ELPS 431, Evaluation in Higher Education

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<ul><li><p>8/12/2019 ELPS 431, Evaluation in Higher Education</p><p> 1/91</p><p>1Running head: EVALUATION PROPOSAL: CHICAGO CENTER PROGRAM</p><p>Evaluation Proposal:</p><p>The Chicago Center Program</p><p>Abbie A. Ray and Katie C. Stephens</p><p>Loyola University Chicago</p><p>December 2, 2013</p></li><li><p>8/12/2019 ELPS 431, Evaluation in Higher Education</p><p> 2/91</p><p>2EVALUATION PROPOSAL: CHICAGO CENTER PROGRAM</p><p>Table of Contents</p><p>Setting and Context of the Chicago Center Program ...3 -4</p><p>History of the Chicago Center Program ...4 -5</p><p>Problem the Chicago Center Program was designed to correct ...5 -6</p><p>Goals of the Chicago Center Program ..6 -7</p><p>Program Components and Organization ...7 -8</p><p>Chicago Center Program Stakeholders . ..8-11</p><p>Contextual Circumstances ....11 -12</p><p>Overriding Questions .... .12</p><p>Logic Model .12 -17Evaluation Approach .... 17-20</p><p>Quantitative Methods ...20 -25</p><p>Qualitative Methods .....25 -31</p><p>Limitations ....31 -32</p><p> Next Steps .....32 -33</p><p>References34 -35</p><p>Appendices:</p><p>Appendix A: Previous Evaluations ...36-43Appendix B: Exploring the United States through Chicago , Course Documents ....44-50Appendix C: Logic Model ....5 1-52Appendix D: Pre-Test ...5 3-55Appendix E: Post-Test ..5 6-61Appendix F: Notification e-mail of in-class survey (post-test) .6 2Appendix G: Survey Construct Map Pre-Test ...6 3-64Appendix H: Survey Construct Map Post-Test .....6 5-69Appendix I: Focus Group Invitation E-mail .. 70Appendix J: Focus Group Protocol .. 71-74Appendix K: Focus Group Consent Form .....7 5Appendix L: Note-Taking Sheets .....7 6-82Appendix M: Coding Rubric 8 3-84Appendix N: Evaluation Budget ...8 5Appendix O: Evaluation Timeline .8 6Appendix P: PowerPoint Presentation ..87-91</p></li><li><p>8/12/2019 ELPS 431, Evaluation in Higher Education</p><p> 3/91</p><p>3EVALUATION PROPOSAL: CHICAGO CENTER PROGRAM</p><p>The Chicago Cent er Program at Loyola University Chicago serves as the campus study</p><p>abroad opportunity for a group of students seeking an education abroad experience similar to</p><p>what an American student experiences when studying abroad. Chicago Center Program staff</p><p> plans programs for this specific group of students and provides them general support throughout</p><p>their time at Loyola University Chicago. As a new program to campus, the Chicago Center</p><p>Program is experiencing a time of growth as it gains attention both on community and global</p><p>levels. The evaluation plan being presented will provide context for the program along with an</p><p>in-depth history for the reader. Following the program context and historical pieces will be a</p><p>detailed evaluation plan that includes the quantitative and qualitative methods. Finally,</p><p>appendices will serve as supplements to the narrative. At this time, the evaluation is intended to</p><p> provide stakeholders with insight to the programs current practices as well as explore areas for</p><p>improvement.</p><p>Setting and Context of the Chicago Center Program </p><p>The Chicago Center Program office at Loyola is located in the International House on the</p><p>Loyola Lake Shore Campus in the historic Chicago neighborhood of Rogers Park. The Chicago</p><p>Center Program itself is conducted through several mediums such as in-class work, excursions</p><p>across the United States, and in-house programming. The International House houses all</p><p> program participants during their stay in the United States. The program also reaches several</p><p>off-site locations such as Washington D.C, Los Angeles, New York, and New Orleans. In these</p><p>cities, students have the opportunity to be immersed in different regions of the U.S. to experience</p><p>other U.S. cultures for five-day period. The program also takes place on the campus itself inside</p><p>the classroom. In addition to their academic schedules, many students participate in co-curricular</p><p>activities during their time in the United States. Currently, the International Students that</p></li><li><p>8/12/2019 ELPS 431, Evaluation in Higher Education</p><p> 4/91</p><p>4EVALUATION PROPOSAL: CHICAGO CENTER PROGRAM</p><p> participate in the Chicago Center program originate from three countries: Brazil, Korea, and</p><p>China. The total enrollment for the fall semester of 2013 consists of 10 Brazilians, 8 Koreans,</p><p>and 12 Chinese students. In regards to context, it is important to note that the Chicago Center</p><p>Program exists at a private, Jesuit institution in a large metropolitan city. Loyola University</p><p>Chicago has approximately 10,000 undergraduate students and the Chicago Center Program</p><p>encompasses 30 of those students (Garanzini, 2013). To speak to generally, a promise of Loyola</p><p>Universitys institution is that every student will be exposed to global awareness and be able to</p><p>demonstrate an understanding that the worlds people and societies are interrelated and</p><p>interdependent (Mission &amp; Identity, 2013). Program s such as the Chicago Center intend to</p><p>demonstrate the promises of this mission by welcoming International Students to campus and</p><p>engaging them in cultural exchange between other non-U.S. students as well as interacting with</p><p>domestic students at Loyola. </p><p>The Chicago Center Program is to be implemented every fall and spring semester; it does</p><p>not offer a summer session. The Vice Provost and Director of the Chicago Center Program work</p><p>year-round, but the program does not currently have the budget to have a Graduate Assistant</p><p>during the summer. Participants of the Chicago Center Program have the choice to study at</p><p>Loyola University for either one semester or a complete a full year.