General:

• Interview and focus group participants were mostly representative international student enrolments regarding faculty, gender, age, and country of origin; gradute students were overrepresented.
• Most identified instructors as a key factor in the student experience.  
• Some characteristics that instructors showed (e.g., humour, valuing of diverse cultures, and en encouraging approach) were appreciated by students.

English as a Second Languge Students:

• Instructor use of a student-centred approach, a supportive learning environment, and effective teaching methods (e.g., noticing student progress, use of an enriched English environment, and group work) contributed bo both their success and satisfaction with learning.
• Upper-level ESL students said teaching strategies that resulted in them improving their writing skills incorporated visual materials, mini-assignments, and interactive methods (e.g., games and group discussion).  Students identified a combination of traditional lectures and interactive methods as an effective teaching strategy.
• Mid-level ESL students said that daily homework enabled them to review what they learned which enhanced their listening skills.  They also appreciated receiving class agendas at the beginning of class, and patient and responsive support from their instructors.

Undergraduate Students:

• Undergraduate students emphasized the importance of experiential and applied learning, and close interaction with their instructors.
• Students commented positively with regard to instructors being responsive, the availability of extra-curricular activities, step-by-step guidance, weekly quizzes, a no-phone policy, and receving partilly filled-in slides in advance of class.

Graduate Students:

• Course-based students were satisfied with the free learning atmosphere, multi-modality teaching strategies, up-to-date course content,  instructor experience in the field, and use of experiential and applied teaching methods.  They also spoked favourably about the following: approachable instructors, teaching that accommodates students' language and academic abilities, formative feedback, multiple teaching resources, no-phone policy, use of real world examples, digital resources, and hands-on assignments.
• Research-based students spoke about the importance of their research supervisor relationship.  Students emphasized that supervisors should try to understand their cultural backgrounds by listening to them, and helping them cope with culture-related difficulties.  They also indicated that desirable assignments are those that resulted in learning that helped them with their thesis research.  They further stated satisfaction with engaging simultaneously in their own research and joint research with faculty.