University of Southern California

3 Years Later

The United States: An American Culture Series

Chrissy Roth

Associate Director, Orientation Programs

University of Southern California

• Evolution of The United States: An American Culture Series

• Format & Syllabus

• Forms of Assessment

• Assessment Results

• Strengths and Weaknesses

• Implications

• Discussion/Q&A

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Presentation Agenda

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

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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.

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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

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Class Topics

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• 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

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

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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.

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Topic Pre-Test Post-Test DifferenceLevel of comfort approaching American students

8% very comfortable 30% comfortable38% slightly comfortable 24% not comfortable

20% very comfortable 48% comfortable20% slightly comfortable

13% not comfortable

Mean +0.52 on a 4.0 scalefrom 2.22 to 2.74

Level of comfort approaching international students other countries

12% very comfortable 52% comfortable36% slightly comfortable 0% not comfortable

22% very comfortable 67% comfortable9% slightly comfortable 2% not comfortable

Mean +0.33 on a 4.0 scale from 2.76 to 3.09

Who do you spend most of your free time with?

88% students from home country8% international students from other countries4% American students

83% students from home country11% international students from other countries7% American students

-5% students from home country+3% international students from other countries+3% American students

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.

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Topic Pre-Test Post-Test DifferenceLevel of English conversation

4% excellent 12% proficient60% average 16% little8% minimal

4% excellent 28% proficient54% average 13% little0% minimal

Mean +0.36 on a 5.0 scalefrom 2.88 to 3.24

Level of English comprehension

4% excellent 26% proficient64% average 4% little2% minimal

4% excellent 41% proficient54% average 0% little0% minimal

Mean +0.24 on a 5.0 scalefrom 3.26 to 3.50

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.

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Topic Pre-Test Post-Test DifferenceLevel of comfort with U.S. Basics (communication, ways)

30% very comfortable 38% comfortable28% somewhat 4% not comfortable

55% very comfortable 40% comfortable4% somewhat 0% not comfortable

Mean +0.57 on a 4.0 scalefrom 2.94 to 3.51

Level of comfort with U.S. History, Values, Religion

22% very comfortable 48% comfortable26% somewhat 4% not comfortable

53% very comfortable 36% comfortable11% somewhat 0% not comfortable

Mean +0.55 on a 4.0 scalefrom 2.88 to 3.43

Level of comfort with history of California, LA, and activities

26% very comfortable 44% comfortable20% somewhat 10% not comfortable

51% very comfortable 34% comfortable13% somewhat 2% not comfortable

Mean +0.48 on a 4.0 scalefrom 2.86 to 3.34

Level of comfort with U.S. politics, government, law

18% very comfortable 46% comfortable30% somewhat 6% not comfortable

47% very comfortable 40% comfortable13% somewhat 0% not comfortable

Mean +0.49 on a 4.0 scalefrom 2.76 to 3.51

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.

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Topic Pre-Test Post-Test DifferenceLevel of comfort with American holidays

32% very comfortable 44% comfortable18% somewhat 6% not comfortable

60% very comfortable 34% comfortable4% somewhat 2% not comfortable

Mean +0.49 on a 4.0 scalefrom 3.02 to 3.51

Level of comfort with diversity issues

28% very comfortable 48% comfortable18% somewhat 6% not comfortable

53% very comfortable 40% comfortable4% somewhat 2% not comfortable

Mean +0.48 on a 4.0 scalefrom 2.98 to 3.45

Level of comfort with American values

32% very comfortable 40% comfortable24% somewhat 4% not comfortable

51% very comfortable 32% comfortable17% somewhat 0% not comfortable

Mean +0.34 on a 4.0 scalefrom 3.00 to 3.34

Level of comfort with campus resources

12% very comfortable 50% comfortable32% somewhat 6% not comfortable

48% very comfortable 46% comfortable7% somewhat 0% not comfortable

Mean +0.73 on a 4.0 scalefrom 2.68 to 3.41

Fall 2010 Assessment- Quantitative Data

Course Objectives (post-test only)

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As a result of the class,

Post-Test As a result of the class,

Post-Test

I have a better understanding of the culture of the U.S.

53% strongly agree47% agree0% neutral 0% disagree0% strongly disagree

I have a greater connection to the Trojan Family

27% strongly agree56% agree18% neutral 0% disagree0% strongly disagree

I am able to share my culture with classmates

40% strongly agree53% agree7% neutral 0% disagree0% strongly disagree

I have a greater connection to fellow students/alumni

20% strongly agree58% agree18% neutral 4% disagree0% strongly disagree

I have a better knowledge of campus resources

49% strongly agree49% agree2% neutral 0% disagree0% strongly disagree

I felt like part of a community that allowed for sharing new experiences, discoveries, and questions not addressed elsewhere

56% strongly agree44% agree0% neutral 0% disagree0% strongly disagree

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.

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The information I learned in this class... Post-Test

Has helped me or will help me be successful in the classroom

“International students often feel excluded within classroom and social contexts and are victims of aggression from citizens” (Lee & Rice, 2007).

38% strongly agree47% agree13% neutral 2% disagree0% strongly disagree

Will help me be successful in the workplace 31% strongly agree49% agree18% neutral 2% disagree0% strongly disagree

Has helped me succeed in making American friends

“[American students] provide international students with crucial access points to key institutional resources and opportunities according to the social capital theory” (Trice, 2004)

29% strongly agree49% agree22% neutral 0% disagree0% strongly disagree

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.”

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Instructor Assessment- Quantitative Data

Fall 2010, 10 respondents

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As a result of the class,

I have gained valuable experience in teaching in a classroom setting

60% strongly agree40% agree0% neutral0% disagree0% strongly disagree

I have learned about the international student community at USC

50% strongly agree50% agree0% neutral0% disagree0% strongly disagree

I have improved my presentation and public speaking skills

40% strongly agree40% agree20% neutral0% disagree0% strongly disagree

I will serve as an advocate for international students

80% strongly agree20% agree0% neutral0% disagree0% strongly disagree

I have improved my organizational and planning skills

40% strongly agree30% agree30% neutral0% disagree0% strongly disagree

I have helped the students succeed at USC and in the U.S.

50% strongly agree50% agree0% neutral0% disagree0% strongly disagree

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.”

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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

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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

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Discussion

Questions?

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