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This research was designed to examine various aspects of Chinese undergraduate students’ learning experiences while they are enrolled in Mathematics programs at the University of Dayton and discern how their experiences influence their learning and development. The findings can help faculty and administrators better understand Chinese students’ unique learning experiences at the institution, their level of satisfaction with what the faculty and institution have to provide and how they have delivered, and assist practitioners in Mathematics education in designing meaningful programs and making informed policy decisions. The data in this study were drawn from interviews with seven currently enrolled Chinese undergraduates in their sophomore, junior, and senior years at the University of Dayton. The findings indicate that students’ learning-related feedback is closely linked with faculty’s teaching methods, outside class assistance, and co-curricular related activities. Furthermore, independent study plays the most important role in the study of mathematics in college.
Course Project - Graduate
Savio D Franco
Primary Advisor's Department
Counselor Education and Human Services
Stander Symposium poster
"The Educational Journeys of Chinese Undergraduate Students Studying in Mathematics Programs at the University of Dayton" (2017). Stander Symposium Posters. 918.