Running head: COURSE PROPOSAL WELCOME TO SOUTH

New Course Proposal Welcome to South: International Student Orientation Catie Holker Seattle University

December 8, 2013 AEDT 510 Course Design

COURSE PROPOSAL WELCOME TO SOUTH

Table of Contents

Introduction ............................................................................................................................................................ 3 Course Synopsis ..................................................................................................................................................... 4 Needs Assessment ................................................................................................................................................ 9 Goals and Objectives ......................................................................................................................................... 12 Alignment Plan .................................................................................................................................................... 17 Course Calendar.................................................................................................................................................. 23 Course Visual ....................................................................................................................................................... 26 References ............................................................................................................................................................ 27

COURSE PROPOSAL WELCOME TO SOUTH Introduction

The purpose of this course proposal is to provide the opportunity for all new international students at South Seattle Community College (SSCC) to get the resources and support that they need in order to be successful during their experience abroad. Currently, only about 30-40% of newly enrolled international students attend the two-day required orientation provided by the International Programs office the week before classes begin (N. Fanning, personal communication, December 2012). This means at least 60% of new students are not getting the vital and helpful information they need in order to navigate the college, understand the American classroom, and meet other students in the community. By transforming the two-day orientation into a required, one credit, quarter-long orientation class, 100% of new international students can get the assistance and encouragement that they need on an ongoing basis. They key components of this course proposal are the needs assessment, goals, and calendar. Prior to the first day of class, an assessment of needs must be done in order to execute the course in such a way that it is adaptable to the wide array of incoming students. It will be crucial to understand the population of students and to know what content they would find most useful in an orientation course. The goals are the driving force of this courses purpose and they inform all aspects of the courses activities and rationale. Finally, the course calendar provides a comprehensive snapshot of what each week in class will look like.

COURSE PROPOSAL WELCOME TO SOUTH Course Synopsis

Course designer. Catie Holker, M.Ed. candidate at Seattle University with 4 years of experience in the field of education, and 3 years of experience working with international students. Projected start date. Fall Quarter 2014 Course title. Welcome to South International Student Orientation Target audience. The target audience for this course is international students entering their first quarter at South Seattle Community College who have not enrolled in American Higher Education previously. This includes students admitted for High School Completion, the Intensive English Program, or any other educational path through SSCC. If incoming international students have aready studied in the United States, then this course is optional for them; otherwise all new international students enrolling in the fall will be registered for this course automatically. SSCC accepts any international student with proper visas or documentation to study in the United States. These students often range in age from 16 years old to 50 years old. Department. International Programs (IP) at South Seattle Community College SSCC has about 8,000 total students and the IP office serves approximately 450 international students on campus in areas such as academic advising, immigration support, recreational activities, and college success workshops. The proposed course will be managed by a new, part-time staff member who will be employed by the International Programs office; he or she will have assistance with activities and course content from the offices two members of the activities and events team. All IP office staff will provide and support course content, including the academic advisors, immigration advisor, events staff, admissions team, and marketing team. Each quarter, the courses syllabus must be approved by the director of the IP office.

COURSE PROPOSAL WELCOME TO SOUTH

Rationale. Despite the supposed benefits of arriving a few weeks early to the campus, only about 30-40% of new international students show up for orientation each quarter even though it is mandatory (N. Fanning, personal communication, December 2012). Unfortunately, there is no ramification for missing it. Orientation, the way it is currently operated, takes place 2 weeks prior to the start of classes, to allow time for adjustment and participation in Activities Week (1 week prior to classes, 5 tourist activities offered at a discounted price). But, for whatever reason, students do not often want to arrive this early, as suggested from the attendance rates. A better method to disseminating such vital information would be to create a mandatory class for all incoming students so that they may put in their long-term memory what is important about being an international student at South. The investment in a new, part-time staff member would be worth the fact that a mandatory orientation class would boost attendance closer to 100%. There are several additional reasons to consider this course: Students who enroll in a mandatory orientation class their first quarter will have the opportunity to develop long-term relationships such as peers, friends, and mentors (10-11 weeks versus just two days) Orientation information instructed over the course of several weeks will allow for long-term projects that better orient the student to a successful educational career at the college Activities and events associated with the course will be spread out and less intensive over the course of 10-11 weeks versus 2 days Field trips that benefit course content can be longer and more in depth than a mere introduction to their subject

COURSE PROPOSAL WELCOME TO SOUTH

The service learning component can benefit the SSCC community as a whole by providing peer tutors, peer mentors, and general support volunteers

Because the course content includes skills to be successful specifically at SSCC, it fits with the rest of the curriculum and program offerings at the college.

