Office of International Programs and Education Abroad Assessment Plan 2016-2017

OFFICE OF INTERNATIONAL PROGRAMS AND EDUCATION ABROAD ASSESSMENT PLAN
2016-2017
1
Alyssa Mazey
Office of International Programs and
Education Abroad Assessment Plan 2016-2017
Kent State University

2016-2017
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Table of Contents
Assessment Plan Philosophy
Unit Description
Mission Statement
Identification of Stakeholders
Students
Faculty
4
4
4
Outcomes of Unit
Curriculum Integration
Coordination
Supportive Environment
Employability
Research
Regional Impact
Professional Development
5
5
5
5
6
6
6
6
Data Collection Method

Reflective Travel Journal
Self-evaluation/Research Paper
Survey 1: Initial Intake Survey
Survey 2: Pre-departure Survey
Survey 3: Re-entry Survey
Global Research Data
7
7
7
8
9
10
11
Reviewing and Reporting Data
12
Appendices
A. Definitions of Terms Used
B. Mission/Vision Alignment and Developed Unit Level Outcomes
C. Tools
D. Learning Outcome to Measurement Alignment
E. Findings
13
13
14
18
30
32
References
34
Assessment Plan Philosophy

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The Office of International Programs and Education Abroad is a new unit housed in the
College of Arts & Sciences. This assessment plan is being implemented to demonstrate
the effectiveness, as well as determine areas that need improvement for the office. The
information collected in the 2016-2017 academic year will serve as a baseline and will be
used when comparing data in following years.
The procedures for collecting data outlined in this plan will be used for 3 years; best
practices will be reevaluated and determined in 2020. Implementing this assessment
plan is crucial to the success evolving the education abroad experience for all
stakeholders and constituents involved in the planning, developing, and implementation
process.
Participants in the data collection method will remain anonymous throughout the
reporting process. If for any reason their qualitative responses will be used, participants
will be given alternate identification.
Low, negative, or poorly reported data will be recorded and included in the report. A
failed learning outcome will be investigated and improvement techniques will be sought
out from expert parties.
Unit Description
The Office of International Programs and Education Abroad reports directly to the Dean of
the College of Arts & Sciences, Dr. Jim Blank. The main role of this office is to provide
students and faculty with the tools, resources, creativity, and infrastructure to explore
education through an academically cultural lens. The office provides the resources and
student staff members to create and implement faculty-led education abroad programs;
beginning with conceptualization, to budget management, and even marketing and
promotional events. The office also facilitates creativity among student workers to take
initiative in their personal interest areas and construct projects that directly influence
and enhance their academics through education abroad and international programs. This
international enhancement from a cultural lens aids in both, academic and personal
growth. The office manages a series of programs and events to promote education
abroad, as well as employs a staff of 11 Peer Ambassadors (student workers). Through
this staff and these events, The Office of International Programs and Education Abroad is
able to award on average 3-5 scholarships per event to a student from the College of
Arts & Sciences to study abroad on a Kent State University sponsored program.
In short, we are a life adjustment bureau and grant wishes for making money appear.
Mission Statement
Kent State University Mission Statement
We transform lives and communities through the power of discovery, learning, and
creative expression in an inclusive environment (Strategic Visioning, 2016).

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Kent State University, College of Arts & Sciences Mission Statement

Our primary mission is to provide a quality education for all students, led by the very
best teacher scholars. We provide the foundational coursework for students
throughout the University (History of the College, 2016).
Kent State University, College of Arts & Sciences, Office of International

Programs and Education Abroad Mission Statement
The Office of International Programs and Education Abroad in the College of Arts and
Sciences develops, promotes, and coordinates global academic activities for
domestic and international students. In order to enhance the learning objectives of
both student demographics, this office promotes international, intercultural and
interdisciplinary experiences which function as a tool to prepare students for leadership
roles and lives of service in an increasingly interdependent and culturally diverse world.
Please see Appendix B for direct mission/vision alignment. The words in bold are
indication that there is alignment.
Identification of Stakeholders
Students
For the purpose of this assessment plan, students are the number one identified
stakeholders in the work that our office produces. While student satisfaction is incredibly
important, their academic and personal growth & development is vital to their success of
education abroad programs. While traveling abroad, it is important to make sure that
students are receiving the support and students services they need, while also having
the ability and freedom to make choices and experiencing situations that will allow them
to be submerged into the culture of the region they are in.
As a key stakeholder, it is important that the students are made aware and clear in their
role in representing the institution in any program they are participating in, as well as the
processing assignments and surveys that are elicited during their program and when
they return (see Appendix C). It will be known that the only way infrastructure,
logistical, and academic elements to programs can be adjusted is through the open and
honest participation of the students contribution in the data measurement tools.
Faculty
The faculty role in the assessment plan of our education abroad office is crucial to the
continual success of increasing global partnerships, research initiatives, and on the
ground facilitation of education abroad programs in the College of Arts & Sciences. While
traveling abroad, it is important to make sure that faculty are receiving the support
services they need, while also having the ability and freedom to educate their students
on the ground, while simultaneously providing opportunities to submerge their students
into the culture of the region they are in.
As a key stakeholder, it is important that the faculty are made aware and are clear in
their role in representing Kent State University in any course or program they are
leading. Faculty will understand the importance of their input, communication, and

