Assessing the Integration of International Students Shideh - - PowerPoint PPT Presentation

Assessing the Integration of International Students

Shideh Hanasaab, PhD

Dashew Center for International Students & Scholars (DCISS) University of California – Los Angeles (UCLA)

Barbara Kappler, PhD

International Student & Scholar Services University of Minnesota (UMN)

Amy Pojar

Dashew Center for International Students & Scholars (DCISS) University of California – Los Angeles (UCLA)

Nancy E. Young

Office of International Programs Clark College

Session Objectives

• Examine the assessment cycle in practice

through assessment projects on student integration

• Understand the value of utilizing research

and assessment in the context of international student and scholar services

• Develop an assessment plan around key

areas of concern at your campus

Assessment Cycle & Defining Purpose

Outcome/ Phenomenon

• f Interest

Articulate a clear question to answer Select a method best suited to answer the question Conduct the assessment How can the results guide change in the future?

Define Assessment Purpose Collect Data Analyze & Report Use & Share Results

The Assessment Cycle

Create an Assessment Plan

Defining Assessment Purpose

Outcome/ Phenomenon

• f Interest

Division Mission/Goals Departmental Mission Departmental Outcomes Program Goals

Articulating Questions

Articulating Question(s)

Mission Goals Outcomes Question(s)

Articulating Question(s)

International Impact on Domestic Peers Program Impact & Outcomes Utilization of Campus Resources Interactions Across Difference Social Networks Integration

Using & Sharing Results

Using & Sharing Results

Using & Sharing Results

• Question common

assumptions

• Identify opportunities

for additional support

• Catalyze discussion

about best practices

• Encourage referrals to

DCISS programs and

• ther key campus

services

Examples

0% 20% 40% 60% 80% 100%

G UG

Friendship Network

Co-nationals Int'l (not co- national) Domestic/U.S. Mixed None

n = 795 n = 782

2014 DCISS Biennial Survey

0% 50% 100%

Different opinions Different backgrounds UCLA extracurricular Outside of class (academic) In class Shared a meal/socialized

Interaction Across Difference

Undergraduate Students

Always/Most

• f the time

Sometimes Rarely/Never

2014 DCISS Biennial Survey

0% 50% 100%

Different opinions Different backgrounds UCLA extracurricular Outside of class (academic) In class Shared a meal/socialized

Interaction Across Difference

Graduate Students

Always/Most

• f the time

Sometimes Rarely/Never

2014 DCISS Biennial Survey

97% report some form of community/support

• 1. Friends
• 2. Clubs & student organizations
• 3. People/spaces associated with academics
• 4. People/spaces associated with housing

Where or with whom do you feel you have developed a sense of community or social support at UCLA?

Undergraduate Students, n = 380

Where or with whom do you feel you have developed a sense of community or social support at UCLA?

Graduate Students, n = 363

93% report some form of community/support

• 1. People/spaces associated with academics
• 2. Friends

Program Outcomes

• 91% of respondents connect with at least
• ne person at a given DCISS event
• 65% of respondents connect with at least
• ne person after the event
• Most of the after-event connections are with

at least one domestic peer

• 94% of respondents learned about another

culture through events/people attending

• 93% of respondents feel more comfortable

at UCLA because of the event(s) they attended

Utilization Data

• Benchmarking
• Identifying campus resources utilized &

underutilized

• Pairing with other assessment questions

to understand if those in need are finding matching resources (e.g. CAPS, Financial)

• Identifying spaces where there may be

more/less international student presence and impact

Final Thoughts

21

An interview with Nancy E. Young & Barbara Kappler Mikk

22

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What Is Integration?

Integration is an intentional process to create community, by encouraging domestic and international students to engage with each other in

• ngoing interaction, characterized by mutual

respect, responsibility, action, and commitment.

Definition developed by Nancy E. Young and the University of Minnesota’s Project Advisory Group: Barbara Kappler, Gayle Woodruff, Alisa Eland, Beth Isensee, Diana Yefanova, and Xi Yu.

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Successful integration in a higher educational context is characterized by:

• active facilitation, support, and modeling by faculty, staff, and administration in

the curricular and co-curricular contexts

• an academic climate that recognizes and reflects the goals and values of

inclusion

• assessment, evaluation, and mindful reflection of intercultural and global

competence at all levels of the institution (individual, classroom, school, institution-wide)

• movement from “contact with” and “celebration of” cultures to deeper layers of

engagement and enrichment, leading to the creation of common ground

• commitment to and recognition of the mutual benefits of such engagement
• a sense of belonging, contributing, and being valued

Developed by Nancy E. Young and the University of Minnesota’s Project Advisory Group made up of Barbara Kappler, Gayle Woodruff, Alisa Eland, Beth Isensee, Diana Yefanova, and Xi Yu.

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Context, Stakeholders, Lessons Learned…

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Limited Resources & Extending the Shelf Life

27

Tips

29

U of MN Reports

• Report summaries: http://global.umn.edu/icc/umntc-ugis-

data

• Best Practices on Integrating International and Domestic

Students: http://global.umn.edu/icc/documents/14_integration_best _practices_overall.pdf

• Educational Impact of International Students on

Campus: http://global.umn.edu/icc/documents/15_EducationalImp act-IntlStudents.pdf