The course will only cost $100 to the student, a low price to pay for a one credit course that goes on his or her transcript and includes elaborate field trips, selfimprovement activities, and other perks

Course description. This course is only open to and mandatory for first-time international students at South Seattle Community College (or with permission from instructor). This 10-week course covers important information, outlined in the list of modules below, that is relevant to international students successful education at SSCC. Students will gain insight to resources and services provided by the college and learn to utilize them to maximize their time with the school. The course also includes a Self-Awareness component, which includes major and career discernment. The primary content will contribute to a successful educational experience at SSCC. There are no pre-requisites for this course. Schedule. Fall Quarter (10 weeks); meets weekly on campus on Monday afternoons for 90 minutes. There is a web-based component (blogs, e-discussions, online personality inventories) that will be implemented via Canvas and other online resources. This course will primarily be discussion based with various sessions including lectures and field trip experiences. Required materials and resources. The space required for this course is one classroom with a projector and PC for the instructor with the availability of a computer lab for 3 class sessions. As suggested, the course will be staffed and managed by a part-time instructor employed by the IP office. In addition, the course will be supported by the IP office staff and 5

COURSE PROPOSAL WELCOME TO SOUTH

international ambassadors (students trained to volunteer with the orientation course). Under the instructors discretion, guest speakers (such as IP office staff or other campus stakeholders) may be utilized as well. The only physical resources needed are handouts for the students. This course wont require any additional books or fees to keep the cost low to students. In addition, the course will integrate a social media component where students can formulate an online, supportive community through Twitter (#IPOrientation2014). Content in modules. American Culture and Classroom o Customs/norms/expectations at SSCC and in Seattle, Washington o Community College VS. The 4-Year College Experience o Goal Setting (why are you here?) South Seattle Community College o History and mission of the college o International Programs Resources and support available Activities

College Success o SSCC On-Campus Resources and Services o Study Skills Self-Awareness o Major/Career Discernment o Personality inventories o Value discernment

COURSE PROPOSAL WELCOME TO SOUTH Now what? o Planning for the future Transfer? AA Degree?

o Job shadowing o Resume/Cover Letter projects

COURSE PROPOSAL WELCOME TO SOUTH Needs Assessment

In order to create the optimal orientation experience for new, international students at South Seattle Community College, there are several variables based on incoming students needs that must be considered before establishing the modules for course content. Table 2 on the next page outlines four major variables as well as the rationale for their importance, what data is needed to understand them, and from where data can be obtained. The in-depth information gleamed from this needs assessment will provide personal and intellectual information relevant to putting students in effective working groups for projects and assigning more impactful activities/assignments which will ultimately help guide the courses pace and content.

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Table 2 Needs Assessment Variables Variable 1. Purpose of education abroad Rationale This will help focus the course and make assignments and groupings more meaningful. The course will be shaped based on what the students need in order to be successful in college in the United Statesassessing this variable is crucial to constructing the course content. Data Needed Original application information (entrance essay, references, demographic information, etc) Sources Course participants (verbal and written feedback)

Information from Student Records Verbal or written System (i.e. opinion directly from Transcripts and students (sent via e- other records) mail as a pre-course assessment. Student resumes Curriculum expectations from SSCC

SSCC Policies and Procedures Standardized test scores (IELTS, TOEFL, etc)

2. English Language Abilities

Because this is a course designed for international students who most likely speak a language other than English at home, I need to assess their language comprehension ability in order to format the course in a manner inclusive of all the students ability levels. If I design the course only for low-level English students, the high-level English speakers will get bored and not benefit from the orientation course. If I design the course for high-level English students, then the low-level students will not be able to comprehend what is being asked of them.