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leadership in the continual successfulness of education abroad programs in the College
of Arts & Sciences. Their expected networking abilities, and honesty (see Appendix C)
are vital to the success and future of education abroad.
Outcomes of Unit
The outcomes of the Office of International Programs and Education Abroad focus
of three main areas: learning outcomes, operational outcomes, and program outcomes.
The Learning Outcomes of this unit are focused on the students that utilize the
office as a resource, and the knowledge that is developed (Eckert, E., 2016).
The Operational Outcomes of this unit are focused on the tasks the faculty and
staff members complete (Eckert, E., 2016). Given the unique nature of this office,
there are higher number operational outcomes to ensure that the office is moving
toward a positive direction in later years.
The Program Outcomes of this unit are focused on all stakeholders (Eckert, E.,
2016).
The outcomes are divided by theme showing alignment at the unit, college, and
institutional level. Each outcome listed reflects the alignment between the three levels,
as well as shows a holistic view of the main functions of the Office of International
Programs and Education Abroad.
The following outcomes are all being evaluated and measured by this assessment plan.
The category of each outcome (learning, operational, program) is indicated by (L), (O), &
(P), respectively (see Appendix B).
Curriculum Integration
1a. Students will describe how their education abroad program integrates with their
curriculum (L)
1b. Staff will differentiate education abroad advising practices from practices in an
academic advising office for students seeking education abroad programs and
international internships (O)
1c. Education abroad programs will be used to demonstrate the need for global
education and research (P)
1d. Popularity of Education Abroad increases with quality of programs (P)
Coordination
2a. Students will design an education abroad experience to cultivate learning in ones
academic endeavors (L)
2b. Staff will construct small group and virtual outlets to process education abroad
experience and cultivate sense to new self upon return (O)
2c. New programs will have high enrollments based on Staff creation of programs in high
interest regions (P)
2d. Students apply for high-demand programs (P)
2e. Faculty members will facilitate programs based on their academic specialty (P)

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Supportive Environment
3a. Students will locate and describe resources identified by Office of International
Programs and Education Abroad Staff (L)
3b. Staff members will communicate specialized cross campus resources for students to
utilize in their pre-departure process (O)
3c. Office will create an innovative support model for all the satellite offices of the Office
of Global Education within each College (O)
3d. Student satisfaction with the Office of International Programs and Education Abroad
will increase (P)
Employability
4a. Students will describe benefits of cultural and academic education abroad experience
upon return from program (L)
4b. Staff will create an environment for students who study abroad to demonstrate their
understanding and the benefits of their international education experience in future
career endeavors (O)
4c. College of Arts & Sciences students who studied abroad will have higher job
placement rates than those who did not (P)
Research
5a. Students will identify a topic of research to conduct abroad to maximize their
academic experience (L)
5b. Students will foster relationship with Global Researchers (O)
5c. Faculty will foster relationship with Global Researchers (O)
5d. Staff will foster relationship with Global Researchers (O)
5e. College of Arts & Sciences will lead the way in creative and innovative research
around the world in many subject areas (P)
Regional Impact
6a. College of Arts & Sciences students from regional campuses will identify services in
our office (L)
6b. Staff will work to market education abroad programs to all students at all 8 campuses
(O)
6c. Regional campus students participation in College of Arts & Sciences education
abroad programs will increase (P)
Professional Development
7a. Faculty will use office resources to learn to create and cultivate programs to fit their
academic interest areas (L)
7b. Staff will work with faculty proposals to fit the expectations and education abroad
requirements put forth by the Office of Global Education (O)
7c. Faculty-led education abroad programs will provide a uniquely focused educational
experience to students in respective programs (P)

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Data Collection Method

Reflective Travel Journal
The Reflective Travel Journal is an indirect, formative measurement tool collecting data
from students whom participate in education abroad programs through the College of
Arts & Sciences, Kent State Universitys Florence Center, or any ISEP International
Exchange program.
The purpose of this tool is for the students to reflect on their thoughts, feelings, and
experiences throughout their time abroad based on the duration of their program. For
each week they are abroad, approximately 4 entries should be recorded. A self-reflection
in the form of a travel journal has been selected because according to Linda Suskie,
reflection offers a number of benefits such as...helps students learn, balances
quantitative assessments with qualitative information, yield useful information quickly
and easily (pp. 185-86). This type of formative and summative reflecting will allow
students to compare their responses and see their own growth and development (pp.
190) and it is the hope of the Office of International Programs and Education Abroad that
the students take advantage of their travel journal and use it to visually process their
cognitive growth during the duration of their program.
Each entry should answer the following questions: 1). How has your education abroad
experience integrated into your academic curriculum thus far? 2). How has your time
abroad allowed you to gain a new sense of self-cultivation? 3). How has your experience
abroad changed your cultural perspective thus far?
The reflection essays will be evaluated using a rubric (see Appendix C).
Students will send the Journal electronically in a Microsoft Word Document to Alyssa
Mazey via email (amazey2@kent.edu). The journal will be due in full one week after their
program concludes. The students will be sent feedback and resources to continue their
cultural learning experience via email.
Data will be evaluated once it has been received and stored in an electronic database.
The qualitative essays will then be sorted by common themes. At the end of each
semester (Fall, Spring, Summer) this data, along with other evaluation figures will be
reported to the Dean of the College of Arts & Sciences to distribute to department chairs
at his digression. The report will be submitted to him in two electronic forms, an email
and an infographic to appeal to all audiences two weeks after the semester ends.
The Self-evaluation/Research Paper is a direct, summative measurement tool collecting

data from students whom participate in education abroad programs through the College
of Arts & Sciences, Kent State Universitys Florence Center, or any ISEP International
Exchange program.
The purpose of this tool is for the students to summarize their education abroad
experience by not only reflecting on their experience, but also being able to articulate
and describe the cultural and academic benefits of education abroad.

