Program: National Student Exchange
Date: Fri Oct 14, 2011 - 1:12:50 pm
1) List your program's student outcomes.
The program provides opportunities for students to broaden their personal and academic experiences while experiencing new cultures, as well as for them to develop maturity, flexibility, independence, self-confidence, and understanding of other people in other settings.
2) Where are your program's student outcomes published? Mark all that apply and include URLs when appropriate.
Program's Website. URL: www.nse.org
Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure. URL, if available online: www.nse.org UHM Catalog. Page Number: Other: Other: 3) Provide the program's activity map or other graphic that illustrates how program activities/services align with program student outcomes. Please upload it as a PDF.
4) For the period June 1, 2010 to September 30, 2011: State the assessment question(s) and/or assessment goals. Include the student outcomes that were targeted, if applicable.
We wished to learn the extent to which visiting students took advantage of their opportunities for formal study of other cultures and languages at UHM, as well as their enrollment in UHM’s courses in Asian Studies, Pacific Island Studies, Hawaiian Studies, Ethnic Studies, American Studies, Women’s Studies, and Political Science for the diverse perspectives of these courses in the Hawai`i setting. We were also interested in the academic achievement of students during their exchange year. In addition, we wanted to know the students’ personal evaluations of the extent to which they were able to meet their own objectives, as well as the problems they encountered.
Because the academic and cultural experiences of UHM students visiting mainland schools mostly relate to the opportunities provided by those schools, we did not collect the course/grades information, but did seek their personal evaluations of their ability to meet objectives and any problems.
5) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question 4.
- STAR reports of each incoming student enrollment and grades.
- A survey tool used for incoming and outgoing exchange students over the last 16 years (which has been shared with other campuses and is the basis for a national NSE suggested experience evaluation form). On a 5-point scale, students assess their success in meeting their objectives academically, in cultural awareness, in social life, and in personal growth. In addition, they are asked to report their greatest problems in coming to the exchange school (getting housing, getting financial aid, getting needed classes), and what additional information they would like to have received besides that provided. They are given the opportunity to report other problems from a list of selections. Their assessments are used to modify communication and support.
6) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
STAR reports were obtained for 133 visiting student terms (84 fall and 49 spring). During this time period, 14 outgoing students and 24 incoming students submitted the survey.
7) Who interpreted or analyzed the evidence that was collected. Check all that apply.
Program faculty/staff Faculty/staff committee Ad hoc faculty/staff group Director or department chairperson Persons or organization outside the university Students (graduate or undergraduate) Dean Other 8) How did he/she/they evaluate, analyze, or interpret the evidence? Check all that apply.
Compiled survey results Used qualitative methods on interview, focus group, open-ended response data Scored exams/tests/quizzes Used a rubric or scoring guide Used professional judgment (no rubric or scoring guide used) External organization/person analyzed data (e.g., Social Science Research Institute) Other: Compiled STAR course and grades data9) For the assessment questions/goals stated in Question 4, summarize the actual results.
The 2010-2011 term enrollments showed the following:
Hawaiian Studies, Hawaiian language, or Hawaiian History: 52
Japanese, Korean, Chinese, Filipino, Chamorro, Samoan, Spanish, French, Italian, German: 27
Asian Studies, Pacific Island Studies, American Studies, Ethnic Studies, Political Science, Women’s Studies: 36
Term average grades:
4:00 (or all A’s): 24
3.50-3.99: 39
3:00-3.49: 29
2.50-2.99: 28
2.00-2.49: 11
Below 2.00: 2
In the survey, students responded to the question: “To what extent have you been able to meet your objectives in the following areas: Academic, Cultural, Social Life, Personal Growth. Rate from Not at All (1) to Very Well (5)
Averages of the responses were:
Academic: 4.1
Cultural Awareness: 4.5
Social Life: 3.75
Personal growth: 4.7
Sample qualitative statements included:
“It was an amazing experience. I learned a lot about the Hawaiian culture while enjoying the beautiful scenery of the Hawaiian islands.” “It was the best experience I’ve had in college.” “The experience was amazing and I would absolutely recommend it to my friends.” “If anyone is considering an exchange program within the US, Hawaii is the place to learn a lot about yourself and others.” “It was the best 8 months of my life—I had such a wonderful experience I’ve decided to apply to graduate school at UHM.” “I’d love to transfer, but it would extend my graduation date. I am planning on applying there for graduate school.”
The most frequent complaint from incoming students was regarding their access to UHM courses and registration. One student said “Course approval should be confirmed way earlier, a month before departure would be nice insurance.” This problem is not likely to be alleviated because of the large number of visiting students, who are given access to courses AFTER continuing degree students have registered. They are clearly warned well before choosing UHM as an exchange campus regarding such limitations (in fact all students participating in exchanges are warned that there are no guarantees of getting specific courses on exchange), but the enticement of “paradise” often clouds their choices.
Outgoing students’ average responses were:
Academic: 4.20
Cultural Awareness: 4.33
Social Life: 4.10
Personal Growth: 4.30
They were also asked about specific problems they had, evaluation of the school they exchanged to, and whether they would recommend it to other UHM students for exchange. Over the years we have compiled such assessments of outgoing students for potential participants to consult in choosing an exchange school.
10) What was learned from the results?
For the most part, students succeeded in meeting their objectives in all areas. Other valuable information was gained from less positive response, which are also shared with relevant campus offices for consideration.
11) State how the program used the results or plans to use the results. Please be specific.
One survey question addresses the greatest concerns students had before coming, whether getting housing, getting financial aid, getting classes or other.
Another question is “What additional information would you like to have received beyond that mailed or emailed to you?” Each year, pre-arrival communication with students is updated based on these responses. The NSE coordinator is the major liaison between individual students and Student Housing and Financial Aid Services, as well as with all academic departments in assisting students with course enrollments.
12) Reflect on the assessment process. Is there anything related to assessment procedures your program would do differently next time? What went well?
We feel that our assessment tool is effective in determining how students evaluate the achievement of their goals and in what way our support can be expanded or modified.
13) Other important information
Currently the template for assessment recommended on the national NSE website utilizes much of the tool developed at UHM.
Among the 185 NSE consortium campuses, UHM has the most diversity in ethnicity of students, and since 1998 has attracted the most visiting students of any consortium member. The diverse experiences offered through exchange to mainland consortium member schools have also attracted a large number of UHM students to participate.