English language proficiency levels of registered students

SSCC English as a Second Language Proficiency requirement

Student language ability selfassessment (submitted on the first day of class)

Transcripts

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3. Writing and I believe that in order to be Composition successful in college and/or the Abilities professional world, students must be able to communicate effectively and concisely in writing. In order to discover what areas of communication and writing that a student can improve in, a needs assessment involving their current abilities is necessary. This will help the student be successful in this course (for various writing and reflection assignments), as well as their other courses at SSCC. 4. Rationale for taking the course This courses primary mission is to support new, incoming international students to SSCC and in order to support them where they need the most assistance it will help to find out precisely what they need to be successful. Knowing this will deeply impact what the course activities and assignments are.

Writing ability of registered students

Entrance essays

Communication ability of registered students Previous coursework

Student selfassessment (during second class session)

Interests, needs, Student submit requests of registered via survey (email students or paper)

Future aspirations of registered students

Class discussion

SSCC Policies, Procedures, and general expectations

COURSE PROPOSAL WELCOME TO SOUTH Goals and Objectives

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The outline below includes 3 goals, 9 objectives, and 6 performance objectives for the proposed international student orientation course, "Welcome to South." These goals and objectives incorporate the variables of Fink's taxonomy which is described in further detail following the outline. Note that this is an incomplete list of all potential goals and objectives of the course. Welcome to South - Course Goals 1. Goal 1 - Upon completion of this course, learners will be able to identify and utilize oncampus services and resources including but not limited to tutoring, career support, advising, involvement, or health appointments a. Learners will be able to locate and employ South Seattle Community College's online and offline services and resources. i. When presented with a list of resources and asked to identify a department, learners will be able to correctly identify the associated department or service with 100% accuracy. b. Learners will be able to identify their ideal work environment, supervisor, and profession i. When prompted to search for jobs in the community over the course of 1 week, students will be able to collect 3-5 job personally-interesting postings and explain why the community or company would be a good fit for them. c. Learners will be able to build a support network of fellow students and community members.

COURSE PROPOSAL WELCOME TO SOUTH i.

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When prompted to participate in in-class discussions and team building activities, learners will be able to interact with others and create a 4person study group in the first 3 weeks of classes.

2. Goal 2 - Upon completion of this course, learners will be able to identify and define the origins of their personal values, interests, and goals and apply the knowledge to their personal growth and vocational development. a. Learners will be able to discern their next educational or vocational options after South. i. When met with a vocational or educational decision, learners will be able to create a 5-year plan that includes a personal budget projection, educational possibilities, and potential significant life changes. b. Learners will be able to use reflection and self-awareness activities together with personality assessments to provide them the vocabulary and knowledge to more deeply understand their own needs and interests. i. When assessed with the Myer's-Briggs Type Indicator, learners will identify and reflect upon the vocations that best suit their personality type, values, and interests with the support of South's Career Services Center in two one-on-one meetings with a career counselor. c. Learners will be able to distinguish when self-care activities are appropriate and employ such activities in order to relieve stress or pressure. 3. Goal 3 - Upon completion of this course, learners will be able to classify and successfully transition between the different types of colleges and universities in the United States.

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a. Learners will be able to successfully communicate and interact with Americans through cultural enrichment programs b. Learners will be able to name all of the most important aspects of immigration law and expectations of international students at the college. i. Upon impending document deadlines, learners will be able to correctly and promptly produce immigration documents necessary to maintain their student visa status with 100% accuracy each quarter that they are at South. c. Learners will be able to distinguish cultural and social norms in and outside of the classroom. Fink's Taxonomy The above noted goals, objectives, and performance objectives align with Fink's six factors of significant learning. For example, course objective 1.a. (Learners will be able to locate and employ South Seattle Community College's online and offline services and resources) is a foundational knowledge, necessary for the learner's success as a student at South. They need to know how to navigate several complex systems such as registration, email, advising, and more. Performance objective 2.a.i. (When met with a vocational or educational decision, learners will be able to create a 5-year plan that includes a personal budget projection, educational possibilities, and potential significant life changes) demonstrates Fink's variable of application; they engage in critical and practical thinking as they discern their future vocations and educational tracks. Objective 3.a. (Learners will be able to successfully communicate and interact with Americans through cultural enrichment programs) incorporates the integration of cultural education and social peer support. Building a network and support system will optimize

