IEMG8510A International Education Program Design & …Global Engagement Office (GEO), whose entirety...

Running Head: Tan’s Graduate Intern Program Design & Assessment 1

IEMG8510A International Education Program Design & Assessment

Professor: Darla Deardorff, Ph.D.

Santa Clara University Graduate Intern Program

Student: Sierra Tan

Monterey Institute of International Studies

Tan’s Graduate Intern Program Design & Assessment 2

TABLE&OF&CONTENTS&

PROGRAM&CONTEXT& 324&

SCU$MISSION$STATEMENT$ 3$POTENTIAL$PARTNERSHIP$$ 3$PROJECT$OUTLINE$ 3$

ESTABLISHMENT&OF&GOALS/OBJECTIVES& 429&

KEY$STAKEHOLDERS$ 4$NEEDS$ASSESSMENT$ 4$PROGRAM$GOALS/OBJECTIVES$ 8$

PROGRAM&ASSESSMENT& 10213&

ASSESSMENT$TEAM$ 10$ASSESSMENT$TOOLS,$COLLECTION$AND$USE$OF$DATA$ 10$ASSESSMENT$TIMELINE$ 10$ASSESSMENT$PROTOCOL$ 11$SURVEY$QUESTIONS$&$RUBRICES$ 13$ASSESSMENT$EVALUATION$ 13$

DESIGN&OF&LOGIC&MODEL& 13216&

PROGRAM$LOGIC$MODEL$ 14$NOTES$ON$LOGIC$MODEL$$ 15$

CONCLUDING&THOUGHTS&&&RECOMMENDATIONS& 16217&

RECOMMENDATIONS$ON$PARTNERSHIP$WITH$MIIS$ 16$RECOMMENDATIONS$ON$PROGRAM$IMPLEMENTATION$$ 16$

REFERENCES&&&APPENDICES& 17228&

REFERENCES$$ 17$APPENDICES$AEG$$ 18E28$


Program Context

Santa Clara University Mission Statement

As California's oldest-operating institution of higher education, Santa Clara University

(SCU) is a comprehensive Jesuit, Catholic university with more than 150 years of history. Its

mission statement is as follows:

The University pursues its vision by creating an academic community that educates the

whole person within the Jesuit, Catholic tradition, making student learning our central

focus, continuously improving our curriculum and co-curriculum, strengthening our

scholarship and creative work, and serving the communities of which we are a part in

Silicon Valley and around the world.

In today’s increasingly globalized world, with this mission in mind, SCU established the

Global Engagement Office (GEO), whose entirety includes the offices of Study Abroad and

International Student Services, to lead campus-wide internationalization efforts. Committed to

fostering multicultural engagement and global understanding, and further enhance SCU’s

intercultural education, the GEO is initiating a six-month Graduate Intern Program, starting in

June 2013. It is expected that upon completion of the program, the intern, through hands-on

experience in the development of International Partnerships, student advising, programming, and

project management with the three offices (GEO, Study Abroad and International Student

Services), will be able to work independently in the field of international education.

Potential Partnership

As a graduate student in the International Education Management (IEM) program at the

Monterey Institute of International Studies (MIIS), I see a potential collaboration between the

two institutions: MIIS launched the IEM program in August 2012, aiming for students to “gain a

wide variety of knowledge and skills related to program management, education administration,

and intercultural communication” (MIIS, 2013); such knowledge and skills are exactly required

by SCU of its potential interns. For the IEM students to accomplish the program successfully,

they must conduct a 4-6 month professional practicum upon completion of all coursework

following one rigorous and intensive academic year on campus. As such, MIIS can provide

interns for SCU’s potential Graduate Intern Program on a long-term basis. Clearly, this is a win-

win situation for both institutions, and a good example of a partnership between two institutions

of higher education. Therefore, I have approached Ms. Susan Popko, the Assistant Provost in


charge of the GEO at SCU, and offered to help with the design of this program.

Project Outline

In order to make this program successful and sustainable, I have applied what I have

learned from our course “International Education Program Design & Assessment” to the entire

design process, which consists of four stages. I start with the establishment of goals and

objectives; then come up with an assessment plan; next, I design a program logic model, and

conclude with recommendations that could help make the partnership between the two

institutions effective, and ensure the Graduate Intern Program to attain its goals.

