2016-17 UNIVERSITY OF CALIFORNIA EDUCATION ABROAD PROGRAM

ANNUAL REPORT

Table of ContentsUCEAP AT A GLANCE � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1

A NOTE FROM THE ASSOCIATE VICE PROVOST� � � � � � � � � � � � � � � � � � � � � � � � � � � 2

ENROLLMENTS� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4

FINANCIAL OVERVIEW � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 9

SCHOLARSHIPS � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 14

HUMAN RESOURCES AND ADMINISTRATIVE SERVICES � � � � � � � � � � � � � � � � � � � � � � 16

HEALTH, SAFETY, AND EMERGENCY RESPONSE � � � � � � � � � � � � � � � � � � � � � � � � � � 21

REGION I � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �23

REGION II� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �25

REGION III � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 27

REGION IV � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �29

RECIPROCAL EXCHANGES (RECIPROCITY)� � � � � � � � � � � � � � � � � � � � � � � � � � � � � �32

ALUMNI ENGAGEMENT AND DEVELOPMENT � � � � � � � � � � � � � � � � � � � � � � � � � � 37

INFORMATION TECHNOLOGY � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �38

MARKETING AND COMMUNICATIONS � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 42

WEBSITE REDESIGN � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 46

ACADEMIC INTEGRATION � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 50

RESEARCH � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 54

UCEAP STRATEGIC PLAN 2016-20 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 57

STRATEGIC INITIATIVES � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �58

ARC OF ENGAGEMENT INITIATIVE � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 59

UCEAP ALUMNI EXPERIENCE INITIATIVE � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �63

PRESENTATIONS BY UCEAP FACULTY & STAFF� � � � � � � � � � � � � � � � � � � � � � � � � � � 65

2016-17 Annual Report | 1

UCEAP at a GlanceMISSION: Through international academic experiences, the University of California Education Abroad Program (UCEAP) inspires students to explore and transform their lives, UC, and the world�

VISION: A recognized leader in the field of international education and the preeminent education abroad program for the University of California system, UCEAP collaborates with campus partners to create an integrated and inclusive UC culture of study abroad�

UCEAP is a diverse, creative, and globally conscious organization of educators, staff, and alumni who firmly believes that international academic experiences have the power to break down boundaries, challenge perspectives, and create communities� As a University of California program, UCEAP offers a study abroad experience that extends the value, access, and quality of a UC education into the world�

UCEAP was established by the UC Regents at the UCSB campus in 1962 as a Systemwide UC study abroad program for undergraduate students� UCEAP also operates a reciprocal exchange program that brings students from around the world to study at UC campuses� Since its inception, UCEAP has successfully sent more than 101,000 UC students abroad and hosted 32,300 exchange students at the nine undergraduate UC campuses�

In the 2016-17 academic year, UCEAP enrolled 5,464 participants in 43 countries through 380 program options�

2016-17 Annual Report | 2

From the Associate Vice Provost and Executive DirectorThe 2016-17 year brought new challenges and opened new dimensions to our work at UCEAP� After several years of continued growth, we experienced a decrease in enrollments in 2016-17, leading the organization to ask some very important questions� Was this decline a harbinger of a new normal? Were student interests changing? Were acts of violence from terrorist attacks and safety concerns due to natural disasters deterring students from considering study abroad? Was UCEAP offering an experience that students still wanted?

Other questions arose as the value of international education was called into question in the new and unusual political climate of the United States� A perceived national turn toward nativism forced many college and university leaders to take a stand publicly about their commitment to international cooperation and to underscore the premium placed on the presence of international students, faculty, and staff on their campuses� Leadership at the University of California became a strong voice in the national conversation on the strategic importance of global education, and international student mobility is now deemed more important than ever�

As part of its drive toward a comprehensive internationalization strategy, the University of California committed to doubling the number of students who have an international academic experience during their undergraduate years, taking participation across the UC system from roughly 15% to 30%� Based on this mandate, UCEAP was made responsible for reaching an enrollment of 10,000 students� It is a daunting dual challenge, particularly when the impact of terrorism, natural disasters, and the overall international political climate are factored in� Yet it is a challenge that UCEAP can meet, together with our campus partners�

Recognizing that campus study abroad offices are UCEAP’s front door, we have been exploring ways that we can collaborate to provide support and gain their critical input on student needs and aspirations� In 2016-17, UCEAP awarded more than $500,000 in cost-sharing agreements for a two-year funding cycle, offering 50% salary and benefits for program advisors, peer advisors, and financial aid officers, as well as responding to related funding requests� UCEAP awarded another $75,000 in Academic Integration grants to faculty and staff for course articulation work�

