Assessment of the effectiveness and impact of Curriculum Integration is built into our initiative. Information from online surveys and focus groups is gathered to better understand students’ barriers to study abroad and to better assist faculty and advisers as they address these issues.
Study Abroad Enrollment Data
University of Minnesota—System Wide Enrollment Data
Total Undergraduate Degrees Granted in 2012–13 was 10,145
Total Undergraduate study abroad enrollment in 2012–13 was 2,497
Study abroad as a percentage of degrees granted = 24.6%
University of Minnesota—Campus Enrollment Data
Time to Graduation Data
Data Analysis, 2009
Data from the University's Office of Institutional Research show the University of Minnesota-Twin Cities study abroad graduate (by AAR rating and college) and retention data.
- Study Abroad/Non-Study Abroad Graduation Rates (pdf)
- Study Abroad/Non-Study Abroad Graduation Rates by college (pdf)
- Study Abroad/Non-Study Abroad Graduation Rates by AAR rating (pdf)
- Study Abroad/Non-Study Abroad Retention Rates (pdf)
Data Analysis, 2001
Data from the University's Institutional Research and Reporting showing study abroad graduation
rates by GPA, college, ethnicity, and academic readiness:
- Study Abroad/Non-Study Abroad Graduation Rates: UMTC by College (pdf)
- Study Abroad/Non-Study Abroad Graduation Rates: UMC (pdf)
- Study Abroad/Non-Study Abroad Graduation Rates: UMD (pdf)
- Study Abroad/Non-Study Abroad Graduation Rates: UMM (pdf)
- Study Abroad Does Not Delay Graduation (pdf)
Surveys help us obtain data from academic advisers, faculty, and undergraduate students, giving us the opportunity to identify issues regarding study abroad. The web-based surveys determine openness to study abroad, perceptions about the role of study abroad in higher education and careers, and barriers to study abroad. The surveys are also be used to evaluate the progress of the Curriculum Integration initiative.
Focus groups are also being used as part of the evaluation methodology. Focus group questions have been piloted in order to collect qualitative data from students who have studied abroad, students who have not studied abroad, and students of color.
There is an ongoing assessment of new advising tools and methods.
Throughout our initiative, evaluations were conducted for various events held for faculty and advisers. An overview of 2002–03 event evaluations (pdf) provides an example of these event evaluations.