Research report

1. Read the example project report.pdf and focus on the Conclusion part and Recommendation

part. (This is not the material that you should write about, just for your reference.)

2. Read the Proposal-final report.pdf

3. Read the INTRODUCTION-final report.pdf

4. Read the Methodology-final report.pdf

5. Based on the 2, 3, and 4, write a conclusion part and recommendation part for this report to

make it complete. (The result part is not given, please use your imagination to find a

reasonable result for this research.)

6. In the conclusion part, you should summarize the research and include necessary information

and make a conclusion.

7. In the recommendation part, you should talk about some possible ways to improve. (You can

refer to the corresponding part of the example project report in 1)

8. The total of the conclusion part and recommendation part should be at least 3 pages, double

spaced, 12 pt Times New Roman, 1 inch margin. You do not need to use any other articles,

but you can reference the resource in the bibliography of Proposal-final report.pdf if

necessary.

Methodology

The following procedures were used to construct the reasonable and valid
recommendations of this report. To make a successful recommendation to address the food price
issue of Oregon State University, qualitative and quantitative data is used in this report. This
methodology will be divided into two parts

1. Research from the data that obtained through the survey with current students
2. Research from food price comparison of Oregon State University with other

universities in the US and The supermarket in Corvallis.

I. Research from the data that obtained through the survey with current students

In order to observe and gain the practical and realistic data of the food price issue
of Oregon State University. The survey is created. Our group thinks that students are the
groups that are most affected by the food price issue, therefore we target this group as the
primary group of this survey. This survey contains nine questions that ask about the basic
information and their opinion regarding the current food price. Also the 9th question is
used to collect the suggestion idea from interviewee. This survey is created and collected
on Google Forms. The collectected responses are used for data analysis of this report to
identify the problem and construct the recommendation section of this report.

II. Research from food price comparison of Oregon State University with other universities
in the US and The supermarket in Corvallis.

In order to compare the statistical data of OSU food price with other universities’
food prices and nearby supermarkets, our group looked up different websites and
applications to collect the food price data of the comparison. For example, in the case of
the food price of the supermarket in Corvallis we used the Fred Meyer webpage for this
research. In the case of other universities’ food prices we used a Starship application to
collect all the information. There are four objectives of this research

1. Figure out the difference between the food price between the OSU and
nearby area.

2. To analyze and explain the reason behind the difference of food price
between the OSU and nearby area.

3. Figure out the difference between the food price between OSU and other
universities in the US.

4. To analyze the difference of the policies of other universities as well as the
suitable solutions that may be able to apply to OSU.

INTRODUCTION

Living in the 21st century, people can easily earn as well as learn hots of

information and varied knowledge through surfing the internet network. By the

technology advance, it can overcome the barrier of the geographic environment to

gain latest news. Even the country or school?s announcements, they will choose the

internet service to update to their website when the adding the new requirements or

revising original policy. It is an efficiently way to demonstrate the new message to

receivers who need to know the last trends or directions. For instance, the canvas is

one of the most popular websites for schools and students to connect each other and

they could cooperate their assignments on-line. We now know these convenient

advantages are not only the patents for the business workers or computer engineers,

but it can also be accessible for everyone who have ability to go into the world of

internet to get their interesting information.

According to the service providing from internet network, even though the

normal university students, can be easily obtain the amount of information about their

school?s news. Since the information were effortlessly to see, we found and heard

some complaints around the students, who studying at Oregon State University, about

the campus food did not worth their price. The reason is that those students thought

the Oregon State was a sales tax-free state, however they did not think this benefit

was not applied to the Oregon State University. To illustrate, they usually criticized

the on-campus food price so expensive than off-campus grocery store or restaurants.

According to this reason, our group plan to conduct a survey to collect the student?s

opinion about the food price between the on-campus and off-campus food to figure

out whether the on-campus food price was unreasonably high by the internet network

service. In order to collect the specific and objective data, without biased thoughts,

our group design the several opining questionnaires related the food and their opinion

for participants who studying or working in Oregon State University by google form

which the free survey resources providing by Google. To be specified our survey, our

team were going to want to know the participants? preference of the eating place, the

daily budget for food per day, the frequency of eating on-campus and ask them to

write any recommendations related their concern to school to improve the overall

impression.

