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Objective: The purpose of this study was to investigate Japanese undergraduate students' learning experiences as part of an online sexuality education workshop. Design: We employed a qualitative design using in-depth, semi-structured interviews. Setting: The study was conducted at a public university in the Kanto region of Japan. Method: Interviews elicited seven Japanese undergraduate students' perspectives concerning the format of the online sexuality education course and beliefs about sexual health and behaviours. Interviews were analysed using the constant comparative method. Results: Three themes were identifiable in informants' responses: (1) benefits of the online education format, (2) importance of sexuality education for students who live alone and (3) learning about abortion. Students' learning experiences were influenced and shaped by online communication through the sharing of knowledge regarding sexuality, sexual security and sexual health. Conclusion: Although learning took place in a 1-day workshop, there were significant benefits to offering an online sexuality education workshop to Japanese undergraduate students.

The Virginia Community College System (VCCS) administration identified the need for adequate and proactive advising programs to foster student success. This paper presents a review of "best practices" in advising to determine commonalities, provides a comparison with current VCCS advising practices, and offers recommendations that support the goal of ensuring high quality advising programs.

The purpose of this study was to describe and explain American undergraduate students' social experiences interacting with non-native English-speaking Chinese international students during conversational practices at an American university. This study used an explanatory (holistic) multiple case study design (Yin, 2003) using in-depth, semistructured interviews grounded in the social exchange theory. The participants were seven American students (three men and four women) who served as conversation partners of Chinese international exchange students during each fall semester. Three major interrelated and complex themes emerged from the data. They were (a) "developing social reward relationships," (b) "proving the social norm information during the conversational partnerships," and (c) "employing/utilizing strategies for developing trust relationships." The results of this study can be utilized to encourage faculty, global education office staff, and all students to respect, value, and embrace the languages and cultures of Chinese international students. This contribution can prompt a greater appreciation for diversity which leads to meaningful academic, athletic, and social experiences for all students at American college and university.

The purpose of this study was to describe and explain American undergraduate students' social experiences interacting with non-native English-speaking Chinese international students during conversational practices at an American university. This study used an explanatory (holistic) multiple case study design (Yin, 2003) using in-depth, semistructured interviews grounded in the social exchange theory. The participants were seven American students (three men and four women) who served as conversation partners of Chinese international exchange students during each fall semester. Three major interrelated and complex themes emerged from the data. They were (a) developing social reward relationships, (b) proving the social norm information during the conversational partnerships, and (c) employing/utilizing strategies for developing trust relationships. The results of this study can be utilized to encourage faculty, global education office staff, and all students to respect, value, and embrace the languages and cultures of Chinese international students. This contribution can prompt a greater appreciation for diversity which leads to meaningful academic, athletic, and social experiences for all students at American college and university. [ABSTRACT FROM AUTHOR]

The article relates the athletic, academic and social experiences of South Korean, Serbian, Canadian and Filipino student athletes at the Hampton University in Virginia. The students reported difficulties in communication, study, reading and oral presentations due to lack of English proficiency. They add that they have positive social relationships with other students and professors as the latter are more empathetic to foreign students. Other concern of foreign athletes is how to complete their coursework on time while on travel with their teams.