Outcome Assessment Away from Home

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Paper presented at the 24th Annual Conference of the College Consortium for International Studies, April 18 2103, Thessaloniki, Greece

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  • First slide
  • ACT joined major partnerships of colleges and universities and sponsors in the US – The members of the IPO office are members of major professional associations
  • When SA students arrive at ACT, the interactions with diverse ACT student body is unavoidableIt is my belief that both student populations are affected by the diversity in ethnic, religious, cultural, and language backgrounds
  • I will present some evidence here which shows that ACT monitors student-student interaction and other personal and developmental outcomes using several instruments
  • Administered to 47 students (22 domestic and 25 international,29 females and 18 males)
  • Regardless of the person or groups who attempt to define the term, all definitions of intercultural competence include sets of cognitive, behavioral, and affective/motivational components that enable individuals to adapt effectively in intercultural environments
  • Outcome Assessment Away from Home

    1. 1. Outcome Assessment Away from HomeDimitris Grekinis, Ph.D.24th Annual CCIS ConferenceAmerican College of ThessalonikiThessaloniki, GreeceApril 18, 2013
    2. 2. OUTLINE- Trends in US Study Abroad (SA)- Trends in SA and the Greek reality- The need for assessment in higher education- Areas of study outcomes assessment in SA- Current practices at the American College of Thessaloniki
    3. 3. Open Doors (2012)
    4. 4. Where do U.S. Students Study Abroad ?
    5. 5. Europe 55% Asia 12% Middle East 2% Africa 5%Latin America 15% Oceania 5% Open Doors (2012)
    6. 6. TRENDS IN SA Open Doors (2012)
    7. 7. TRENDS IN SA Open Doors (2012)
    8. 8. SA IN GREECE Open Doors (2012)
    9. 9. SA IN GREECE Open Doors (2012)
    10. 10. SA IN GREECE9 private local institutions hosting SA programs- Athens- Thessaloniki- 5 Aegean Islands
    11. 11. ASSESSEMNT IN HIGHER EDUCATIONModern assessment movement is internationalModern economies demand a more highly educated work force
    12. 12. New criteria to accountability were1990s and 2000s added related to student growth and development
    13. 13. Student learning
    14. 14. “perspectives that form the context of business” - effective writing and communications - understanding of ethical, environmental, technological, political, social, legal perspectives + global competence
    15. 15. • personal growth• ethical growth• citizenship• social contribution
    16. 16. WHY THERE IS A NEED FOR ASSESSMENT IN HIGHER EDUCATION?• Modern economies demand a more highly educated work force• Governments impose checks into founding higher education (accountability)• Accreditation
    17. 17. STUDY ABROADAdvocates of Study Abroad Experts in the field of student affairs Chickering & Braskamp (2009) SA 4 vectors of psychosocial development Managing emotions Developing purpose Establishing identity Moving toward interdependence
    18. 18. STUDY ABROADAdvocates of Study Abroad Professional associations NASPA / ACPA (Learning Reconsidered) SA student learning and development outcomes
    19. 19. WHAT ARE THE AREAS OF STUDY IN OUTCOME ASSESSMENT IN SA?Outcomes one chooses to assess would vary considerably“An outcome can be any kind of end result, impact, effect, orconsequence of something; in this case education abroad” Mayer-Lee & Evans, 2007
    20. 20. AREAS OF STUDY IN OUTCOME ASSESSMENT IN SAIntercultural competence Social/Emotional growthLanguage learning Disciplinary knowledge Mayer-Lee & Evans (2008)
    21. 21. AREAS OF STUDY IN OUTCOME ASSESSMENT IN SAIntercultural competence Social/Emotional growthLanguage learning Disciplinary knowledge Mayer-Lee & Evans (2008)
    22. 22. AREAS OF STUDY IN OUTCOME ASSESSMENT IN SAIntercultural competence Social/Emotional growth Mayer-Lee & Evans (2008)
    23. 23. AREAS OF STUDY IN OUTCOME ASSESSMENT IN SAIntercultural competence Social/Emotional growth - independence - maturity - social development - general interpersonal relating skills - confidence levels Mayer-Lee & Evans (2008)
    24. 24. AREAS OF STUDY IN OUTCOME ASSESSMENT IN SAIntercultural competenceCognitive/knowledge Behavior/skills - culture in general - communication style - culture specific knowledge - tolerance for ambiguity - overcome of stereotype thinking - increased academic achievement - broad global awareness (international - effective function in multicultural groups perspectives/world-mindedness) - developing new strategies for learning - critical thinking informationAffective attitudes Attitudes toward self -national, cultural or citizenship identity, self awareness, personal values, worldview, belief systems Attitude toward others - usually affective (how someone feels) Mayer-Lee & Evans (2008)
    25. 25. INSTRUMENTS TO MEASURE OUTCOMES IN SA Page, M. & Stallman, E. (2008)
    26. 26. HISTORICAL BACKGROUND OF SA PROGRAMS AT ACT
    27. 27. INTERNATIONAL PROGRAMS OFFICE (IPO)
    28. 28. WHAT ACT DOES FOR ITS SA PROGRAMS?
