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COMMITTEE ON ACADEMIC PLANNING AND REVIEW ANNUAL PROGRAM REPORT

COLLEGE CLASS

DEPARTMENT International Studies Program (BA)

PROGRAM UNIT

REPORTING FOR ACADEMIC YEAR 2015-16

DEPARTMENT CHAIR/DIRECTOR Michael Lee

DATE SUBMITTED June 24, 2016

1. SELF-STUDY A. Five-year Review Planning Goals

First and foremost, the INTS Program assists students in developing individual academic and career plans and helps them to select international courses from across campus that both fulfill the program requirements and meet the students’ personal goals. This includes consultation on and selection of study abroad venues and course offerings as well as a broad range of local and sometimes overseas internships. The program surveys all university course offerings and consults with department chairs to identify all courses that might be used by INTS majors for their emphasis and upper-division electives. These lists of pre-identified and approved, internationally focused and relevant courses are sent to the students on a quarterly basis prior to enrolment beginning.

The INTS program continues to support second language acquisition as a core component of the major. This commitment enhances the cultural diversity and the employment options of our students in addition to supporting a university ILO. This is equally true of the International Field Experience requirement, which can be fulfilled through a course of study abroad or an international or local internship with an international or a second-language theme.

The INTS Program currently requires a seven-course required core (26-28 quarter units) of three upper division and three lower division courses, and an internship or a course of study as part of Study Abroad. An additional 32-33 quarter units of electives are required with between 0 and 24 additional quarter units of language instruction if not previously satisfied through native fluency or high Advanced Placement (AP) scores. Note that a transfer degree in Global Studies for the California Community Colleges (CCC) was approved in 2015 involving a 21 semester unit undergraduate requirement whereas our INTS major currently requires only 12 quarter units.

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B. Five-year Review Planning Goals Progress

The last outside reviewer commented on the lack of resources for the INTS program. She promoted the idea of additional dedicated INTS courses in order to reduce reliance on courses in other departments. Learning outcomes assessment performed for the last two years suggests that this would also be beneficial in terms of the ability of majors to meet their learning goals, especially SLO 3 - demonstrate the ability to research, write and communicate orally about complex international issues both individually and through collaborative learning and teamwork. This issue was addressed as part of the Q2S conversion process with the Director proposing an additional INTS course (an introductory first year course INTS 101) as well as providing WTUs to resource the Field Experience Class (INTS 398) under the semester system raising the commitment for INTS from 12 WTU – 4 WTU release time for the Director, 4 WTU for INTS 4500 and 4 WTU for INTS 3100 i.e. 9 semester WTU - to 15 semester WTU (20 quarter WTU) – 3 WTU release time for the Director, 3 WTU for INTS 499, 3 WTU for a new INTS 101, 3 WTU for INTS 201 (formerly INTS 3100) and 3 WTU to resource INTS 398 (formerly INTS 4100). The goal of shifting INTS 3100 to the second year level and creating a new first year course was to bring the INTS degree closely into alignment with the transfer degree in Global Studies which will be being offered in some form at 15 of the top 25 feeder schools to Cal State East Bay according to our articulation officer, Kyle Burch. However, this proposal was rejected by CLASS which was unwilling to change the historical resource allocation for its programs as part of the Q2S process. That said, the Dean did indicate that INTS would have the opportunity to petition to the college as a whole for more resources be allocated to the program going forward to as part of strategic planning to be conducted in 2016-17, specifically at a retreat for Chairs and Directors to be convened prior to the Fall quarter. It is uncertain if and how many additional resources might be available for a small program like INTS, although one with considerable potential to grow, especially if we can offer a seamless, easy transition from the Global Studies AA degree into a guaranteed four year BA graduation pathway for transfer students.

In addition to the new course required to bring the INTS BA in line with the transfer degree in Global Studies, it was considered to be beneficial by the outside reviewer to replace the current social science methods requirement with a bespoke INTS methods class. The program concurred with this observation but the Director did not propose this in the Q2S revision as it was clear that there would not be the necessary resources for an additional INTS course. Instead, language in the new catalog entry for semesters will indicate that majors will be expected to choose a methods class that strategically fits with their emphasis based on advisement as opposed to the more laissez faire approach currently taken with respect to methods course selection. It should be a medium-term goal of the program, assuming major numbers increase to a sufficient level, to petition CLASS and APGS to add an additional methods class to the curriculum to be taught by the Director or an allied faculty member well versed in International Studies research.

C. Program Changes and Needs

The INTS program Directorship changed in 2014 from Prof. Norm Bowen in Political Science to Prof. Michael Lee in AGES for the three-year period 2014-17 and, to date, INTS remains within the POSC administrative unit though it was envisaged it would move to a new home in AGES. That was delayed due to uncertainty over the administrative arrangements with respect to support staffer Marcia Brown, who is retiring Summer 2016, and whether the time base/classification for her position would be changed and/or additional support be allocated to AGES/Theater & Dance to permit the addition of another program to the AGES support portfolio. This issue of administrative home, therefore, remains unresolved. Its resolution will be further complicated by the fact that INTS will need to be further revaluated because the current Director, Prof. Lee, will relinquish the Directorship a year earlier than planned in order to take up the position of Visiting Scientist and pursue research and curriculum development opportunities in Aquaculture at the CSU’s Moss Landing Marine Laboratories, of which Cal State East Bay is a consortium member. A new Director of INTS would have been needed, regardless, in 2017 because Prof. Lee will be taking up a one-year position for 2017-18 as the CSU Resident Director for International

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Programs in Spain; however, his unexpected move to Moss Landing brings this process forward a year. As of the time of writing this report, a new Director has not yet been identified by CLASS. Regardless, Prof. Lee is committed to supporting the new Director in transitioning to this role and in co-advising existing students, as needed, while based at Moss Landing.

In 2015-16 year, POSC once again contracted the lecturer for INTS 3100, Dr. Emelia Ian Eva, and the POSC office scheduled the various course offerings. In 2016-17, CLASS will thus need to determine, based on where the new Director resides, how to schedule classes, administer arrangements for hiring lecturers, enroll students for special registration, process major declaration paperwork and so forth. A lecturer for INTS 3100 will need to be identified early in the Fall prior to the scheduling of the Winter quarter offerings.

With respect to administrative paperwork, almost all of it has been handled by the Director during the last two years, in addition to advising and so forth, which was quite time-consuming. Special registration enrollment was temporarily delegated to the CLASS office and Michelle Xing. Major checks were sent directly from the Director’s office to Enrollment Services. The time commitment by the Director for 2015-16 was, once again, much more than the allotted 4 WTU release time even though the Director has developed a) an efficient system to download student course history and grades and paste them directly into Google Doc, cloud-based major checks to streamline routine advising and paperwork when students file for graduation and b) a system to access all the scheduled courses prior to the registration period in an excel format permitting rapid editing down to a master list of courses pre-approved as electives or meeting core requirements, thus allowing students greater autonomy and attempting to reduce the degree to which they need personal consultations in planning course selections. Note that both of these systems will be passed on to the new Director who, hopefully, will continue the practice as a means to cope with the work load. That said, the system of cloud-based major checks might be rendered unnecessary with the roll-out of the Bay Advisor platform to include INTS although the nature of the platform and its ease of use for a fluid program like INTS and the timing of the roll out are not known. This notwithstanding, the number of International Field Experience students and the effort required to administer and grade their work plus the weekly advising and other duties such as Welcome Days, Transfer Day, CLASS Chairs meetings, honors graduation, report writing, and so forth occupied more than 4 WTU of equivalent time. It was indicated, in a prior report, that as part of the administrative transition, INTS would implement a more decentralized approach to advising. The idea was that the Director would meet with new majors and then direct them to one of the members of the advisory committee to become the formal advisor. This still has not yet been implemented given that the advisory committee members receive no resources for assisting the program. Note that according to the Institutional Research data, there are only around 57 INTS majors (see Section 3). However, in 2015-16, Prof. Lee had a working advising list of over 85 students and as of Summer 2016, there are 99 students listed on the INTS majors page on Blackboard. There are an increasing number of double majors as this option has been promoted strongly to new transfers, to fresher’s, and to students changing majors to INTS from other degrees due to the perceived benefits of getting two degrees.

In the Spring quarter 2016, a proposal was successfully submitted to Curriculog for conversion of the INTS BA and minor to the semester system. It is going through the university approval process. However, the initial proposal was rejected by CLASS because it required additional resources being allocated to INTS in order to teach a new lower division and to resource the WTUs allocated to the supervision of students electing to enroll through special registration in INTS 4100. It is of the opinion of the outgoing Director, with the support of the the Advisory Committee (to which two new faculty were added based on their active engagement in international studies related education – Prof. Maria Otiose in POSC and Prof. Sarai Investor in Sociology – note that Prof.

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Norm Bowen announced his full retirement from Cal State East Bay and the end of his FERP arrangement at the end of this academic year), that additional resources are needed for the program, in particular to enable it to fully align with the schema of the transfer degree in Global Studies. This transfer degree has two dedicated INTS classes – an introductory class and an issues class – whereas the program proposal acceptable to CLASS for semester conversion only allowed one lower division class, requiring conversion of the current INTS 3100 issues class to INTS 101, an introductory class (the Director was faced with a Hobson’s Choice of proposing either a lower division introductory class or an issues class, but not both).

2. SUMMARY OF ASSESSMENT

A. Program Student Learning Outcomes

SLO 1.INTS majors will demonstrate cross-cultural understanding and competencies, including second language acquisition.

SLO 2.INTS majors will demonstrate an understanding of global political, economic, cultural, and geographic systems including their interconnections and sustainability.

SLO 3.INTS majors will demonstrate the ability to research, write and communicate orally about complex international issues both individually and through collaborative learning and teamwork.

SLO 4INTS majors will demonstrate an understanding of the theory and practice of civic engagement, both locally and globally.

SLO 5Students will articulate personal career goals, understand the variety of career opportunities related to international studies, and prepare for their chosen career(s).

B. Program Student Learning Outcome(s) Assessed

SLO 2: Based on completion of INTS 4100 International Field Experience cooperative education classes by INTS majors 2015-16

INTS majors will demonstrate an understanding of global political, economic, cultural, and geographic systems including their interconnections and sustainability.

Met/exceeded overall SLO goals (as measured by positive evaluation by internship provider) = 2/8 (100%) – 6 of the 8 students who signed up for INTS 4100 received an RP grade as they had not completed the requirements for the course by the end of the quarter of registration (Winter 16 - 2, Spring 16 – 3)

(Please note that the three students who registered for INTS 4100 in 2014-15 and who were assigned RP grades which carried over into 2015-16 each received positive evaluations by their internship providers and thus 10 of 10 students taking INTS 4100 in 2014-15 met/exceeded the overall SLO goal).

SLO 3: Based on Spring 2016 INTS 4500 Senior Seminar

INTS majors will demonstrate the ability to research, write and communicate orally about complex international issues both individually and through collaborative learning and teamwork.

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SLO 3 (Part A) - INTS majors will demonstrate the ability to conduct academic research on complex international issues. Indicator: (Only the research aspects of research paper rubric – Literature Review, Evidence, References).

Met/exceeded overall SLO goals (based on assessment using rubric descriptors) = 6/22 (27%)

Did not meet overall SLO goals (based on assessment using rubric descriptors) = 16/16 (73%)

SLO 3 (Part B) - INTS majors will demonstrate the ability to communicate in writing about complex international issues. Indicator: 20-page seminar paper.

Met/exceeded overall SLO goals (based on assessment using rubric descriptors) = B1. Content 14/22 (64%) B2. Mechanics 13/22 (59%)

Did not meet overall SLO goals (based on assessment using rubric descriptors) = B1. Content 8/22 (36%) B2. Mechanics 9/22 (41%)

SLO 3 (Part C) - INTS majors will demonstrate the ability to communicate orally about complex international issues. Indicator: Formal Power Point-based seminar project presentation.

Met/exceeded overall SLO goals (based on assessment using rubric descriptors) = 17/22 (77%)

Did not meet overall SLO goals (based on assessment using rubric descriptors) = 4/16 (23%)

SLO 5: Based on Spring 2016 INTS 4500 Senior Seminar Anonymous Exit Survey

SLO 5 - INTS majors will articulate personal career goals, understand the variety of career opportunities related to international studies, and prepare for their chosen career(s).

Students were generally able to articulate their career goals with more than half of the respondents to the exit survey intending to continue on to graduate studies (12) and many interested in working in an international non-profit or government organization (8). Out of 20 respondents, 13 articulated specific career plans with 7 having no or non-specific career plans. That said, only 5% reported having extensively researched their career ideas and options and having made use of the career center and major advisor. The majority (80%) indicated that they believe their INTS major will be important or essential to getting the kind of career they want. Similarly, 95% of respondents answered that their INTS studies have been influential or very influential in shaping their career goals.