Final Paper Proposal (Group 3)

Purpose:

?Oregon State University food price analysis and comparison?

This paper will contain OSU food price analysis and comparison with nearby stores such

as Fred Mayer and other universities.

Audience:

Primary Audience: Students in OSU

Secondary Audience: Faculty in OSU

Background:

We think the OSU food price is higher than off-campus restaurants and supermarkets for

students. We will conduct a survey to collect the price information and the monthly budget for

students who live on-campus and off-campus, and make a comparison between them. The

different students will have different financial problems, like international students may have

some budget problems because their parents aren?t living with them. Some undergraduate

students are already independent of their families, so they have to do a part-time job to earn their

money. Graduate students need to spend their whole day on the campus because they have to do

the research, and the food on campus will easily cost them almost 20 dollars or more. So

different students have their own problems, our final goal is to recognize the problem and try to

eliminate them. Give the students who study in the OSU a reasonable and fair food price.

For example, The student discounts policy is somewhat not fair for every student. The students

who live on campus can get 20% off but the other students only get 10% off if you deposit your

money in your student account. If you?re an OSU student and do not deposit anything, you can

not earn any discount. From this example, we could know there may exist imbalanced

information between the students in OSU, somehow make them give up the 10% off discount or

they don?t even know they have this discount. We will discuss more problems about the

unreasonable price on the campus.

Proposed Program:

This research will find the average OSU student’s budget for food. To investigate if there

is any gap between on-campus and off-campus students. What’s the food price difference

between on-campus and in Corvallis choose from the food index category and most students

choose. This paper will raise awareness of food prices in OSU campus as well as provide price

comparison data for students. The data used in this paper will be obtained through survey results

and research from various online sources and library research.

Schedule:

Duration of research and Information gathering: 1 week – before the end of week 8

Duration of individual work for each group member: 1 week – before the end of week 9

Bibliography:

1. https://educationdata.org/average-monthly-food-spend-college-

student#:~:text=The%20average%20cost%20of%20food,plan%20averages%20%24563

%20a%20month.

2. https://www.fredmeyer.com/

3. https://osucascades.edu/sites/osucascades.edu/files/rate_sheet_for_2021-2022_-

_cascades_final.pdf

4. https://fns-prod.azureedge.net/sites/default/files/media/file/

CostofFoodDec2021Thrifty.pdf

5. https://www.thedp.com/article/2017/09/students-think-eating-off-campus-costs-less-than-

it-does-on-campus-penn-agrees

Recommendation report: Elective major class for Pathway students

INTO OSU GRADUATE PATHWAY PROGRAM

Elective major classes for Pathway students

INTO OSU Graduate Pathway Program

Oregon State University

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Project report: Elective major class for Pathway students

Table of content

Table of content ……………………………………………………………………………………………………………1

Table of figures …………………………………………………………………………………………………………….2

Figure 1.1: The International Learning- Living Center of INTO OSU………………………………….1 .2

Figure 1.2: The graduate pathway curriculum for Master of Public Health degree……………….2 .2

Executive Summary ………………………………………………………………………………………………………2

I. Introduction …………………………………………………………………………………………………………1

II. Methodology ……………………………………………………………………………………………………….3

II. 1: Research on other Universities INTO Pathway Program in US: ………………………………..3

II. 2: Student Survey to get students? recommendations and suggestions ………………………….3

II. 3: Interview the INTO OSU Pathway Program academic advisor ………………………………….4

IV. Results ……………………………………………………………………………………………………………….5

IV.1 Is the Pathway program known to the public? …………………………………………………………7

IV.2 Who are beneficial from this program? …………………………………………………………………..7

IV.3 What is the hardest part for students in Pathway? ……………………………………………………8

IV.4 Does Pathway program need to revise or update? …………………………………………………..8

V. Conclusions ……………………………………………………………………………………………………….9

VI. Recommendations ……………………………………………………………………………………………..11

References ………………………………………………………………………………………………………………..13

Appendices ………………………………………………………………………………………………………………..14

Appendix 1 Questionnaire …………………………………………………………………………………………14

Appendix 2: INTO OSU Brochure ………………………………………………………………………………16

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Recommendation report: Elective major class for Pathway students

