International Doctoral Students Experiences Working an Out-of-School-Time Program

Abstract: Hundreds of thousands of international students enroll in higher education across the United States every year. Despite the growing annual numbers, international graduate students face challenges while pursuing their degrees in America. Cultural differences and unfamiliar educational structures may make these challenges more intimidating for international graduate students working with K-12 students. Providing international graduate students with improved access to participate in structured community-based programs is one way to improve inclusion, better support international students, and share knowledge about community engagement implemented in different communities. The purpose of this study was to describe the experiences of two international doctoral Physical Education Teacher Education (D-PETE) students working in a community-based out-of-school-time (OST) swimming program.

Narrative: Hundreds of thousands of international students enroll in higher education across the United States every year. Despite the growing annual numbers, international graduate students face challenges while pursuing their degrees in America. Cultural differences and unfamiliar educational structures may make these challenges more intimidating for international graduate students working with K-12 students. Providing international graduate students with improved access to participate in structured community-based programs is one way to improve inclusion, better support international students, and share knowledge about community engagement implemented in different communities.
The purpose of this study was to describe the experiences of two international doctoral Physical Education Teacher Education (D-PETE) students working in a community-based out-of-school-time (OST) swimming program. The participants for this study included two international D-PETE students, one 34-year-old Polish female teaching arts education through dance and one 35-year-old South Korean male teaching swimming. Both participants were purposefully selected for the study with it being their first-time teaching in an OST program and collaborating with American students. Data collection consisted of a formal interview, informal interviews, field notes, and reflection questions.
The OST program this research took place in, Swim to the Top, is executed through a collaborative partnership between the University of Alabama’s Division of Community Affairs, College of Education’s Kinesiology department, the local Benjamin Barnes YMCA, and the local Parks and Recreation Authority. Through the support of Kinesiology departmental faculty and Community Affairs staff, undergraduate and graduate students are recruited to participate in Swim to the Top. As related to the study, the experiences of two international students planning and teaching in the OST program will be explored.
The key outcomes of this study were the benefits the D-PETE students experienced. The D-PETE students received the opportunity to work in the OST program and gain valuable nontraditional teaching experiences. As future educators in faculty roles, this experience became valuable in both participants' professional growth and development. Further, the challenges the D-PETE students faced allowed for additional learning opportunities and personal growth. This was a critical outcome for the D-PETE students’ experience that determined the significance of providing these types of opportunities to international students. Additionally, another key outcome was the opportunity for participants of Swim to the Top to learn from instructors with diverse and different backgrounds. Based on the findings from this research, lightning talk participants will learn implications and best practices for promoting community-based program involvement for international students.