ESTABLISHMENT OF GOALS/OBJECTIVES

To establish the program goals and objectives, I identified the key stakeholders, and then

conducted a needs assessment to explore what their needs are.

Key Stakeholders

There are three major stakeholders in this program: SCU, graduate interns and their

graduate programs. Based on the understanding that this program is built on the potential

partnership between SCU and MIIS, specific populations of these stakeholders are illustrated in

Table 1 below.

Table 1: Key Stakeholders

Key

Stakeholders SCU Graduate Interns

Interns’

Graduate Programs

Specifications

GEO

IEM graduates from MIIS The IEM program faculty

and staff at MIIS

Study Abroad Office

ISS

SCU students

SCU faculty and staff

Needs Assessment

Different methods were used to ascertain the various stakeholders’ needs:

SCU staff: informal conversations, phone calls, emails, and questionnaires. Three sets of

questionnaires (Appendices A, B, & C) were designed for the three offices respectively, and sent

to nine staff members (three per office). Six (two from each office) completed and returned the

questionnaires.

SCU student, faculty and staff: after a discussion with SCU, it was decided not to involve


students, faculty and staff. The GEO office helped identify their needs.

IEM students: an online survey was sent to 28 students (18 IEM students, the other10 only take

some IEM courses), 16 of whom conducted the survey (Survey questions are in Appendix D).

IEM faculty and staff: I met the program chair and Academic and Career Advisor in person to

discuss their needs; and worked with them closely in designing the IEM student survey.

Table 2: Methods of Needs Assessment

Stakeholders Methods Timeline

SCU

GEO Meetings, phone calls & emails By March 26th 2013

Study Abroad Office Questionnaire + emails By March 26th

ISS Questionnaire + emails By March 26th

SCU students Through GEO By March 26th

SCU faculty and staff Through GEO By March 26th

MIIS graduate interns Survey & interview By March 26th

MIIS IEM Program Meeting with Program Chair and

Career & Academic Advisor March 15th

The data collected from the needs assessment is presented in Table 3; which includes

each office’s wish list (in black) and what duties they would like the intern to help (in green).

These are displayed together so that Ms. Popko can have a big picture of what the staff wishes to

achieve; and what programs might be left unaddressed (in blue).

Table 3: Key Stakeholders’ Needs

Stakeholders Needs

SCU GEO

Need intern for:

! Pioneering initiatives to make GEO’s presence more widely known across

campus (strengthening our commitment to internationalizing SCU as a whole).

! Develop new ways to showcase student/faculty/staff experience with study and

research abroad.

! Website development

! Analyze the job responsibilities and workloads through the year of the student

workers at the front desk, and identify inefficiencies and propose alternative

solutions of how to best use them.


! Finish documenting the characteristics/attributes of our study abroad program

portfolio.

! Assisting with the data loading of the implementation of study abroad/travel data

management.

Wish list:

• Increase publications that advertise students abroad (official regular news letter

or other showcase of photos students take abroad/ways they can share their

international experiences).

• Better office organization for all of first Floor Varsi Building.

• Implement StudioAbroad data management system.

Study

Abroad

Need intern for:

! Advising prospective study abroad students on programs.

! Help coordinate study abroad activities and events on campus (orientation,

returned student events, family weekend, preview days, etc.).

! Website maintenance.

! Programming for incoming exchange students and general advising.

! London program administration: student lists, visa information, courses, etc.

! El Salvador program: course alignment, student lists, recruiting, etc.

! Help with tracking important trends in the field.

Wish List:

• Improve the website to make it more user-friendly.

• Increase comprehensive returned student programming.

• Offer more Gilman and other scholarship information sessions.

• Enhance outreach and collaboration with other offices on campus.

• Establish mentor/buddy program for incoming exchange students

• Provide more cohesive pre-departure materials (handbook, orientation, etc.).

• Provide detailed information by majors for prospective study abroad students.

• Comprehensive planning / advising for undergraduate programs, with ability for

ease of comparison of offerings, ease of student academic advising.

• More training on how to handle study abroad emergencies.


• Organize program review for SCU-sponsored programs.

ISS

Need intern for:

! Represent SCU as a Designated School Official (DSO) and work within SEVIS

and the university student database to maintain compliance with federal

reporting requirements.

! Take the lead on initiating the Bridge program.

