{"id":9983,"date":"2019-10-22T16:22:09","date_gmt":"2019-10-22T16:22:09","guid":{"rendered":"https:\/\/wrdblog.org\/?p=9983"},"modified":"2020-02-19T05:38:02","modified_gmt":"2020-02-19T05:38:02","slug":"faculty-research-spotlight-jason-schneider","status":"publish","type":"post","link":"https:\/\/wrdblog.org\/faculty-research-spotlight-jason-schneider\/","title":{"rendered":"Faculty Research Spotlight: Jason Schneider"},"content":{"rendered":"\n

For the last four years, WRD Assistant Professor Jason Schneider <\/a>has been conducting a longitudinal study that follows a cohort of international students through their journeys and academic careers at DePaul University.<\/p>\n\n\n\n

Lasting from 2015\u20132019, this longitudinal study \u201cemploys a qualitative case study approach to explore international college students\u2019 experiences as learners, and particularly as student writers\u201d (description from Schneider’s professional portfolio<\/a>). <\/p>\n\n\n\n

Of the nine original participants, four international students remained as a part of this study for the full four years. Working with these students has included interviews conducted each quarter at DePaul, accompanied by collecting examples of their class writing. <\/p>\n\n\n\n

\u201cI spent four years interviewing some students as they went through college at DePaul [University]. When I started, I was just trying to figure out how they developed as writers, but as I had interviews with them and got to know them better, I was also learning more about their experiences as students, as international students.\u201c<\/em> <\/p><\/blockquote>\n\n\n\n

Schneider shared that he has \u201calways been interested in working with students from other places\u201d following his four years teaching abroad at the International House Language School <\/a>in Krakow, Poland and his continued work with language learners domestically. His motivation to conduct this study stemmed both in this personal interest, but also the continued need for prepared faculty who will be working with these students. With over 1.09 million international students currently studying in the U.S., Schneider\u2019s research aims to support both those students as well as the faculty who support them. (data pulled from Open Door\u2019s 2017-2018 data on International Student Enrollment<\/a>).<\/p>\n\n\n\n

\u201cWe\u2019ve seen in the US a huge upsurge of international students over the last ten years\u2026 As faculty and as universities, we need to be good at supporting these students, especially in the case of writing.\u201d<\/em><\/p><\/blockquote>\n\n\n\n

To share some of his findings with other educators while conducting this longitudinal study, Schneider authored an article,  \u201cPassages into College Writing: Listening to the Experiences of International Students<\/a>\u201d (2018) focusing on international students\u2019 transitions into their first year at university. At the completion of the study, his current article focuses on student\u2019s evolving strategies for college writing. These strategies include:<\/p>\n\n\n\n