See full 2015-16 assessment report submitted to CLASS for more detail.

C. Summary of Assessment Process

For over ten years, INTS deployed an assessment plan that started with an entry interview, skills assessment, and career plan, collected writing samples and instructor assessment grids from all core courses for an advising portfolio. Assessment grids from the capstone course were compared with earlier courses to calculate student SLO growth. Results may be reviewed in prior annual reports. As indicated in last year’s Annual Report, this practice of longitudinal benchmarking to try to capture entry point knowledge, skills and dispositions to compare to student competencies at graduation was dropped some years ago. This year, the current Director thus continued

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with the prior practice of the last few years of using the research paper in the INTS 4500 (Senior Seminar), an exit interview administered to majors in this capstone class, and the student performance in INTS 4100 internships as the basis for assessment. In the senior seminar, the final paper and formal presentation are designed to measure student mastery of the SLOs. They form the main direct indicator for SLO achievement. External internship supervisor’s evaluation forms provide an additional direct indicator of SLO achievement. Student responses to the exit survey provide an indirect measure of student achievement (or at least satisfaction) and a direct measure of student assessment of the program. The assessment results are provided to CLASS and to the the INTS Faculty Advisory Committee members for their review.

D. Summary of Assessment Results

As detailed in the full assessment report submitted to CLASS and included with this annual report, the assessment data indicates that INTS students continue to do well with respect to SLO 2, successfully completing their field experience in a manner that indicates that they have mastered an understanding of global political, economic, cultural, and geographic systems including their interconnections and sustainability. They are also on the whole, able to articulate personal career goals, understand the variety of career opportunities related to international studies, and prepare for their chosen career(s). However, the graduating seniors in 2015-16 were not fully prepared or able to deliver the quality of work that the Director believes is commensurate with the writing aspects of SLO 3. Students remarked multiple times during the seminar that a) they had never been asked to do such as large piece of work before (minimum of 20 page paper), b) that they had not been previously formally asked to develop a thesis statement for their research and to support that thesis in such a deliberate way as required by INTS 4500, c) that they were unfamiliar with having to produce multiple drafts of their work or respond to critiques and editing suggestions from their prior instructors (i.e. they had not been exposed to scaffold writing assignments). Most of them failed to conduct senior-level academic research which meant that, on the large part, the materials identified and the content of their papers did not match expectations of the expected capabilities of graduating seniors. This supports the issue discussed earlier that perhaps majors need a bespoke INTS research methods class. Currently, students take a methods class from a long list of methods classes offered by other programs over which the INTS Director has no control and the purpose of which is not clear to majors (each year, when asked, several majors don’t remember what their methods class was when asked in the exit survey).

It was clear again this year (the second time the current Director had taught the class) that some students put in very little effort in the production of their research essays – the gulf in quality between the strongest efforts and the weakest efforts was extreme and the weakest were clearly well below the potential of those underperforming students. It wasn’t just the content that was lacking; the gulf in quality of research undertaken and execution was much greater than expected with some reports having minimal academic sources (i.e. a basic google search) and a general lack of proof reading and editing. How to address this lack of incentive/motivation or lack of resources and thus get students to produce work equal to or greater than their average abilities rather than below their average abilities will be an ongoing challenge and should be part of continuing discussions related to assessment results.

Suggested changes for the future include implementing additional steps to familiarize students with the expectations of SLO 3:

1. Publish the SLO 3 rubrics on the INTS major organization page and make a copy of each available to students early in their major through their advising. After conversion, the rubric should be introduced in INTS 101 – the new introductory course that should also be taught by the Director.

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2. Continue with the methodology of having students evaluate their prior work against the assessment rubric at the beginning of the course and compare this to the Director’s assessment but couple this with an additional requirement that they do a written self-reflection exercise that requires them to identify the specific areas of personal improvement needed.

3. Provide an annual workshop to INTS majors as part of general advising to better explain the program SLOs and, in particular, to discuss research and writing expectations and improve student skills and awareness.

4. Make clearer the connection between future career objectives and putting a high degree of effort into the senior seminar even though it has little effect on overall GPA.

Please note that a more detailed discussion of these issues is provided in the INTS Assessment Report provided to CLASS and published on the CLASS assessment website.

3. STATISTICAL DATA APR Student Headcount Enrollment by Major and Race/Ethnicity

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APR Student Degrees Conferred by Department and Race/Ethnicity

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Course History by Quarter from Summer 2011 to Spring 2016

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APR Quantitative Data for College Years 2011 to 2015

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College of Letters, Arts, and Social Sciences (CLASS) Music and Business Building, 1501 25800 Carlos Bee Boulevard, Hayward CA 94542-3014 510.885.3161 • ht tp:/ /class.csueastbay.edu

2015-2016 CLASS FACT Assessment Year End Report, June, 2016

Program Name(s) FACT Faculty Fellow Program Director INTS BA Michael Lee Michael Lee

A. PROGRAM STUDENT LEARNING OUTCOMES (SLO)

SLO 1 demonstrate cross-cultural understanding and competencies, including second language acquisition. SLO 2 demonstrate an understanding of global political, economic, cultural, and geographic systems including their interconnections and sustainability. SLO 3 demonstrate the ability to research, write and communicate orally about complex international issues both individually and through collaborative learning and teamwork. SLO 4 demonstrate an understanding of the theory and practice of civic engagement, both locally and globally. SLO 5 Students will articulate personal career goals, understand the variety of career opportunities related to international studies, and prepare for their chosen career(s).

B. PROGRAM STUDENT LEARNING OUTCOMES (SLO) ASSESSED

Year 4: 2015-2016 1. Which SLO(s) to assess = 2.3.5 2. Assessment indicators = Direct: A, R X, external internship supervisors. Indirect: exit survey of graduating seniors. 3. Sample (courses/# of students) = INTS 4100 all students supervisor evaluation; INTS 4500 (22 students) 4. Time (which quarter(s)) = INTS 4100 - F/W/Sp, INTS 4500 - Sp 5. Responsible person(s) = Director 6. Ways of reporting (how, to who) = Assessment rubric (Capstone paper and presentation), internship supervisor evaluations, exit surveys to Director. 7. Ways of closing the loop = Director reports back to INTS committee and INTS 3100 instructors in preparation of annual report with proposal for curricular reform.

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C. SUMMARY OF ASSESSMENT PROCESS

The assessment plan for the International Studies BA program identified SLOs 2, 3 and 5 to be the focus of assessment for 2015-16. SLO2 has traditionally been measured by the ability of students to successfully undertake an international field experience either overseas or with an internationally focused internship provider here in the United States. The measure of success with respect to this learning outcome has been the performance evaluation received from their provider. If the student received a satisfactory performance evaluation that allowed them to pass the class with a CR, then this learning outcome is considered to have been met by the student. These are the instructions given to the student with respect to this aspect of their course evaluation, which also involves them keeping a log of observations, submitting a written paper, and participating in a debriefing, reflective interview: “Successful completion of your work performance evaluation (you are expected to score average/adequate/satisfactory or above on every category and overall)” (See Appendix 1 for a copy of the evaluation form that students submit to their internship advisor). SLO 3 is assessed by means of a capstone research project administered as part of INTS 4500, which is offered in the Spring quarter each year (see Appendix 2 for the syllabus). Admission to this capstone course is closely controlled by the INTS Director and only students about to graduate, having fulfilled all or most of the major requirements, can register (i.e. students are assessed as to their graduation date and, if they will graduate prior to the following Spring when the course is next to be offered, or if they will be away on Study Abroad the following Spring, they are admitted). The research assignment is explained in the syllabus and in the rubrics designed to assess the degree to which students have achieved proficiency in this SLO (this is presented in Appendix 3). This was shared with students from the outset along with various in-class discussions on effective research and thesis formulation, a norming exercise in which they and the Director applied the rubric to a prior research essay they submitted previously to another upper division course, and a number of scaffolded exercises in which they developed a research proposal, a thesis, a literature review and an outline with feedback and opportunities for revision. They also submitted a draft of their essays and grading feedback using the rubric to be incorporated in their final version with a deadline two weeks later. The rubric developed for the research project primarily addresses the first aspect of the SLO, the individual dimension, and does not address the second aspect, collaboration. The two rubrics (for the essay and the oral presentation – see Appendix 3) were used both for grading and as a basis for assessing the degree to which majors both individually and as a collective have met or exceeded the Director’s expectations with respect to competency in research and the written and oral presentation of its outcomes. Oral presentations by the graduating seniors were accompanied either by a Prezi or a PowerPoint presentation which were submitted to the Blackboard and reviewed subsequently using the presentation rubric to determine proficiency in the non-oral aspects of the presentation, allowing the Director to concentrate on assessing the “live”

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portion of the presentation, also using the rubric. For the course assessment, percentage grades were applied but for the SLO assessment, these were converted into a simple likert scale (1 being exceeded expectations i.e. advanced proficiency, 2 being met expectations i.e. proficiency, 3 signifying partially met expectations i.e. still developing and 4 being did not meet expectations i.e. lacking development). A spreadsheet matrix was used to graphically display the ratings given to the various aspects using a simple color code and simple averages were used to produce, unweighted composite scores and to determine the fractions of majors meeting the proficiency standards as represented by the rubric categories (see Appendices 4 and 5). SLO 5 has historically been assessed by means of an exit survey administered to students. In 2014-15, the survey was migrated to an electronic delivery platform as a blackboard survey, which could be administered anonymously through the INTS 4500 course management system (see Appendix 6). Thus results are available in an electronic format, stored for subsequent retrieval without the need for time-consuming manual conversion.

D. SUMMARY OF ASSESSMENT RESULTS SLO 2: Based on completion of INTS 4100 International Field Experience cooperative education classes by INTS majors 2015-16 INTS majors will demonstrate an understanding of global political, economic, cultural, and geographic systems including their interconnections and sustainability. Met/exceeded overall SLO goals (as measured by positive evaluation by internship provider) = 2/8 (100%) – 6 of the 8 students who signed up for INTS 4100 received an RP grade as they had not completed the requirements for the course by the end of the quarter of registration (Winter 16 - 2, Spring 16 – 3) (Please note that the three students who registered for INTS 4100 in 2014-15 and who were assigned RP grades which carried over into 2015-16 each received positive evaluations by their internship providers and thus 10 of 10 students taking INTS 4100 in 2014-15 met/exceeded the overall SLO goal). SLO 3: Based on Spring 2016 INTS 4500 Senior Seminar INTS majors will demonstrate the ability to research, write and communicate orally about complex international issues both individually and through collaborative learning and teamwork. Note that in the assessment performed in 2014-15, it was concluded that to execute a more robust assessment of student capabilities, that they needed more familiarity with the rubric and hence the expectations for their work with respect to this SLO. The students in INTS 4500 were thus asked to submit a substantive research paper from a prior class and jointly evaluate it with the instructor using the rubric developed for this SLO as part of a norming exercise. The student was asked to compare their own self-evaluation with the

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evaluation provided by the instructor and to note the areas where they scored less than proficient and the reasons why. Students were also provided with multiple opportunities to develop and improve their thesis statement and to provide two drafts of their research paper outline for review and suggested improvements. Finally, in order to allow students to more quickly settle on a research topic and build on knowledge and sources already identified in prior classes, students were required to select a research topic that was closely aligned with their major emphasis – either about a region, a discipline, or a topic in international studies (note that three other suggestions – the publication of the rubric on the INTS major page, the provision of the rubric and the senior seminar assignment to students in their first advising session post declaring the major, and the holding of an annual workshop for majors as part of general advising to introduce and explain the program SLOs and, in particular, to discuss research and writing expectations and improve student skills and awareness – were not yet implemented). Students were also allowed to submit a full draft of their essay which was fully edited, reviewed and graded with the rubric by the instructor two weeks prior to the final deadline. SLO 3 (Part A) - INTS majors will demonstrate the ability to conduct academic research on complex international issues. Indicator: (Only the research aspects of research paper rubric – Literature Review, Evidence, References). Met/exceeded overall SLO goals (based on assessment using rubric descriptors) = 6/22 (27%) Did not meet overall SLO goals (based on assessment using rubric descriptors) = 16/16 (73%) SLO 3 (Part B) - INTS majors will demonstrate the ability to communicate in writing about complex international issues. Indicator: 20-page seminar paper. Met/exceeded overall SLO goals (based on assessment using rubric descriptors) = B1. Content 14/22 (64%) B2. Mechanics 13/22 (59%) Did not meet overall SLO goals (based on assessment using rubric descriptors) = B1. Content 8/22 (36%) B2. Mechanics 9/22 (41%) SLO 3 (Part C) - INTS majors will demonstrate the ability to communicate orally about complex international issues. Indicator: Formal Power Point-based seminar project presentation. Met/exceeded overall SLO goals (based on assessment using rubric descriptors) = 17/22 (77%) Did not meet overall SLO goals (based on assessment using rubric descriptors) = 4/16 (23%) The following broad conclusions can be made from the assessment of the research papers and the oral presentations. Of the 2016 graduating class, oral presentation skills were more advanced than research and writing proficiency skills. Of the various attribute descriptors articulated in the rubrics, roughly three-quarters of the majors met or