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their experience away from home. This objective also covers the human dimension variable of Fink's taxonomy; students engage in the personal and social implications of the American classroom and culture by participating in class, activities, and local events with their peers. Goal 2 is entirely about the caring variable in Fink's theory. After accomplishing this goal, learners will experience new feelings, interests, or values. Objectives and Goal Attainment Once learners understand how to navigate South's online and offline services and resources, deduce their preferences in work environments, and build a support network of fellow students and community members, they will then accomplish the goal of utilizing the services and support that is provided on campus and in the community. This is ideal for the target audience because incoming international students will most likely not have used the same system for class registration or online coursework in their home country. It's vital they understand where they can get help. The second goal of self-discovery and vocational discernment is supported by objectives that encompass deep reflection, regular practice of self care, personality and value assessments, and long-term goal setting. New international students might have conflicting goals or unstable plans for their study abroad. Providing the opportunity to sort through their priorities helps them get more quickly to narrowing their focus and drive. Finally, the third goal incorporates the complex American education system as a piece of foundational knowledge. Learning to navigate colleges and universities using effective communication and peer support is a skill transferable to navigating companies or organizations. Sequencing The course will be front loaded with information the students must know within the first week of school, such as documents they must turn in, registration for classes, and how to get

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around campus. An example of an activity to support this sequencing and objective is to construct a resource hunt for students to conduct in groups (psychomotor learning domain). As the course goes on, the information will become less of the focus and discussions will start to take up most of the class. Midway through the course the focus shifts to the international student as an individual (affective learning domain). The idea is to help him or her focus and achieve his or her educational and vocational goals. To wrap up this course, students will document their growth and plan next steps or goals for the next quarter.

Running head: COURSE PROPOSAL WELCOME TO SOUTH Alignment Plan

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Goal 1: Upon completion of this course, learners will be able to identify and utilize on-campus services and resources including but not limited to tutoring, career support, advising, involvement, or health appointments General Objectives Performance Key Content or In-Class Teaching and Out-of-Class Teaching Assessment and Objectives Concepts Learning activities and Learning activities evaluation activities Objective 1: Learners will be able to locate and employ South Seattle Community College's online and offline services and resources. When presented with a list of resources and asked to identify a department, learners will be able to correctly identify the associated department or service with 100% accuracy. On-Campus Resources o International Programs office o Student Services o Career Services o Transportation Services Off-Campus resources o Online services o Community resources The local economy and its companies and industries o What fields are represented? o What types of professions are out there? Work environment types Instructor provides websites and contacts for students to explore in order to learn about local companies and the American work environment. Students will be divided into small groups (3-4 people) based on their general field of interest. Using instructorStudents will work individually to research the industries or fields that interest them. Students will conduct informational interviews with local representatives from their chosen field Lecture: Instructor will present a thorough description of the on-campus and off-campus resources available to international students Students will work in groups to research one specific resource of their choosing Learners will complete a quiz that asks them to identify and describe the department or service with 100% accuracy Group resource projects will be assessed based on quality of work and accuracy of information

Objective 2: Learners will be able to identify their ideal work environment, supervisor, and profession

When prompted to search for jobs in the community over the course of 1 week, students will be able to collect 3-5 job personallyinteresting postings and explain why the community or company would be a good fit for

Students will report individually their findings from the project

COURSE PROPOSAL WELCOME TO SOUTH them.

18 provided reflection questions, they will come up with strategies to be successful in that field as a group After a brief lecture and large group discussion, students will break into small groups to research an aspect of American Culture and share it with the class at the end of the session Social activities provided through the International Programs Office that may include but arent limited to: Field trips to local tourist attractions and popular sites Nature related volunteer activities Students will be graded on the content they share with the class from their group projects. Students will also selfreport and self-assess their adjustment to the USA

Objective 3: Learners will be able to build a support network of fellow students and community members.

When prompted to American Culture participate in in Relationships and class discussions effective and team building communication activities, learners will be able to interact with others and create at least 10 peer-to-peer relationships in the first 3 weeks of classes.

