Abstract
Even though more and more studies have been reported in the literature about international undergraduate students’ learning experiences in North America, little research has been done to study international graduate students on North American campuses. The university where this study took place has recently established a cohort-based Master of Education (M. Ed.) program for international students. This study was designed to investigate the adaptation of the international graduate students (all Chinese) who were enrolled in the M.Ed. program with a focus on their learning experiences, the challenges they encountered, and the suggestion they had for improvement of the program. Data analysis reveals that while Chinese international graduate students shared some common challenges with international undergraduate students such as language and cultural challenges, they had unique perspectives and expectations on curriculum and pedagogy. Suggestions for curriculum development for Chinese international graduate students are highlighted.
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