! Offer more social events for SCU students.

Wish List: • More programs to help international students adjust to life at SCU and to foster

relationships between domestic and international students, such as Buddy or

Bridge programs.

• Intercultural training for SCU faculty and staff.

• Increase orientation programming.

• Closer collaboration with other campus departments and student groups.

• Expand workshop offering to international students to cover both regulatory

issues as well as cultural workshops (e.g. adjusting the U.S., success in the U.S.

classroom, job success strategies).

• More resources to sponsor or co-sponsor social and cultural events to

internationalize and enrich the SCU community as a whole, which fulfill the

Jesuit education principle of Care for the Whole Person (Cura Personalis) and

which would enrich the University by enhancing multicultural engagement and

global perspectives of domestic and international students, faculty, and staff.

• Department briefings on international student issues.

Students

More interaction between international and local students.

More programs that provide them with global perspective and engagement.

An enriched campus life with various intercultural programs.

A wide variety of study abroad programs to choose from.

Faculty

& staff

More strategic partnerships with other institutions both in and outside of the U.S.

Closer collaboration between faculty and staff in terms of campus internationalization

More effective data management.


MIIS graduate

interns

Graduate level work to complete the 4-6 month practicum

Complete 7 – 11 deliverables through the practicum

Hands-on professional experience in a position that is directly translatable to a future

career/job

Access to a professional network in the field

MIIS IEM

program

A full-time 4-6 month professional practicum

Allows enough responsibility to do graduate level projects

A mentor to supervise student’s practicum

Work in the area of international education

Permission to use SCU’s name as a host site on MIIS website

Mutual support of media recognition

Program Goals and Objectives With the above needs in mind, together with Ms. Popko, we have established goals and

objectives for both the GEO and the intern; although the former is embedded into the Intern Job

Description (Appendix E). From the participant’s perspective, the overall goal is to prepare the

intern to be able to work independently and professionally in Study Abroad, International

Partnership Development, and undertake some aspects of International Student Services (This

program is designed with the premise that the intern is an international student, who will not be

able to perform all duties in ISS, due to the restrictions on access to SEVIS). Under this

overarching goal, three supporting goals are established below:

Goal #1: To prepare the graduate intern who, upon completion of the internship, will have

acquired professional knowledge to work independently in Study Abroad and International

Partnership Development, and undertake some aspects of International Student Services.

• Objective 1a: Within three months of the program, the intern scores at least an 80%

satisfaction rate from the staff in terms of their understanding of SCU’s institutional

structure, culture, and administrative procedure to carry out his/her job responsibilities

smoothly.

• Objective 1b: Upon completion of the program, the intern will have acquired knowledge to

articulate at least two trends and two best practices in one area of international education.



acquired skills to work independently in Study Abroad, International Partnership Development

and some aspects of International Services.


satisfaction rate from the staff in terms of their understanding of basic techniques in

programming, student advising, and project management.

• Objective 2b: Upon completion of the program, the intern scores at least an 80% satisfaction

rate from the staff in terms of their effective use of skills in programming, student advising,

and project management.


developed professional, self-directed and flexible work attitudes.


satisfaction rate from the staff in terms of their willingness to adapt to the new working

environment.

• Objective 3b: Upon completion of the program, the intern’s performance review shows that

they score at least an 80% satisfaction rate from the staff in terms of their adaptability and

flexibility.

Table 3 illustrates the composition of each desired learning outcome.

Table 3: Desired Learning Outcome of the Graduate Intern Outcome Specifications

Knowledge

1. Being familiar with SCU’s institutional culture and work environment, including

institutional structure, rules and regulations, administrative procedure, etc.

2. Knowledge on programming, student advising, and project management

3. Understanding at least 1-2 trends and best practices in international education, if

resources are provided, such as opportunities to attend NAFSA conferences

Skills

1. Programming skills

2. Student advising skills

3. Project Management skills

Attitudes

1. Team spirit

2. Adaptability

3. Flexibility


PROGRAM ASSESSMENT PLAN

With the program goals and objectives clearly established, and with the principle of

beginning with the end in mind, an assessment plan needs to be designed at the outset and

embedded into the program. To this end, five steps are taken: 1) setting up an assessment team;

2) deciding what tools to use, who is to collect data and how to make use of it; 3) establishing a

timeline for assessment; 4) designing survey questions and rubrics; and 5) making a plan for

assessment evaluation.