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exceeded expectations overall across the various rubric elements. However, only about one quarter of the majors showed they were proficient or advanced in executing adequate research (delivering an adequate literature review, supporting their thesis with adequate evidence, and providing an adequate set of references) while around two-thirds showed they were proficient in constructing an essay with their identified material (preparing an adequate thesis, introduction, explanation of concepts, articulation of arguments and concluding statements) and in the mechanics of essay writing (use of English, construction of paragraphs, paraphrasing of sources, proof reading of work, adherence to length requirement and avoidance of cut-and-paste plagiarism). Based on Spring 2016 INTS 4500 Senior Seminar Anonymous Exit Survey SLO 5 - INTS majors will articulate personal career goals, understand the variety of career opportunities related to international studies, and prepare for their chosen career(s). Out of the 22 students taking INTS 4500, one failed to complete the survey. The responses to the survey for the 21 majors who did complete it are contained in Appendix 6. For some questions, only 20 students filled out the answers (there may have been a glitch in Blackboard forcing an early exit and incomplete responses for one student). The responses have been edited to correct for spelling errors and typos and reformatted in Word to make it easier to review than the Blackboard summary compilation. With respect to SLO 5, students were generally able to articulate their career goals with more than half intending to continue on to graduate studies (12) and many interested in working in an international non-profit or government organization (8). Out of 20 respondents, 13 articulated specific career plans with 7 having no or non-specific career plans. That said, only 5% reported having extensively researched their career ideas and options and having made use of the career center and major advisor. The majority (80%) indicated that they believe their INTS major will be important or essential to getting the kind of career they want. Similarly, 95% of respondents answered that their INTS studies have been influential or very influential in shaping their career goals. With respect to language proficiency attainment, half of the graduating seniors had already satisfied the language requirement and did not need to take additional classes, either by having native proficiency (45%) or having already passed an AP language course with a score of 4/5 (5%). Out of those who studied a second language, only half said that they now feel sufficiently fluent to function at a professional and personal level although the majority said that their language abilities had improved while at CSUEB. Out of 19 students responding, 10 said they had studied (8) or would study (2) abroad, while 9 elected to pursue an internship for their international field experience. Study abroad took place in Spain (2), South Korea (2), Brazil (2), the UK, Sweden and Taiwan with one country location yet to be determined. All of those (70%) who had completed their international field experience (study abroad or internship) considered it to be extremely important (60%) or somewhat important (10%) and that it should definitely be required of majors.

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The responses to the question on how many years it will have taken to graduate were problematic and thus it is not clear how many majors will have taken more than four years to graduate and what the average time was. However, 17 of 21 students gave a reason for not graduating in four years so this suggests most graduating seniors took longer. The most common reasons given were that the student was slow getting through their community college courses (4) before transferring (the average time spent at community college reported by transferring students was 3.4 years), that they took a break from studying (3), and that they took extra time to allow them to study for a full year abroad (3). Other reasons included family work commitments (2), pursuing a double major (2), lack of urgency to graduate (1), long time to settle on this major (1), and lack of affordable options to take summer quarter classes (1). The respondents were able to articulate their reasons for choosing to become INTS majors and most focused on their love of/desire to travel and to learn about other places (7), their desire to work in an international career (7), and the interdisciplinary nature of the degree (4). Also cited was the ease of double majoring (1) and the emphasis placed on language ability (1). None of the respondents indicated that they wished they had chosen a different major, with 80% stating they were very happy with their choice. Some 90% of the respondents said they were either satisfied (30%) or very satisfied (60%) with their education at CSUEB with only 10% ambivalent. A majority of positive reasons (16) were given including the quality of the professors (7) and the great, diverse campus (4) with four negatives including inadequate teachers/courses (2). The majority of respondents were happy with the quality of their advising, with 85% rating it good and 15% adequate. These satisfaction levels were generally higher than recorded in the previous survey (see below). Suggested improvements for the program included adding a lower division INTS course to allow majors to interact more at an earlier stage in their degree development and to promote the emphasis more through better advisory materials and explanations on course options. Characteristic 2015 2016 Number of respondents 13 20-21 Entering as a fresher/native 54% 45% Average time spent at East Bay (years) 3.2 2.9 Satisfaction with the choice of INTS major

Very happy Reasonably happy Ambivalent

69% 23% 8%

80% 20% 0%

Satisfaction with education at East Bay Very happy Satisfied Ambivalent

46% 54% 0%

60% 30% 10%

Satisfaction with advising Good Adequate Had not sought advising

62% 31% 7%

85% 15% 0%

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With respect to the methods course requirement for the major, respondents took a range of different classes to satisfy it, the two most popular being MGMT 3100 Decision Science and PYSC 2020 Methods of Investigation in Psychology with four each, but only about half thought it had been beneficial in enhancing their critical thinking and research skills. Several indicated that they chose a class that fitted with their emphasis or with their second major but for many it was somewhat arbitrary or based on convenience of scheduling. With respect to the lower division requirements, a slight majority expressed satisfaction with the current system although 40% suggested INTS should have its own introductory course. Of the three required course categories, the cultural option was considered most beneficial and relevant and the economics option the least as with last year’s survey. All the respondents were fine or mostly fine with the current set up of having only three upper division compulsory taught courses, the other courses all being electives. Out of the 20 respondents, 12 chose to emphasize a theme, while 6 chose to emphasize a region (mostly Asia), the opposite balance to the previous graduating class. Only two chose to concentrate on a discipline in choosing their four emphasis elective courses; both were double majors. They were able to explain why they chose their emphasis. The most common reason being the best fit with their career goals (7), followed by personal interests (5), study abroad compatibility (3), course availability (2) and fit with major or minor (2). Five of the 20 graduating seniors were double majors (sociology, criminal justice administration, Spanish, anthropology and history) and four completed minors, two in languages (Chinese), one in international business and one in creative video. With respect to self-assessment of their writing abilities, 70% of respondents indicated that their skill levels had improved greatly while studying at CSUEB, with a third of these crediting this to the courses taken for the major. With respect to research, 85% said that their research skills had improved greatly, with three quarters of those crediting the courses taken for the major. In terms of oral presentation skills, 65% said they had greatly improved with half crediting the courses taken for the major. The fact that only about half overall credit their improvement to the courses taken for the major might be a function of the relatively small number of courses required by the major compared to the 180 total for graduation.

E. SUGGESTIONS AND RECOMMENDATIONS FOR THE CLASS FACT PROJECT IN THE FUTURE

The assessment data suggests that on the whole, the graduating seniors in 2015-16 were not fully prepared or able to deliver the quality of work that the Director believes is commensurate with the writing aspects of SLO 3. Students remarked multiple times during the seminar that a) they had never been asked to do such as large piece of work before (minimum of 20 page paper), b) that they had not been previously formally asked to develop a thesis statement for their research and to support that thesis in such a deliberate way as required by INTS 4500, c) that they were unfamiliar with having to produce multiple drafts of their work or respond to critiques and editing suggestions from their prior instructors (i.e. they had not been exposed to scaffolded writing assignments).

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Even though they were obliged to produce only one major piece of work all quarter, focus on a topic they had a solid basis of knowledge on, received ample instructions, were given feedback concerning the deficiencies of their drafts, and had the assistance of a research librarian who gave a review workshop on completing a literature review and provided ongoing support all quarter, most of them failed to conduct senior-level academic research which meant that, on the large part, the materials identified and the content of their papers did not match expectations of the expected capabilities of graduating seniors. This raises an issue pointed out by previous Director Norman Bowen and a prior five-year review of the INTS program that perhaps majors need a bespoke INTS research methods class. Currently, students take a methods class from a long list of methods classes offered by other programs over which the INTS Director has no control and the purpose of which is not clear to majors (each year, when asked, several majors don’t remember what their methods class was when asked in the exit survey). It was clear again this year (the second time the current Director had taught the class) that some students put in very little effort in the production of their research essays – the gulf in quality between the strongest efforts and the weakest efforts was extreme and the weakest were clearly well below the potential of those underperforming students. It wasn’t just the content that was lacking; the gulf in quality of research undertaken and execution was much greater than expected with some reports having minimal academic sources (i.e. a basic google search) and a general lack of proof reading and editing. This need for greater effort was called out at the beginning of the quarter by the Director and multiple times during the course, yet still a number of students made minimal effort with half a dozen failing to turn in a draft essay for review against the rubric and three requiring multiple emails and phone calls to get them to turn in the final essay and thus avoid failing the class (late penalties were applied). Once again, this raises the issue that if SLOs are to be assessed using single points of reference such as a capstone experience, under-performance due to lack of motivation or incentive to produce one’s best work is a problem as it will give a measure not of a student’s ability, but of his or her mind-set and comportment. Assessing SLOs in a single class, with a single piece of work, undertaken during what is the student’s last quarter when they have already filed for graduation and know that the additional units can do little for their GPA will likely, for some students who lack an intrinsic motivation, produce results that are not a true measure of their abilities. Moreover, it was clear that in a couple of cases, students were too overloaded to do their best work, one taking over 20 units in order to be able to finish up and avoid returning for another quarter, and several others working full-time on top of a full load. As pointed out last year, how to address this lack of incentive/motivation or lack of resources and thus get students to produce work equal to or greater than their average abilities rather than below their average abilities will be an ongoing challenge and should be part of continuing discussions related to assessment results. Suggested changes for the future include implementing additional steps to familiarize students with the expectations of SLO 3: 1. Publish the SLO 3 rubrics on the INTS major organization page and make a copy of each available to students early in their major through their advising. For the next two

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years (2016-17 and 2017-18) prior to conversion to semesters, the instructor for INTS 3100 should be asked to use the same rubric to evaluate any research essays assigned (with appropriate modifications that should be made clear to INTS majors e.g. the page length or requirement for number of quality academic references). After conversion, the rubric should be introduced in INTS 101 – the new introductory course that should also be taught by the Director. 2. Continue with the methodology of having students evaluate their prior work against the assessment rubric at the beginning of the course and compare this to the Director’s assessment but couple this with an additional requirement that they do a written self-reflection exercise that requires them to identify the specific areas of personal improvement needed to achieve proficient/advanced status and steps required to achieve that improvement (a learning commitment statement in the form of an action matrix linked to each rubric element). 3. Provide an annual workshop to INTS majors as part of general advising to better explain the program SLOs and, in particular, to discuss research and writing expectations and improve student skills and awareness. Note that as part of this workshop, an example set of essays from prior years could be used to show aspects of excellence/deficiency – this will be of benefit to majors for any class with a writing assignment. 4. Make clearer the connection between future career objectives and putting a high degree of effort into the senior seminar even though it has little effect on overall GPA; at least 50% of majors each year indicate their intention to continue on to graduate school where a) writing samples are frequently requested as part of the admission process, b) a high grade in the capstone class will be a major indicator of potential for graduate school success, c) successful completion of the senior seminar provides strong material for a letter of recommendation by the Director.

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Appendix 1 INTS 4100 Field Experience Intern Evaluation

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Appendix 2 Syllabus for INTS 4500 Professor Michael D. Lee Ph.D. Office: RO 204 California State University, East Bay Email: michael.lee@csueastbay.edu Dept. of Anth., Geog. and Envt. Studies Tel/Voicemail: (510) 885-3155 Spring 2016 Fax: (510) 885-2353 Class ID: 2487 Course delivery system: Blackboard

INTERNATIONAL STUDIES INTS 4500-01 SENIOR SEMINAR IN INTERNATIONAL STUDIES (4 units)

Classes: Monday 6:00pm-9:30pm Location: North Science N220 Office hours: M 4pm-5:30pm and W 4:30pm-6pm or by appointment at other times – note that any

changes to these office hours will be posted in advance on the announcements page.

Catalog Description: Advanced analysis and evaluation of global systems. Study of theoretical models. Prerequisite: INTS 3100. Course Objectives: An informal seminar format provides the setting to probe and discuss selected global issues such as poverty, development, human rights, population, world peace, ecology, climate change, culture, religion, and so forth. Students investigate topics that are closely related to their major emphasis, prepare an in-depth research paper that synthesizes their knowledge and expertise in their chosen discipline, region or topic area and deliver professional-grade class presentations. The seminar is designed to be the capstone of the International Studies major, allowing students to synthesize and review a broad range of materials introduced in previous courses and to explore in a sustained way their selected research topic.