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Students are required to answer a series of questions in this paper:
1. How did your studies abroad integrate into your course curriculum?
a. What on the ground site visits/activities did you learn the most from in
regards to your course curriculum?
b. What is the history and/or story behind the site/activity?
c. What research have you conducted prior to the site visit/activity?
d. Was this information you learned in another course?
2. How will you use your academic experience abroad moving forward with your
academic course work? If graduating, how will you articulate this academic
experience in a job interview?
3. What did you learn from your cultural experience?
a. Communication? Flexibility (fluidity)? Patience? Adaptability?
4. What activities did you participate in abroad to help your global understanding of
the world?
a. What research opportunities did you take advantage of?
b. Who did you work with?
c. Were KSU Faculty involved in this research opportunity?
d. Were Office of International Programs and Education Abroad staff members
resourceful in connecting you with activities and research opportunities from
the states?
Students must use a minimum of four scholarly outside resources to answer these
questions; information used from museums, class lectures, etc. must me cited; must be
in APA format, minimum of 5 pages.
A self-reflective research paper has been selected because according to Linda Suskie,
reflection offers a number of benefits such as...helps students learn, balances
quantitative assessments with qualitative information, yield useful information quickly
and easily (pp. 185-86). This type of summative reflecting will allow students to
synthesize their experience and clarify their attitudes, values, and learning strategies
(pp. 192).
The Self-evaluation and Research Paper will be evaluated using a rubric (see Appendix
C).
Students will send the assignment electronically in a Microsoft Word Document to Alyssa
Mazey via email (amazey2@kent.edu). The paper will be due in full one week after the
program concludes. The students will be sent feedback and resources to continue their
cultural learning experience via email.
The qualitative essays will then be sorted by common themes and any self-identifying
student information will be removed (Suskie, L., 2011, pp. 270). At the end of each
semester (Fall, Spring, Summer) this data will be reported to the Dean of the College of
Arts & Sciences to distribute to department chairs at his digression. The report will be
submitted to him in two electronic forms, an email and an infographic to appeal to all
audiences two weeks after the semester ends. These results will also be discussed at
the Deans Advisory Board meetings that occur once a semester with the Deans

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Advisory Board. Members include faculty and department chairs, as well as major gift
donors.
Survey 1: Initial Intake Survey

This intake survey will be electronically distributed to students who utilize the Office of
International Programs and Education Abroad as a resource and serves as an indirect &
formative data collection tool.
This survey serves as the initial information intake for students who visit our office. This
survey will gather information about the student (name, email, major, college, campus,
etc.). This survey will also be sure that it is clear to students that a meeting in our office
does not fulfill their required advising requirement in the College of Arts & Sciences.
While a student is meeting with our office staff in a face-to-face meeting, they will
identify areas of academic interest related to their major. Through a conversation, office
staff will inquire about the potential interest in producing a research project in identified
areas of interest. If Honors college GPA requirement is met, student will be asked to
apply to the Honors College and upon acceptance, begin to produce a Senior Honors
Thesis. The idea behind this research is student will be able to identify, and justify
traveling abroad to conduct research for their thesis. This international initiative supports
the importance of international partnerships and global outreach.
An initial intake survey was selected to obtain baseline information from students who
seek assistance from our office due to the high volume of student traffic that we see
(Suskie, L., 2011). According to Linda Suskie, Surveys can be a useful assessment tool
when you want to learn about the experiences, views, or plans of a large number of
people (pp.199).
This survey will be sent via email to every student who visits the office upon conclusion
of his or her advising appointment/meeting while they are still sitting with the staff
member they are meeting with. This survey serves as the initial intake and welcome to
our office. Since our office does not require a formal meeting request, students that
come into our office to have a simple question answered will not be required to complete
the Initial Intake Survey.
The results of this survey will be sent to Alyssa Mazey, amazey2@kent.edu, and/or Kristin
Stasiowski, Ph.D., kstasiow@kent.edu.
donors.

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Survey 2: Pre-departure Survey
This pre-departure formative & indirect survey will be electronically distributed to

students studying abroad through the College of Arts & Sciences. This pre-departure
survey will also be distributed to students who are in a major housed in the College of
Arts & Sciences and attending a program at the Florence Center (summer institute or
semester/academic year), as well as through ISEP International Exchange.
This pre-departure survey will be distributed to the students two weeks prior to their
departure date.
The purpose of this survey is to collect initial, or baseline information on where a student
is in their cognitive development and process of their education abroad experience (see
Appendix C).
This survey will ask the student a series of multiple choice and open-ended questions to
elicit deep thinking. Having students complete a reflection at both the beginning and end
of a course or program and comparing their responses can give them a sense of their
growth and development (Suskie, L., 2011, pp. 190). Having this method of reflection in
the form of a survey is ideal due to the high volume of students that matriculate through
education abroad programs (Suskie, L., 2011, pp. 199).
If the student has the opportunity to study abroad more than one time during their time
at Kent State University, they will be asked to complete the survey each time, two weeks
prior to their pre-departure.
donors.
Survey 3: Re-entry Survey

This re-entry indirect & summative survey will be electronically distributed to
students whom have studied abroad on a faculty-led education abroad program through
the College of Arts & Sciences. This pre-departure survey will also be distributed to
students who are in a major housed in the College of Arts & Sciences and/or attended a
program at the Florence Center (summer institute or semester/academic year), as well
as through ISEP International Exchange.
This re-entry survey will be distributed to the students two weeks after their return date.