1) Assessment Team

Keeping in mind the intern’s job responsibilities, I would suggest the assessment team

include four staff members: the Intern supervisor (the Associate Provost), the two Directors from

the International Student Services (ISS) and Study Abroad Office (SAO), and the Administrative

Assistant. These people are selected because the intern will work with them closely on a daily

basis. One staff member should be assigned as the assessment coordinator (referred to as

Coordinator hereafter), who will coordinate with the entire team and administer the assessment

plan.

2) Assessment Tools, Collection and Use of Data

As Green (2012) confirms, “Assessment experts agree on the importance of multiple

measures to assess any given outcome to provide a richer picture of the learning and to

triangulate the insights provided by the different tools” (p. 10). With this in mind, both direct and

indirect tools will be used. The assessment team also needs to decide on who is to collect data,

and how to make use of it to ensure the program is on the right track, and to maximize the

intern’s learning outcomes; such information is demonstrated in Table 4 on the next page.

3) Assessment Timeline

Considering the small scale of the program (only one intern), all learning outcomes will

be assessed at the same time. Bearing in mind Deardorff and Jones (2009)’s caveat on not to

over-assess, the existing SCU’s annual performance review (Appendix F) will be integrated into

the assessment plan. Per Ms. Popko’s request, two major assessments will be conducted, the first

one (formative) takes place three months into the program, and the second (summative) at the

end of the program. Although at the end of first month, the intern should provide a self-reflection

report, and the coordinator will meet with them to address potential concerns, and make sure the

program is on the right track. The timeline is also included in Table 4.


Table 4: Assessment Protocol

Indirect Methods Description of Measure Hypothesis of Measure (and

purpose) Collection & Use of Data Timeline

Intern Self-Reflection Report

Intern to reflect on what knowledge and skills they have acquired, and what they still need to learn in order to perform their duties effectively.

Self-reflection provides a good foundation for the assessment team to understand from the intern’s perspective what the intern has gained from the program and what intervention is needed to improve their learning.

The Coordinator collects these reports, which will then be reviewed and evaluated by the assessment team in a timely manner, so that appropriate arrangements can be made accordingly to make sure the program is heading for the right direction.

One month, three months into, and end of the program

Intern Observation Report

Intern to write a report objectively stating what they think the three offices can do to better help achieve their learning goals; and if possible, offering suggestions for the GEO to enhance its internationalization efforts

Unlike self-reflection report, this gives the intern a chance to express their voice on how the program is going, and how things could be improved.

Three months into, and the end of the program

Exit Intern Interview

The Coordinator interviews the intern to find out what they have gained from the program, and what could have been done to make this program more effective, if possible.

The feedback of the intern is essential to adjust future directions of the program; also, it could potentially offer an outsider’s view on how the GEO could enhance its overall efficiency.

The Coordinator records the interview, and sends a summary to share the information gathered with the assessment team; adjustments could then be made in future programs

End of program

Direct Methods Description of Measure Hypothesis of Measure (and purpose) Collection & Use of Data Timeline

Staff Survey

Based on their interaction with the intern, staff provides feedback on the intern’s competence to perform their job duties (Appendix E- Intern’s Job Description).

Staff members working with the intern are the best people to tell if the intern has obtained sufficient knowledge and skills to work professionally in the field.

The Coordinator will convey staff feedback to the intern, so that they understand their strengths and areas for improvement.

Three months into, and the end of the program


Observation

The Coordinator observes how the intern is interacting with students, staff and faculty, and if the intern has sufficient knowledge and skills to perform their duties professionally.

Observation provides reliable information that can truly reflect what knowledge and skills the intern has acquired, and what still needs to be improved.

The Coordinator should provide feedback to the intern at every observation, acknowledging what the intern has done well, and offering suggestions if things need to be improved.

Throughout program, especially during the first two months

Work-Study Students Survey

Survey to obtain Work-Study students’ feedback on how effectively they think the intern organizes and manages their work.

Since a major part of the intern job is to coordinate with Work-Study students, their feedback will be a good indicator of the intern’s level of knowledge and skills.

The Coordinator will collect and review the survey results; and meet with the intern, acknowledging what has been done well, and advising what needs to be improved.

