2. Intentional Strategy: Data & Design Study Abroad & Retention & Success Gary Rhodes - Associate Dean, International Education & Senior International Officer & Director, Center for Global Education - College of Extended & International Education -California State University at Dominguez Hills -www.globaled.us

3. Why Don’t Students Study Abroad Diversity Outreach: AllAbroad.us Enough of a challenge to get to college Not a part of their expected higher ed. experience Lack financial resources Lack role models Lack of knowledge Believe it is will delay graduation Available programs don ’ t reflect their cultural relevance/heritage/interests Believe there is no benefit Fear (based on presentation by Dawn Anderson, Northeastern University, PLATO Partner, Past-Chair, NAFSA Education Abroad Committee on Underrepresentation in Study Abroad)

4. Beyond International Learning, Language Learning & Global Understanding Policy Makers, Campus Leaders & Resources 1.Getting to College 2.Staying in College (Retention) 3.Graduating From College (Success) 4.Professional Development (Getting a Job/Career)

5. Data & Intentional Practices Impact on Retention & Success Globaledresearch.com

6. University of Minnesota Public Higher Education System In a study completed by the University of Minnesota, data showed that of the Fall 1999 and Fall 2000 freshmen, only about 50% of those who did not study abroad graduated in five years, where over 85% of those who studied abroad graduated in five years. Significant differences were apparent in both the four and six year graduation rates as well.

7. University of Minnesota Twin Cities Of Fall 2003 freshmen, 64.5% of those who studied abroad graduated by their 4th year, compared to 41.0% among non-study abroad students. 33.3% of this cohort dropped out by the 4th year compared to only 6.0% of those who studied abroad.

8. Indiana University

9. Georgia Public Higher Education GLOSSARI Data - Students who study abroad - 17.8% higher 4-year graduation rate; - Students-of-color who study abroad have a 17.9% higher 4-year graduation rate; - African-American students who study abroad have a 31.2% higher four-year graduation rate; -African- A mericans who study abroad achieve 6-year graduation rates that are roughly the same as white students who study abroad (84.4% vs. 88.6%) -Students wh o study abroad have higher grade point averages in their subsequent and final semesters; -The improvemen t in GPAs is most pronounced among students who entered colleges with relatively lower SAT scores and high-school grades

10. University of Texas at Austin  Supporting four-year graduation rates  UT study abroad participants are more likely to graduate and experience a shorter than average time-to-degree than non- participants (Hamir, 2011)  Influencing Retention  Empirical research on the UT Austin student population demonstrates academically at-risk students stand to benefit the most from study abroad  Study abroad representative on campus-wide retention committee

11. University of Connecticut 2012 TRIO Student 6 Year Graduation Rates

12. Kuh Research – High Impact Practices Kuh, G. D. (2008). High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington, DC: American Association of Colleges and Universities.

13. California Community College Student Outcomes Abroad Research 2.5 Million Community College Students in California Only About 3,000 Study Abroad Each Year U.S. Department of Education, Title VI, International Research & Studies Program Funding www.GlobalEd.us/CCCSOAR

14. CCC SOAR Research All California community college districts were invited 16 (of 72) districts participated, Representing 36 urban, sub-urban, rural Colleges (out of 112) – Some with history of offering EA and others not Research and Planning Group for California Community Colleges (RP Group) was given access to use longitudinal data from the California Community College Chancellor's Office Management Information System (COMIS) (Willett, Pelligrin, and Cooper, 2013). – To protect student privacy, RP researchers had access to the raw data. The RP Group extracted data using SQL Server 2102 Management Studio. Quantitative data collection spanned the years 2001 - 2012.

15. CCC SOAR Research Macro understanding of student demographics – All students who studied abroad from 2001-2012 from the cohort of the sixteen districts – 14,216 students who studied abroad Regression analysis of first-time college students tracked for 3-year consecutive sequences (2004-2009) – All students who attended the 16 districts from 2004-2009 – All non first-time students were eliminated Resulting Cohort: – 474,802 students who did not study abroad – 1,905 students who did study abroad – TOTAL: 476,707 students

16. Control Group Variables

17. CCC SOAR Findings – All Students

23. CCC SOAR Findings – Hispanic Students

29. How to Collect the Data 1.Work with Campus Institutional Researchers 2.Decide on Graduation Rate Timing a.Community College: 2 or 3 Year b.Four Year University: 4, 5, or 6 Year for First Time Freshmen 3.Compare/Contrast Graduate Rates of Students who Studied Abroad With Students Who Did Not 4.Create Ways to Control for Factors Other than Study Abroad that Could Have Contributed to the Student Retention & Success Rates (working with institutional research office)

30. Strategies to Intentionally Impact Retention & Success Thru Study Abroad 1.Develop Programs That Support Study Abroad by At-Risk First & Second Year Students 2.Train Faculty & Staff on Strategies to Design Pre- Departure, While Abroad, & Re-Entry Support to Intentionally Impact Study Abroad 3.Implement Special Pre-Departure Support 4.Implement Special While Abroad Support 5.Implement Special Re-Entry Support

31. CCC SOAR Online Resources to Support Data Collection & Intentional Impact www.GlobalEd.us/CCCSOAR

32. CCC SOAR Online Resources to Support Data Collection & Intentional Impact www.GlobalEd.us/CCCSOAR

33. CCC SOAR Online Resources to Support Data Collection & Intentional Impact www.GlobalEd.us/CCCSOAR

34. CCC SOAR Online Resources to Support Data Collection & Intentional Impact www.GlobalEd.us/CCCSOAR

35. Update Reasons to Study Abroad 1.Graduate on-time 2.Resume builder – gain an advantage for job and graduate school applications 3.Engage full time in your university experience in what other students report as the highest impact activity during their college life 4.Travel/studying abroad is a life-altering experience! 5.Learn about yourself and gain independence. 6.Gain a broader perspective on your own city, country and culture. 7.Learn a language in the country where it is spoken. 8.See the world (or at least a part of it). 9.Make connections that can last a lifetime. 10.International travel and study are fun and exciting.