</p><p>History of the Chicago Center Program </p><p>The Chicago Center Program started in Fall 2011 with five Chinese students from Beijing</p><p>University of International Business and Economics (UIBE) who expressed interest in having an</p><p>abroad experience in the Chicago similar to what students from Loyola were experiencing at</p><p>UIBE, the location of the Beijing Center. The Vice Provost recognized study abroad in the</p><p>United States for International Students as a deficit in the field of Education Abroad. He saw it as</p></li><li><p>8/12/2019 ELPS 431, Evaluation in Higher Education</p><p> 5/91</p><p>5EVALUATION PROPOSAL: CHICAGO CENTER PROGRAM</p><p>an interesting area to explore with this market of students and their desire to study in the U.S.</p><p>without the support of a third-party provider. The Vice Provost created a tuition-based program</p><p>that would allow these five students to have a study abroad experience at Loyola University</p><p>Chicago that would be unique to the current offering of semester exchange programs from other</p><p>U.S. institutions. The pilot program was successful and has since expanded to other Chinese</p><p>universities, as well as Brazil, Korea and Pakistan. The Chicago Center Program currently hosts</p><p>30 students, but staff members are actively looking to expand the program in hopes it will</p><p>continue to grow in the coming years (personal communication, September 4, 2013).</p><p>Previous Evaluations </p><p>The Chicago Center Program conducted informal evaluations in the past containing</p><p>questions that were superficial and surface level. The previous evaluations focused on the</p><p>excursion trips and general level of happiness with the Chicago Center Program, but never</p><p>discussed topics in relation to learning outcomes or inter-cultural competence (please refer to</p><p>Appendix A).</p><p>Problem the Chicago Center Program was designed to correct </p><p>The Chicago Center Program is designed to provide an opportunity for students looking to</p><p>study in the United States for a shorter period of time than a four-year-degree with the benefit of</p><p>globalizing the campus at Loyola University Chicago and offering an all-encompassing program</p><p>similar to their American counterparts. The lack of non-degree programs in the United States for</p><p>students enrolled in degree-seeking programs at their home universities is an open market that</p><p>the Chicago Center Program seeks to fulfill. The majority of study opportunities available for</p><p>International Students in the United States are tailored toward students that aim to complete a</p><p>full degree at a U.S. institution. Open Doors Data illustrates the disproportionate statistics of</p></li><li><p>8/12/2019 ELPS 431, Evaluation in Higher Education</p><p> 6/91</p><p>6EVALUATION PROPOSAL: CHICAGO CENTER PROGRAM</p><p>degree and non-degree seeking students studying in the United States. For example, during the</p><p>2012-2013 academic year, 651,197 International Students, both undergraduate and graduate,</p><p>studied in the U.S. as degree seeking students whereas only 73,528 identified as non-degree</p><p>seeking (Open Doors Data, 2013).</p><p>A large portion of American universities will allow students to study on campus for a</p><p>short period such as a semester or a year-long experience, but they do not necessarily have the</p><p>same resources available to them when compared to the study abroad experience for the typical</p><p>American student abroad. When many American students go abroad for an immersion</p><p>experience, there are typically staff members that work directly with them, specific courses that</p><p>they are required to take with other International Students and either live with host families or</p><p>have a special living arrangement (Watson, Siska, &amp; Wolfel, 2013). A common experience of an</p><p>international student coming to the U.S. for a semester of study is to take classes at a university</p><p>and to be treated as if they were regular, domestic students at the university even though they</p><p>have completely distinct identities.</p><p>Goals of the Chicago Center Program </p><p>The Chicago Center Program at Loyola University Chicago serves to accomplish goals</p><p>related to opportunities in study abroad and cultural exchange. Loyola University Chicago</p><p>currently serves 10,168 undergraduate students and of that population, 636 are international</p><p>students (personal communication, November 22, 2013). The Chicago Center Program is an</p><p>opportunity provided by Loyola University Chicago to international students who are looking for</p><p>a study abroad experience in the United States. The Chicago Center Program is modeled off the</p><p>successful Loyolas Beijing Center in China in that it provides a similar study abroad e xperience</p><p>to international students through the support of knowledgeable staff that organizes programs on</p></li><li><p>8/12/2019 ELPS 