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The purpose of this survey is to collect information on where a student is in their
cognitive development and process of their education abroad experience once they have
returned from a program (see Appendix C).
This survey will ask the student a series of multiple choice and open-ended questions to
elicit deep thinking. Having students complete a reflection at both the beginning and end
of a course or program and comparing their responses can give them a sense of their
growth and development (Suskie, L., 2011, pp. 190). Having this method of reflection in
the form of a survey is ideal due to the high volume of students that matriculate through
education abroad programs (Suskie, L., 2011, pp. 199).
If the student has the opportunity to study abroad more than one time during their time
at Kent State University, they will be asked to complete the survey each time, two weeks
after the conclusion of their program.
donors.
Applied/Committed Data
As the quality of education abroad programs increases, the popularity of having an
education abroad experience will increase as well. This will be measured by counting the
number of students whom apply, select a program, and/or commit to participate from
the College of Arts & Sciences each year in faculty-led programs, the Florence Summer
Institute, semester/academic year programs, as well as ISEP International Exchange
programs. This count of participants will also include Arts & Sciences majors from
regional campuses. Quantative assessments use structured, predetermined response
options that can be summarized into meaningful numbers and analyzed statistically
(Suskie, L., 2011, pp.32). Counting the number of programs that students sign up for
and/or commit to will allow us to see raw numbers that can be left as is or turned into
percentages for easy reporting (see Appendix C).
The office will also work to create an innovative organizational structure model that will
provide offices in each college the same structure for smooth and efficient organization
of education abroad collaboration and implementation. This will create effective
communication with each individual college, as well as with the Office of Global
Education.

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The quantitative data will be evaluated once it has been received and stored in an
electronic database. At the end of each semester (Fall, Spring, Summer) this data will be
and an infographic to appeal to all audiences two weeks after the semester ends. These
results will also be discussed at the Deans Advisory Board meetings that occur once a
semester with the Deans Advisory Board. Members include faculty and department
chairs, as well as major gift donors.

As time moves forward, education abroad, global partnerships, and academic research
abroad will become more popular than it already is. Based on current facts and statistics
within the college of Arts & Sciences, education abroad numbers have more than
doubled each year from 2014-2016 (History of the College, 2016). Program
implementation in regions with high cultural and academic interest, will be in more of a
demand than ever. Faculty, staff, and students will work to foster and nurture
relationships with global partners all over the world to improve the quality of research,
partnerships, and relationships. Faculty members will also be asked to facilitate
programs based on their specific academic interest area, which will boost student and
research participation (see Appendix C).
Students who have studied abroad also tend to have higher job placement numbers than
students whom do not. Studying abroad shows employers that you are flexible, open
minded, and adaptability (What Scientists Know About Studying Abroad, 2016). Having
an educational experience abroad will provide students with an environment to focus on
unique issues, while also learning and growing as a person in a less structured
environment, simultaneously. In order to make sure this unique experience exists, the
office staff will work in tandem with faculty and the Office of Global Education to be sure
that the experience meets the expectations and requirements of all parties invested.
This will be measured by counting the number of international research focused
relationships fostered by faculty, staff, and students, as well as the number of students
whom participate in research initiatives from the College of Arts & Sciences. Quantative
assessments use structured, predetermined response options that can be summarized
into meaningful numbers and analyzed statistically (Suskie, L., 2011, pp.32). Counting
the number of research proposals or partnerships will allow us to see raw numbers that
can be left as is or turned into percentages for easy reporting.
The quantitative data will be evaluated once it has been received and stored in an
electronic database. At the end of each semester (Fall, Spring, Summer) this data will be
and an infographic to appeal to all audiences two weeks after the semester ends. These
results will also be discussed at the Deans Advisory Board meetings that occur once a
semester with the Deans Advisory Board. Members include faculty and department
chairs, as well as major-gift donors.

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Reviewing and Reporting Data

The data from each tool will be evaluated once it has been received and stored in an
electronic database. Any student, faculty, or staff name associated with measurement
tool will be removed to protect the identity of the participant.
This information is open for anyone to see; all they have to do is ask to be granted
access to do so.
At the end of each semester (Fall, Spring, Summer) this data will be reported to the
Dean of the College of Arts & Sciences to distribute to department chairs at his
digression. The report will be submitted to him in two electronic forms, an email and an
infographic to appeal to all audiences no later then two weeks past the conclusion of the
semester (see Appendix E) .
These results will also be discussed at the Deans Advisory Board meetings that occur
once a semester with the Deans Advisory Board. Members include faculty and
department chairs, as well as major-gift donors, and the Advancement Director for the
College of Arts & Sciences.
It will be communicated to the Deans Advisory Board, as well as all department chairs
that this assessment plan is being implemented to demonstrate the effectiveness of the
Office of International Programs and Education Abroad, as well as to determine areas
that need improvement for the office. The information collected in the 2016-2017
academic year will serve as a baseline and will be used when comparing data in
following years.
The procedures for collecting data outlined in this plan will be used for 3 years; best
practices will be reevaluated and determined in 2020. Implementing this assessment
plan is crucial to the success evolving the education abroad experience for all
stakeholders and constituents involved in the planning, developing, and implementation
process.
Participants in the data collection method will remain anonymous throughout the
reporting process. If for any reason their qualitative responses will be used, participants
will be given alternate identification.
Low, negative, or poorly reported data will be recorded and included in the report. A
failed learning outcome will be investigated and improvement techniques will be sought
out from expert parties.
Appendices
A. Definitions of Terms Used
Advising appointment: Meeting with a Peer Ambassador (see Peer Ambassador),
Kristin Stasiowski, Ph.D., or Alyssa Mazey (almost) M.Ed.; appointments are on a walk-in
basis, or made via email communication with interested parties