Table of figures

Figure 1.1: The International Learning- Living Center of INTO OSU………………………………….1

Figure 1.2: The graduate pathway curriculum for Master of Public Health degree……………….2

Figure 3.1: Countries that students come from………………………………………………………………….5

Figure 3.2: Channels of Pathway information…………………………………………………………………..5

Figure 3.3: Student?s expectations…………………………………………………………………………………..6

Figure 3.4: Satisfaction of students…………………………………………………………………………………6

Figure 3.5: Difficult progression for students…………………………………………………………………..7

Figure A1: Oregon State University Pathway Program……………………………………………………16

Figure A2: Colorado State University Graduate Pathway………………………………………………..17

Figure A3: Washington State University Pathway Program…………………………………………….17

Figure A4: Arizona State University Pathway Program………………………………………………….18

Executive Summary

III

Recommendation report: Elective major class for Pathway students

INTO Oregon State University (INTO OSU), a part of INTO Global organization, was
founded in 2008 in a 50/50 partnership with Oregon State University (OSU), targeting to
increase the number of incoming international students to OSU and prepare them for their
success in the American academic environment on OSU campus. Graduate Pathway program
serves as a foundation for international graduate students who cannot enter the OSU Master
program directly for some reasons or those who want to prepare themselves to be more
successful in their academic study.

This report provides an overview of the problems of Pathway Program in INTO OSU
and propose a quality improvement for the continuing success of this program. Our report uses
three methods to research the INTO OSU Pathway Program. Comparing the difference between
INTO OSU with other universities Pathway Program, student survey to get students?
suggestions and recommendations, and visit the academic advisor to ask some problems in
Pathway Program.

Our team designed a survey in order to collect information from OSU Pathway students.
The purpose of the survey is to assist some students who are willing to participate in this
program to acquire knowledge, and to improve its quality of the program. Pathway program is
connecting international student?s education. Asking students about their perspective in the
program, interviewing Pathway advisers about Pathway arrangements and requirements,
analyzing its advantages and disadvantages, are what our team needs to process. The university
has to be evaluated by student?s feedback, and students should be responsible for their further
study.

The results reflect the facts that most students believe the Pathway program is beneficial
for them to gain fundamental knowledge and to improve their English. However, some students
still concern about some specific progressions are difficult for them. The conclusion displays
two aspects to maintain the program. Improving teaching content and expanding the source of
students are two major directions to carefully think of it.

Here are two suggestions to improve the quality of INTO Pathway Program:
? Offer multiple selections in major classes
? Adjust the class hardship of INTO pathway program
We believe that these suggestions will help students get more benefits in the pathway

program, also the pathway program will attract more international students coming to study.

Key terms: Pathway Program, INTO OSU, electives, international students.

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Recommendation report: Elective major class for Pathway students

I. Introduction

INTO Oregon State University (OSU), which is a part of INTO global education
organization, was founded in 2008. INTO OSU is in the 50/50 partnership with Oregon State
University, substantially provides a wide range of academic program for international students
to prepare them for college and graduate study in the American academic environment in
Oregon State University (INTO OSU, 2017). In addition, it also helps to double the number of
international students in OSU and create one of the most diversified community in the United
States. Currently, there are 3.969 international students, which represent for 112 countries in the
world, are studying on OSU campus. The programs offered by INTO OSU consist of Academic
English, Undergraduate

Figure 1.1: The International Learning- Living Center of INTO OSU

Pathway and Graduate Pathway program. The Graduate Pathway programs are designed in one
term, two terms and three terms as the integration of Intensive Academic English study and
other major-related classes offered by OSU. High level classes offered by OSU for Graduate
study are embedded in the Pathway curriculum for all students in one particular major and they
will be counted up to 12 credits in the master program. Regarding to the admission criteria, the
available options for each student vary depending on their English level, academic ability and
selection of graduate major. This program provides international students with academic
foundation, essential academic language skills, and GMAT or GRE preparation to be successful
in the degree seeking program at OSU (INTO OSU, 2017).

