This is a student paper:
Expanding upon our previous work in the blinded for review paper, this research seeks to delve into the realm of self-reflection among engineering faculty members who regularly interact with international students. The primary objective is to investigate how these faculty members address the unique needs of the international student community. The Challenge and Support model by Nevitt Sanford serves as our guiding framework for this research, and we employ narrative analysis due to its potential in analyzing differences in cases and describing the dynamics of individual narratives within their distinct contexts (Floersch et al., 2010; Simons et al., 2008).
This paper aims to answer the following research question: How do engineering faculty members address the multifaceted and distinct needs of international students? It is important to understand these perspectives when considering how to support international engineering students given that each student has unique and intricate experiences in both academic and non-academic aspects.