2016-2017
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Deans Advisory Board: Comprised of Assistant & Associate Deans in the College of
Arts & Sciences, as well as department chairs, as well as select faculty members; majorgift donors and Advancement Officers are also present
Faculty: Stakeholder in this assessment plan; valued opinion
Once: One time; post-advising appointment in regards to survey 1
Peer Ambassador: Undergraduate student employee; peer advisor; meets with
students in a 1:1 or group setting to inform of education abroad experiences, financial
options, or curriculum integration advice
Staff: Professional full-time, or Graduate Assistant; manages, runs, and implements
change
Students: Stakeholder; undergraduate student who is interested in, or already has
participated in education abroad opportunities

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16
B. Mission/Vision Alignment and Developed Unit Level Outcomes
Mission and Vision Alignment Across Institution, College, and Un
Institution
College
Unit
Alignment Justification
Transform
lives
Provide a
Providing
diverse
Each levels
mission
statement incorporates
an
OFFICE
OF INTERNATIONAL
PROGRAMS
AND EDUCATION
ABROAD
ASSESSMENT
PLAN
through
quality
global
learning
academic
focus
on
learning
and/or
providing
stu
2016-2017
17
learning
education
opportunities
with educational purpose. The Institution, Colleg
for all
and Unit are aligned to provide each student wit
students
hub or resources and academic programs to fit t
educational and interest areas.
Power of
Remains
Prepare students
Kent State University is committed to allowing
discovery
dedicated
for leadership and
students to discover their excellence and living
to the
lives of service
of leadership through coordination and self-disc
pursuit of
This is established through an innovative suppo
human
model of student first initiatives and quite litera
excellence
putting the world at their fingertips.
1.4 Strengthen No college
Provides continuing A supportive environment is established in both
diversity and
alignment
support for
university priorities, as well as the unit. If there
the cultural
students
support for students and their initiatives, they w
competence of
participating in
lose the ability to continue to invest in themselv
students,
education abroad
and their leadership skills and personal prioritie
faculty and
programs, from
fall by the wayside. Kent State invests in many
staff system
pre-departure to re- student services to ensure that each student is
wide
entry
to receive the tools and support resources they
to be successful.
4.2 Enhance
Enhance
A student who has gained a global experience is
the
your
7. Education
more likely to obtain employability over student
internationaliza knowledge
abroad curriculum
have not. The support of globalization is appare
tion of the
and
integration within
through both the Institution level, as well as the
university
improve
College of Arts and College of Arts & Sciences.
through
your
Sciences majors
programmatic
understandi
and
ng of the
partnership
world and
engagement
its people
2.1 Build a
Provide a
Global research allows students, faculty, and sta
culture of
quality
4. Coordinates all
engage in a culture outside of their own. They a
research and
education
faculty-led
able to form partnerships and make connections
innovation
for all
education abroad
institutions and corporations around the world.
students,
initiatives both
Supporting faculty, staff, and students in their
led by the
within the college
research abroad allows the institution and the c
very best
as well as in
to invest in innovative collaboration and initiativ
teachers
coordination with
and
other departments,
scholars
programs and
colleges at the
university
4.2 Enhance
and advance
system wide,
universitycommunity
engagement
efforts
No college
alignment
5.3: Establish a
culture of
No college
alignment
8. Include and
integrate regional
campuses in
education abroad
outreach initiatives
3. Provides
Kent State University is a multi-campus institutio

that prides itself on all the demographics that w
appeal too. Part of the role of the Office of
International Programs and Education Abroad is
appeal to students that attend classes at any of
regional campuses. This initiative, the unit is ab
reach a new population of students and provide
with the tangible experience of study abroad.
The unit aims to provide organizational support,
structure, and professional development

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C. Tools
Developed Measures
Journal
Journal 1: Formative
Timeline: Journals will be due one (1) week upon conclusion of education abroad
program to Room 126 Bowman Hall, or emailed in a Microsoft Word Document to Alyssa
Mazey, amazey2@kent.edu.
Length
of
Progra
m
1 week
2 weeks
15
weeks
Academi
c
Year
Number
of
Entries
4
8
20
45
Reflection Topics for Journal Entries

1. How has your education abroad experience integrated into
your academic curriculum (1a)?
2. How has your time abroad allowed you to gain a new sense
of self-cultivation (2b)?
3. How has your experience abroad changed your cultural
perspective (4a)?
Directions:
During your time abroad, you are required to make X NUMBER of journal entries.
Each entry should be between 300-500 words reflecting your thoughts, feelings,
and experiences. In EACH of your reflections at some point, please be sure to
answer the questions outlined in Reflection Topics for Journal Entries column
above. It is important to keep track of your development through this process, not
to mention it is fun to look back and see how your experiences have shaped who
you are at the end of your program. If you feel as though you are not in a place to
answer a question in one of your responses, please note that so it is documented
that you are cognizant of the journal criterion.