Three months into, and end of program

E Portfolio

The intern is required to finish 7 – 11 deliverables upon completion of the internship. As described in the IEM Practicum Syllabus (Appendix G).

These deliverables can reflect the knowledge and skills the intern has acquired through the program in a comprehensive way.

The Coordinator collects each deliverable upon its completion, which is then reviewed by the assessment team; constructive feedback should be provided for the intern’s future learning.

From the first day of the second month to the end of the program


4) Survey Questions and Rubrics

For intern self-reflection reports and observation reports, the Coordinator should provide

the intern with guidelines on what major points they should report on; for all surveys, questions

should be designed; and for staff observation and the exit interview, areas of focus should be pre-

determined. In addition, for all survey questions, rubrics of the learning outcomes should be

explicitly defined, so that staff and Work-Study students have an idea on how to rate the intern’s

performance. Due to the time constraints of this project, questions and rubrics will not be

included in this document.

5) Assessment Evaluation:

In order to monitor the validity, reliability and efficiency of the assessment, the

coordinator should consult with Ms. Popko to establish a team to evaluate every assessment upon

its completion. Theoretically, the evaluation team should have some non-assessment-team

members to provide outsiders’ perspectives.

DESIGN OF PROGRAM LOGIC MODEL

As Knowlton and Phillips (2013) defined, “Logic models are a visual method of

presenting an idea. They offer a way to describe and share an understanding of relationships (or

connections) among elements necessary to operate a program or change effort. Logic models

describe a bounded project or initiative: both what is planned (the doing) and what results are

expected (the getting)” (p. 4). With this in mind, a program logic model is designed on the next

page.


SCU Graduate Intern Program Logic Model

Input (Resources) Activities Outputs Short-Term Outcomes

(End-of-3 Months)

Intermediate-Term (End-of-Program)

Outcomes

Long-Term (>1 year) Outcomes

Impact

Time on intern recruitment

Recruiting qualified intern

Number of programs, workshops, the intern coordinated, or created

At least an 80% staff satisfaction rate in terms of intern’s understanding of SCU’s institutional structure, culture, and administrative procedure to carry out job duties smoothly

The intern’s ability to articulate at least two trends and two best practices in one area of International Education (IE)*

Intern finds a job that matches their knowledge and skills in IE

Internship leads to intern’s lifelong passion in pursuing professional growth in IE

Staff time on intern training and mentoring

Staff provide pre-service & in-service training

Number of international/study abroad students advised/supported

Training materials

Staff observing and mentoring

Number of materials developed to support international partnerships

At least an 80% staff satisfaction rate on intern’s understanding of basic techniques in programing, student advising, and project management

At least an 80% staff satisfaction rate in terms of intern’s effective use of skills in programing, student advising, and project management

Intern builds expertise in at least one area of IE

Participating graduate Intern

Intern to carry out duties

Number of Study Abroad sessions observed or evaluated

Working space and equipment

Professional development*

Number of material designed to improve Study Abroad website

At least an 80% staff satisfaction rate in terms of intern’s willingness to adapt to the new working environment

At least an 80% staff satisfaction rate in terms of intern’s adaptability and flexibility Stipend Intern

evaluation

Number of materials developed for work students training

* Depending on resources, see notes No. 3 on the next page.


Notes on Program Logic Model

This logic model should not be taken as static; instead, it should be a perpetual process.

Some points regarding the model to be noted are as follows:

1) Due to the space limit, detailed information on resources/activities/materials needed to

achieve the desired learning objectives are listed in Table 5 below;

2) This table gives an estimate of time required for intern training; however, depending on

intern’s entry level of competence, and his/her own interest in certain areas of international

education, initial and/or on-job training time can vary from one intern to another;

3) Intern’s professional development refers to having opportunities to attend

seminars/workshops/training sessions provided by professional associations such as NAFSA

or AIEA; such opportunities depend on whether or not the GEO has the resources.