We secured a systemwide membership with the Diversity Abroad Network, one of the leading professional consortiums of educational institutions, agencies and organizations dedicated to advancing diversity and inclusive good practices to increase access and achieve greater diversity and foster inclusive excellence in international education� UCEAP sponsored membership for all nine undergraduate UC campuses as a proactive approach to addressing inequities in international education�

2016-17 Annual Report | 3

In the same spirit of wanting to make study abroad a reality for underrepresented student groups, we distributed $1,674,500 in financial support to students, including the newly launched Guardian Scholarship Fund to make study abroad accessible to former foster care youth� We have been joined in our efforts to increase student support by the generous contributions of UCEAP alumni and friends�

We have continued the work of rebuilding the student information system, redesigning the Reciprocity and main UCEAP websites, and creating a data warehousing environment so that we will be technologically prepared to administratively support enrolling 10,000 students� Set to launch in 2018, our coordinated digital systems will provide greatly improved functionality and stability for both external and internal processes� We have increased and enhanced our online presence, and have recently welcomed a part-time staff person to manage social media�

Administrative and technological areas were not the only areas of augmentation in this past year� UCEAP conducted on-site health and safety trainings for our staff and partners in Asia, and has been facilitating meetings of a systemwide health and safety committee established by campus request� In this same spirit of collaboration, we invited campus representation on all our strategic workgroups� Together, we have been working to streamline our processes for greater effectiveness, to develop pre-departure and cultural competency materials, and to present our research findings and operational innovations to the broader international education community�

I have now seen UCEAP work through an entire year’s cycle of programs� We will need to continue to evolve as an organization to meet our challenges, but I am confident that we can do so� I am awed by the passion, dedication, and hard work of every member of the UCEAP team: here in the Goleta office, in the offices of our partners and staff abroad, and in all ten offices of our UC campus partners�

My appreciation for the support and guidance of UC Provost Aimée Dorr, UC Vice Provost Susan Carlson, UCSB Chancellor Henry Yang, and UCSB Executive Vice Chancellor David Marshall has only grown this year� I am grateful for their continued trust in my vision and their enthusiasm for UCEAP’s future� As we prepare for 2017-18, I am confident that we are in fact providing students with an experience that they not only still want, but need� As we support the University of California’s mission to help create an educated workforce that keeps the California economy competitive, we will offer UC students the opportunity to empower their education with an international academic experience, and we will be fully prepared for the day when we provide that opportunity to 10,000 students in a single year�

Vivian-Lee NyitrayAssociate Vice Provost & Executive Director

2016-17 Annual Report | 4

UCEAP Enrollments2016-17 OUTBOUND ENROLLMENTS

UCEAP’s enrollments declined from a record 5,669 in 2015-16 to 5,464 in 2016-17� This represented a decrease of 205 participants or 3�6% decline year-over-year� Full-time enrollment (FTE) decreased by 5% from 2,640 to 2,507� The difference between headcount and FTE reflects a decline in fall (-133, -9�5%) and spring (-132, -5�7%) quarter/semester programs� Summer enrollment accounted for 31% of UCEAP headcount, up from 29% in 2015-16�

Although a decline in year-long enrollment is a nationwide trend, verified by various studies, including the Institute for International Education (IIE) Open Doors annual statistics, UCEAP saw an increase from 321 in 2015-16 to 344 (+7�2%) in 2016-17, thanks to the implementation of $2,000 automatic scholarships for year-long programs�

4,259 4,3374,528

4,8084,684

4,4784,624

5,275

5,6695,464

3.4%

1.8%

4.4%

6.2%

-2.6%

-4.4%

3.3%

14.1%

7.5%

-3.6%

-10%

-5%

0%

5%

10%

15%

20%

0

1,000

2,000

3,000

4,000

5,000

6,000

AnnualGrowthRate

Headcount

AcademicYear

UCEAPProgramParticipantHeadcount&Y/YAnnualGrowthRate:AY2007-08Through2016-17.

Headcount AnnualGrowth Rate

Figure 1. 10-Year UCEAP Participant Headcount & Y/Y Annual Growth Rate

2016-17 Annual Report | 5

UCEAPProgramParticipationbyCampus&AcademicYear:AcademicYears2012-13Through2016-17.

