This research explores measures to assess the learning outcomes, cultural experiences, and personal development of international students in non-degree programs (e.g., short-term or semester programs). We also consider how administrators define and measure learning outcomes, as well as the instruments and rubrics contacts utilize to collect this information.
Key observations from our research
1. Administrators and faculty at profiled institutions develop assessment plans with specific learning outcomes for each course in non-degree programs.
2. While the content of learning outcomes varies across courses, program directors do not differentiate learning outcomes and evaluation tools among student populations (e.g., pre-college versus college-age students, students from certain countries).
3. Program administrators and faculty measure student achievement of learning outcomes through academic assignments (e.g., projects, tests), self-reflection assignments (e.g., journals), surveys, and focus groups.
4. Faculty design internal evaluation instruments after consulting rubrics from external organizations.
5. Administrators simplify and standardize the content of learning outcomes to maintain academic rigor, efficiency, and consistency across all courses and programs.
Diversity and Multiculturalism
Language Study and ESL
Student Learning Outcomes
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