Building Rapport Between International Graduate Students and Their Faculty Advisors: Cross-Cultural Mentoring Relationships at the University of Guelph
Bibliographic record
Abstract
Mentoring graduate students is very challenging, even when both the student and faculty have similar cultural values. Many international students have a different culture from that of Canadian. Their challenge is adapting to their new environment, and for their faculty advisors to understand and work well with them. This research explored the relationships, experience, and challenges of international graduate students and their faculty advisors at the University of Guelph, through focus group discussions, semi-structured face-to-face interviews and online surveys. Language barriers and financial difficulties were among the major challenges international students face adapting to their academic and social environment and working with their faculty advisors. We found that building good student-advisor relationship requires understanding graduate student and advisor formal responsibilities and expectations. Le mentorat des étudiants de cycles supérieurs pose tout un défi, même dans les cas où l’étudiant et le professeur ont tous deux des valeurs culturelles semblables. De nombreux étudiants internationaux viennent d’une culture différente de ce que nous connaissons au Canada. Leur défi est de s’adapter à leur nouvel environnement et pour leurs conseillers pédagogiques, de les comprendre et de collaborer avec eux. Cette recherche explore les relations de travail, l’expérience et les défis auxquels sont confrontés les étudiants internationaux de cycles supérieurs et leurs conseillers pédagogiques à l’Université de Guelph par le biais de discussions de groupes de consultation, d’entrevues face à face semi-structurées et d’un sondage en ligne. Les barrières linguistiques et les difficultés financières s’avèrent comme étant les défis principaux auxquels font face les étudiants internationaux lors de leur adaptation à leur environnement académique et social et dans leurs interactions avec leurs conseillers pédagogiques. Nous avons constaté que pour établir de bonnes relations étudiant-conseiller pédagogique, il est essentiel de comprendre les responsabilités et les attentes formelles des étudiants et des conseillers pédagogiques.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.010 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".