Campus

AcademicYearOfParticipation 5-YearTotal2012-13

2013-14

2014-15

2015-16

2016-17 N %

UCB 982 990 1,023 1,161 1,102 5,258 21%UCSB 834 889 999 1,046 981 4,749 19%UCLA 549 712 965 1,028 1,049 4,303 17%UCI 532 517 568 610 619 2,846 11%UCSC 567 501 538 571 516 2,693 11%UCSD 474 448 573 570 515 2,580 10%UCD 211 269 311 367 342 1,500 6%UCR 216 202 189 199 220 1,026 4%UCM 112 96 109 117 120 554 2%UCSF 1 1 0%AcademicYear

Total 4,478 4,624 5,275 5,669 5,464 25,510 100%Source:UCEAP,Research.May,2017.

Table 1. UCEAP Enrollments by Campus

Table 2. UCEAP Enrollments by Length & Term

2016-17 Annual Report | 6

INBOUND RECIPROCAL EXCHANGE ENROLLMENTS

The University of California hosts Reciprocity students from nearly 100 institutions in 30 countries� Reciprocal exchange students attend the University of California on a non-degree basis� Students enrolled in UCEAP programs continue to pursue degrees at their home university though they are enrolled at a UC for up to one academic year�

Undergraduate and graduate Reciprocity students are nominated by partner institutions under the provisions of specific contractual agreements, which currently make up roughly two-thirds of UCEAP’s partnership agreements� Campus placements of reciprocity students mirror UC student rates of participation in UCEAP�

Figure 2. Five-Year Enrollment by Country

Figure 3. Campus Placement for Undergraduate Reciprocity Participants 2016-17.

2016-17 Annual Report | 7

UCEAP RECIPROCITY ENROLLMENTS BY COUNTRY

UCEAP’s partnerships provide the UC community with a broad range of otherwise underrepresented nationalities� The largest undergraduate cohort is from Europe, specifically from the United Kingdom due the high level of UC participation attracted by English language programing� The second highest number of participants is from the Netherlands not only due to the popularity of those programs for outbound UC students, but also the partners’ preference for limiting students to no more than one term of participation�

Over 80% of undergraduate students on exchange are high achievers earning GPAs of 3�0 or higher at UC with 12�7% of those achieving a 4�0 GPA�

In contrast to the popularity of short-term attendance (less than full-year) for UC and US students going abroad, Reciprocity students maintain a high rate of full-year attendance at 45�43%�

2016-17 UCB UCD UCI UCLA UCM UCR UCSB UCSC UCSD UCSF Grand Total

Graduates 0 0 2 1 0 1 0 0 4 0 8 Undergrad 348 96 128 264 5 27 279 101 210 0 1458

Student Total 348 96 130 265 5 28 279 101 214 0 1466

Summer 11 0 0 1 0 0 0 0 0 0 12

Visiting Scholars 0 0 0 0 0 0 0 0 0 1 1

Total Participants 359 96 130 266 5 28 279 101 214 1 1479

2015-16 UCB UCD UCI UCLA UCM UCR UCSB UCSC UCSD UCSF Grand Total

Graduates 2 1 3 0 0 0 1 0 4 0 11 Undergrad 339 123 141 231 13 29 281 93 198 0 1448

Student Total 341 124 144 231 13 29 282 93 202 0 1459

Summer 7 0 0 1 0 0 0 0 0 0 8

Visiting Scholars 3 2 0 0 0 0 0 1 0 2 8

Total Participants 351 126 144 232 13 29 282 94 202 2 1475

2014-15 UCB UCD UCI UCLA UCM UCR UCSB UCSC UCSD UCSF Grand Total

Graduates 0 1 2 3 0 0 2 0 5 0 13 Undergrad 361 124 167 207 4 31 300 117 202 0 1513