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Recommendation report: Elective major class for Pathway students

The following figure is an example of the 3-term pathway Master of Public Health program. It
is a combination of Intensive academic English, prerequisite courses and Master level courses
with specific progression requirements for master degree in OSU (Pathway programs, n.d.)

Figure 1.2: The graduate pathway curriculum for Master of Public Health degree

At a glance, Graduate pathway program seems to be helpful for international students in
general. However, there is an existing drawback in this program. Despite the high value credits
of these major classes, Pathway students are not allowed to make alternative options for those
major classes in which they are interested. Some students also complain that the progression
requirements are quite difficult for them, even a few students have been in INTO-OSU for years
because they failed to meet the requirements for progression. In addition, there are some classes
in the Pathway program that international students have taken in their home countries, but they
could not get waiver credits.

In this paper, we are going to do a small survey on the pathway student population
regarding to their opinions on the Graduate Pathway program in which they are studying. Our
hope is to give feedback to the administrators at INTO to improve future student?s experiences
here.

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Recommendation report: Elective major class for Pathway students

II. Methodology

The following procedures were implemented to let this recommendation report success.
In our research, our group used a mixture of qualitative and quantitative data. In order to obtain
more information and perform a better analysis, we considered to break the report methods into
three tasks:

1. Research on other universities INTO Pathway Program in US

2. Student survey to get students? recommendations and suggestions

3. Interview the INTO OSU Pathway Program academic advisor

II. 1: Research on other Universities INTO Pathway Program in US:

In order to figure out the difference between INTO OSU Pathway Program and other
universities Pathway Program, our group research three universities who have Pathway
Program. For example, we researched Colorado State University, Arizona State University, and
Washington State University in their official websites on the Internet.

? Figure out the difference of INTO Pathway Program between OSU with other
universities, such as major selection, curriculum arrangement, and progression
requirement.

? Figure out the difference policies and find out problems among the various INTO
Pathway Program

? Check out if these universities have set up suitable solutions.

II. 2: Student Survey to get students? recommendations and suggestions

Not only comparing the various information on the website, the recommendations and
suggestions from student?s responses also are significant. Students who are learning the INTO
OSU Pathway Program have their own unique perspectives to the program. In order to attain
these viewpoints and suggestions, our group created a simple survey named INTO OSU
Pathway Program Survey, which has eight questions to ask about the information of Pathway
Program.

After that, we invited other students who are studying the INTO OSU Pathway Program
now from different countries to reply the survey, then the responses were automatically
collected, and our team members analyzed the data.

The survey was edited in Google Form to find out if other students are facing some
difficulties or problems and have some suggestions to INTO OSU. After collecting all responses
and data, this report could set up some recommendations and suggestions to give the INTO
OSU office.

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Recommendation report: Elective major class for Pathway students

II. 3: Interview the INTO OSU Pathway Program academic advisor

Only the suggestions of students were not enough convincing, so we discussed to
interview the INTO OSU Pathway Program academic advisor.

The purpose behind interviewing the academic advisor was to figure out:

? Why they set up our Pathway Program courses like now?

? Could we have chances to choose our major courses by ourselves during the
Pathway Program period?

? Whether they know these problems in Pathway Program and tell them the
responses from students.

? If they have known these problems, whether they try to solve these problems and
to improve the quality of Pathway Program through make some meeting.

After considering all of these questions, we need to send a mail to ask for making an
appointment with our INTO OSU Pathway Program academic advisor. If we get the
reply, we could go to the ILLC office to ask questions and talk about the Pathway
Program. On the other hand, if we do not get the reply, we will wait for afternoon
2pm-4pm, walk-in hours to visit an academic advisor to ask our questions.

In the methods of this report, our group researched the difference between INTO OSU
Pathway Program and other universities Pathway Program on the websites, made a Pathway
Program survey to ask pathway students? recommendations and suggestions, and interview the
Pathway Program academic advisor to ask about the pathway policies and improvements. After
achieving these three tasks, we got a lot of information, policies, data to analyze and discuss
together. Finally, we got some meaningful results.