2016-2017
19
**NOTE: Those of you studying abroad for a longer period of time will see more overall
change then those of you going for just a week or two. Be patient with yourself.
Rubric:
Missing (0)
1. Curriculum
Integration: How
does your
experience abroad
blend with your
academic
program?
2. New sense of
self: What about
this experience
have you gained
that you could not
from studying in
America or via
Google?
3. Benefits: how
has this
experience
transformed your
view of the world;
personally?
Professionally?
Needs Improve.
(.5)
Excellent (1)
Topic 1 was
missing in
almost all
entries
Topic 1 was
referenced in some
entries
Topic 1 was
referenced in all
entries; clear
articulation
Topic 2 was
missing in
almost all
entries
Topic 2 was
referenced in some
entries
Topic 2 was
referenced in all
entries; clear
articulation
Topic 3 was
missing in
almost all
entries
Topic 3 was
referenced in some
entries
Topic 3 was
referenced in all
entries; clear
articulation
Punctuation and Grammar
Punctuation
and grammar
is not to
college
academic
expectations
Punctuation and
grammar needs
improvement
Punctuation and
grammar exceeds
college academic
expectations
Number of Reflections
0 reflections
included
Half reflections
included
All reflections
included
Reflectio
n Topics

2016-2017
20
None of the
Some of the
reflections
reflections meet
All responses are
Length & Thoughtfulness of
meet 300
300-500 word
between 300-500
Responses
word criteria;
criteria; could have words; thoughtful
responses
put in more thought
lack thought
None of the
Few reflections
All reflections
Creative Reflection Title
reflections
have a title
have a title
have a title

2016-2017
21
Self-evaluation/Research Paper 1: Summative
Timeline:
This assignment will be due to Room 126 Bowman Hall or emailed in a Word
Document to Alyssa Mazey, amazey2@kent.edu two (2) weeks upon conclusion of
education abroad program.
Directions:
Throughout this assignment, students articulate and describe, in detail, the cultural
and academic benefits of education abroad experience upon conclusion of program.
Questions that should be answered are as follows:
5. How did your studies abroad integrate into your course curriculum (1a)?
a. What on the ground site visits/activities did you learn the most from in
regards to your course curriculum?
b. What is the history and/or story behind the site/activity?
c. What research have you conducted prior to the site visit/activity?
d. Was this information you learned in another course?
6. How will you use your academic experience abroad moving forward with your
academic course work? If graduating, how will you articulate this academic
experience in a job interview (4a)?
7. What did you learn from your cultural experience?
a. Communication? Flexibility (fluidity)? Patience? Adaptability?
8. What activities did you participate in abroad to help your global understanding of
the world (5b, 5c, 5d)?
a. What research opportunities did you take advantage of (5b)?
b. Who did you work with (5b)?
c. Were KSU Faculty involved in this research opportunity (5c)?
d. Were Office of International Programs and Education Abroad staff members
resourceful in connecting you with activities and research opportunities from
the states (5d)?
This assignment SHOULD NOT be completed until the education abroad program has
concluded. This paper should be between 5-8 pages, double spaced in length and

2016-2017
22
written in APA format. Must use AT LEAST 4 outside sources (1 per question,
preferably). Please make sure to include all citations when using information from
research articles, museums, class lectures, etc. Class lectures may be cited as
personal communication.

2016-2017
23
Rubric:
Missing (0)
1. How did your
studies abroad
integrate into your
course curriculum?
2. How will you use
your academic
experience abroad
moving forward
with your
academic course
work?
3. What did you
learn from your
cultural
experience?
4. What activities
did you participate
in abroad to help
your global
understanding of
the world?
Needs Improve.
(.5)
Excellent (1)
Question not
answered
Question somewhat
answered
Question was
answered
thoroughly
Question not
answered
Question somewhat
answered
Question was
answered
thoroughly
Question not
answered
Question somewhat
answered
Question was
answered
thoroughly
Question not
answered
Question somewhat
answered
Question was
answered
thoroughly
Punctuation and Grammar
Punctuation
and grammar
is not to
college
academic
expectations
Punctuation and
grammar needs
improvement
Punctuation and
grammar exceeds
college academic
expectations
Number of Reflections
0 reflections
included
Half reflections
included
All reflections
included
Some of the
reflections meet
300-500 word
criteria; could have
put in more thought
All responses are

between 300-500
words; thoughtful
Few reflections
have a title
All reflections
have a title
Reflectio
n Topics
Length & Thoughtfulness of

Responses
Creative Reflection Title
None of the
reflections
meet 300
word criteria;
responses
lack thought
None of the
reflections
have a title

2016-2017
24
Surveys
Survey 1; Initial Intake Form: Summative
Purpose:
This intake will be distributed electronically. While a student is meeting with our
office staff in a face-to-face meeting, they will identify areas of academic interest related
to their major. Through a conversation, office staff will inquire about interest in producing
a research project in identified possible areas of interest. If Honors college GPA
requirement is met, student will be asked to apply to the Honors College and upon
acceptance, begin to produce a Senior Honors Thesis. The idea behind this research is
student will be able to identify, and justify traveling abroad to conduct research for their
thesis. This international initiative supports the importance of international partnerships
and global outreach. This survey will be sent via email to every student who visits the
office upon conclusion of his or her advising appointment/meeting. This survey serves as
the initial intake and welcome to our office form. The results of this survey will be sent to
Alyssa Mazey, amazey2@kent.edu, and/or Kristin Stasiowski, Ph.D., kstasiow@kent.edu.
Timeline:
This form will be filled out electronically via a link given to the students at the
conclusion of the appointment. If the student is comfortable and does not require time
for cogitation, student will be given the opportunity to fill out this form during the
meeting.
Form:

2016-2017
25
Created using Google Form.
Members of office staff with access to results are: Kristin Stasiowski, Ph.D. &
Alyssa Mazey, (almost) M.Ed.
Figure 1

2016-2017
26
Survey 2 & 3
Timeline:
Upon departure and arrival (within one week) from study abroad programs, each
student will fill out the same basic questionnaire, with the exception of the tense the
questions are written in.
Purpose:
The purpose of this questionnaire is to observe and understand how students
develop and change through out time abroad. This questionnaire will ask the student the
same series of multiple choice and open ended questions each time they take it. If the
student has more then one education abroad experience, they will take the questionnaire
each time. The questions on the survey are designed to help the student try to
articulate their experience for use in their future endeavors.
Survey 2; Pre-departure: Formative
Members of office staff with access to results are: Kristin Stasiowski, Ph.D &
Figure 2

2016-2017
27
Survey 3; Re-entry: Summative

Members of office staff with access to results are: Kristin Stasiowski, Ph.D &
Figure 3

2016-2017
28
Existing Data
Number of Applied/Committed Participants Per Year Data
As the quality of education abroad programs increases, the popularity of having an
education abroad experience will increase as well. This will be measured by counting the
number of students whom apply, select a program, and commit to participate from the
College of Arts & Sciences each year for faculty-led programs, the Florence Summer
Institute, as well as Semester long programs. This count of participants will also include
Arts & Sciences majors from regional campuses.