    29. 29. p. 29
    30. 30. ACT WILL PUT MORE EMPHASISIN LEARNING OUTCOMES ASSESSMET
    31. 31. CAS System Description Analysis Criteria for System Description analysis 1. Mission 2. Program 3. Leadership 4. Organization 5. Management 6. Financial resources 7. Facilities and equipment 8. Legal responsibilities 9. Equity and access 10. Campus and external relations 11. Diversity 12. Ethics 13. Assessment and evaluation
    32. 32. FALDO Analysis Criteria for FALDO analysis 1. Career Choices 2. Collaboration 3. Effective Communication 4. Appreciating Diversity 5. Personal and Educational Goals 6. Healthy Behavior 7. Independence 8. Intellectual Growth 9. Leadership Development 10. Satisfying and Productive Lifestyles 11. Meaningful Interpersonal 12. Relationships 13. Realistic Self-Appraisal 14. Enhanced Self-Esteem 15. Social Responsibility 16. Spiritual Awareness
    33. 33. ACT’s SA EXIT QUESTIONNAIREAcademic Program component (course, faculty)Student Services (IPO, service learning, computer, housing, library, other units)Activities (orientation, FTs, bulletin, events )Integration and safetyOverall assessmentComments
    34. 34. ACT IS A HOST INSTITUTION OF A DIVERSE STUDENT POPULATION Source: Self Study, 2012
    35. 35. STUDENT INTERACTIONS AT ACTSA students ACT students
    36. 36. STUDENT INTERACTIONS AT ACTACT is gauging this interaction in several waysHow our students are influenced by the presence of a diversestudent population?Does the diversity in our campus contribute to their attitudesand perceptions regarding openness and diversity issues?
    37. 37. STUDENT INTERACTIONS AT ACT1 – CSELOA (College Student Experience Learning Outcome Assessment)2 – Informal student surveys during the semester3 – Formal instruments (SCAS, research)
    38. 38. CSELOA RESULTS Source: ACT CSELOA Report, 2011
    39. 39. CSELOA RESULTS Source: ACT CSELOA Report, 2012
    40. 40. CSELOA RESULTSSeveral other relationships are examined Gender College year GPA Participation in organizations and clubs Volunteer activity Time spent studying Major
    41. 41. INFORMAL STUDENT SURVEYS Aim Identify general and specific characteristics among students from diverse backgrounds at ACT which affect their on campus and off campus interactions.
    42. 42. INFORMAL STUDENT SURVEYS Possible trends in the dynamics and possible differences between domestic and international students regarding intercultural interaction at ACT.