Student Total 361 125 169 210 4 31 302 117 207 0 1526

Summer 15 0 0 0 0 0 0 0 0 0 15

Visiting Scholars 3 1 0 4 0 0 0 0 2 2 12

Total Participants 379 126 169 214 4 31 302 117 209 2 1553

Table 3. UCEAP Reciprocity Enrollments by Campus

2016-17 Annual Report | 8

Table 4. UCEAP Reciprocity Enrollments by Country

Country Total

1458

UNITED KINGDOM – ENGLAND 183

NETHERLANDS 107

FRANCE 104

HONG KONG 96

JAPAN 95

DENMARK 77

AUSTRALIA 75

CHINA 67

SPAIN 67

SWEDEN 64

UNITED KINGDOM – SCOTLAND 63

KOREA 61

NEW ZEALAND 58

ITALY 55

IRELAND 51

SINGAPORE 46

GERMANY 34

TURKEY 34

MEXICO 31

CHILE 19

BRAZIL 17

THAILAND 16

CANADA 10

SOUTH AFRICA 10

SWITZERLAND 9

TAIWAN 9

2016-17 Annual Report | 9

UCEAP Financial Overview 2016-17During the fiscal year Finance was involved in a variety of changes that will result in greater efficiencies and practices for the organization on a long-term basis�

STRATEGIC INITIATIVES - INTERNAL EXPENDITURES

One of the most significant was the development of a captive insurance instrument—Fiat Lux—with the Risk Services Division at UCOP� A working group from Legal Support, Human Resources, and Finance collaborated on a business case assessment consisting of several possible scenarios that could necessitate the closure of a study center� The identified locations were analyzed for impacts to existing labor contracts, rental agreements, and student services� After a site visit by the Fait Lux team to the Systemwide office, it was determined that the business case was sufficient for the creation of the UCEAP captive insurance instrument during the fall Board of Directors meeting�

UCEAP continues to make strides in its operating platforms—both for its Student Information System (MyEAPII) and its website� Significant investments were expended last fiscal year in the plan/design and testing of its systems, $400,000 last year, and a commitment of $800,000 budgeted over the next two fiscal years for implementation and deployment�

STRATEGIC INITIATIVES - EXTERNAL EXPENDITURES

To address staffing needs within Campus Study Abroad offices, UCEAP offered funding for staffing within each UC campus� Over $500,000 in Cost Sharing Agreements were awarded on a two-year funding cycle� Every campus was awarded their requests for additional staff—ranging from Financial Aid Counsellors, Campus Advisors, and Student Assistants� Campuses will report after the two-year funding cycle how beneficial the positions were for meeting its unique needs�

UCEAP budgeted $50,000 in Academic Integration (AI) grants across the campuses� Due to the large amount of proposals, $75,000 in AI grants were awarded during the fiscal year� UCEAP also enrolled the Systemwide office and 9 UC campuses into a two-year membership with the Diversity Abroad Network�

2016-17 Annual Report | 10

UCEAP Campus Cost Sharing UC Berkeley 55,000 1 FTE Study Abroad Advisor - $55,000/yr Salary only (Total

commitment of $110,000 over 2 years; Year 1 of 2) UC Davis 48,386 0.5 FTE Study Abroad Advisor $45,386.33/yr

(Salary/Benefits) + $3,000/yr for 1 student ambassador to support videography (Year 1 of 2)

UC Irvine 21,000 To support 3 student staff for academic integration outreach at $11,000/yr + $10,000/yr for the Generation Study Abroad Ambassador program. (Total commitment of $42,000 over 2 years; Year 1 of 2)

UC Merced 72,000 1 FTE Study Abroad Advisor $59,000 (Salary/Benefits prorated for Nov 2016 Start Date) + 2 peer advisors at $13,000/yr (Total commitment of $161,000 ($135K + $26K) over 2 years; Year 1 of 2)

UC Riverside 57,404 0.5 FTE Financial Aid Officer $34,103.82/yr + $12,000/yr for graduate student researcher + $11,300/yr for a student ambassador

UC Riverside 64,335 Amounts due to UCR for 1415 and 1516 commitment for 0.5 FTE Financial Aid position.

UC San Diego 65,880 0.5 FTE Financial Aid Officer $54,800/yr (Salary/Benefits) + $11,000/yr for 3 student ambassadors (Year 1 of 2)

UC Santa Barbara 19,236 3 peer advisors at $11,340/yr + recruitment activities at $1,000/yr + retention activities at $500/yr + technology for classroom presentations at $800/yr + Adobe Creative Cloud licenses at $1,015/yr + funds for staff to attend NAFSA and CIEE conferences at $9,162/yr (Year 1 of 2)

UC Santa Cruz 52,264 0.5 FTE Program Advisor $42,272.33/yr (yr 2 of 3) + 3 peer advisors at $10,123/yr (Year 1 of 2) - $131.32 15-16 funding adjustment based on actuals