Course Expectations: This is a capstone class and as such is the opportunity for you to demonstrate your mastery of the overall program learning outcomes for the INTS major as stated in the university catalog:

Students graduating with a B.A. in International Studies from Cal State East Bay will be able to:

1. demonstrate cross-cultural understanding and competencies, including second language acquisition. 2. demonstrate an understanding of global political, economic, cultural, and geographic systems

including their interconnections and sustainability. 3. demonstrate the ability to research, write and communicate orally about complex international issues

both individually and through collaborative learning and teamwork. 4. demonstrate an understanding of the theory and practice of civic engagement, both locally and

globally. 5. articulate personal career goals, understand the variety of career opportunities related to international

studies, and prepare for their chosen career(s). As such, the program expects that you will be able to perform the following during this course over and above a minimum satisfactory standard (as applicable): 1. demonstrate knowledge of and the ability to use concepts and theories related to international studies. 2. research a topic in international studies closely related to your emphasis using traditional and

electronic research materials appropriate for an academic project, with special use of resources provided by the International Studies Association (ISA http://www.isanet.org).

3. write a minimum of a 20-page analytic paper in college-level academic English. 4. make a 15-20 minute professional-quality presentation on a selected and on your research.

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5. contribute regularly to a student-centered seminar format, including providing summary presentations and leading discussions on identified readings, demonstrating academic maturity and rigor in peer interactions.

6. integrate the subject matter and perspectives of the courses you have taken in the International Studies major in seminar discussions and in your individual work.

7. assess the International Studies Program in terms of your personal academic growth and expectations by completion of the exit survey.

You are expected to read all assignment instructions very carefully and understand your deliverables. If you do not understand what is expected of you, please ask – otherwise it will be assumed that all is clear. Instructions are posted to Blackboard in the Course Materials section. Course Format: This course employs a seminar format in which students are responsible for preparing, presenting, and discussing a range of academic materials and their individual research. During the initial phase of the course, emphasis is placed on short, articulate presentations, rigorous questioning, and constructive discussion. Students offer peer evaluation of these presentations. You will be evaluated at every class session. Students are expected to use the Communication Lab to assist in improving speaking skills, to work with the Student Center for Academic Achievement (SCAA) on their writing skills, and to work with a librarian on their research skills as needed and based on advisement with the instructor. In parallel, students prepare major research projects on an approved topic that are presented to the class and submitted as 20-page written papers. Students are encouraged to obtain writing assistance from the SCAA (Library second floor, 885-3674). An appointment with a research librarian is required so as to discuss your research. Tom Bickley is the INTS liaison librarian (tom.bickley@csueastbay.edu). However, any reference librarian can provide assistance. On-line assistance is also available.

Required Reading:

• Individually identified academic texts and journal publications as applicable to your specific research – we will make use of proprietary publications in the ISA compendium and so in lieu of a textbook, you should purchase a student membership ($25 per year) to the ISA at http://www.isanet.org/Membership/Join-or-Renew through which you will gain access to the ISA compendium and their professional journals.

Course Requirements: In this course, you will be expected to think critically and research and read extensively. You are expected to have read and critically assessed any assigned readings by the agreed dates (to be determined for each student). Any evidence of deliberate plagiarism, in other words the copying of a classmates’ work or of a published source and its presentation as your own, will result in your receiving zero or worse. Turnitin software will be used in the event that a piece of work seems plagiarized. Any time you use a piece of information from a source, either in your discussion posts or in your assignments, you must diligently reference where it came from and list the full citation at the end of your text. Never cite by simply pasting in a URL. The style guide for this class is that of the American Political Science Association and must be rigidly adhered to (http://www.apsanet.org/files/APSAStyleManual2006.pdf). If you have any problems with the course material, with an assignment, or in attending all the classes, please contact me by telephone or by email – all legitimate instances of absence or lateness must be supported by acceptable documentation. If you are on campus, feel free to drop by and see me. Evaluation and Grading Procedures: You can earn a maximum of 100 points for this course. Grading and point value will be explained with each assignment component. The course is worth 4 units of credit. All course activities will be evaluated and will count toward the final grade in the class. Active, regular participation in the class is essential to successful completion of the course. Attendance will be noted and late arrival or absences without prior approval and/or appropriate documentation of acceptable cause will affect your general participation grade (one unapproved absence = -2.5 points, two = -5 points, and three = -10 points). Turning in of late material will result in 10% deductions from the particular grade. For every additional Monday class time (i.e. if it is not received electronically/physically prior to 6pm) that the

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material is delayed after the missed deadline (including 5/30), an additional 10% deduction will be applied to the grade assigned.

• General participation (20 points) - presentations on readings from the ISA Compendium (10 points) as well as weekly class discussion and attendance (10 points)

• Project preliminaries, including, outlines, bibliographies, and research notes (15 points). • Project presentation – PPT/Voicethread (15 points). • Completed paper in proper APSA format (50 points).

Grade Table:

A Excellent work, generally top 10-20% of class. (A- = 90-92, A = >=93) 90-100%

B Good work, average to above average achievement. (B- = 80-83, B = 84-86, B+ = 87-89)

80-89%

C Adequate work, average to below average achievement. (C- = 70-73, C = 74-76, C+ = 77-79)

70-79%

D Pass, but below average achievement. (D = 60-65, D+ = 66-69) 60-69%

F Fail, inadequate work compared to expectations (or due to reasons of dishonesty). <60%

C/NC Credit requires attainment of C- or higher (i.e. >= 70%).

I/WU Incompletes: You will be issued with an incomplete (I) if you fail to complete enough work to be given a fair grade, and where this is justified on grounds of illness, bereavement or other extenuating circumstances approved by the instructor. This work must be made up by an agreed date to receive an A-F grade. Where insufficient work is submitted to calculate a final grade and no instructor approval has been secured, an unauthorized incomplete will be given (WU). This work cannot be made up and thus the WU is equivalent to an F (see CSUEB catalog). WU's are normally given to students who fail to withdrawal yet never actually come to class or stop coming to class part way. I do not drop you from this class; you must do so yourself.

Academic Integrity: It is the policy of the International Studies Program and of California State University to treat plagiarism as a very serious offense. The University Catalog states that students who cheat or plagiarize may be expelled, suspended, placed on probation or given a lesser sanction. Plagiarism is generally defined as: 1) purchasing or borrowing papers from any source; 2) recycling your own paper from another class; 3) submitting a ghost-written paper; 4) copying more than four consecutive words without citing your source and enclosing the passage in quotation marks; 5) paraphrasing without giving credit for ideas (except on an exam); 6) copying work from other students (or permitting another student to copy your work); 7) reproducing the basic sentence structure from a source while inserting some synonyms or interchanging word order. All of the above also applies to material translated from other languages. If in doubt about whether you are plagiarizing, confer with your instructor.

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Please read this honesty pledge: “By enrolling in this class I agree to uphold the standards of academic integrity described in the catalog at http://www20.csueastbay.edu/academic/academic-policies/academic-dishonesty.html.” You will be asked to submit this pledge to blackboard and this will constitute your official acknowledgement of this agreement. Please note that any incident of academic dishonesty that results in a grade impact must be reported to the university in an Academic Dishonesty Incident Report detailing the infraction and the action taken. The report will be filed in the Academic Affairs Office, and you will receive a copy. The report will remain on file for five years or until you graduate, whichever comes first. As your instructor, I am mandated by the university to comply with this requirement so please do not put me in that position.

Expected topic schedule, date and required readings (subject to modification posted to Blackboard announcements):

DATE CLASS (TBD = to be determined) Mar 28 Review of class eligibility, general introduction, class member introductions, review of

course structure and format. In-class exercise: Review ISA topic papers list (On Google Doc - identify papers closely related to your emphasis, select and rank top 3 – to be completed by April 1st)

Apr 4 Portfolio of papers/coursework from your prior emphasis classes due Selection/submission of one previous essay (printed copy) for evaluation using course rubric (you should provide the original assignment instructions) due Allocation of topics for round table discussions Discussion of research techniques and APSA citations with librarian Tom Bickley Discussion of evaluation rubric and essay expectations

Apr 11 Topic proposal due + list of key literature sources (at least five) Self-review of selected paper using evaluation rubric due Discussion – selected compendium topic (Instructor - Environmental Sustainability/Sufficiency)

Apr 18 Thesis statement due + expanded bibliography (at least 10-15) Discussion – selected topics students 1-5

Apr 25 Essay outline due Full literature review due Revised thesis statement due Discussion – selected topics 6-10

May 2 Revised outline due Discussion – selected topics 11-15

May 9 Discussion – selected topics 16-20 May 16 Draft of final paper due

Discussion – selected topics 20-N May 23 Draft papers returned

Work Session: Paper review, PPT/Voicethread (TBD) clinic May 30 Memorial Day – University Closed – No class

PPT/Voicethread presentation (TBD) due (posted to Blackboard) June 6 Final revised paper (hard copy and electronic) due by start of class

PPT/Voicethread (TBD) feedback to designated student due + peer evaluation of presentation Students with Disabilities: If you have a documented disability and wish to discuss academic accommodations, please contact me as soon as possible. Students with disabilities needing accommodation and seeking help with assistive technologies should speak with the Accessibility Services http://www20.csueastbay.edu/af/departments/as/.

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Emergency Preparedness: If you are on campus, information on what to do in an emergency situation (earthquake, electrical outage, fire, extreme heat, severe storm, hazardous materials, terrorist attack) may be found at: http://www.aba.csueastbay.edu/EHS/emergency_mgnt.htm. Please be familiar with these procedures. Information on this page is updated as required. Please review the information on a regular basis. It is a good idea to have emergency plans for your home situation also if you are working at home. Academic Assistance: Tutoring services (http://library.csueastbay.edu/scaa/how-to-get-a-tutor/) are free and available at the Hayward Campus at the Student Center for Academic Achievement (http://library.csueastbay.edu/scaa/). A staff of more than 30 peer tutors is available to help you. Library Services: The CSUEB library (http://library.csueastbay.edu) has a range of services to help you complete your research, from electronic access to thousands of academic journals and other academic materials to reference librarians that can help you craft your research and find your sources, both through chat and in person. The research librarian associated with INTS is Tom Bickley (tom.bickley@csueastbay.edu).

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Appendix 3a - Capstone Research Paper (SLO3) Research and Writing Assessment Rubric

Research Essay Rubric Advanced Proficiency Proficient Developing Lacking Development

Introduction – on reading my introduction it will be clear what the reader will derive from this essay and why this is important.

The topic of your essay is clearly stated, its importance clearly explained, and the objectives (what the reader will know and understand) clearly detailed (this should include a short, crisp statement of your thesis)

The topic of your essay is stated, the importance discussed, and the objectives listed.

One of the introductory aspects are weak or missing – the topic, its importance, and its objectives

The topic of your essay is not clear, its importance not well explained, and its objectives not sufficiently detailed

Lit Review – on reviewing my essay, the reader will have a clear impression of the literature consulted and its breadth and depth.

Exhaustively researched and made excellent use of the available literature for relevant aspects (more than 20 quality sources)

Broadly researched and made good use of the available literature for relevant aspects but could have been more exhaustive

Had an adequate cross-section of available sources but could have done better – relied heavy on only a few sources for most of content

A less than adequate selection of available sources to inform the essay (less than 10 quality sources)

Thesis – on reading my essay, the reader will gain a clear impression of the research question I set out to address. (There should only be one main research thesis/question that your paper addresses although, as necessary, you can state additional, secondary questions related to this main thesis)

Major thesis (research question) is fully articulated in a manner that systematically and logically sets out the basis/framework for your subsequent supporting argumentation.

Major thesis (research question) is summarized and provides linkages to subsequent supporting argumentation.

Major thesis (research question) requires greater clarity or detail so as to match with subsequent supporting argumentation.

Major thesis (research question) is not clear and/or not matched with subsequent supporting argumentation.

Concepts – on reading my essay, the reader will be familiar with the key concepts needed to understand the thesis and the arguments offered

Key concepts related to the thesis and included in the argumentation are clearly defined and, as needed, explained as to their importance and relevance.

Key concepts related to the thesis and included in the argumentation are clearly defined but some are only partly explained as to their importance and relevance.

Key concepts related to the thesis and included in the argumentation are listed but some are inadequately defined or explained.

Key concepts necessary to understand the thesis and its argumentation are missing and/or inadequately defined and explained

Argument – on reading my essay, the reader will recognize and understand the arguments offered in support of my conclusions.

Arguments in support of thesis are well constructed and compelling – the most critical points are clearly identifiable, in a logical sequence, with obvious scaffolding, and avoiding all non-sequiturs

Arguments clearly support the thesis, key points are identifiable and are presented in a logical sequence avoiding non-sequiturs

Arguments support the thesis but the relative importance of points are not clearly apparent, or they are presented with occasional non-sequiturs

Arguments offered do not adequately support the thesis, are not logically sequenced, and/or contain frequent non-sequiturs

Evidence – on reading my essay, the reader will recognize and accept the validity of my arguments on the basis of the evidence provided (note that each separate evidence paraphrase needs its own citation; thus it is best to weave two or more sources together for the same argument to avoid repetitive citation and visible over-reliance on single sources)

Arguments are carefully and well supported by adequate data and systematically cited sources using frequent in-text citations.