Goal 2: Upon completion of this course, learners will be able to identify and define the origins of their personal values, interests, and goals and apply the knowledge to their personal growth and vocational development. General Objectives Performance Key Content or In-Class Teaching and Out-of-Class Teaching Assessment and Objectives Concepts Learning activities and Learning activities evaluation activities Objective 1: Learners will be able to discern their next educational or vocational options after South. When met with a vocational or educational decision, learners will be able to create a 5-year plan that includes a personal budget projection, educational possibilities, and 5-year planning Budget planning Vocational discernment The Job Market (local, national, and international) Worksheets on budgeting to be completed individually and in groups Personal career discernment will take place outside of the classroom. Students will need to reflect on their needs and wants with their future career. As one of their final assignments, students will create a thorough but tentative 5-year plan for themselves including aspects of Personal budget planning Professional development Reflection of future

COURSE PROPOSAL WELCOME TO SOUTH potential significant life changes. When assessed Objective 2: Personality Learners will be with the Myer'sInventories able to use Briggs Type Career Center reflection and selfIndicator, learners support awareness activities will identify and Self-awareness together with reflect upon the personality vocations that best assessments to lead suit their them to a deeper personality type, understanding of values, and their own needs and interests with the interests. support of South's Career Services Center in two oneon-one meetings with a career counselor

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The instructor will interpret the personality assessments in-class for students to understand the various personality types.

Students will be responsible for completing values worksheets and personality assessments outside of class

This learning objective will be assessed based on a final reflection paper submitted by learners. The reflection must include: A summary of their MBTI results A reflection on their MBTI results What vocations they prefer from the MBTI results and why How will the MBTI results help them (or not help them) in their educational and vocational discernment Learners will selfreport the success or failure of self-care activities in a narrative

Objective 3: Learners will be able to distinguish when self-care activities are appropriate and employ such activities in order to relieve stress or pressure.

Importance of Self Care Self-Care activities Prioritizing and organizing tasks

Practice self-care activities Learn when to discern when self-care is necessary Self-disclosure with classmates will be necessary

Students will be required to employ self-care activities when they find themselves stressed

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Goal 3: Upon completion of this course, learners will be able to classify and successfully transition between the different types of colleges and universities in the United States. General Objectives Performance Key Content or In-Class Teaching and Out-of-Class Teaching Assessment and Objectives Concepts Learning activities and Learning activities evaluation activities Objective 1: Learners will be able to successfully communicate and interact with Americans through cultural enrichment programs American Social activities How to ride the bus and get around in Seattle This entire session will be a highly involved large-group discussion where students have the opportunity to share what theyve learned and discovered from being an international students in the US American and International student ambassadors will join the class to contribute to the discussion The instructor will deliver lectures that covers important immigration information Learners should become engaged with a local group or club that allows them to meet new people (Clubs and Groups will be described by the student ambassadors in-class) Evaluation of this objective will be conducted through attendance at the cultural enrichment programs and meaningful participation in the class discussion

Objective 2: Learners will be able to name all of the most important aspects of immigration law and expectations of international students at the college.

Upon impending document deadlines, learners will be able to correctly and promptly produce immigration documents necessary to maintain their student visa status with 100% accuracy each quarter that they

Immigration expectations Expectations of students at SSCC

Learners will be required to submit official documents to the international program office on their own time

Successful completion of immigration paperwork will assess the outcome of this objective

COURSE PROPOSAL WELCOME TO SOUTH are at South. Cultural and social norms of the USA Expectations within the American classroom

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Objective 3: Learners will be able to distinguish cultural and social norms in and outside of the classroom.

Lectures (teacher led) and discussions (student led) will cover the key concepts of norms and cultural expectations in the US

Students will need to work individually to find and discuss a social or cultural norm that was not discussed in class

Students will report in a 5-10 minute presentation about the cultural or social norm of their choosing. The presentation must include: Origin of the social or cultural norm Perceptions of this norm by both Americans and nonAmericans Individual reaction to the norm

Running head: COURSE PROPOSAL WELCOME TO SOUTH The Universal Design for Learning

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Using guidelines from the Universal Design for Learning (UDL), Welcome to South has been constructed to be accessible and understandable to all individuals. The UDL is focused on providing both physical and cognitive access to learners in order to provide options for how content is represented, how learners can express themselves, and how they chose to engage. UDL is prevalent in each goal area of Welcome to South. For example, multiple means of action and expression is represented in the first goal, pertaining to resources. Students will have the choice to either seek out a physical resource, or use the Internet to find an electronic one. They will also have a choice in how they want to share the resource that they find; present it, discuss it, blog about it, etc. Another example of how UDL is prevalent in this course is found in the second goal focused on personal, educational, and vocational development. The content of these modules will be focused on the student as an individual. This offers them the opportunity to directly apply coping skills and strategies to their own life. The fact that this goal focuses on individual choice and autonomy is essential to keeping students engaged.

