures.
A Shining Bright Light at The End of a Dark Tunnel
I was thrilled when I received a call from Human Resources in July 2016 about my successful contract employment as an Associate Lecturer (Level A) at a university in Melbourne, Australia. I did my PhD in Australia, and I was fortunate that, within 7 months of my post-PhD graduation, I was employed there. During my PhD I got married, and we decided to stay in Australia and not return home to our home country, Malaysia, at least for several years. Therefore, receiving the job offer mattered, because I will have a job which is equivalent to my qualifications. As an international PhD graduate, the job offer also endorsed my knowledge, skills and boosted my self-confidence.
I got a new method and a new language of teaching and learning in one of my PhD supervisors or mentor’s classes at the University of Norway. I, an international student, was inquisitive to know how my mentor would organize her class, teach and interact with her students. I was excited. I asked my friend to join me. He did. As soon as we reached the place, I saw her with her colleagues and students having snacks. She welcomed us. While having snacks, I wondered whether they begin every class with snacks. Later I came to know that unlike our classroom culture, they start the session with some food and coffee. After snacks, she took us into her class.
It is such a huge privilege to share my experience of studying and being supported as an international student studying in the United States. After months of planning, studying, writing, and passing the Test of English as a First Language (TOEFL) exam and going through the immigration processes, I got accepted into a US school. In January 2016, I left Nigeria for the US with three young children–ages seven, five, and 16 months. And after more than a 24-hour journey, and two layovers, I arrived in the US. I started my graduate studies at the Hugo Wall School of Public Affairs, Wichita State University, Wichita, Kansas.
I am a native of Ghana in West Africa. My current institution is University of Ghana, a public higher education institution situated in Accra, the capital city of Ghana in the West African sub-region. The country that my most memorable class experience occurred in is the United States of America, where I had been freshly admitted as a Fulbright international graduate student at a research university located in the Midwest. As an international student then, I had this unforgettable experience with a colleague in class and it has impacted me ever since. This incident happened during the first semester of my graduate program. The class colleague involved in this narrative was a Caucasian American, who I later learnt had not travelled to West Africa or any other African country.
My name is Nerea Pedreira, and I am a 20-year-old Tourism undergraduate enrolled at the University of Vigo, Spain. I would like to share my story of summer 2018. I had just been awarded a scholarship that enabled me to take part in an International Summer School, which took place in the city of Bremerhaven, located in northern Germany.