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Recommendation report: Elective major class for Pathway students

IV. Results

Based on our survey, the observation of this research displays population of INTO
Pathway student who is from different country. The histogram indicates most students are from
China. The other countries students are relatively less than Chinese students.

Figure 3.1: Countries that students come from

Furthermore, students go abroad in different ways and obtain the information of the
Pathway program in different channels. According to the pie chart, 62.5% students obtain
Pathway program information from the Agency or Institute, 22.5% students get to know
pathway program from internet, and 15% students know the program through the internet.

Figure 3.2: Channels of Pathway information

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Recommendation report: Elective major class for Pathway students

Moreover, international students participate in Pathway program with different purposes.
Joining in pre-required courses is one of the most important decision for 47.5% international
students to choose this program. However, there still have 40% students who are willing to learn
about American culture and 12.5% students want to improve English skills in Pathway program.

Figure 3.3: Student?s expectations

In addition, the degree of satisfaction research represents student?s opinion. 27.5%
Pathway students remain neutral. 47.5% students express satisfaction with it. Only 10%
students think it satisfied their expectation. Nevertheless, 12.5% students are dissatisfied with
this program.

Figure 3.4: Satisfaction of students

The most difficult progression requirement that 26.8% students choose is major class.
GPA is a challenge for 17.1% students. As most students are concerned that Toefl / IELTS test
and GRE/GMAT are important, those two requirements have same 19.5% students agree with it

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Recommendation report: Elective major class for Pathway students

is difficult for them. Academic English class and Backcore classes have 14.6% students who
worry about.

Figure 3.5: Difficult progression for students

IV.1 Is the Pathway program known to the public?

Following our research (Figure 3.2), pathway program is not well-known among the
international students. As people are known that there are some universities have same program
for international students in US. Most students are not familiar with these information in their
home countries. The issues point out several aspects that should be considered:

a. Whether information of Pathway program is comprehensive on internet
b. Whether it is easy to access website and look for useful information in different countries
c. Whether it provides translation for international students to clearly understand the program

Because a huge number of international students who desire to go abroad often seek advice
from agency or institute, it cost a lot of money. If official organization is able to put complete
and concise message on website, general public can clearly find effective way and appropriately
make a right decision.

IV.2 Who are beneficial from this program?

Obviously, students are the maximum beneficiaries in this program. They have to think of what
program is suitable for them. It relates to their further study. According to To Consider from
International Student website, lots of universities have Pathway such as Colorado State
University and Arizona State University. These Programs provide major courses and academic

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Recommendation report: Elective major class for Pathway students

English, which ensures students to obtain fundamental knowledge. This knowledge is helpful
for them to understand and catch up with compulsory curriculum in the future.

IV.3 What is the hardest part for students in Pathway?

When the questionnaire mentioned the most difficult progression in Pathway, three major
problems pop up. GRE/GMAT and major classes and GPA are the most significant
consideration between pathway students (Figure 3.5). They believe these parts are hard to meet
requirements and approach success. It directly affects student?s performance in Pathway
program, which is also influence their total scores.

IV.4 Does Pathway program need to revise or update?

The results of the survey indicate that Pathway program need to modify or update. It is due to
lots of international students who want to pass the progression successfully. When we
interviewed pathway advisor, the goal of whole pathway program is to assist student to involve
in American culture and develop in OSU successfully. Advisors are confident of the program,
since it comprehensively helps students and guide them to proceed their further education. Even
it might be true, our group still focus on student?s benefits. By analyzing pathway programs
from different universities, like Colorado State University and Arizona State University, we
provided several aspects that can draw attentions:

a. Curriculum arrangement
b. Curriculum content
c. Course selection

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Recommendation report: Elective major class for Pathway students

V. Conclusions

Stated thus, INTO pathway is a satisfactory program, which helps students who have
learned in this program to improve the learning skills. According to the international students?
website, the universities, such as Colorado State University, Washington State university and
Arizona State University, and so on, also have this kind of program to give students multiple
choices. In addition, these universities distribute all over the United States, and the offic