Arguments are supported by adequate data and cited sources using in-text citations. Occasionally uses quotes that are unnecessary.

Arguments are supported by adequate data but in-text citations are infrequent to consistently identify data sources.

Arguments are not made or are made without adequate supporting data.

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Research Essay Rubric Advanced Proficiency Proficient Developing Lacking Development

Conclusion – on reading my essay, the reader will agree with the conclusions offered with respect to the thesis on the basis of the prior information provided

Major findings with respect to the thesis are carefully and concisely summarized while avoiding repeating prior material. Value is added by describing uncertainties/gaps identified during the research, additional research questions raised by the findings, and policy and practical implications suggested by the findings.

Major findings with respect to the thesis are summarized. Value is added by describing uncertainties/gaps identified during the research, additional research questions raised by the findings, and/or policy and practical implications suggested by the findings.

Major findings with respect to the thesis are carefully and concisely summarized while avoiding repeating prior material.

Essay lacks an adequate conclusion or provides one that fails to summarize the main findings or else merely repeats prior material without adding additional insight or value.

English – on reading my essay, the reader will acknowledge my strong command of written English.

Uses complete sentences and the full variety of sentence types with no sentence errors and in a manner that is pleasing and easy to read. No or minimal passive voice.

Uses complete sentences and the full variety of sentence types but sentence structure and variation is a little difficult to follow in places and/or some use of passive voice.

Limited sentence variation and/or an incomplete or run on sentence or a frequent use of passive voice.

Several fragmented or run-on sentences and frequent use of passive voice.

Paragraphs - on reading my essay, the reader will acknowledge my strong command of composition and rhetoric.

Topic sections are divided by appropriate sub-headings. All paragraphs within sections are necessary, used consistently at identifiable thematic breaks, and linked with appropriate transitions.

Topic sections are divided by appropriate sub-headings but a few paragraphs are too long and should have had additional thematic breaks.

Some topic sections are not separately marked or one or two paragraphs have flawed transitions

Topic sections are not marked by appropriate sub-headings and paragraph use is inconsistent and with several flawed transitions.

Paraphrasing - on reading my essay, the reader will see that I understand when and where to use quotes and how to effectively paraphrase.

The essay consistently weaves together multiple paraphrases in making its arguments and uses quotes only when necessary i.e. when it is important that the reader has access to the exact language used by the author.

The essay has only one or two short passages in which single sources are used and one or two quotes where paraphrases should have been used.

The essay has one or more long passages in which single sources are used and several (more than two) quotes where paraphrases should have been used.

The essay is scattered with unnecessary quotes instead of paraphrases and has multiple large sections of text which are derived from a single source.

Proof Reading – on reading my essay, the reader will perceive me to be a careful student who pays attention to detail, takes my time, and cares what my reader thinks of my professionalism

No errors; paper has been diligently proof read and spell/ grammar checked to avoid all errors, including common incorrect word uses (their/there, effect/affect, it’s/its, form/from, etc.)

A few difficult to spot errors only.

Several errors that should have easily been spotted as part of normal final proof-reading.

Lots of errors; clearly lacking an adequate proof read and spell/grammar check

References – on reviewing my references, my reader will be able to locate all of my sources cited in my paper without difficulty

Referencing of sources is correct in all respects – alphabetized, consistent format, error-free, cited in text by author, no citations included without references or vice versa.

One or two errors in references or one or two missing citation/-reference pairings.

Several errors in references and/or missing citation-reference pairings.

Failure to follow the APSA style guide instructions in multiple areas.

Length – on reviewing my paper, the reader can see that I have met the minimum requirements required for the class and have put in the effort expected of me.

Paper is a minimum of 20 pages double-spaced, 12 point text, not including References and Title Page

Paper is less than the minimum of 20 pages double-spaced, 12 point text, not including References and Title Page

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Research Essay Rubric Advanced Proficiency Proficient Developing Lacking Development

Similarity – on reviewing my paper, the reader will see that I have been professional because it contains no instances of plagiarism and my use of quotes are judicious and only used where absolutely needed.

If reviewed through Turnitin.com there will be no instances of cut and paste plagiarism and the similarity score will be <10%.

If reviewed through Turnitin.com there will be obvious examples of cut and paste plagiarism and/or the similarity score will be >10%.

Appendix 3b Capstone Research Paper (SLO3) Oral Presentation Assessment Rubric ORAL PRESENTATION A - Advanced

Proficiency B - Proficient C - Developing D - Lacking development

Content - was the content good, providing a comprehensive and coherent impression of the chosen topic to the audience? (score derived from second matrix below)

Objective is crystal clear and directly satisfied. Content permits the audience to come away with a comprehensive understanding of the topic in question.

Objective is clearly stated and broadly met. Content permits the audience to come away with an adequate level of understanding of the topic in question.

Objective of presenter is clear. Audience receives most of the information needed to understand the topic in question.

Presentation does not set or meet a clear objective. Audience does not gain an adequate understanding of the topic in question.

Organization - was the flow of information in the presentation logically organized so as to maintain audience interest?

Logical, interesting sequence of information that maintains audience engagement and attention

Logical sequence of information that is easy to follow with no repetition.

Somewhat organized sequence of information but a little jumbled or with unnecessary repetition.

Lacking organization, no logical sequence of information, difficult to follow.

Graphics - were the graphic elements of the presentation well chosen and appropriate to the subject matter?

Careful and thoughtful use of graphics to forcefully explain and reinforce the screen text and oral delivery.

Appropriate use of graphics that relate adequately to the text and oral delivery.

Occasionally uses graphics but they only somewhat support the text and the subject material

Uses superfluous graphics, poor quality graphics, or no graphics

Slide Design and Consistency - were the slides well designed using an attractive and consistent style?

Consistent design theme with visually pleasing and easy to interpret elements (i.e. visually appealing/elegant)

Mostly consistent design theme with visually acceptable and easy to interpret elements

Varied design theme with some mild visual flaws (such as poor foreground/background contrasts or unnecessary cuteness, busyness, etc.)

Visually flawed and distracting design theme with varied, poor choice of backgrounds, layout, and/or font sizes and styles, etc. (i.e. visually ugly/too busy)

Text Elements - were the text elements well chosen relative to the oral delivery and appropriately formatted for comprehension?

Has clear, well-chosen text elements that balance and reinforce the oral delivery.

Text elements are clear with only minor repetition of oral delivery and/or difficulty in full absorption.

Not concise enough or else too cryptic, same content as oral presentation or requires too much attention to absorb while listening.

Too wordy, text too small and crowded, same content as oral presentation.

Mechanics - were the slides professionally edited with no errors?

Presentation has no typos, misspellings or grammatical errors.

Presentation has one or two hard to spot errors that more meticulous editing would have corrected.

Careless editing; has several typos, spelling, grammar or other errors that should have been caught.

Lacks sufficient editing; has four or more obvious typo, spelling, grammar or other errors.

Eye Contact - was the presenter's interaction with the audience confident and engaging?

Presenter maintains steady eye contact most of the time using his/her notes as needed to help support the oral delivery.

Presenter maintains steady eye contact most of the time using his/her notes as needed to help support the oral delivery.

Presenter makes occasional deliberate eye contact, but reads most of oral delivery and/or looks frequently at the screen.

Presenter keeps reading from/looking at the screen projection and or makes little to no deliberate eye contact with audience.

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ORAL PRESENTATION A - Advanced Proficiency

B - Proficient C - Developing D - Lacking development

Elocution - was the oral delivery clear, confident and aurally comprehensible?

Presenter uses a clear, enthused and engaging voice with correct, precise pronunciation of terms so that all audience members can fully hear and enjoy the presentation.

Presenter's voice is clear and engaged. Presenter pronounces most words correctly and fluidly. Most audience members can easily hear presentation.

Presenter's voice is uninteresting, monotone, presenter stumbles over certain terms, and/or audience members have occasional difficulty hearing the presentation.

Presenter mumbles, incorrectly pronounces terms, and/or speaks too quietly for those in the back of room to hear.

Timing - was the timing good – neither too short nor too long and well-paced?

Well timed: within the 10-15 minute window and evenly paced

Adequately timed: within +/- 1 min of allotted time window, no apparent change of pace to fit allotted time

Less than adequately timed: within +/- 3 min of allotted time window but apparent change of pace to stay within +/- 3 min of allotted time

Poor timing - a) finished >3 mins short of allotted time window, b) uncomfortably rushed to finish up material and/or truncated presentation, c) finished >3 min over allotted time window.

Appearance - was the presenter professional in demeanor?

Appears comfortable in front of audience and operates equipment smoothly and correctly. Is dressed appropriately (smart casual or professional attire),

Appears comfortable in front of audience and operates equipment smoothly and correctly.

Is visibly nervous/uncomfortable in front of audience or has difficulty operating the equipment.

Is visibly nervous/uncomfortable in front of audience and has difficulty operating the equipment.

Subject Knowledge as Demonstrated by Question/Answer - was the presenter able to answer questions and enter into discussion about the topic confidently and comprehensively.

Demonstrates full knowledge (i.e. deeper than that delivered in the presentation) by answering all questions clearly, with appropriate elaboration and be engaging in appropriately detailed discussion with clear recollection from the paper.

Has anticipated and is at ease with the questions but fails to elaborate when answering and discussing - lack of remembered detail from the paper.

Is uncomfortable with the information and is able to answer only rudimentary questions or engage in superficial discussion.

Does not demonstrate a clear grasp of the information; cannot answer/ handle questions or engage in discussion about subject.

Content A - Advanced Proficiency

B - Proficient C - Developing D - Lacking development

Introduction - topic, concepts, purpose

Audience has very clear expectations for the presentation: presenter self-identifies, topic of presentation is clearly articulated, main concepts covered and the main themes/purpose succinctly outlined.

Audience has fairly clear expectations for the presentation: presenter self-identifies, topic of presentation is articulated, key concepts are laid out, and main themes/purpose is defined.

One of the following is missing or weak; presenter introduction, topic of presentation, key concepts, main themes/purpose.

Audience lacks clear expectations for the presentation - topic of paper is unclear, key concepts are omitted, and the main themes not clearly identified/purpose of the presentation defined.

Body - main themes, detail Audience gets a coherent and clear understanding of the subject of the paper, the main take aways and supporting reasoning/evidence for them

Audience gets an adequate understanding of the subject of the paper, the main take aways and supporting reasoning/evidence for them

One of the following is weak or inconsistent with the others; the subject of the paper, the main take aways, the supporting reasoning/evidence for them

Audience lacks a clear understanding of the subject of the paper, the main take always and supporting reasoning/evidence for them.

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Appendix 4 Results of Capstone Written Paper Research and Writing Assessment

21

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Appendix 5 Results of Capstone Oral Presentation Outcomes Assessment

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Appendix 6 Student Exit Survey (administered through Blackboard).

Number of Majors in Senor Seminar: 22 Surveys completed: 19-21 (1 failed to complete by end of quarter, two seem to be incomplete/unsaved)

Question 1: Did you enter Cal State East Bay as a fresher, sophomore, junior, or a senior?

Did you enter Cal State East Bay as a fresher, sophomore, junior, or a senior?

Percent Answered

Fresher 45%

Sophomore 5%

Junior 45%

Senior 5%

Unanswered 0%

Question 2: How long have you been a student at Cal State East Bay?

How long have you been a student at Cal State East Bay? (enter the number of years/quarters e.g. 2 years and 1 quarter = 2.25, 3 years and 3 quarters = 2.75 - include summer)

Answers Percent Answered

2.75 10%

1.75 5%

2 years 5%

2 5%

1 10%

2.50 5%

7 5%

5 years 1 quarter 5%

5 15%

4 15%

1.25 10%

5.00 5%

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0.75 5%

Unanswered 0%

Max: 7 years, Min: 0.75 years, Average: 2.9 years Question 3: How long have you been declared an International Studies major?

How long have you been declared an International Studies major? (enter the number of years/quarters e.g. 2 years and 1 quarter = 2.25, 3 years and 3 quarters = 2.75 - include summer)

Answers Percent Answered

3 5%

2 10%

4.00 5%

1 15%

2.50 5%

2.75 10%

5 5%

4 10%

don't remember 5%

1.75 5%

1.25 15%

5 years 5%

0.75 5%

Unanswered 0%

Max: 5 years, Min: 0.75 years, Average: 2.5 years Question 4: How long will it have taken you to graduate with your degree from when you first started at university (not since you came to Cal State East Bay but since you took your first fresher class)?