    43. 43. ACT STUDY ON THE INTERCULTURAL COMPETENCE OF SA STUDENTSCross cultural competence (3C) – contradictory definitions - Psychological adjustments - Behavioral adjustments - Cognitive adjustments
    44. 44. QUESTIONThe effects of incorporating an academic course, whichwas designed to help students to reflect upon theircultural experiences abroad, during the academicsemester on their sociocultural adaptation ISU Science Education Center ISU Science Education Center SA students SA students no with intervention intervention
    45. 45. HYPOTHESIS ISU Science Education CenterISU Science Education Center SA students SA students no with intervention intervention
    46. 46. METHODSParticipants - Program Description Fall semester Fall semester - Intervention Intervention 3 months 3 months Registration to “Global Experience” class 44 students 57 students Objective: Prepare for, gain from, and reflect upon their cultural experiences Workshops, seminars, discussions, local civic engagement
    47. 47. METHODSInstrumentSCAS Questionnaire - Strong internal consistency, reliability, validity - Two subscales
    48. 48. RESULTS_____________________________________________________________________________________________ Subscale 1 Subscale 2 Total score (ImpEnd-P) (CulEm-R)Group n Mean ± SD Mean ± SD Mean ± SD_____________________________________________________________________________________________L-Term 44 54.98 ± 8.83 13.73 ± 2.89 24.54 ± 5.07L-Term-Inter 57 48.51 ± 10.23 * 11.96 ± 3.39 ** # 21.25 ± 5.19***# #_____________________________________________________________________________________________Significant differences between L-Term and L-Term Inter groups at p< .001*, .007**, or .002 ***.L-Term=Long Term, L-Term Inter=Long Term InterventionImpEnd-P=Impersonal Endeavors–Perils, CulEm-R=Cultural Empathy–Relatedness. Antonakopoulou, 2013
    49. 49. CONCLUSIONSSignificantly higher gains in sociocultural adaptation are recorded by incorporating an academic course designed to help students to reflect upon their cultural experiences abroad
    50. 50. RECOMMENDATIONSConsider including specific classroom activities which aim at: - developing an enhanced appreciation of the host country culture, language, history, and cultural events - engaging in service learning experiences within the larger community
    51. 51. SUMMARYOutcome assessment is important for several reasons in highereducation and SA programsThere are four areas where outcome assessments can bemeasured in SA programsValid and reliable instruments are available in the literatureACT’s efforts in outcomes assessment is a priority for theinstitution but there is room for improvementACT use several instruments to measure outcomes assessment(exit questionnaires, CSELOA, individual research, informalsurveys by students and staff)
    52. 52. ReferencesACT NEASC Reaccreditation Self-Study Report (2012). American College of Thessaloniki.American College of Education (2006). Articulating learning outcomes. American Council of Education. International Education. Retrieved November 8, 2013 from http://www.acenet.edu/AM/Template.cfm?Section=Intl&Template=/CM/HTMLDisplay.cfm&ContentID=19462American College of Education (2010). Study abroad enrollments remain steady. Presidency, 13(1), 10.Antonakopoulou, E. (2009). The current status of study abroad movement in Greece. Unpublished manuscript. Indiana State University.Antonakopoulou, E. (2010). Developing global citizenship: Four vectors in search of education abroad opportunities. Student Affairs Leader, 1-2.Antonakopoulou, E. (2013). Sociocultural adaptation of US education abroad students in Greece. The effects of program duration and intervention. TheFrontiers: The Interdisciplinary Journal of Study Abroad (accepted for publication, Fall 2013)Chickering, A. & Braskamp, L. (2009). Developing a global perspective and social responsibility. Peer Review, 4, 27-30.CSELOA Report (2011). American College of Thessaloniki.CSELOA Report (2012). American College of Thessaloniki.Donnelly-Smith, L. (2009). Global learning through short-term study abroad. Peer Review, 11(4), 12-15.Hofstede, G. (2008, May 8). Cultural Differences in Teaching and Learning. Paper presented at the FUHU Conference on Education and Training in the Multicultural Classroom. Copenhagen, Denmark. Retrieved March 10, 2013from http://fuhu.dk/filer/FBE/Arrangementer/Denmark%20Unlimited%20080508/FBE_geert_hofstede_teaching_learning.pdfOpen Doors (2012). Americans study abroad in increasing numbers. Retrieved on March 6, 20013from http://www.iie.org/Research-and-Publications/Publications-and-Reports/IIE-Bookstore/Open-Doors-2012Paige, R.M. & Stallman, E.M. (2008). Using instruments in education abroad outcomes assessment. In M.C. Bolen (Ed.), A guide to outcomes assessment in education abroad (pp. 137-161). Forum on Education Abroad, Carlisle: PA.Mayer-Lee, E, & Evans, J. (2008). Ares of study in study abroad. In M.C. Bolen (Ed.), A guide to outcomes assessment in education abroad (pp. 137- 161). Forum on Education Abroad, Carlisle: PA.Ward, C. & Kennedy, A. (1999). The measurement of sociocultural adaptation. International Journal of Intercultural Relations, 22, 659-677.
    53. 53. Dimitris Grekinis, Ph.D. grekinis@act.edu

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