This study investigates the motivations, expectations, and self-assessed preparedness of Chinese undergraduate students preparing to study in the United States through the CHEPD 1+2+1 Dual Degree Program. It addresses a gap in the literature by focusing on pre-departure perspectives, which are often overlooked in research on international student adjustment. Using a mixed-methods approach, data were collected via surveys (N=36) and semi-structured interviews (N=19) with students at Suzhou University of Technology prior to their departure for the University of Wisconsin-Eau Claire. Findings reveal that students are motivated by academic and personal growth opportunities but experience significant anxiety regarding language barriers, social integration, and safety concerns—largely shaped by social media. The study recommends that pre-departure orientations expand beyond logistical information to include proactive socio-emotional support, realistic cultural previews, and peer-mentoring programs to bridge the gap between students’ academic confidence and their socio-cultural apprehensions.
The purpose of this project was to update online learning materials for Japanese 101 to be in accordance with ADA standards as per the April 2024 Department of Justice ruling. Online learning materials are becoming increasingly prevalent, which can improve accessibility in some ways and hinder it in others. There are unique challenges faced with online language learning when it comes to accessibility, particularly with Japanese due to its three distinct writing systems. One particular alphabet, kanji, contains characters that have different readings dependent on context, which can pose an issue with screen-readers as they can misinterpret the correct reading. We updated all text to include the appropriate language tag, so that English and Japanese would each be read by the appropriate voice and have the desired reading. We then ensured that all images had descriptive alt text and created subtitles for all videos. After changes were made, we reviewed the materials against a checklist to ensure total compliance. We endeavored to make some materials, particularly the videos that accompany the Genki textbook, available for public use in any classroom. Because we focused primarily on Japanese 101 materials, the materials for future classes will also eventually need to be updated.