UC Los Angeles 50,000 4 peer advisors at $12,000/yr + Scholarships for Native American Students $10,000/yr + a graduate student researcher for academic integration at $9,000/yr + student check-in system $10,000/yr + targeted outreach activities for underrepresented students $6,000/yr + study abroad fair during International Education Week in November $3,000/yr

Total UCEAP Cost Sharing 505,505

Other changes to the organization’s finances included:

STUDENT FEES

Reduced the UCEAP participation fee from $900 to $600 Held UCEAP Program specific fees flat with 2015-16

Table 5. UCEAP campus cost sharing breakdown

2016-17 Annual Report | 11

ADDED NEW COOPERATIVE AGREEMENTS WITH

CSU in Beijing University of Texas at Austin in MexicoUCSB Extension/Kenyon College in Rome

FINANCE STAFFING

Filled internal position of Study Center Finance Supervisor�

Filled vacant Financial Analyst position for Student Finance�

Completed onboarding of 4 new Finance Accountants to replace vacancies due to departures and promotions of 2 staff to higher level position�

STUDENT FINANCE

Transmitted to the Systemwide financial aid pool over $11�1 million for redistribution to all campuses�

Developed and published a total of 487 student budgets:347 – “On Cycle” – programs with state dates that coincide with the academic year�140 – “Off Cycle” – programs with state dates that coincide with the calendar year�

Applied over $38�9 million in commitments to student accounts�

Collected $26�9 million in payments from participating students�

Remitted $1�4 million in UC campus fees to participating students home campuses�

Transferred $4�9 million Nonresident Supplemental Tuition fees to appropriate campuses�

Created the UC Guide to Study Abroad (Money Matters and Withdrawal chapters) and Money Matters tab on the web�

Managed the 2nd Program Participation waiver for 290 students for a total of $166,200 in student savings�

STUDY CENTER CHANGES

Successfully implemented new banking liaison relationship in Brazil to streamline processing and receipt of quarterly funding wires thereby eliminating cash flow experienced early in the fiscal year�

Began implementation project of QuickBooks across 21 study center locations to replace outdated and unsupported versions of the software� Final implementation and training to be completed in 2017-18�

2016-17 Annual Report | 12

BUDGET VARIANCE

UCEAP ended in a deficit position for 2016-17� Several factors contributed to this result including:

REVENUES

Decline in enrollments from the 2016-17 estimates generated a shortfall of tuition and fees of over $350,000 from the forecast�

Decrease in the participation fee from $900 to $600 resulted in a decrease of over $1�8 million in revenues from the previous year�

Adoption of the year-long program discount of $3,000 for each participant resulted in over $1�2 million in scholarships for students�

Additional quarter of investment income being recognized in 2016-17 of over $380,000�

EXPENDITURES

Systemwide office expenses were under budget by over $500,000 mostly as a result of needing fewer IT hardware purchases as UCEAP migrates to the UCSB data center, and less travel/training as estimated by the organization�

Study center expenses were lower for instruction, and student activities/services—largely as a result of the decrease in participation by students�

TOTAL OPERATING POSITION RESULTS

UCEAP utilized $2�6 million in carry forward balances to cover expenses in 2016-17�

In 2017-18 UCEAP will require stronger enrollments to mitigate the structural deficit in revenues to expenses�

Expenditure options - reducing or eliminating program discount scholarships for select programs and/or reductions in the number or the dollar amount for Promise Awards�

Revenue options - increasing the participation fee to cover overhead costs�

2016-17 Annual Report | 13

Table 6. Budget vs. Actuals for 2016-17

2016-17 APPROVED BUDGET 2016-17

REVISED BUDGET

2016-17ACTUALS

VarianceREVISED BUDGET

vs. ACTUALS $

Variance REVISED BUDGET

vs. ACTUALS%

Source of Funds Current Year Appropriations General Fund Subsidy - $ - $ - $ - $ - % Freeman Foundation Grant 10,000 $ 11,300 $ 11,300 $ - $ - % Lowenhaupt Endowment Fund 290,852 $ 290,852 $ 290,852 $ - $ - % Tuition Buyout 203,000 $ 203,000 $ 203,000 $ - $ - % Total Current Year Appropriations 503,852 $ 505,152 $ 505,152 $ - $ - % Student Fee Revenue Tuition 23,113,000 $ 22,163,316 $ 21,960,252 $ (203,064) $ (0.9)% Student Services Fee 2,212,000 $ 2,121,514 $ 2,101,940 $ (19,574) $ (0.9)% Summer 5,386,000 $ 5,399,553 $ 5,390,750 $ (8,803) $ (0.2)% Pre-ILP/ILP 1,261,000 $ 1,170,895 $ 1,125,159 $ (45,736) $ (3.9)% Participation 3,336,000 $ 3,213,600 $ 3,210,000 $ (3,600) $ (0.1)% Program Specific Fees 2,600,000 $ 2,466,105 $ 2,451,973 $ (14,132) $ (0.6)% Cooperative Programs 300,000 $ 293,971 $ 275,417 $ (18,554) $ (6.3)% Student Activities/Services 11,200,000 $ 10,682,187 $ 10,636,183 $ (46,004) $ (0.4)% Total Student Fee Revenue 49,408,000 $ 47,511,141 $ 47,151,674 $ (359,467) $ (0.8)% Other Revenue Development Income 255,000 $ 255,000 $ 249,255 $ (5,745) $ (2.3)% Investment Income 787,000 $ 750,000 $ 1,131,270 $ 381,270 $ 50.8 % Administrative Partnerships 74,000 $ 74,104 $ 72,094 $ (2,010) $ (2.7)% Misc. Other 137,000 $ 149,405 $ 159,750 $ 10,345 $ 6.9 % Total Other Revenue 1,253,000 $ 1,228,509 $ 1,612,369 $ 383,860 $ 31.2 % Revenue Offsets Return-To-Aid (11,333,203) $ (10,893,451) (10,804,103) 89,348 0.8 % UC Settlement (123,600) $ (119,627) $ (119,643) $ (16) $ (0.0)% Fee Waivers (696,000) $ (762,394) $ (762,394) $ - $ - % Bad Debt Write Off (50,000) $ (50,000) $ (35,342) $ 14,658 $ 29.3 % Total Revenue Offsets (12,202,803) $ (11,825,472) $ (11,721,482) $ 103,990 $ 0.9 % Total Source of Funds 38,962,049 $ 37,419,330 $ 37,547,713 $ 128,383 $ 0.3 %

Use of Funds UCEAP Systemwide Office Expenses Personnel (8,697,000) $ (8,733,878) $ (8,832,512) $ (98,634) $ (1.1)% Travel/Training (625,000) $ (625,052) $ (476,990) $ 148,062 $ 23.7 % Office Support (397,000) $ (396,976) $ (322,918) $ 74,058 $ 18.7 % Technology (780,000) $ (779,857) $ (575,416) $ 204,441 $ 26.2 % Consulting/Legal Services (300,000) $ (299,394) $ (219,073) $ 80,321 $ 26.8 % Facilities (935,000) $ (935,000) $ (831,144) $ 103,856 $ 11.1 % UCSB Assessments (847,000) $ (800,501) $ (768,762) $ 31,739 $ 4.0 % Total UCEAP Systemwide Office Expenses (12,581,000) $ (12,570,658) $ (12,026,815) $ 543,843 $ 4.3 % International Study Center Expenses Academic (765,000) $ (832,754) $ (819,437) $ 13,317 $ 1.6 % Personnel (2,656,000) $ (2,640,003) $ (2,528,827) $ 111,176 $ 4.2 % Instruction (7,160,000) $ (7,079,592) $ (6,882,225) $ 197,367 $ 2.8 % Travel (94,000) $ (103,250) $ (87,052) $ 16,198 $ 15.7 % Office Support (197,000) $ (199,856) $ (176,177) $ 23,679 $ 11.8 % Technology (95,000) $ (96,222) $ (71,028) $ 25,194 $ 26.2 % Facilities (243,000) $ (244,184) $ (224,335) $ 19,849 $ 8.1 % Reciprocity (2,615,000) $ (3,015,003) $ (3,034,607) $ (19,604) $ (0.7)% Student Activities/Services (11,200,000) $ (10,682,187) $ (10,291,422) $ 390,765 $ 3.7 % Total International Study Center Expenses (25,025,000) $ (24,893,051) $ (24,115,110) $ 777,941 $ 3.1 % Scholarships & Strategic Initiatives Development Scholarships (210,000) $ (210,000) $ (198,500) $ 11,500 $ 5.5 % UCEAP Promise Awards (1,500,000) $ (1,500,000) $ (1,501,500) $ (1,500) $ (0.1)% Other UCEAP Scholarships (1,350,000) $ (1,224,000) $ (1,197,500) $ 26,500 $ 2.2 % Strategic Initiatives (1,746,000) $ (1,061,986) $ (1,077,035) $ (15,049) $ (1.4)% Total Scholarships & Strategic Initiatives (4,806,000) $ (3,995,986) $ (3,974,535) $ 21,451 $ 0.5 % Total Use of Funds (42,412,000) $ (41,459,695) $ (40,116,460) $ 1,343,235 $ 3.2 %