How long will it have taken you to graduate with your degree from when you first started at university (not since you came to Cal State East Bay but since you took your first fresher class)? (enter the number of years/quarters e.g. 2 years and 1 quarter = 2.25, 3 years and 3 quarters = 2.75 - include summer)

Answers Percent Answered

2.75 5%

4.75 5%

1.50 5%

7.25 5%

25

3.00 10%

16 5%

3.75 5%

2.25 10%

3 5%

2 15%

5.25 5%

5 10%

4 5%

5 years 5%

5.00 5%

Unanswered 0%

The answers for this question are unreliable – it is not possible to graduate in 1.5 or 2 years. Question 5: How much time did you spend studying at a community college before transferring to a four year institution (Cal State East Bay or another)?

How much time did you spend studying at a community college before transferring to a four year institution (Cal State East Bay or another)? (If you did not, enter 0, otherwise enter the number of years/quarters e.g. 2 years and 1 quarter = 2.25, 3 years and 3 quarters = 2.75 - include summer)

Answers Percent Answered

3 15%

0 45%

2.75 15%

5 5%

4 10%

3.00 5%

4.25 5%

Unanswered 0%

Max: 5 years, Min: 2.75 years, Average 3.4 years

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• Question 6: What explains how quickly/slowly it has taken you to graduate (if you are on track to graduate in four years, say why and if not, say why not)?

Given Answers

I took my time to graduate. I didn't have any goals outside of school and wanted to learn as much as I could.

As a mother I couldn't take full time courses. so it took me long time to graduate

I took four years to complete my degree. I believe that if I had not studied abroad and took summer courses, I could have graduated in three years. But because international studies is so flexible in classes, I was able to take whatever I needed to graduate.

Certain classes were offered during certain quarters, which made it a bit of a problem and sometimes I was not able to get enrolled into classes. However, it ended up working out at the end. East Bay should really focus on making this a 4-year plan graduating university, instead of 5- years.

It takes time to find your passion and often the idea of being involved in a system where you need to sacrifice time without passion is difficult. It took me a while to appreciate learning.

I had quite a bit of trouble getting the classes I needed at junior college and even was delayed by a year after finishing there because they did not send my transcripts over in time once I finished the last class I needed. I find that at Cal State East Bay it is easy to get the classes I need.

I should have graduated after three years but then I decided to study abroad for a year. Then when I got back I added another major and spent the last year finishing that up.

I have to attend a study abroad program to graduate and it will take me one more year to fulfill that requirement.

Community college was done at a rate that wasn't very fast yet also not super slow either. There have been one or two classes I took that I didn't necessarily need to. Also, I changed my major towards the end of junior year, which put me back a little bit.

It took me additional time at community college because I was still figuring out my major. I originally was a Business Admin major but changed it to INTS because it was more interesting to me and easier to finish rather than Business Admin.

I am a little slow on graduating, but that is only because I added INTS as my double major and some classes are only offered at a certain time period.

I have wasted too much time in community college, so as soon as I transferred to CSU East Bay I tried really hard to not fall behind and pass all the needed classes, so I could graduate in 2 more years.

I was able to graduate on track because I did not take any remedial classes when I started here. I also took at least 16 units mostly ever quarter.

I was a returning student at CSUEB, following several years break from community college. I never thought I would return to school for a 4 year degree and since I enrolled in Fall 2016 I have attended full time, and am on track to graduate following my study abroad program.

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It has taken me 5.25 years to graduate from Cal State East Bay, because I had additional courses to complete since I am a double major in Anthropology and International Studies. Also, since I declared International Studies as my second major my junior year, I am a little behind the two year language requirement for the major.

It will have taken me, two years to graduate; this is because of the prerequisite courses that were transferable from Ohlone College. Since it took me 5 years to graduate from community college, many of my electives aided in my rapid transition towards pursuing my BA.

When I started as a freshman I studied full time for 5 years for two degrees. Although, I only needed to complete three more classes and it took me four years to come back to school to complete the classes.

I could have graduated this Spring quarter of 2016 but could not do so because financial aid does not cover summer courses now and I do not have the money to pay out of pocket.

I am not on track due to the fact that I am older, married, raising teenagers, and working......etc.

I started by schooling at CSUEB in 1999 and have been on and off since then. With Dr. Lee's support and counsel I hope to graduate by end of this fall 2016.

• Question 7: Why did you select International Studies as your major?

Given Answers

I loved learning about different places and I honestly knew that it was the perfect excuse to travel. Also, I know that my strengths are in my charisma and people skills, so this was a major that I knew I could do a lot of networking with.

I felt that International Studies was a good major for me. I liked that it was interdisciplinary and could emphasize in a certain region or area.

Since I was young, I have always been fascinated about world news, and that drove me to add this as my major. I am interested in learning about the cultures, history, and politics of other people and nations.

It was broad and flexible. I wanted different perspectives.

I declared International Studies as my second major due to a strong recommendation by a fellow classmate. I had to take an additional 30 units to graduate and I desired to make use of those units and obtain a minor, but a friend told me to take International Studies as a second major since it was so closely related to my first major.

I chose International Studies because I would like to have a positive impact on this world. I feel that a lot of the negative relations come from people and countries not understanding each other. By making my education more internationally-based I hope to avoid this in my case as well as continue learning something new all of my life.

I selected International Studies as my major because I am interested in world affairs and traveling and also because it was an easier major as opposed to Business Admin.

International studies is an interdisciplinary major, so it allows me to study towards a fixed major

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even if my interests change.

I chose this major because I have a strong desire to travel the world to see what cultures are like, as well as advocating (not teaching) on addressing climate change and the accelerated extinction of endangered species.

I chose this major because I have a passion for learning about global issues and policies and how they affect people of today and of the past.

I have an international background

It was my goal from an early age. I like it and I find myself in it.

Along with the skills of problem solving, and knowledge of different cultures and languages; I chose International Studies as my major because I wanted to develop and continue to improve my writing and research skills for employment in business, government, nonprofits, social services, consulting firms, and educational institutions in many different countries. Depending on the skills and experience of an International Studies Major a student like myself has the option of choosing their ideal career and taking the initiative on a career path.

I want to study societies and cultures besides my own and have a greater understanding of the world.

I specifically sought enrollment in CSUEB because of their International Studies program. Many universities no longer offer this as a major, instead they incorporate it into a Political Science degree. I really like the interdisciplinary options that are available at CSUEB for this degree. My focus lies more with non-profits, non-governmental institutions, civil systems, and intergovernmental institutions that affect the social systems of a society, and less with politics and bureaucracy surrounding such matters. International Studies provides options to explore those interests, while still allowing students to take classes in political science as those issues directly affect the former.

I have always been interested in languages, this was the closest fit at this school. I love International affairs and I feel its a topic that always seeks new answers.

I was a Biology major but decided science wasn't for me. So I started looking through the degrees offered at CSUEB and found International Studies. I instantly fell in love with it because it's interdisciplinary and I couldn't imagine myself taking courses from the same subject for years. Plus, I thought it was incredible that it required international field work and two years of a foreign language.

I selected International Studies because I want to work internationally. I have always been fascinated with world issues and hope to live in other countries. I also enjoyed the interdisciplinary aspect of the major

Since I was young I always wanted to become a diplomat. As I grew older I was interested mainly in politics and history. I was also interested in foreign conflicts, and how governments dealt with those, so I decided to go into International Studies.

I want to support women's rights and work globally.

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Question 8: Are you still satisfied with your choice of this major - on a scale of 1-4, how happy?

Percent Answered

Very happy I chose INTS 80%

Reasonably happy I chose INTS over other options 20%

Ambivalent about my choice of INTS compared to other options I could have chosen 0%

Not happy - wish I'd chosen a different major 0%

Unanswered 0%

Question 9: How satisfied are you with your overall education at Cal State East Bay?

Percent Answered

Very satisfied - I got an excellent education 60%

Satisfied - I got a good education 30%

Ambivalent - I got a so-so education 10%

Not satisfied - I did not get a good education 0%

Unanswered 0%

• Question 10: Why do you feel the way you do about your education at Cal State East Bay? Can you share a

few reasons for your feelings?

Given Answers

I guess I wish that I had more of a challenge. I only had about 10% of my classes be AMAZING learning experiences. I wish there was more community on the campus. More of a stereotyped college feel.

Most of the teachers I had were very helpful when it came to understanding the material. Although the quarter system was very quick, I think it taught me to work in between deadlines and actually study without procrastinating a lot.

The majority of the general education classes don't tie in to what my (future) career will emphasize on. The requirements should be more in depth with one's specific career goals.

Some of my professors did not teach as well as they should have. I have had a few professors who did not

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seem to enjoy the topic or who could not communicate what they want from their students.

Some of the professors and classes didn't live up to my expectations. Some of them did not properly follow the syllabus and the course was very different from the actual classes. Whereas others, I learned a lot and also enjoyed them and felt like I accomplished some thing.

Staff is exemplary, together with a well rounded academic experience due to great professors

I feel satisfied with my education at Cal State East Bay because the teachers that I had to take my upper class courses with were very well prepared and they actually cared about teaching and myself as a student.

The work load was challenging, the professors supportive, and curriculum was reasonable.

I feel appropriately educated as an academic, the only reason why it was not excellent is because I do not yet feel ready to get a professional job in the field.

I am a first to go to college in my family and I had no mentoring from home of how to go to or be in college. The university made it easy for me to understand what I needed to do to choose classes to graduate.

I am very pleased with the introductory level courses with an emphasis on international matters at CSUEB. I returned to school with a general idea of what my interests were, but CSUEB had many other classes that went beyond what I thought was available. As a result I was able to develop my interests even more. Although I am aware of the relationship between budget and class offerings, I am disappointed to see the catalog is growing smaller with the more specialized classes being cut. I feel fortunate I had

the opportunity to take these classes this year before they are cut from the program. They helped me develop my interests further. I did discover through my own research that other Cal State Universities continue to offer a wide variety of classes in their catalog and I think it would be beneficial for some students to know those options are still available through the university. I do like the exchange program that is available through the Peralta system, as I had the option of taking additional classes without too much hassle.

Cal State East Bay is very good university. The faculty are very helpful and very understandable and guide each student towards his/ her achievement

Since coming to Cal State East Bay I have had some incredible teachers who have taught me so much about the world. I also love all of the resources available to students.

The university is nice and continues to improve its facilities on campus. I love the diversity of Cal State East Bay and the culture of the Bay Area.

CSU EB is a school which gives opportunities to many different people. There is a reason so many over-qualified teachers teach here.

The Atmosphere is inclusive and a breath of fresh air. People are open and honest about why and how they got here.

CSUEB is definitely a school that you have to get involved in to understand its value. I loved that many of the professors here have field experience in the subjects they're teaching and will often stray from the

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textbook to provide knowledge applicable for real life. I also loved how diverse this campus is and learned countless lessons from my peers about perspective, privilege, and more that I never would have learned if I had stayed back home.

I enjoy the conversations with people from different regions. The majority of the people in this field are passionate and optimistic about the future.

I enjoyed my time at East Bay, I feel like the teachers are generally more open to helping students out rather than any other place I could have studied at.

During my time here at CSUEB, I only had a couple of bad professors. The majority of the time, my professors have been wonderful teachers who are passionate and willing to help their students which made my experience at this university a great one.

I enjoyed all my courses

Question 11: What are your career goals in the coming years once you graduate?

Given Answers

I hope to attend graduate school since getting my Master's has been a dream of mine since I started college. I would also hope to work in the non governmental sector and one day work under one of the United Nations agencies.

I will most likely head into graduate school but eventually I would like to work with international organizations that are working to help relieve poverty in developing countries through education and advocacy.

I have decided to pursue a career in Accounting and get my Master Degree.

To be honest I have no idea. I just want a flexible career where I can see the world and really get to know the people in it.

To find an entry level job abroad.

I want to continue my studies in foreign language and incorporate my passion and knowledge in a job if possible. Also, I have been looking into TESOL and various opportunities in this field.

I plan on getting an internship during the summer and getting my priorities straight. I want to take a year or two off from school then most likely get my Master's. One day I want to be a lawyer.

I plan to work for the American Red Cross or a similar non-governmental organization dealing with disaster relief and providing donated blood to those in need.

Hope to work for an international firm. May be at the UN someday.

I do not have specific goals following graduation. It depends if I am able to secure an internship during my senior year, in which I will spend some time establishing a relationship with the office I am able to intern with. If I am not able to find an internship then I will most likely pursue a masters

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program.

I have my job offers. Mostly in education abroad and graduate school abroad.

Graduate studies, hopefully within the same field

I'm still trying to figure it out. Currently, I want to volunteer across the world but it is expensive (time and currency).

I hope to write scholarly essays and build a foundation of work to be able to apply to graduate programs and eventually learn computational linguistics. I hope to combine my love for languages into a profession that allows me to travel and implement real long lasting change in communities.

I plan to pursue my masters and work in an international organization that helps make a difference in the world.

