INTERNATIONAL PROGRAMS
2000 – 2001 Program Planning and Assessment
Program: International Programs Budget: 111-1120
Division: Student Services
1. Program Mission/Purpose:
International Programs is committed to preparing all members of the campus community to live, work and communicate more effectively in a global society. This program is dedicated to student success and faculty development, it supports the institution’s Strategic Plan by:
1. Providing necessary non-resident international student services, including recruitment and retention programs/services;
2. Developing and implementing innovative study and teach abroad programs and services;
3. Providing specialized short and long-term workforce/education training services for international clients;
4. Developing innovative international education and intercultural learning resources and opportunities;
5. Developing community-based international development and service learning programs.
2. Students/Clients Served by Program:
International Programs serves all members of the Shoreline campus community, including non-resident international students, US resident students, faculty and non-matriculated community residents.
International Programs supports the development and implementation of comprehensive inbound and outbound international programs and services.
Its wide range of programs and services facilitates the dynamic interchange of international and intercultural ideas, issues and events. Members of the campus community engage international programs through a variety of pathways. These include interacting with international students within the traditional classroom setting, participating in one of several SCC developed study-abroad programs, teaching abroad on SCC-sponsored overseas programs, attending one of many on-campus international/intercultural sessions/workshops and/or contributing to one of many community-based international development/serving learning program options.
Non-Resident International Students: 2000 - 2001
International Programs served 1217 non-resident international students from over 36 countries in 2000 - 2001. A total of 414 annualized FTE’s were recorded, reflecting a 5.5% increase in annualized FTE’s compared to 1999 - 2000.
Fall quarter international student enrollment figures serve as a benchmark for upcoming Winter, Spring and Summer Quarters. International Programs recruited and enrolled 238 new international students during 2000/2001. Fall 2000 reflects a total headcount of 354 non-resident international students from 36 countries (254 continuing international students and 100 new international students). Eighty-one percent (81%) of all international students come from Indonesia, Japan, Korea and Taiwan; the remaining 19% come from 32 different countries. The diversity of countries represented Fall 2000 increased 8% over 1999 and has increased 26% since 1998. Attached to this report are FTE, headcount and country-of-origin charts.
International enrollment stabilized during 2000/2001 and gradual growth occurred. This trend continued during the first two quarters of the 2001-2002 academic year with Fall 2001 FTE and headcount being the highest in the program’s history, at 387 and 407, respectively.
This positive enrollment trend is evidence of the increased effectiveness and efficiency within the recruitment and retention programs/services. In addition, quality academic instructional services, including a rigorous pre-college ESL program, contributed to the overall maintenance of the international student population. While actual international enrollment has not been significantly impacted by the recent terrorist activity, it is valid to assume that Winter 2002 enrollment may have been even stronger had these events not taken place.
During the Asian economic crisis in the late 1990’s, Shoreline experienced an echo effect on international enrollment. Shoreline International Programs has traditionally received a large number of transfer students from private intensive ESL programs and local community colleges. Initially, local intensive ESL programs were heavily impacted by reduced numbers of enrolling students. Due to the presence of a large college transfer population in Shoreline’s international population (a more resilient population), the effect on international enrollment was not felt until several quarters later. Since then, our direct-from-overseas population has increased significantly, so it remains to be seen what impact, if any, the current geopolitical crisis will have on international enrollment.
Study-Abroad Program Participants
Over the past two years, Shoreline has emerged as a regional leader in developing and implementing short and long-term study abroad programs for two-year college students. Shoreline Community College is a member of the Washington State Community College Consortium for Study Abroad (WCCCSA). In 2000 – 2001 over 30 students participating in credit-bearing programs in Britain, France, Italy and Costa Rica. Approximately 30 FTE’s were generated.
Faculty Teach-Abroad Participants
International Programs provided logistical support and financial assistance to seven instructors participating in teach-abroad opportunities during 1999 - 2000 and 2000 - 2001.
Faculty connected to teach-abroad programs through the Washington State Community College Consortium for Study Abroad (WCCCSA), the International Programs Advisory Committee (IPAC) Grants, and the Guatemala Immersion Spanish Program. In addition, Prof. Janice Ellis participated as SCC’s first Visiting Scholar in Asia program participant Spring quarter 2001.
Of particular note, the IPAC grants provided financial support for faculty to create study-abroad opportunities for small groups of SCC students in Kenya, Japan and England. Currently in the second year of their two-year grant cycle, these specialized short-term summer institutes provides funding and support services for faculty to teach SCC students overseas beginning Summer quarter 2002.
Community-Based International Development/Service Learning Participants
International Programs, in collaboration with local businesses, the two Shoreline Rotary Clubs, the Alajuela, Costa Rica, Rotary Club and the Rotary International Foundation developed Shoreline’s first community-based international service learning program. In Summer 2001, over 40 SCC students, staff and community members partnered to improve the physical infrastructure at an under-funded public high school in Alejuela, Costa Rica. Over $30,000 in grant monies were generated to support this credit-bearing international service learning program.
