Improving the first-year experience of Chinese international students through responsive pedagogy: Insights from F&M in Shanghai

Insights from F&M in Shanghai


  • Nadia Mann Franklin and Marshall College
  • Sue Mennicke



pedagogy, international students, chinese students, study abroad, remote education, student support, linguistic development, belonging


This article discusses lessons learned from the development and execution of F&M in Shanghai, a hybrid residential-remote program created for Franklin and Marshall College’s first-year Chinese students in Fall 2020. The F&M Office of International Programs worked with the Institute for Study Abroad (IFSA) to develop the residential portion of the program, and coordinated the curriculum and remote engagement framework. F&M in Shanghai represented an opportunity to craft a constructive environment for first-year Chinese students by intentionally considering and meeting their specific needs. Utilizing creative, well-designed pedagogy, thoughtful programming, and a multipronged approach to student support, we were able to operate the program with great success. Assessments of F&M in Shanghai resulted in a great deal of data, and some results we observed run counter to received wisdom. This article discusses how these results suggest avenues for future research.


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How to Cite

Mann, N., & Mennicke, S. (2022). Improving the first-year experience of Chinese international students through responsive pedagogy: Insights from F&M in Shanghai: Insights from F&M in Shanghai. Journal of Comparative & International Higher Education, 14(3b).



Empirical Article