I am planning to go back home to my country to finish my masters and PhD degrees, and I will apply to work with the government. But if my plan doesn't go the way I hope then I will apply to work in any place that relates to my major.

My career goals are to become a successful entrepreneur eventually, hoping to do international business and bring some good into the worldwide economy even if it is starting out small.

I plan to work at my current full time job for one more year to save money to travel and find other opportunities to gain experience in the world societies.

I am looking forward on getting my masters and finding internship or job opportunities.

Ultimately I want to become a diplomat but feel that I need some more experience working with people before I work with their government. So, I plan to either go to the Peace Corps or look for work at refugee camps in order to understand the displaced peoples' perspectives. I've considered going to grad school but plan to wait a few years before enrolling.

Question 12: What efforts have you made during your time at Cal State East Bay to plan for your future career?

Percent Answered

Extensive - I independently researched my career ideas and options and discussed them with both the Career Center and the INTS advisor. 5%

Moderate - I did my own research on my career options but didn't really meet with the Career Center and the INTS advisor to discuss them 60%

Slight - I had at least one discussion with the Career Center and/or the INTS advisor about career options 20%

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Minimal - I didn't really research my options/discuss my career options with anyone else but friends and family. 15%

Unanswered 0%

Question 13: How relevant do you think your INTS major will be in helping you in the kind of career you want for yourself?

Percent Answered

Essential 55%

Important 25%

Relevant 15%

Unimportant or not relevant 5%

Unanswered 0%

Question 14: How influential have your studies as part of the INTS major been in helping you decide on your career goals?

Percent Answered

Very influential - I didn't have a clear idea of what I wanted to do before and because of my INTS studies I do now (choose this option also if you changed your mind because of INTS) 40%

Influential - my INTS studies have helped shape my career goals but not decide them per se. 55%

Neutral - my INTS studies have had little influence on my career goal decisions because I knew exactly what I wanted to do and didn't need INTS to help me 5%

Not influential - I am still undecided on what I want to do - my INTS studies have not really helped me decide in any significant way 0%

Unanswered 0%

Question 15: What was your 2nd language proficiency on declaring the INTS major? (note that for INTS, a 2nd language is a language other than English)

Percent Answered

Already fluent in 2nd language 45%

Already had passed intermediate classes or had 2nd language AP score 4/5 5%

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Had beginning proficiency only 30%

Had no prior 2nd language instruction 20%

Unanswered 0%

Question 16: Has your 2nd language proficiency improved while at Cal State East Bay? (this applies only to non-English language instruction - if you had fluency in more than one language and took another while at Cal State East Bay please choose one of answers 2-4, otherwise choose answer 1)

Percent Answered

No, I did not take any additional language classes while at Cal State East Bay 35%

No, because the classes I took at Cal State East Bay were not sufficient for my proficiency to improve 10%

Yes, because the classes I took while at Cal State East Bay helped me improve 40%

Yes, because I studied abroad/did my internship abroad and improved my language there (choose this option if you credit your improvement more to your experience studying overseas)

15%

Unanswered 0%

Question 17: How fluent do you feel in your 2nd language (i.e. other than English)?

Percent Answered

I feel that I have native or near native speaker proficiency. 25%

I feel that I have the ability to communicate adequately in most professional and personal settings and can comprehend at a relatively high reading level. 20%

I am capable of general conversation and reading comprehension but feel I lack some vocabulary and nuance. 50%

I am not confident in my ability to speak my 2nd language or in my ability to read and comprehend at more than a basic level. 5%

Unanswered 0%

Question 18: If English is your 2nd language, what level of proficiency did you have in English when starting your studies at Cal State East Bay?

Percent Answered

This question does not apply to me - English is my native language 70%

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I had native or near native speaker proficiency

20%

I had the ability to communicate adequately in most professional and personal settings and can comprehend at a relatively high reading level

10%

I had general conversation and reading comprehension but lacked some vocabulary and nuance

0%

I was not confident in my ability to speak English or in my ability to read and comprehend written English. 0%

Unanswered 0%

Question 19: If English is your 2nd language, how well do you rate your English language skills now you are about to graduate from Cal State East Bay?

Answers Percent Answered

This question does not apply to me since English is my native language. 70%

I feel that I have native or near native speaker proficiency 15%

I feel that I have the ability to communicate adequately in most professional and personal settings and can comprehend at a relatively high reading level.

10%

I am capable of general conversation and reading comprehension but feel I still lack some vocabulary and nuance

5%

I am not confident in my ability to speak English or in my ability to read and comprehend at an appropriate level. 0%

Question 20: Did you attend a special English preparatory program before entering the INTS program (e.g. Cal State East Bay's ALP) and did it help prepare you well?

Percent Answered

Yes and it helped me a lot; I felt very well prepared because of taking part. 0%

Yes and it helped me somewhat; I felt better prepared than when I first arrived. 5%

Yes, but it did not help me much; I felt it made little difference to my level of preparation. 0%

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No, I did not attend an English language preparation program. 95%

Unanswered 0%

Question 21: Did you study abroad? If yes, say where you studied and if not, say whether you would have liked to and/or why you did not?

Unanswered Responses

0 Given Answers

I plan to study abroad in the future as I am not done at Cal State East Bay.

I am in the process of applying to a program in Taiwan.

No I did not because of costs and being away from family. Looking back, I really wished I could have studied abroad not just to fulfill the INTS requirement but also to gain the experience from it had it been more affordable.

Yes, I grew up abroad

I would have loved to study abroad in France but I could not do so because I cannot leave work and I cannot afford to study abroad even with financial aid as I have to provide financially for my mother and younger sister.

I did not study abroad due to financial reasons, but I would like to still study abroad and get the experience. I feel like it's better late than never.

I am going to Rio de Janeiro, Brazil this summer.

No, the cost was difficult to manage.

No

No, yes I would have.

Yes, I studied in England with Dr. Lawson.

Yes, I studied abroad in Seoul, South Korea at Chung-Ang University. I did extensive research on the culture before I arrived and thought I would be prepared; however, I was wrong. I was still shocked by the culture and and people were shocked by me. I had my interesting experience aboard and I learn how to adapt to one's culture and as an American how different I view things in world. I learn what I can and cannot change about myself for example my taste buds. Overall, it was a great experience I would love to do it again in a different country.

I studied in Korea at Yonsei University

Yes, Jaen, Spain.

No

This summer I will going to Brazil. It will enhance my experience. It will give me the opportunity to

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see other cultures, people, language, and other civilization. Study broad is a good tool for international students. it gives a chance to everyone who visit any new place to understand some issues that can't be explained in books. Such as the feeling of humanity and peace.

I have not studied abroad but my plan is to go to school in Sweden next spring.

I will be studying abroad this coming year and I am grateful for the

incredible opportunity to expand on my experience and my education with this

program. I am more than impressed that CSUEB offers such a program to students that

may otherwise not have this opportunity. After reviewing the different program options

available to CSUEB students, I feel the scope of different programs and countries that

are offered through CSUEB is expansive and well designed.

No.

Question 22: If you have completed your field experience (internship), how would you evaluate it?

Percent Answered

I studied abroad and so didn't need an additional field experience/internship. 25%

Very valuable - I got an excellent professional experience that was very relevant to the international studies field. 10%

Mostly valuable - my experience was good in general, but only somewhat relevant to the international studies field. 0%

Not very valuable - my experience was not very relevant to the international studies field; I only did it for the required units. 0%

I have not yet completed my internship. 65%

Unanswered 0%

Question 23: How would you rate the importance of the field experience requirement?

Percent Answered

Extremely important - INTS majors should definitely be required to study abroad and/or complete an internship. 50%

Somewhat important - should be optional rather than a required aspect of the program. 10%

Not at all important - was an unnecessary hoop to jump through/obstacle to graduation 0%

I did not yet complete my field experience and/or I have no opinion on this issue. 40%

Unanswered 0%

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Question 24: Are there any suggestions you have to change or improve the field experience component of the INTS program?

Unanswered Responses

2 Given Answers

The field experience is important, however, it should be optional or extra credit because some students don't have the time what with the coursework and outside responsibilities. I had a difficult time juggling all of my school responsibilities as well as my work and family.

It would be nice to an arts perspective added to the program.

Not completed yet

Yes, make the study broad to places such as the middle eastern region such as Jordan, Egypt, Turkey. through the American embassies there are many families that can be the host for students. There are many families like to volunteer and to welcome students. Instead of the money going to 5 star hotels, students can donate their money to these families and in the same time student can live safely and gain a rich experience.

I would not change a thing because I love the freedom I was given as a student to choose where I would like to do my field experience.

n/a

Wish there were on-campus opportunities.

No

Not applicable

I am satisfied with the program and the field experience if offers.

I would have liked doing another internship, possibly my sophomore or junior year to better prepare myself for a career.

no.

none.

Does not apply to me

One suggestion I have is for the field experience to be an actual class where the university has some network with a non-profit agency in the area and make it more of a hybrid course.

I know that there are many options to study abroad, but I still think that almost nobody knows about how to make it worthwhile or if they can even afford it. I think that there should be more pressure put on getting INTS majors to study abroad.

No suggestions

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No.

Question 25: How do you feel about your advising for the INTS major?

Percent Answered

Good - whenever I sought advising I received helpful information and good advice; my INTS advisor showed an appropriate commitment to my learning. 85%

Adequate - whenever I sought advising my INTS advisor was available and I received the information I needed. 15%

Needs improvement - whenever I sought advising I had difficulty finding my INTS advisor or in getting the information I needed. 0%

I did not really seek advising while pursuing the INTS major and therefore cannot answer this question. 0%

Unanswered 0%

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Question 26: Do you have any constructive suggestions about advising for the INTS major? (i.e. what did you like/not like and how might advising be improved?)

Unanswered Responses

2 Given Answers

I would like course descriptions to specify if they have international studies content when enrolling at the MY CSUEB page.

Dr. Lee is great! I wish he was my advisor earlier!

Nothing

I felt like my success was the main goal and was aided in the most professional manner. Very satisfactory, overall.

A lower division INTS based course to help prepare for the difficult upper division courses.

The emphasis classes are not presented early enough in my opinion. The emphasis should be advertised and promoted during the program/

I liked how flexible it was to meet with the director and I also liked the google doc to update classes.

I really loved this major but would have liked to take more International Studies classes earlier on. It was a bummer barely meeting everyone who is interested and only being able to discuss the international field with them the last few months.

I liked how all the major checks were on google docs and excel it made it convenient for major checks and knowing what classes to enroll in.

No

none.

I have always received the needed help, so I do not have any constructive suggestions.

I appreciate the advising.

Nothing to add, experience was exemplary

No suggestions

nab

I had a terrific experience with INTS advising. As soon as I was enrolled in the program I

received an email from my INTS advisor, along with a spreadsheet of the classes I have

42

taken and classes I needed to take to finish with my degree requirements. Anytime I

had questions my advisor quickly and efficiently answered them. He made suggestions

on programs that may be beneficial based on my interests. He utilized a shared Google

Docs folder to store the spreadsheet of classes I need to take, etc., which was beneficial

to my planning. His office hours were updated and posted to blackboard each quarter,

and I never had issues scheduling appointments or meeting with him.

Question 27: Which methods class did you take and why?

Unanswered Responses

1 Given Answers

PSYC 2020, It had sounded the most interesting to me at the time.

I took HIST3010 because it was the only class that I could fit into my schedule.

Introduction to Sociological Research -- this is what was available for me --- I knew nothing about this course.

I chose Decision Science out of the others because I felt it was a bit more relevant to my major and because it was suggested by the Director.

I do not remember

Decision Science, because it supplemented my business emphasis quite well.

I took Sociology 3000 because it was one out of the two I was able to take and because I preferred sociology.

The main reason I took ANTH 4310 as my methods course is, because it was a requirement for my first major and I love to learn about other cultures.

I took historical writing, that had a lot of writing and reading, as if it was a seminar class.

IP

I took Decision Science because the professor received good reviews and he was well educated on his subject.

I took Psychology 2020. I took some Psych classes in the past and learned a good amount and enjoyed them. The same holds true for this methods class.

Psychology because it was from my previous major. I didn't want to take the introduction classes for

43

the other courses so I didn't take another class.

I took Psychology 2020 research methods of investigation (psychology) because I was interested in the various amount of ways one can conduct a study using the scientific method.

Management 3100- The class was very interesting and the learning process was fun. One of the reasons I started to like numbers, and not be scared of math.

20162_SOC_3000_01_1: Intro to Sociological Research - I took this class because it was

suggested in the catalog to be an introduction to methods, and especially students

without an extensive background in statistics. I found this class very useful and was

pleasantly surprised by the amount of knowledge I retained and will be using for future

research.

Management 3100. It was the first course I took. I took this class to get the gist of how global markets function.