2016-2017
29
The office will also work to create an innovative organizational structure model that will
provide offices in each college the same structure for smooth and efficient organization
of education abroad implementation. This will create effective communication with each
individual college, as well as with the Office of Global Education.
See TABLE 1.1 on page 27 for Outcome of Existing Data to Measure alignment.
As time moves forward, education abroad, global partnerships, and academic research
abroad will become more popular than it already is. Based on current facts and statistics
within the college of Arts & Sciences, education abroad numbers have more than
doubled each year from 2014-2016. Program implementation in regions with high
interest culturally, as well as academically will be in more of a demand than ever.
Faculty, staff, and students will work to foster and nurture relationships with global
partners all over the world to improve the quality of research, partnerships, and
relationships. Faculty members will also be asked to facilitate programs based on their
specific academic interest area, which will boost student and research participation.
Students who have studied abroad also tend to have higher job placement numbers than
students whom do not. Studying abroad shows employers that you are flexible, open
minded, and adaptability (What Scientists Know About Studying Abroad, 2016). Having
an educational experience abroad will provide students with an environment to focus on
unique issues, while also learning and growing as a person in a less structured
environment simultaneously. In order to make sure this unique experience exists, the
Office staff will work in tandem with faculty and the Office of Global Education to be sure
that the experience meets the expectations and requirements of all parties invested.
See TABLE 1.1 on page 27 for Outcome of Existing Data to Measure alignment.
Table 1.1 Outcome of Existing Data
App/Commi
t Data
Global
Research
Data

2016-2017
30
1d. Popularity of Education Abroad increases with quality of
S
programs (P)
2a. Students will design an education abroad experience to
S
cultivate learning in ones academic endeavors (L)
2c. New programs will have high enrollments based on Staff
S
creation of programs in high interest regions (P)
S
2e. Faculty members will facilitate programs based on their
S
academic specialty
3c. Office will create an innovative support model for all the
satellite offices of the Office of Global Education within each
F
College (O)
4c. College of Arts & Sciences students who studied abroad
will have higher job placement rates than those who did not
S
(P)
5b. Students will foster relationship with Global Researchers
S
(O)
5c. Faculty will foster relationship with Global Researchers
S
(O)
S
5e. College of Arts & Sciences will lead the way in creative
and innovative research around the world in many subject
S
areas (P)
6b. Staff will work to market education abroad programs to all
S
students at all 8 campuses (O)
6c. Regional campus students participation in College of Arts
S
& Sciences education abroad programs will increase (P)
7a. Faculty will use office resources to learn to create and
S
cultivate programs to fit their academic interest areas (L)
7b. Staff will work with faculty proposals to fit the
expectations and education abroad requirements put forth by
S
S
the Office of Global Education (O)
7c. Faculty-led education abroad programs will provide a
uniquely focused educational experience to students in
S
respective programs (P)
KEY:
S: Summative
F: Formative

2016-2017
31
Tools to be developed in the Future
Faculty Survey
In the future, the Office of International Programs and Education Abroad would like to
provide faculty with the same opportunity as the students to reflect on their professional
and personal development though this process.
It is the hopes of the Office of International Programs and Education Abroad to create
and implement a series of surveys, Initial Intake, Pre-departure, and Re-entry, by Spring
2017. These surveys would provide faculty members with a platform to voice their
expectations and process their emotions and development through the designing, and
delivering of their programs.
This survey will ask the faculty member a series of multiple choice and open-ended
questions to elicit deep thinking. Having faculty complete a reflection at both the
beginning and end of a course or program and can give them a sense of their growth and
development (Suskie, L., 2011, pp. 190). Having this method of reflection in the form of
a survey is ideal due to the high volume of faculty that run programs through the College
of Arts & Sciences (Suskie, L., 2011, pp. 199).
If the faculty has the opportunity to create or lead a study abroad more than one time
during their time at Kent State University, they will be asked to complete the Predeparture and Re-entry survey each time, two weeks after the conclusion of their
program.
donors.
departureSurvey 2: Pre-
IntakeSurvey 1: Initial
eval/Research Self-
Learning
Outcome
to
Measurement,
Indirect & Direct Measurement
Journal Reflective Travel
D. Learning Outcome to Measurement Alignment