Operating Position Current Year Surplus/Deficit Source of Funds 38,962,049 $ 37,419,330 $ 37,547,713 $ 128,383 $ 0.3 % Use of Funds (42,412,000) $ (41,459,695) $ (40,116,460) $ 1,343,235 $ 3.2 % Total Current Year Surplus/Deficit (3,449,951) $ (4,040,365) $ (2,568,747) $ 1,471,618 $ 36.4 % Prior Period Balances Carry Forward 10,580,751 $ 10,580,751 $ 10,580,751 $ - $ - % Contingency Reserve 8,600,000 $ 8,600,000 $ 8,600,000 $ - $ - % Total Prior Period Balances 19,180,751 $ 19,180,751 $ 19,180,751 $ - $ - % Total Operating Position 15,730,800 $ 15,140,386 $ 16,612,004 $ 1,471,618 $ 9.7 %

Enrollment Participants 5,560 5,356 5,356 - - % FTE PILP/ILP 103 96 96 - - % Academic Year 2,060 1,975 1,975 - - % Summer 440 441 441 - - % Total FTE 2,603 2,513 2,513 - - %

2016-17 APPROVED BUDGET 2016-17

REVISED BUDGET

2016-17ACTUALS

VarianceREVISED BUDGET

vs. ACTUALS $

Variance REVISED BUDGET

vs. ACTUALS%

Source of Funds Current Year Appropriations General Fund Subsidy - $ - $ - $ - $ - % Freeman Foundation Grant 10,000 $ 11,300 $ 11,300 $ - $ - % Lowenhaupt Endowment Fund 290,852 $ 290,852 $ 290,852 $ - $ - % Tuition Buyout 203,000 $ 203,000 $ 203,000 $ - $ - % Total Current Year Appropriations 503,852 $ 505,152 $ 505,152 $ - $ - % Student Fee Revenue Tuition 23,113,000 $ 22,163,316 $ 21,960,252 $ (203,064) $ (0.9)% Student Services Fee 2,212,000 $ 2,121,514 $ 2,101,940 $ (19,574) $ (0.9)% Summer 5,386,000 $ 5,399,553 $ 5,390,750 $ (8,803) $ (0.2)% Pre-ILP/ILP 1,261,000 $ 1,170,895 $ 1,125,159 $ (45,736) $ (3.9)% Participation 3,336,000 $ 3,213,600 $ 3,210,000 $ (3,600) $ (0.1)% Program Specific Fees 2,600,000 $ 2,466,105 $ 2,451,973 $ (14,132) $ (0.6)% Cooperative Programs 300,000 $ 293,971 $ 275,417 $ (18,554) $ (6.3)% Student Activities/Services 11,200,000 $ 10,682,187 $ 10,636,183 $ (46,004) $ (0.4)% Total Student Fee Revenue 49,408,000 $ 47,511,141 $ 47,151,674 $ (359,467) $ (0.8)% Other Revenue Development Income 255,000 $ 255,000 $ 249,255 $ (5,745) $ (2.3)% Investment Income 787,000 $ 750,000 $ 1,131,270 $ 381,270 $ 50.8 % Administrative Partnerships 74,000 $ 74,104 $ 72,094 $ (2,010) $ (2.7)% Misc. Other 137,000 $ 149,405 $ 159,750 $ 10,345 $ 6.9 % Total Other Revenue 1,253,000 $ 1,228,509 $ 1,612,369 $ 383,860 $ 31.2 % Revenue Offsets Return-To-Aid (11,333,203) $ (10,893,451) (10,804,103) 89,348 0.8 % UC Settlement (123,600) $ (119,627) $ (119,643) $ (16) $ (0.0)% Fee Waivers (696,000) $ (762,394) $ (762,394) $ - $ - % Bad Debt Write Off (50,000) $ (50,000) $ (35,342) $ 14,658 $ 29.3 % Total Revenue Offsets (12,202,803) $ (11,825,472) $ (11,721,482) $ 103,990 $ 0.9 % Total Source of Funds 38,962,049 $ 37,419,330 $ 37,547,713 $ 128,383 $ 0.3 %