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Course Calendar In-Class Themes and activities Welcome to South! (10 minutes) Review syllabus and course expectations On-Campus Resources Lecture (30 minutes) International Programs Office Student Services W.A.L.L Writing and Language Lab Security & Transportation Library Off-Campus Resources Lecture (30 minutes) Transportation (King Co Metro, etc) Seattle Police Week 2 American Culture Lecture and Discussion (50 minutes) Maintaining VISA status The American Classroom o Study Skills Educational Paths and Careers Lecture (30 minutes) Opportunities at SSCC Personal path discernment solo activity (10 minutes) Week 3 MBTI Interpretations (50 minutes) Reactions, reflections Compare to interests/perceptions Hollands Theory: Person-Environment Fit Lecture and discussion (30 minutes) Overview of upcoming assignments (10 minutes) Assignments Visit a campus resource Collect brochures and information Letter to self

Week 1

(due Week 2) Complete the MBTI assessment online CANVAS Discussion post What do you expect the MBTI to tell you? Were you surprised by your results? (due Week 3)

Research 2-3 vocational or educational paths that interest you. CANVAS Discussion post: What field or job is most interesting to you? How does it relate to your MBTI interpretation? (due Week 4)

Week 4

Goal Setting Lecture (30 minutes) Effective life planning and goal setting

Write about your personal aspirations/goals (2-4 pages)

COURSE PROPOSAL WELCOME TO SOUTH Small group discussions about personal goals and plans (20 minutes)

24 CANVAS Discussion post What are your primary goals for your education? What are your primary goals in life? (due Week 5)

The American and International Job Markets Lecture and discussion (30 minutes)

Week 5

Personality, Values, and Relationships Lecture (40 minutes) Finding your ideal workplace environment American work relationships Personality and work environments Mid-quarter course evaluation (in-class survey) (10 minutes)

Complete the Values Worksheet CANVAS Discussion post What values did you rank high and why? What values did you rank low and why? (due Week 6)

Week 6

Degree and Transfer options Presentation (20 minutes) At South and at partner institutions Completing a degree at South (20 minutes) Classes Requirements Costs Benefits Small Group Work Time (30 minutes) Support peers in planning future classes

Plan approximate class schedule for the next 3 quarters

(due Week 7)

Week 7

Self-Care and Self-Awareness Lecture and Discussion (60 minutes) Safety in Seattle Peer mentor programs Self-awareness interventions Managing a personal budget Presentation by guest speaker from Umpqua Bank (30 minutes) Strategies and Tips Resources and guides

Register for the peer mentor program CANVAS Discussion post Do you already use a personal budget? If so, what strategies can you share with your classmates to manage money effectively? If not, how do you prefer to manage your budget?

COURSE PROPOSAL WELCOME TO SOUTH

25 (due Week 8)

Week 8

Resume Development Presentation (40 minutes) Where to begin What to include and what not to include Formatting Resume Development work time and peer revision (20 minutes) Getting the most of your study abroad Large Group Discussion (30 minutes) Volunteer Jobs Events Clubs

Update your Resume Have a friend review your resume with the conditions we learned in class CANVAS Discussion post What clubs or activities were you involved in prior to coming to South? What clubs or activities at South or in the community would you like to get involved in and why? (due Week 9)

Week 9

Cover Letter Development Presentation (40 minutes) English Rhetoric Skills Lecture (30 minutes) Citations Common mistakes Cover Letter Development work time and peer revision (20 minutes)

Update Cover Letter Have a friend review your cover letter with the conditions we learned in class

(due Week 10)

Week 10

Course Wrap-up and Celebration (60 minutes) Discussion of reflective paper due next week Pot luck End-of-quarter course evaluation (in-class survey) (10 minutes)

Course Reflection Paper (3-5 pages; what did I learn about myself? What can I improve upon? Rubric will be provided Week 8) (due Finals Week)

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Course Visual

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References CAST, Inc. (2012). UDL Guidelines Graphic Organizer. Retrieved from: http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer Fink, L. D. (2003). Creating significant learning experiences. San Francisco, CA: Jossey-Bass.