Short and Long-Term Training Programs: Osaka District Exchange, HTC Program
Approximately 160 Japanese students from three Osaka technical colleges participated in an intensive 5-day short-term training program. Faculty from Nursing, Medical Laboratory Technology and Social Sciences joined industry partners to facilitate this interactive instruction and clinical visit training program.
The Japan Hotel School entered its ninth year at SCC. Fifty-four (54) Japanese students participated in a rigorous intensive ESL and Hospitality/Tourism program. Administrative direction and instructional services provided by International Programs staff and faculty.
3. Methods for Measuring Program Effectiveness:
· Comprehensive recruitment and retention program services
International student enrollment increased 5.5% in 2000 – 2001. New student enrollment increased year-to-date; survey data indicates limited unexplained attrition in non-resident international students. Development and implementation of a sustainable communications structure which resulted in 15% increase in enrollment of accepted students.
· Development of the International Program Advisory Committee (IPAC)
This broad-based committee of students, staff and faculty demonstrates a commitment to collaborative decision-making and integrated programming
· Development of review structure of study/teach-abroad grants
Demonstrates effectiveness in creating and maintaining equity and access to international resources and funding
· Hiring of International Programs Manager with administrative emphasis on international education development and student advising
Demonstrates effectiveness by responding to the international education programming and student services needs of an expanding program
· Development of a collaborative service-learning project in Alajuela, Costa Rica involving students, faculty, administrators and community members
Demonstrates effectiveness by providing non-traditional international services/programs to community-at-large
· Collaborative relationship with Student Programs resulting in the creation of the Campus Activities Programmers program (CAP’s) and higher retention rates of international students
Demonstrates effectiveness by developing successful partnerships within the SCC campus community to better promote student success and retention
· Administrative reorganization; Asst. Director and Executive Director model
Demonstrates effectiveness by integrating administrative cooperation across institutional divisions, including instruction and workforce
4. Significant Anticipated Changes
· Potential impact of terrorist activity in US, revised INS processes for non-resident student visa issuance;
· Increased immigration record keeping responsibilities
· Increased advising needs due to significant increase in international students
· Instability of the funding source for IPAC grants due to September 11 and structural changes in the Osaka, Japan training contracts
· Increased competition from neighboring community colleges, i.e. increased scholarships, marketing resources, student services.
5. Program Self-Assessment:
Program Strengths:
· Highly effective structure for recruitment and retention of non-resident international students; record international student enrollment;
· Regional leader in study- and teach-abroad at the community college level;
· Collaborative involvement of campus constituencies in campus globalization initiatives;
· Commitment to community involvement in international programming;
· Vision which balances importance of non-resident international student enrollment and resulting fiscal benefits with the importance of the global education initiatives within the campus community;
Areas Needing Improvement:
· New student orientation programming;
· Continued development of comprehensive international student retention programs/services;
· Availability of necessary advising services to meet increasing need;
· Alumni relations
· Scholarship development for program participants;
· Integrating technology across program service delivery;
6. Diversity/Multiculturalism:
International Programs directly contributes to the diversity initiatives outlined in the institution’s Strategic Plan. In additional to recruiting and retaining a diverse non-resident international student population and providing opportunities for US faculty, staff and students to live, work and study abroad, the nature of scope of all SCC’s international education and intercultural programming intersects with the academic, moral and intellectual responsibility inherent in an inclusive definition of diversity within a higher education environment.
7. Achievement of 1999-2000 and 2001-01 Program Goals/Objectives:
Based on past program analysis/assessment, the following goals/objectives were successfully addressed and realized:
· Non-Resident International Student Recruitment and Retention
International student enrollment is the highest in program history; quarter retention surveys indicate high level of student progress;
· Development of integrated and sustainable immigrant student administrative and services structure
Creation of Essential Skills Department and hiring of full-time administrative director resulting in sustainable support services
· Continued success in short and long-term international training contracts, i.e. Osaka District Exchange, Japan Hotel School;
Expansion of instructional program for Osaka District Exchange, increased SCC faculty participation; HTC Program Re-design, increased HTC integration in student programs
· Development of comprehensive international education programs and services
Development of new and innovative short and long-term study/teach abroad programs; collaborative programming initiatives with faculty and staff; Fulbright Visiting Faculty Reception; International Education Week Program; International Service Learning, Costa Rica Summer 2001
Program Goals/Objectives not successfully addressed and realized:
· The development of integrated technology support services across program service delivery
Partial implementation of this program goal was achieved with the development and implementation of expanded web-based international student services; however, insufficient staff resources prevented a more thorough integrated technology initiative from being realized.
8. 2001-03 Program Goals:
· Meet increased student academic advising needs;
· Continued development of international education resources;
· Effectively contribute to the institutional dialog on diversity;
· Continued development of community outreach and participation;
· Continued development of international service learning programs
9. Preparers of Report:
P. Rucker, Executive Director, International Programs
M. DeGooyer, Assistant Director, International Programs
(In Consultation with International Programs Staff)