Presentation on theme: "Listening to Students: Student Panel Facilitator : Shannon Faris, Ph.D. Director, Planning & External Reporting for Marshall School of Business Student."— Presentation transcript:
Listening to Students: Student Panel Facilitator : Shannon Faris, Ph.D. Director, Planning & External Reporting for Marshall School of Business Student Panel: Michelle Choi, Undergraduate, Hong Kong Dona Adamova, MS Economics, Kazakhstan Mir Hashim Ali Zain, MS Petroleum Engineering, India Emi Sumida, Ph.D., Post-Doctoral Fellow, Student Counseling Services & Disability Services and Programs, Japan Inaugural Assessment Symposium USC Division of Student Affairs June 16, 2011
Listening to Students: Learning from Research and Student Experience Jack Trump, Assistant Director Office of Residential Education Janice Schafrik, Ph.D., Student Services Manager, Testing Accommodations, Disability Services & Programs Emi Sumida, Ph.D., Post-Doctoral Fellow, Student Counseling Services & Disability Services and Programs Najib Al-Samarrai, Ph.D., Associate Director, Testing Bureau Inaugural Assessment Symposium USC Division of Student Affairs June 16, 2011
Residential Education Student Satisfaction Survey Jack Trump, Assistant Director, Office of Residential Education
Listening to Students: Residential Satisfaction Survey Issued in Fall 2010 2,240 Residents participated in the survey 272 Residents identified themselves as International Students 221 filled out additional questions about International Students
Integration into the Community When asked about their integration into the community 248 out of 273 (91%) were either Strongly Satisfied or Satisfied with their move in experience and 249 out of 273 (91%) were either Strongly Satisfied or Satisfied with their relationship with their roommates, neighbors and other students in the community.
Listening to Students: Ways Residents Relieve Stress 76% Hang out with friends and 56% Listen to music.
Listening to Students: Support Systems Both On and Off campus 67% utilize their Family and 66% utilize their Resident Advisors as their support network.
Listening to Students: Successes with Academics 60% Obtaining new knowledge and 59% Getting good grades on tests
Listening to Students: Challenges with academics 57% Too much work and 37% Not enough time to finish assignments An interesting piece was in the students’ responses. We learned that Writing 140 seems to be one of the areas where some of the residents find a significant challenge. 14 residents specifically noted that they do not like this class or that it is too challenging although it was not listed on the survey..
Listening to Students: Integration into the Community Majority Satisfied with both move-in and relationship with neighbors In the comments, the students: Wanted the move in date to be in the first of the month and have the option to move in early, instead of staying in a hotel room for several days. The students also wanted a “welcome kit”
Utilization of Student Counseling Services Emi Sumida, Ph.D. Post Doctoral Fellow Student Counseling Services Disability Services and Programs
Listening to Students: Utilization of Student Counseling Services (2008-2011) YearInternational Students Enrolled at USC International Students w/SCS Appointments % of International Students Who Utilized SCS 2008 (From June to December) 47231222.5 % 200949382505.0 % 201051032765.4 % 2011 (to date)43421653.8 % Number of international students visiting SCS is increasing per year Percentage of international students utilizing SCS is expected to reach 6% in 2011 Attendance of workshops, groups, outreach and the number of hospitalizations by international students are not included in data. Approximately 8-9% of total student body is seen by SCS each year.
Listening to Students: Utilization of Student Counseling Services (2008-2011) Primary Reasons for Therapy Academic problems Relationship concerns Anxiety Depression
International Student Exam (ISE) for Incoming International Students at USC Dr. Najib Al-Samarrai Associate Director, Testing Bureau
Listening to Students: International Student Exam (ISE) The Test is offered by ALI and administered by the Testing Bureau many times at the beginning of fall and spring semesters. Who needs to take the test? The test is designed to place students at the appropriate level based on their English Language proficiency. Can the student take other courses in his/her major at USC beside the ALI courses?