Table 5: Supporting Activities/Resources/Materials Activities/Resources/Materials When Provider

Induction First day The Coordinator

Initial training First 1-2 weeks of the program Appointed staff members

On-the-job training Throughout the program

Appointed staff members

Observing/Mentoring The Coordinator

SCU staff handbook To be provided within first week

of the program

SCU HR Department

SCU Code of Conducts SCU HR Department

Student handbook Student Services Department

Existing materials from GEO First 1-3 weeks of the program GEO

Existing materials from ISS First 1-3 weeks of the program ISS

Existing materials from SAO First 1-3 weeks of the program SAO

Personal meetings with

coordinator or supervisor

First day, and whenever feedback

from surveys/observations needs

to be communicated

Coordinator or Supervisor

Professional development

opportunities, such as attending

NAFSA conferences

When regional and national

conferences are organized

GEO Office (depending on

resources available)


CONCLUDING THOUGHTS & RECOMMENDATIONS

In the knowledge economy of the 21st Century, human capital has been recognized to be

the most critical factor in every society. It is essential for institutions of higher education to

produce graduates that are not only well equipped with theoretical studies, but also with hands-

on experience to deal with challenges in the real world. To this end, Santa Clara University’s

Graduate Intern Program provides a great opportunity for graduate students to consolidate what

they have learned from classroom and textbooks. To ensure the sustainable success of the

program, recommendations are offered on both fronts of partnership building with MIIS and

program implementation.

Recommendations on Partnership with MIIS

As stated earlier, the partnership between SCU and MIIS augurs well for a win-win

situation, given what both parties can offer. However, going forward, it is important for the GEO

office at SCU and the IEM program at MIIS to keep in mind the following points:

1) It would be a good idea for both parties to sign a Memorandum of Understanding to ensure a

sustainable supply of interns;

2) Since the IEM program is comparatively new, the GEO office and the IEM Program Chair

should keep in close communication, for the latter to understand what the office looks for in

a potential graduate intern; such information will be critical for the IEM program in

designing its curriculum;

3) In the same vein, upon completion of each internship program, the GEO office should

provide feedback on the participating intern’s performance for the IEM program; this

feedback is an indirect method for the assessment of the IEM program. The Program Chair

should make use of such feedback when deciding the future direction of the program;

4) Apart from regular contact with each other, the two sides should especially keep in close

communication with each other during the internship period to make sure the intern has

sufficient support from both his/her graduate program and the internship provider.

Recommendations on Program Implementation

At present, the three offices are understaffed, since the GEO is somewhat like a new

start-up. Under such context, for the program to achieve the aforementioned learning outcomes,

it is essential that the following arrangements be made:

1) One staff member (preferably the Coordinator) should be appointed as the point of contact;


so that the intern knows whom to turn to if they need help in a new environment. This staff

member should also be responsible for conducting the intern’s induction and making plans

for their training;

2) Given that staff members in the three offices are all very busy, at least one-month’s notice

should be given to them on the intern’s start date, so they are aware of, and can make plans

for, the intern’s training before their arrival;

3) Although one of the objectives is to train the intern to become adaptable and flexible,

considering it is hard to change one’s attitudes; it is crucial to recruit interns who have team

spirit, adaptability and flexibility;

4) The Intern should be informed of the assessment plan, especially the rubrics for performance

measuring, before starting the program;

5) The Coordinator and supervisor should maintain communication with the intern in a timely

manner, in order to make sure the intern is heading in the right direction;

6) Since this is the first year this program is launched, the program logic model might be subject

to constant changes. The development of the model will be and should be an evolving

process, based on how the real situation presents itself as the program moves forward;

7) An intern’s training plan and work schedule should be established upon completion of the

first year’s program, which can serve as the foundation for future programs.

REFERENCES

Deardorff, K. D. & Jones, E. (2009). Implementing intercultural competence assessment. In

Deardorff, K. D. (Ed.), The SAGE handbook of intercultural competence (pp. 477-491).

Thousand Oaks, CA: SAGE Publications, Inc.

Green, F. M. (2012). Measuring and assessing internationalization. Retrieved from:

http://www.nafsa.org/uploadedFiles/NAFSA_Home/Resource_Library_Assets/Publicatio

ns_Library/Measuring%20and%20Assessing%20Internationalization.pdf

MIIS, (2013). MA in International Education Management. Retrieved from:

http://www.miis.edu/academics/programs/education-management

Knowlton, W. L., & Phillips, C. C. (2013). Introducing logic models. The Logic Model

Guidebook (2nd ed.) (pp. 2-15). Thousand Oaks, CA: SAGE Publications, Inc.


