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Second Time Is the Charm?

Learn how Rutgers University uses assessment to continuously improve their International Student Transition Seminar. Discover the challenges faced by international students, the learning outcomes of the seminar, and the assessment tools and results over a two-year period.

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Second Time Is the Charm?

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  1. Second Time Is the Charm? A Two-Year Assessment Cycle of an International Student Transition Seminar Fang Du, Ph.D.Assistant Dean for Curriculum Integration Rutgers Global Study Abroad Rutgers, The State University of New Jersey

  2. A Case Study of Using Assessment for Continuous ImprovementEven when assessment data “betray” us, it is still useful! Overview: Part 1:Context of the Case Study Part 2: Assessment tools and results for Year One Part 3:Assessment tools and results for Year Two Part 4: Lessons learned

  3. Rutgers AT A GLANCE • Founded in 1766 • 8th oldest institution of higher learning in the U.S. • Close to New York City and Philadelphia in the heart of the Northeast Corridor • 38 miles (61km) to New York City • 65 miles (105km) to Philadelphia

  4. OUR PEOPLE STUDENTS • More than 42,000 full-time and part-time students • From every U.S. state and more than 105 countries FACULTY and STAFF • About 4,000 full-time and part-time faculty • Nearly 40 Rutgers–New Brunswick faculty are in the National Academies • Nearly 6,000 full-time and part-time staff

  5. ACADEMICS • More than 100 undergraduate major programs of study, such as: • Accounting • Business • Chemical Engineering • Computer Information Systems • Economics • Finance • Food Science Technology • Industrial Engineering • Leadership and Management • Nutrition Science • Supply Chain Management

  6. INTERNATIONAL STUDENTS AT RUTGERS (University-wide, graduate and undergraduate) International Students (8,694)

  7. CHALLENGES RETAINING FIRST-YEAR STUDENTS

  8. CHALLENGES ENSURING SUCCESS The rapid increase in international students at Rutgers–New Brunswick has necessitated academic support that addresses the challenges faced by these students. These unique challenges include (but are not limited to): • Acculturative stress • Cultural barriers • English language weakness • Pressure from home • Mental health stigma • Mandatory compliance with immigration regulations • Lack of familiarity with American academic integrity standards and/or teaching methods

  9. Structural University-wide Working Group Create a multi-unit working group for international Student academic support • Office of Academic Advising at SAS • Rutgers Global • Rutgers Learning Center

  10. First-Year International Transition Seminar (RU FIT) One Credit Peer taught First semester incoming international undergraduate students Participated by School of Arts and Sciences, School of Engineering and School of Environmental and Biological Science

  11. Learning Outcomes of RU FIT Understand academic expectations at Rutgers University Understand how to navigate curricular and co-curricular resources. Assess their academic strengths and weaknesses and develop appropriate steps in order to achieve academic success Demonstrate an awareness of goal setting/implementation processes by establishing a goal and an action plan for the academic year Gain knowledge of important University policies such as Academic Integrity and Academic Standing, and be compliant with those policies Begin to apply learning skills such as time management, critical thinking, academic writing, group projects, presentation skills that are key to academic success Demonstrate self-reliance and self -direction Identify a change between high school and college in the academic realm

  12. Year One Assessment Learning and Study Strategies Inventory (LASSI) • Purchased • Pre-Post Design • Data yielded contrary to expectations

  13. Learning and Study Strategies Inventory (LASSI) Skill Component of Strategic Learning • Information processing • Selecting main ideas • Test Strategies Will Component of Strategic Learning • Anxiety • Attitude • Motivation Self-Regulation Component of Strategic Learning • Concentration • Self-Testing • Time Management • Using Academic Resources

  14. Year One Assessment Result, Interpretation & Action Result Post-test score in general lower than Pre-test scores. Interpretation Students are much aware of the college-level academic expectations and their academic weakness towards the end of the semester when compared with the very beginning of their college career. Actions Taken In curriculum design, maybe study skills should take less space. More on empowering the students.

  15. Year Two Assessment End of Course Survey • Locally designed • Free • Yielded much applicable data

  16. Highlight of Survey Instrument Result

  17. Highlight of Survey Instrument Result

  18. Year Two Assessment Result, Interpretation & Actions Result Very positive in almost all learning goals assessed Interpretation Curriculum redesign is successful but still has room for improvement. Actions Taken Curriculum redesign, report to the governing committee and funding secured for the next following years

  19. Lessons Learned • Assessment tools/instruments need to be simpleand aligned with the learning outcomes • Even when data comes out contrary to our expectations, it is still useful! • Assessment may take a little more time at the front-end, but it is essential for continuous program improvement and sustainable program growth

  20. Even when assessment data “betray” us, it is still useful! Assessment is worth the time!

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