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In this paper, we would like to talk about our experiences working with students from the International Teaching Assistant (ITA) Program at Michigan State University over the course of 2019-2020. The main goal of this paper is to both share our experiences and also offer advice and resources for future ITA tutors. This paper is divided into two main sections: segmentals (vowels and consonants) and suprasegmentals (word stress, intonation, etc.). Dmitrii focused on segmentals and Steven focused on suprasegmentals, though there was some overlap based on student needs. We discuss helpful resources for ITA fellows and some of the difficulties that our students had with different pronunciation features in English. Each section has suggestions about lesson planning and examples of activities from our tutoring sessions. Some of the issues that we discuss in this paper include light L/dark L, R, the minimal pair /æ/ and /e/, and different intonation patterns. The paper concludes with the list of resources for ITA students and fellows.

Faced with limited resources, nurse educators are challenged with transforming nursing education while preparing enough qualified nurses to meet future demand; therefore, innovative approaches to teaching are needed. In this article, we describe the development of an innovative teaching activity. Baby Boy Jones is a Web-delivered, case-based learning activity focused on neonatal infection. It was created using e-learning authoring software and delivered through a learning management system.

As the number of Chinese international students at higher education institutions continues to grow, relevant research on this topic is increasingly vital. A number of studies expose academic and social challenges impeding this population’s adjustment to university landscapes in Canada and the United Kingdom, yet few shed light on positive strategies used to successfully navigate students’ sojourns abroad, particularly in the United States. This case study provides an in-depth, detailed account of a Chinese international student’s first year at a large American university. Data collected from regular interviews, classroom observations, and instructor insights are analyzed through the lens of the Positioning theory to explore how a student strategically positions himself on the path toward realizing his goals and imagined community. Implications of this study advocate for a multifaceted, reflective approach to study abroad by students, faculty, and administrators.