Appendix A: Questionnaire for GEO

This questionnaire is designed to identify the needs of the Global Engagement Office (GEO) in terms of the potential Graduate Intern Program. Note: The Associate Provost for International Programs is kindly asked to answer all questions (Q1 – Q8); whereas other GEO officers could only answer Questions 4 to 8. Please answer the questions below.

Name:

Date:

1. What is SCU’s target ratio of international students to total students?

2. What is the target ratio of number of students attending study abroad programs to the number

of graduating students by year? 3. How many Work-Study students are helping in your office currently? And for how many

hours per week? In what areas are they helping your office? Number of Work-Study: Hours of Work-Study: Work-Study’s Areas of Responsibilities: 4. How often did you need to work overtime during the past six months? Not at all: Occasionally: Quite Often: Frequently:

5. What is the wish list of programs that you and/or your office would like to carry out if time

and staff is not a concern?

6. In your opinion, what are the programmatic needs of your office that are not addressed sufficiently due to time constraint?

7. Are there any particular areas of responsibilities or programs your office wishes the intern to

help? 8. What are your thoughts/suggestions/ideas for the Graduate Intern Program?


Appendix B: Questionnaire for the ISS Office

This questionnaire is designed to identify the needs of the Office of International Student Services at the Santa Clara University in terms of the potential Graduate Intern Program. Note: The Acting Director is kindly asked to answer all questions (Q1 – Q8); whereas other ISS officers could answer Questions 4 to 8 only. Please answer the questions below.

Name:

Date:

9. What is the number of international students and total students at SCU this year? What were

the figures last year? Number of international students this year: Total number of students this year: Number of international students last year: Total number of students last year: 10. How many nationalities does SCU’s student body represent this year and last year

respectively (excluding U.S.)? Number of nationalities this year: Number of nationalities last year: 11. How many Work-Study students are helping in your office currently? And for how many

hours per week? In what areas are they helping your office? Number of Work-Study: Hours of Work-Study: Work-Study’s Areas of Responsibilities: 12. How often did you need to work overtime during the past six months? Not at all: Occasionally: Quite Often: Frequently:







Appendix C: Questionnaire for Study Abroad Office

This questionnaire is designed to identify the needs of Study Abroad Office in terms of the potential Graduate Intern Program. Note:

The Assistant Director is kindly asked to answer all questions (Q1-Q8); whereas other officers could answer Questions 4-8 only. Please answer the questions below.

Name:

Date:

17. How many students go abroad to study, and what is the ratio to the total graduating student

body this year? What were the figures of last year? Note: any credit carrying study abroad program counts, being short-term, semester or yearlong program.

Number of students studying abroad this year: Ratio: Number of students studying abroad last year: Ratio: 18. Please assess to what degree SCU encourages students from traditionally underrepresented

groups and students from a wide variety of majors and fields of study to participate in education abroad. Not at all: Reasonably well: Very well

19. How many Work-Study students are helping your office currently? And for how many hours per week? In what areas are they helping your office?

Number of Work-Study: Hours of Work-Study: Work-Study’s Areas of Responsibilities: 20. How often do you need to work overtime during the past six months? Not at all: Occasionally: Quite Often: Frequently:







Appendix D: Survey Questions for Potential SCU Graduate Interns

In order for this internship program to be successful and sustainable, the GEO takes great

care in the program design, which starts with a needs assessment of graduate interns. Since the

Monterey Institute’s IEM program produces professionals with the exact knowledge and skills

required by SCU of its interns, the two universities have great potential for collaboration in this

program. As such, SCU would like to conduct a survey among the IEM students to identify

potential needs of future graduate interns.

Survey Questions:

1. Where geographically would you like to conduct your practicum?

2. What program are you in and how many years of work experience do you have?

3. For your practicum, which of the following would you like to work with:

University NGO Government Private Sector Other, please specify

4. SCU is considering offering a stipend for the potential intern at the rate between $10 and

$16 per hour; would you be interested in a 12-month internship? Yes No

5. If payment is the only reason you wouldn’t be interested, what rate would be acceptable

to you? $/hour

6. SCU is considering a one-year internship program. How long would you like the length

of internship to be?

4 months 6 months 10 months 12 months Other, please specify

7. If you were to intern with SCU, would you prefer focusing on Study Abroad (SA),

International Student Services (ISS), or working in various areas related to international

education?

