University of Southern California

1. University of Southern California University of Southern California 3 Years Later The United States: An American Culture Series Chrissy Roth Associate Director, Orientation Programs

2. University of Southern California Presentation Agenda • Evolution of The United States: An American Culture Series • Format & Syllabus • Forms of Assessment • Assessment Results • Strengths and Weaknesses • Implications • Discussion/Q&A

3. University of Southern California Evolution • NYU Steinhardt School of Culture, Education, and Human Development • First USC Class in Fall 2008: 9 weeks, 1 section • Spring 2009: 13 weeks, 1 section • Fall 2009: 13 weeks, 5 sections • Fall 2010: 13 weeks, 5 graduate sections, 1 undergraduate section • Total: 15 sections, 160 students, 21 instructors

4. University of Southern California Course Objectives • To introduce new international graduate students to the culture of the United States and the surrounding regional area. • To encourage new international graduate students to share their own culture with classmates and others while learning about U.S. culture, values, customs, and traditions. • To create a community that is conducive to sharing new experiences and discoveries as well as raising questions, problems and concerns that are not addressed elsewhere. • To enhance students’ knowledge of campus resources. • To increase their connection to the Trojan Family and to fellow graduate students.

5. University of Southern California Learning Outcomes • The information from this class will help students be successful in: • the classroom • the workplace • making American friends • adjusting to life in the U.S. and USC

6. University of Southern California Class Topics • Welcome and Introductions • Campus Resources • U.S. Basics and Safety • Football and Baseball • History of California, Things to do in LA • American Holidays and Dating • U.S. History, Values, and Religion • Politics, Government, and Law • Diversity Issues in America • How Americans View the World (panel) • Class Celebration Simple Topics Complex Topics

7. University of Southern California Forms of Assessment • Class Evaluations (2008-2010)- paper/pencil • Pre-Test (September 2010)- 54 responses • Before first class • Online (Qualtrics) • Post-Test (December 2010)- 47 responses • After last class • Online (Qualtrics) • Same questions as pre-test, with some additional questions • Instructor Assessment (December 2010) • Online (Qualtrics) • Alumni Survey (September 2010)- 26 responses • Online (Qualtrics) • Data not included • Qualitative and quantitative options on all assessments

8. University of Southern California Fall 2010 Assessment- Quantitative Data • Socialization • International students who socialize with Americans are the most satisfied with and the best adjusted to their experience abroad (Trice, 2004). • Trice, A. (2004). Mixing it up: International graduate students’ social interactions with American students. Journal of College Student Development, 45(6), 671-687.

9. University of Southern California Fall 2010 Assessment- Quantitative Data • Language • “Communicative competence in the host language directly promotes better well-being, perhaps because the language provides a vehicle of self-expression and identity negotiation, which is psychologically rewarding” (Yang, Noels, and Saumure, 2005, p. 502) • Yang, R.P, Noels, K.A. ,and Saumure, K.D. (2005). Multiple routes to cross-cultural adaptation for international students: Mapping the paths between self-construals, English language confidence, and adjustment. International Journal of Intercultural Relations, 30, 487-506.

10. University of Southern California Fall 2010 Assessment- Quantitative Data • Class Topics • International students who indicate they are concerned about learning cultural norms and making friends with Americans are culturally different and would have difficulty establishing relationships (Trice, 2004). • Trice, A. (2004). Mixing it up: International graduate students’ social interactions with American students. Journal of College Student Development, 45(6), 671-687.

11. University of Southern California Fall 2010 Assessment- Quantitative Data • Class Topics • We should focus resources on encouraging greater adaptation to their host institutions and culture through the counseling and outreach services (Frey & Roysircar, 2006). • Frey, L. L., & Roysircar, G. (2006). South Asian and East Asian international students’ perceived prejudice, acculturation, and frequency of help resource utilization. Multicultural Counseling and Development, 34, 208–222.

12. University of Southern California Fall 2010 Assessment- Quantitative Data • Course Objectives (post-test only)

13. University of Southern California Fall 2010 Assessment- Quantitative Data • Learning Outcomes (post-test only) • Lee, J. J., & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 53, 381–409. • Trice, A. (2004). Mixing it up: International graduate students’ social interactions with American students. Journal of College Student Development, 45(6), 671-687.

14. University of Southern California Fall 2010 Assessment- Qualitative Data • How has this class affected your experience as a USC international student? • “It provided me some comfort in gathering with other students like me and opportunities to ask specific questions that can be answered by American teachers.” • “It has taught me a lot of useful information that would not be taught elsewhere. The instructors are extremely nice and go out of their way to help us adapt to the new environment, and they make me feel very warmly accepted into this community.” • “This class taught me a lot of things about US and at the same time triggered me to explore and pay attention to the surroundings. It makes me live more comfortably in USC.”

15. University of Southern California Instructor Assessment- Quantitative Data • Fall 2010, 10 respondents

16. University of Southern California Instructor Assessment- Qualitative Data • How has this class helped you develop professionally? • “I learned so much about working with international students and got great experience in a teaching setting.” • “I was able to see first hand the needs of the international student population and the challenges they face when coming to study in the U.S.” • “Teaching this class gave me the opportunity to gain exposure working with international students as well as further familiarizing myself with the institution, surrounding area, and U.S. history.”

17. University of Southern California Strengths and Weaknesses • What we’re doing well • Students are making great connections with fellow students and feel comfortable sharing experiences • Students have a good understanding of weekly topics • Students are familiar with campus resources • Instructors have gained valuable experience (professional development and advocacy) • What we must improve upon • Must connect students to more American students • Give tools to make their own connections • Give students more opportunities to improve English skills • Students should feel more connected to fellow students and Trojan Family • Instructors must make obvious connections to how topics fit within the classroom and workplace

18. University of Southern California The Future • Implications • Increased training for instructors • Oral presentations for students • Increased campus involvement • Possibilities • Budget for classes • Registered class within a school/department • American buddy program

19. University of Southern California Discussion • Questions?