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 University of Southern California 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 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. 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 University of Southern California

Class Topics University of Southern California 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 ( )- 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 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), University of Southern California TopicPre-TestPost-TestDifference Level of comfort approaching American students 8% very comfortable 30% comfortable 38% slightly comfortable 24% not comfortable 20% very comfortable 48% comfortable 20% slightly comfortable 13% not comfortable Mean on a 4.0 scale from 2.22 to 2.74 Level of comfort approaching international students other countries 12% very comfortable 52% comfortable 36% slightly comfortable 0% not comfortable 22% very comfortable 67% comfortable 9% slightly comfortable 2% not comfortable Mean 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 country 8% international students from other countries 4% American students 83% students from home country 11% international students from other countries 7% 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, University of Southern California TopicPre-TestPost-TestDifference Level of English conversation 4% excellent 12% proficient 60% average 16% little 8% minimal 4% excellent 28% proficient 54% average 13% little 0% minimal Mean on a 5.0 scale from 2.88 to 3.24 Level of English comprehension 4% excellent 26% proficient 64% average 4% little 2% minimal 4% excellent 41% proficient 54% average 0% little 0% minimal Mean on a 5.0 scale from 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), University of Southern California TopicPre-TestPost-TestDifference Level of comfort with U.S. Basics (communication, ways) 30% very comfortable 38% comfortable 28% somewhat 4% not comfortable 55% very comfortable 40% comfortable 4% somewhat 0% not comfortable Mean on a 4.0 scale from 2.94 to 3.51 Level of comfort with U.S. History, Values, Religion 22% very comfortable 48% comfortable 26% somewhat 4% not comfortable 53% very comfortable 36% comfortable 11% somewhat 0% not comfortable Mean on a 4.0 scale from 2.88 to 3.43 Level of comfort with history of California, LA, and activities 26% very comfortable 44% comfortable 20% somewhat 10% not comfortable 51% very comfortable 34% comfortable 13% somewhat 2% not comfortable Mean on a 4.0 scale from 2.86 to 3.34 Level of comfort with U.S. politics, government, law 18% very comfortable 46% comfortable 30% somewhat 6% not comfortable 47% very comfortable 40% comfortable 13% somewhat 0% not comfortable Mean on a 4.0 scale from 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. University of Southern California TopicPre-TestPost-TestDifference Level of comfort with American holidays 32% very comfortable 44% comfortable 18% somewhat 6% not comfortable 60% very comfortable 34% comfortable 4% somewhat 2% not comfortable Mean on a 4.0 scale from 3.02 to 3.51 Level of comfort with diversity issues 28% very comfortable 48% comfortable 18% somewhat 6% not comfortable 53% very comfortable 40% comfortable 4% somewhat 2% not comfortable Mean on a 4.0 scale from 2.98 to 3.45 Level of comfort with American values 32% very comfortable 40% comfortable 24% somewhat 4% not comfortable 51% very comfortable 32% comfortable 17% somewhat 0% not comfortable Mean on a 4.0 scale from 3.00 to 3.34 Level of comfort with campus resources 12% very comfortable 50% comfortable 32% somewhat 6% not comfortable 48% very comfortable 46% comfortable 7% somewhat 0% not comfortable Mean on a 4.0 scale from 2.68 to 3.41

Fall 2010 Assessment- Quantitative Data Course Objectives (post-test only) University of Southern California As a result of the class, Post-TestAs a result of the class, Post-Test I have a better understanding of the culture of the U.S. 53% strongly agree 47% agree 0% neutral 0% disagree 0% strongly disagree I have a greater connection to the Trojan Family 27% strongly agree 56% agree 18% neutral 0% disagree 0% strongly disagree I am able to share my culture with classmates 40% strongly agree 53% agree 7% neutral 0% disagree 0% strongly disagree I have a greater connection to fellow students/alumni 20% strongly agree 58% agree 18% neutral 4% disagree 0% strongly disagree I have a better knowledge of campus resources 49% strongly agree 49% agree 2% neutral 0% disagree 0% strongly disagree I felt like part of a community that allowed for sharing new experiences, discoveries, and questions not addressed elsewhere 56% strongly agree 44% agree 0% neutral 0% disagree 0% 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), University of Southern California 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 agree 47% agree 13% neutral 2% disagree 0% strongly disagree Will help me be successful in the workplace31% strongly agree 49% agree 18% neutral 2% disagree 0% 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 agree 49% agree 22% neutral 0% disagree 0% 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. University of Southern California

Instructor Assessment- Quantitative Data Fall 2010, 10 respondents University of Southern California As a result of the class, I have gained valuable experience in teaching in a classroom setting 60% strongly agree 40% agree 0% neutral 0% disagree 0% strongly disagree I have learned about the international student community at USC 50% strongly agree 50% agree 0% neutral 0% disagree 0% strongly disagree I have improved my presentation and public speaking skills 40% strongly agree 40% agree 20% neutral 0% disagree 0% strongly disagree I will serve as an advocate for international students 80% strongly agree 20% agree 0% neutral 0% disagree 0% strongly disagree I have improved my organizational and planning skills 40% strongly agree 30% agree 30% neutral 0% disagree 0% strongly disagree I have helped the students succeed at USC and in the U.S. 50% strongly agree 50% agree 0% neutral 0% disagree 0% 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. University of Southern California

Strengths and Weaknesses What were 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 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 University of Southern California

Discussion Questions? University of Southern California