SA ISS Working in various areas Other, please specify:

8. What is your area of interest in terms of international education?

Study Abroad International Student Services International Alumni

International Marketing & Enrolment Management Curriculum development

Citizen Diplomacy International Service Learning Development & Education

Other, please specify:

9. What do you wish to achieve through the internship program?

10. Are there any questions you want to ask regarding this program? If yes, please specify.


Appendix E: Graduate Intern Job Description Position title: Graduate Intern Institution: Santa Clara University Location: Santa Clara, CA Hours per week: 30 hours Length: 6 months (June 17th to December 13th, 2013)

Summary: The Intern will be working with the entirety of the Global Engagement Office including Study Abroad Office (SAO) and International Student Services (ISS), as the GEO continues to internationalize SCU’s campus, and strengthen its foundation in intercultural education. The intern’s duties include, but are not limited to: developing materials to support the university’s present and future international partnerships, analyzing and improving the work efficiency of the office student workers, supporting a successful transition to dealing with an increasing number of international students, creating new workshop offerings for students, revising the Pre-Departure Handbook and Study Abroad website, evaluating student advising sessions for their effectiveness, and providing general organizational support to the offices. A detailed job description of the intern is listed per office below:

GEO Office:

Area I: Developing International Partnership

• Developing materials to support the university’s present and future international

partnerships.

• Maintaining communication with international partners.

Area II: Organizing Work-Study students

• Analyze the job responsibilities and workloads through the year of the student workers at

the front desk, ISS and Study Abroad office, and identify inefficiencies and propose

alternative solutions to maximize their work efficiency.

• Develop a training program for Work-Study students, and build in an annual evaluation

program to review their work performance.

• Produce a handbook, calendar for training, and check list for front desk student workers

to provide them with clear guidance.

ISS Office

Support the ISS office in developing its best practices in international students’ education, and

help ensure the office’s successful transition to dealing with an increasing number of

international students.


• Create new workshop offerings for international students to cover regulatory issues (e.g.

CPT & OPT workshops, etc.).

• Provide more programs to help international students to adapt to life at SCU and to foster

relationships between domestic and international students, such as Buddy or Bridge

program.

Study Abroad Office

Help the office enhance central foundations of study abroad to keep in line with the standards

and codes of ethics for education abroad stipulated by the Forum on Education Abroad and best

practices established by NAFSA.

• Revise the study abroad Pre-Departure Handbook, making it accessible for all students

electronically.

• Improve the Study Abroad website to make it more user friendly, and ensure that the

program pages incorporate information on curriculum (for students’ course alignment)

and advising practices that are desirable for students to undertake.

• Listen to and present at one-on-one advising sessions, evaluate their effectiveness.


*Syllabi are subject to change by the instructor with advance notice to students Page 1

Graduate School of International Policy & Management

COURSE SYLLABUS – SPRING 2013

IEMG 8650A: IEM Practicum – 6 credits

Dr. Katherine Punteney/ Assistant Professor Office: Casa Fuente 300F (top floor)

Email: [email protected] Office Hours: Monday, Tuesday, Wednesday 12-1pm (or by appointment)

COURSE DESCRIPTION

While undertaking an approved professional practicum in the International Education Management field, students will be responsible for rigorous academic performance, equivalent in quantity and quality to the requirements for equivalent on-campus coursework. Students will demonstrate their application of theory to practice through completion of multiple deliverables.

COURSE OBJECTIVES

Students completing the IEM practicum will demonstrate their achievement of the five IEM program learning goals:

International Education Theory: Articulate the trends, best practices, and debates in the field of international education

Program Design and Assessment: Demonstrate the ability to develop and assess programs to meet the goals of fostering intercultural understanding and exchange

Intercultural Competency: Work collaboratively and effectively in culturally and linguistically diverse environments

Resource Generation: Demonstrate ability to plan and execute international education marketing, recruitment, enrollment management, and fundraising initiatives

Resource Management: Utilize management competencies including strategic planning, data management, budgeting, and staff management in the administration of international education programs.

TEXTBOOKS AND OTHER MATERIALS

No textbooks are required for this course. Additional guidelines, resource materials, and discussion boards are on the course website. Moodle site: http://ilearn.miis.edu/course/view.php?id=1119

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