Scientific Methods

I have not yet taken my methods class but plan to take Statistics or Econometrics because I would like to understand these aspects of policy more.

Question 28: How helpful did you find taking this methods class in terms of your subsequent ability to perform critical thinking and undertake effective research?

Percent Answered

Helpful - the methods class definitely enhanced my critical thinking process and improved my research skills; thus it was very useful for my subsequent classes. 45%

Not very helpful - I already had good critical thinking and research skills and the class did not add to those in any significant way; I neither benefited from or struggled because of this methods class. 30%

Not very helpful - the methods class did not help me improve my critical thinking and research skills and therefore I felt I struggled in these aspects in my subsequent classes. 10%

I have not yet taken my methods class. 15%

Unanswered 0%

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Question 29: The INTS major requires you to take three lower division classes; a culture class (e.g. ANTH 1300, GEOG 2300), an econ class (e.g. ECON 2301, ECON 2302) and a resources class (e.g. GEOG 2310 or equivalent). How do you feel about this requirement?

Percent Answered

That these three subject areas gave me a good basis for the INTS major and that the choices offered were appropriate - keep things as they are. 55%

That these three subject areas did not give me a good basis for the major and that the choices offered need to be changed to provide a better foundation for INTS. 5%

The major needs its own lower division class (e.g. Introduction to INTS) in addition to these lower division subject areas (i.e. keep them as they are but add an INTS class). 35%

The major needs its own lower division class (e.g. Introduction to INTS) to replace one or more of the existing lower division subject areas (i.e. change them while adding an INTS class). 5%

Unanswered 0%

Question 30: Please rank the existing lower division required areas in order of relevance/usefulness to the INTS major - rank the most useful 1 and least useful 3

Answers 1 2 3

Cultural class (e.g. ANTH 1300, GEOG 2310 or equivalent) 55% 25% 20%

Econ class (e.g. ECON 2301, ECON 2302, or equivalent) 15% 25% 60%

Resources class (e.g. GEOG 2310 or equivalent) 45% 40% 15%

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Question 31: If you could add one class/subject area to the lower division core requirement, either to complement or replace one of the existing subject areas, what would it be - either provide a course name or a subject area (e.g. world history, world politics, globalization, etc.).

Unanswered Responses

2 Given Answers

I don't know, but if the aim is on international studies major, perhaps something around demographics and global population movements

It would be cool to have an Upper Division course that focuses on Transnational Crimes within the world economy.

Globalization is an issue that came up repeatedly during my last year of classes in the

INTS field. I did take a global society and a global systems class, which could

be considered a globalization course, and I feel they were both very useful in furthering

my knowledge of INTS. They covered current issues in the international field, including

the role of IGO's, NGO's, and how they interact with civilians and governments to

develop the world we live in, issues that are created by globalization, and how we

are responding to these issues. This is the very core of INTS, and I feel that without

these particular classes my knowledge surrounding this field would be more limited.

Political Geography: a class that studies the current political systems in place and why are these regions susceptible to such systems.

History of world conflicts

I would add in a world politics class because politics plays a huge role in world issues and world events.

Globalization

A class about Global Systems as a lower division would be helpful, I feel the architecture of the International world should be in place much earlier. History classes help, but the inner workings of NGOS and IGOS should be understood earlier in the program.

World Politics

World Politics, Globalization, maybe even Philosophy to help round out a student's thinking.

I think that a world history class but told from different culture perspective. Take out the Euro/Western-centrism and learn about other parts of the world.

Introduction to INTS

I think adding a business class will be useful.

46

none.

any international relation course.

I would add an international trade class, a theory of war class, and an indigenous peoples class.

I would add a class based on globalization.

Globalization

Question 32: The INTS major is interdisciplinary and the upper division core requires you to take only three compulsory taught courses: INTS 3100, HIST 3017 and INTS 4500. How do you feel about this?

Percent Answered

Fine - the current interdisciplinary system worked very well for me and I see no reason to change anything - I liked the flexibility of choosing my own pathway. 55%

Mostly fine - the current interdisciplinary system worked well for me - I'd want to keep the flexibility of choosing my own pathway/electives but think the major needs to change the required classes slightly to provide a clearer foundation.

45%

Not fine - the current interdisciplinary system worked moderately well for me - there needs to be less choice of electives and more required classes to provide a clearer, stronger foundation. 0%

Not fine - I didn't like the interdisciplinary structure of the degree and think it would be better to have more INTS courses taught by dedicated INTS faculty. 0%

Unanswered 0%

Question 33: What has been your chosen emphasis for the major?

Unanswered Responses

0 Given Answers

Peace and Conflict

Anthropology

Business

Business and Economics

Development and sustainability

Human rights.

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Asia Region

Asia is my emphasis.

Regional - Asia

It was International Business but I added Spanish as well.

Middle East and Islam

World development.

Latin America

My emphasis is history, and politics in the Middle East. As my first major is history with an emphasis of US history. I decided to learn about the world besides the US. I also wanted to learn more about the politics in the Middle East.

My chosen emphasis for this major is Peace and Conflict, which I am not able to fulfill at

CSUEB, but I am able to fulfill abroad. I discovered my interest in this field through

introductory courses I had the fortune of taking at CSEUB. I feel the interdisciplinary

options combined with the variety of introductory courses available at CSUEB is an

excellent approach to this particular field. I also like the option of taking GE classes

at any time during my program at CSUEB. I was able to take the courses that interested

me first, instead of being forced to fill my schedule with classes that I am

not particularly interested in, and this gave me the inspiration and drive to continue. It

gave me the opportunity to develop my interests organically.

Social Development

Immigration

Human rights and international organizations

Asia

Asian Studies

Question 34: Can you explain why you chose this particular emphasis - key reasons for your choice?

Unanswered Responses

0 Given Answers

I feel very passionate about helping the planet, and those who are in need

48

My family members are mostly Economists, and since I was growing up they wanted me to become one, but my interests were in International Studies so I chose my emphasis as Business and Economics.

I'm from Middle East. I wanted to study it because I want to work in the region so it is good to know about it.

I am interested in how developing and developed countries came to be and how they are changing.

I chose it because I knew I was studying abroad in Korea.

International Business - I wasn't sure what career path I wanted to follow and figured understanding business is useful for all fields. Spanish - I'd always wanted to learn Spanish and after studying in Spain I wanted to expand my knowledge about South and Central America

The classes were more available. I enjoy Asian studies but honestly there are just more classes to take and its flexible.

I am fascinated with this area (Asia) and believe that because of the huge portion of population that it holds, as well as its quick economic growth in many areas, it is vitally important to understand this region for the future.

It is related to my minor and have been interested in this region (Asia) for a while.

I am fascinated by both.

My associates degree at community college focused more on cultural anthropology and

social services. I spent several years in the social service field before getting burned out

and leaving that field to start my own business. During that time, I still volunteered

around the world and continued to develop my interest in behavioral sciences, culture,

people, and societies. I continued to write articles about people and behaviors during

this time, and decided to discontinue my corporate world life to pursue my interests in

the international field. I returned to school to further my interests in non-profit work.

However, returning to college as an adult was an amazing experience for me. I

discovered interests that went far beyond just volunteer work with non-profits

and NGO's. I realized the last decade I was away from school was just a break, and in

essence, an extension of my behavioral studies which I view as more of a decade of

"field work". The behavioral patterns of people are my main interest, their

development in regards to the social constructions they are faced with, in particular how

they handle ongoing civil strife and conflict, and the resilience they demonstrate in

dealing with the life circumstances they are forced to endure to survive. So I intend to

continue developing my interests, expanding my knowledge and experience in this field,

and I am very excited for the opportunity to examine such individuals in person, when I

49

have the chance to study abroad, instead of just reading about them through research

and data.

I wanted to find myself as an American. There wasn't a Native American option and Latin America was the closest thing I could think of.

Honestly, I did not think my emphasis was core to the Senior Seminar class, if I had put more thought into it, I would have chosen something more relatable like World issues or regional problems such as in the Middle East. But I just chose what I had more units in.

I chose human rights because one day I would love to study international law and how human rights get violated in our world.

I want to work within the field of human rights under an international organization so the emphasis was perfect for me.

No

It will probably be the most instrumental in building a future career.

I am a sociology major as well and it helped me understand different perspectives of cultures and societies all around the world.

I currently work close to this area of studies

I picked Asia as my emphasis, because I knew I wanted to study aboard in Seoul and I would take classes that would fulfill the requirements for that emphasis.

Question 35: How did you find the experience of satisfying your INTS emphasis?

Percent Answered

Relatively easy - there were plenty of different courses to chose from and they were offered sufficiently regularly that I could get into an emphasis elective when I wanted one. 60%

Sometimes a problem - there were plenty of different courses to chose from but they were offered infrequently or haphazardly. 35%

Sometimes a problem - there weren't very many different courses to choose from although they were offered quite frequently. 0%

Difficult - there weren't very many different courses to chose from and they were offered infrequently or haphazardly, making it difficult to get into an emphasis elective when I wanted one.

5%

Unanswered 0%

Question 36: Do you have a double major or did you declare a minor? Write the word "Major" or 'Minor" below and the subject title.

50

Unanswered Responses

1 Given Answers

I declared this as my double major.

Sociology

None

Major CRJA

Major: International Studies, Spanish Minor: International Business

No I did not double-major or declare a minor.

Major- Anthropology

No

N/A.

Minor, Chinese language and cultural studies

No

I minored in Chinese Language and Literature.

No double major or minor. I really just came back to school to take classes

to further development my personal interests and have access to internship

with NGO's that I did not have as a civilian. I didn't really come back to school for the

degree, although now that I have invested a full year of time and finances, I realize I

should definitely pursue the degree associated with it.

Minor: Creative Video

I only declared the INTS major.

N/A

NA

Question 37: Why did you choose this second major or declared minor and how do you feel it complements your INTS major?

51

Unanswered Responses

1 Given Answers

NA

none

Anthropology was my first major and I felt INTS complemented it since is shared so many similar courses. I believe understanding a culture is important when trying to solve international issues of the world.

Does not apply

n/a

I chose it because I do believe it does complement

N/A.

It was very compatible with my major and it helped me improve my second language proficiency.

No

It help me understand different perspectives of cultures and societies all around the world.

I knew I wanted to minor in Chinese language and cultural studies before transferring to East Bay, it was already an interest and passion of mine. Also, it relates well with my emphasis and overall major.

NA

N/N

I chose Creative Video as a minor for therapeutic purposes.

N/A

International Business: I loved this discipline and the classes which taught me global perspectives on business.

Spanish: This was a great complement to my major because it expanded how many people I can communicate with around the world.

I enjoy this major personally and decided to choose it because it was going to be my major anyway. I

52

am fascinated by the history, culture, and politics of the world, so it compliments my own major.

53

Question 38: How have your writing skills improved while at Cal State East Bay?

Answers Percent Answered

My writing skills have improved greatly and I credit this mostly to the courses I have taken for my INTS major. 25%

My writing skills have improved greatly 45%

My writing skills have improved moderately 25%

My writing skills have not improved. 5%

Question 39: How have your research skills improved while you have been studying at Cal State East Bay?

Answers Percent Answered

My research skills have improved greatly and I credit this to the courses I have taken for my INTS major. 60%

My research skills have improved greatly. 25%

My research skills have improved moderately. 15%

My research skills have not improved. 0%

Question 40: How have your oral presentation skills improved while at Cal State East Bay?

Percent Answered

My oral presentation skills have improved greatly and I credit this mostly to the courses I have taken for my INTS major. 35%

My oral presentation skills have improved greatly. 30%

My oral presentation skills have improved moderately. 25%

My oral presentation skills have not improved. 10%

Unanswered 0%

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Question 41: Are there any questions that you think that this survey should be asking you that weren’t included? If so, can you write them below so that they might be considered for future surveys?

Unanswered Responses

4 Given Answers

NA

None

This survey was great.

None

No suggestions

After taking a year of emphasis courses, I realize how valuable public speaking, debate,

group work, and writing is to this major (and likely all majors). I was surprised how much

public speaking was integrated into the classes - specifically with global systems and the

seminar class. Both classes helped a great deal with developing speaking skills - the

former class required several debates and presentations, and the latter required

one presentation that integrated a power point. I thought they were greatly beneficial.

The Int. Law, Security of the 21st century, and Model UN class involved extensive group

work, which I know is imperative in the real world.

All of the above skills in the classes listed above are extremely relevant to "civilian work"

and I think that could be a question that is included in future surveys.

No questions

The survey should ask financial questions, especially if Cal State East Bay provided sufficient financial resources needed by INTS majors.

I can't think of any.

What is your overall opinion of the INTS program? Has it been easy meeting other INTS majors, why or why not? Any comments or suggestions?

NO

Nope, great survey

No

Should INTS 4500 be offered as a hybrid class and students volunteer their hours and then discuss

55

once a week or physically during an actual class discussion?

No.