2016-2017
32
1a. Students will describe how their education abroad program
I
D
integrates with their curriculum (L)
1b. Staff will differentiate education abroad advising practices
from practices in an academic advising office for students seeking
education abroad programs and international internships (O)
1c. Education abroad programs will be used to demonstrate the
need for global education and research (P)
1d. Popularity of Education Abroad increases with quality of
programs (P)
2a. Students will design an education abroad experience to
cultivate learning in ones academic endeavors (L)
2b. Staff will construct small group and virtual outlets to process
education abroad experience and cultivate sense to new self
I
upon return (O)
2c. New programs will have high enrollments based on Staff
creation of programs in high interest regions (P)
2e. Faculty members will facilitate programs based on their
academic specialty
3a. Students will locate and describe resources identified by
Office of International Programs and Education Abroad Staff (L)
3b. Staff members will communicate specialized cross campus
resources for students to utilize in their pre-departure process (O)
3c. Office will create an innovative support model for all the
satellite offices of the Office of Global Education within each
College (O)
3d. Student satisfaction with the Office of International Programs
and Education Abroad will increase (P)
4a. Students will describe benefits of cultural and academic
I
D
education abroad experience upon return from program (L)
4b. Staff will create an environment for students who study
abroad to demonstrate their understanding and the benefits of
their international education experience in future career
endeavors (O)
4c. College of Arts & Sciences students who studied abroad will
have higher job placement rates than those who did not (P)
5a. Students will identify a topic of research to conduct abroad to
maximize their academic experience (L)
I
5b. Students will foster relationship with Global Researchers (O)
I
5c. Faculty will foster relationship with Global Researchers (O)
I
5e. College of Arts & Sciences will lead the way in creative and
innovative research around the world in many subject areas (P)
6a. College of Arts & Sciences students from regional campuses
will identify services in our office (L)
I
I
1d. Popularity of Education

Abroad increases with quality of
programs (P)
2a. Students will design an
education abroad experience to
cultivate learning in ones
academic endeavors (L)
2c. New programs will have high
enrollments based on Staff
creation of programs in high
interest regions (P)
4a. Students will describe
benefits of cultural and academic
education abroad experience
upon return from program (L)
5a. Students will identify a topic
of research to conduct abroad to
maximize their academic
experience (L)
5b. Students will foster
relationship with Global
Researchers (O)
departureSurvey 2: Pre-
Selfeval/Research
IntakeSurvey 1: Initial
Outcome
Paper
E. Findings
Journal Reflective Travel

2016-2017
33
6b. Staff will work to market education abroad programs to all
students at all 8 campuses (O)
6c. Regional campus students participation in College of Arts &
Sciences education abroad programs will increase (P)
7a. Faculty will use office resources to learn to create and
cultivate programs to fit their academic interest areas (L)
7b. Staff will work with faculty proposals to fit the expectations
and education abroad requirements put forth by the Office of
Global Education (O)
7c. Faculty-led education abroad programs will provide a uniquely
focused educational experience to students in respective
programs (P)
Measureme
nt
Number of
participants
per year
Program
selection
Evidence
Counts of
programs
New education abroad

program offering in Norway
Infographic
distributed
Sciences De
Most common themes

gathered from 62 education
abroad students; Common
themes are global literacy,
adaptability, independence
Award at the undergraduate
research symposium for
research project on LGBTQ
issues in Greece
52 research partnerships
currently working with
students
Kyoto Primate Research
Institute; #1 Partnership
Infographic
distributed
Sciences De
Highest program participants;

Italy, India, Spain
Highest program participants;
Italy, India, Spain
Survey 2
Journal 1
Survey 1
Counts of
documented
partnered
research
Reporting
Infographic
distributed
Sciences De
Infographic
distributed
Sciences De
Infographic
distributed
Sciences De
Infographic
distributed
Sciences De

2016-2017
34
52 research partnerships
Infographic
Counts of
currently working with
distributed
5c. Faculty will foster relationship documented
students
Sciences De
with Global Researchers (O)
partnered
research
Number of
52 Research Partnerships
Infographic
5e. College of Arts & Sciences will
Research
Globally
distributed
lead the way in creative and
partnerships
Sciences De
innovative research around the
around the
world in many subject areas (P)
world
Number of
52 Research Partnerships
Infographic
Research
Globally
distributed
5d. Staff will foster relationship
partnerships Kyoto Primate Research
Sciences De
with Global Researchers (O)
around the
world
6c. Regional campus students
Number of
Who is who from KSU?
Infographic
participation in College of Arts &
students
Students who study abroad
distributed
Sciences education abroad
enrolled in
graph; broken down by
Sciences De
programs will increase (P)
programs
campus
Figure 3
For the purposes of this Assessment Plan, Figure 3 is just

an example of a news letter/inforgraphic that would be
distributed at a Deans Advisory Board meeting, or given
to Department Chairs to relay the information back their
departments. This infographic was made in Microsoft
Word and the information shown here is not all accurate
and mostly made up for the purposes of this example.
This information in the inforgraphic can be found in
qualitative form in the preceding this example.

2016-2017
35
References
Blooms Revised Taxonomy with Verbs. (n.d). Pinterest. Retrieved from
https://www.pinterest.com/pin/235313149256288861/
Eckert, E. (2016). Personal communication.
Global Citizenship (2016). Why CAS? Retrieved from http://www.kent.edu/cas/why-cas
History of the College. (2016). Kent State University College of Arts & Sciences.
Retrieved form http://www.kent.edu/cas/about/history
Mapping Study Abroad to the Major. (2014). Office of Study Abroad at Kansas University.
Retrieved from https://ku.studioabroad.com/_customtags/ct_FileRetrieve.cfm?
File_ID=27382

2016-2017
36
Mazey, A. (2016). Personal communication.
Strategic Visioning. (2016). Kent State University Office of the President. Retrieved from
https://www.kent.edu/strategicvisioning
Suskie, L. (2009). Assessing student learning: a common sense guide. Josey-Bass: San
Francisco, CA.
What scientists know about studying abroad. (2016). Retrieved from
http://studyabroad.ucmerced.edu/study-abroad-statistics/statistics-study-abroad
Why CAS? (2016). Kent State University College of Arts & Sciences. Retrieved from
http://www.kent.edu/cas/why-cas

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