International Students at USC Dr. Janice Schafrik Student Services Manager, Testing Accommodations, Disability Services and Programs
International Students at USC Exploring need for Summer Bridge Program for International Students Currently have a Summer Bridge Program for domestic students Our longitudinal study has indicated this has been a successful program in terms of: Academic standing GPA Graduation rates Adjustment to USC
International Students at USC We are now looking to identify characteristics of International students potentially at-risk At-risk is defined as gpa < 2.0 The question is, Who would we invite to participate in this program?
International Students at USC Our Process We requested data from Frank Chang (Registrar’s Office), Christie Rainey (Enrollment Services—Admissions), and Khin Nong (Enrollment Services—Admissions) We started with a few research questions and informed hypotheses, but utilized a primarily exploratory process Factors included in the data set: Demographic information Academic information
Undergraduate International Freshman and Transfer Students: Citizenship Country Total Population Country Frequency Percent Cumulative Percent South Korea49617.1 China39013.530.6 Hong Kong29710.340.9 Canada2338.149.0 Indonesia2287.956.9 India1876.563.4 Taiwan1194.167.5 Singapore963.370.8 United Kingdom943.274.0 Japan782.776.7 Malaysia471.678.3 Australia381.379.6 Turkey371.380.9 Thailand311.182.0 Germany27.982.9 Kazakstan24.883.7 Brazil23.884.5 Vietnam23.885.3 Mexico22.886.1 Phillippines21.786.8 Kuwait20.787.5 Pakistan20.788.2 Sweden19.788.9 France16.689.5 Macau16.690.1 Saudi Arabia16.690.7 Portugal14.591.2 Italy13.491.6 Poland12.492.0 Sri Lanka11.492.4 Russia11.492.8 Other2157.2100.0 TOTAL2894100.0
International Students at USC Of the total population: 51% freshman, 49% transfer 53% male, 47% female Approximately 5% were identified as at-risk (n=148) 67% freshman, 33% transfer Freshman were more at-risk than transfer students 72% male; 28% female Males were more at-risk than females
International Students at USC: Undergraduate International Freshman Population, Citizenship Country Frequency PercentCumulative Percent China22515.4 Canada20213.829.2 South Korea18012.341.5 India16811.553.0 United Kingdom644.457.4 Singapore604.161.5 Hong Kong553.865.3 Taiwan523.668.9 Indonesia392.771.6 Turkey332.373.9 Other38526.1100.0 TOTAL1463100.0
International Students at USC: At-Risk* Undergraduate International Freshman Population FrequencyPercentCumulative Percent India2425.5 China1313.839.3 South Korea1111.751.0 Canada99.660.6 United Kingdom55.365.9 Turkey44.370.2 Pakistan33.273.4 Other2526.6100.0 TOTAL94100.0 *At risk defined as gpa < 2.0
International Students at USC: At-risk freshman population Findings emphasize over-representation of freshman with Indian citizenship as at-risk (25.5% of at-risk population) Of at-risk freshman population 74.5% male, 25.5% female Citizenship country of India: male 83%, female 17% Male International freshman with citizenship country of India may be particularly at-risk Citizenship Country % Total Freshman Population % At-Risk China15.413.8 Canada13.89.6 South Korea12.311.7 India11.525.5 United Kingdom4.45.3 Singapore4.12.1 Hong Kong3.81.1 Taiwan3.62.1 Indonesia2.71.1 Turkey2.34.3
International Students at USC: Freshman Correlations There was a positive relationship between undergraduate GPA and WRIT 340, WRIT 140, and number of ALI courses taken There was a negative relationship between number of ALI courses taken and WRIT 140 # ALI Courses UGPAWRIT 140WRIT 340 # ALI Courses.056*-.067*-.072 UGPA.056*.494**.309* WRIT 140 -.067*.494**.428* WRIT 340 -.072.309**.428** * Correlation is significant at the 0.05 level (2-tailed). ** Correlation is significant at the 0.01 level (2-tailed).