431, Evaluation in Higher Education</p><p> 7/91</p><p>7EVALUATION PROPOSAL: CHICAGO CENTER PROGRAM</p><p>campus around the topics of globalization and cultural exchange as well as exploring other</p><p>aspects of U.S. culture through excursions to other cities. Due to a growing demand in American</p><p>higher education to globalize the university experience, programs like the Chicago Center also</p><p>serve as a way for domestic students to have direct experience with another culture(s) without</p><p>having to leave campus (Salisbury, Umbach, Paulsen &amp; Pascarella, 2009). In addition to the</p><p> benefits of cultural immersion and improvement in English language skills that International</p><p>Students experience while on a U.S. campus, domestic students can also utilize this relationship</p><p>as a learning opportunity in cultural exchange. The presence of International Students on</p><p>campus can provide opportunities for cross-cultural interaction that are reciprocal and mutually</p><p> beneficial (Twombly, Salisbury, Tumanut and Klute, 2012).</p><p>Program Components and Organization </p><p>The Program </p><p>The Chicago Center Program offers students from outside the United States an</p><p>opportunity to study at Loyola University Chicago for one semester or a year-long experience</p><p>alongside Loyola students and other students from around the world. Students may take up to</p><p>four courses on campus in addition to one required course which is a seminar designed</p><p>specifically for the Chicago Center Program titled: Exploring the United States through</p><p>Chicago. This seminar, only available to Chicago Center Program students, provides them with</p><p>the opportunity to discuss contemporary issues in the U.S. such as politics, race, and culture</p><p>while using Chicago as the lens. Chicago Center program participants who study at Loyola for</p><p>the full year are enrolled in the seminar for their first semester, but then continue their second</p><p>semester without the seminar course and take four courses. In order to provide a diversified</p><p>immersion of U.S. culture, students participate in two excursions per semester to other large</p></li><li><p>8/12/2019 ELPS 431, Evaluation in Higher Education</p><p> 8/91</p><p>8EVALUATION PROPOSAL: CHICAGO CENTER PROGRAM</p><p>cities including Washington D.C. and New York City. Activities on these trips vary from visits</p><p>to historical sites to social outings that serve as an outlet for the students to get to know one</p><p>another better. The course syllabus provided to the participants during the first class session</p><p> provides an overview of the events for the semester (see Appendix B for syllabus and additional</p><p>course documents). </p><p>The on-campus experience of Chicago Center students is enriched through connections</p><p>with Host Students who are Loyola students that vol unteer to serve as mentors and cultural</p><p>liaisons for the International Students. The Host Students, most of who have studied abroad,</p><p>may be the first American relationships that the Chicago Center Program students form. They are</p><p>available for logistical purposes such as answering day-to-day questions like where to purchase</p><p>textbooks or how to use public transportation. They are also available for informal socializing</p><p>outside of the Chicago Center Program. A new feature of the 2013-2014 academic year is the</p><p>International House. All of the Chicago Center Program students reside together in the</p><p>International residence hall with other International Students at Loyola, who are not a part of the</p><p>Chicago Center Program, to create an international community on campus. Host Students are</p><p>also invited to activities and programs organized by Chicago Center Staff in order to provide</p><p>more domestic students with direct and reciprocal cultural experience.</p><p>Chicago Center Program Stakeholders</p><p>Chicago Program Staff </p><p>The main staff of the Chicago Center Program include: Dr. Patrick Boyle, the Vice</p><p>Provost for Academic Centers and Global Initiatives; Jason Obin, the Director of Chicago Center</p><p>Program; Katie Stephens, the Graduate Assistant; and Michael Hines, the Professor of the</p><p>seminar class all students are required to take. The Vice Provost is the leader of the program and</p></li><li><p>8/12/2019 ELPS 431, Evaluation in Higher Education</p><p> 9/91</p><p>9EVALUATION PROPOSAL: CHICAGO CENTER PROGRAM</p><p>all other Chicago Center Program staff report to him. The Vice Provost is responsible for</p><p>ensuring that the program meets the expectations and standards of Loyola and of the partner</p><p>organizations that send students to the Chicago Center Program. He also is an integral</p><p>component in making connections with partner organizations from around the world. He gives a</p><p>voice to the strategic goals of the program to the university.</p><p>The Director of the Chicago Center Program manages the direction and the overall quality</p><p>of the program to ensure that students have a successful semester in regards to language growth,</p><p>global competence and intercultural understanding. The Director works with the professor of the</p><p>seminar to develop the course curriculum to ensure that it covers the necessary topics. The</p><p>Directors main responsibil...</p></li></ul>

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