Use of Funds UCEAP Systemwide Office Expenses Personnel (8,697,000) $ (8,733,878) $ (8,832,512) $ (98,634) $ (1.1)% Travel/Training (625,000) $ (625,052) $ (476,990) $ 148,062 $ 23.7 % Office Support (397,000) $ (396,976) $ (322,918) $ 74,058 $ 18.7 % Technology (780,000) $ (779,857) $ (575,416) $ 204,441 $ 26.2 % Consulting/Legal Services (300,000) $ (299,394) $ (219,073) $ 80,321 $ 26.8 % Facilities (935,000) $ (935,000) $ (831,144) $ 103,856 $ 11.1 % UCSB Assessments (847,000) $ (800,501) $ (768,762) $ 31,739 $ 4.0 % Total UCEAP Systemwide Office Expenses (12,581,000) $ (12,570,658) $ (12,026,815) $ 543,843 $ 4.3 % International Study Center Expenses Academic (765,000) $ (832,754) $ (819,437) $ 13,317 $ 1.6 % Personnel (2,656,000) $ (2,640,003) $ (2,528,827) $ 111,176 $ 4.2 % Instruction (7,160,000) $ (7,079,592) $ (6,882,225) $ 197,367 $ 2.8 % Travel (94,000) $ (103,250) $ (87,052) $ 16,198 $ 15.7 % Office Support (197,000) $ (199,856) $ (176,177) $ 23,679 $ 11.8 % Technology (95,000) $ (96,222) $ (71,028) $ 25,194 $ 26.2 % Facilities (243,000) $ (244,184) $ (224,335) $ 19,849 $ 8.1 % Reciprocity (2,615,000) $ (3,015,003) $ (3,034,607) $ (19,604) $ (0.7)% Student Activities/Services (11,200,000) $ (10,682,187) $ (10,291,422) $ 390,765 $ 3.7 % Total International Study Center Expenses (25,025,000) $ (24,893,051) $ (24,115,110) $ 777,941 $ 3.1 % Scholarships & Strategic Initiatives Development Scholarships (210,000) $ (210,000) $ (198,500) $ 11,500 $ 5.5 % UCEAP Promise Awards (1,500,000) $ (1,500,000) $ (1,501,500) $ (1,500) $ (0.1)% Other UCEAP Scholarships (1,350,000) $ (1,224,000) $ (1,197,500) $ 26,500 $ 2.2 % Strategic Initiatives (1,746,000) $ (1,061,986) $ (1,077,035) $ (15,049) $ (1.4)% Total Scholarships & Strategic Initiatives (4,806,000) $ (3,995,986) $ (3,974,535) $ 21,451 $ 0.5 % Total Use of Funds (42,412,000) $ (41,459,695) $ (40,116,460) $ 1,343,235 $ 3.2 %

Operating Position Current Year Surplus/Deficit Source of Funds 38,962,049 $ 37,419,330 $ 37,547,713 $ 128,383 $ 0.3 % Use of Funds (42,412,000) $ (41,459,695) $ (40,116,460) $ 1,343,235 $ 3.2 % Total Current Year Surplus/Deficit (3,449,951) $ (4,040,365) $ (2,568,747) $ 1,471,618 $ 36.4 % Prior Period Balances Carry Forward 10,580,751 $ 10,580,751 $ 10,580,751 $ - $ - % Contingency Reserve 8,600,000 $ 8,600,000 $ 8,600,000 $ - $ - % Total Prior Period Balances 19,180,751 $ 19,180,751 $ 19,180,751 $ - $ - % Total Operating Position 15,730,800 $ 15,140,386 $ 16,612,004 $ 1,471,618 $ 9.7 %

Enrollment Participants 5,560 5,356 5,356 - - % FTE PILP/ILP 103 96 96 - - % Academic Year 2,060 1,975 1,975 - - % Summer 440 441 441 - - % Total FTE 2,603 2,513 2,513 - - %

2016-17 Annual Report | 14

ScholarshipsIn 2016-17, UCEAP distributed competitive scholarships to 1,005 students for a total of $1,674,550 in support� These awards were allocated through the UCEAP Promise Awards, the campus fund share of Promise Awards, and donor supported scholarships� In addition, 474 students received guaranteed scholarships in the form of program discounts, totaling $1,684,550 in support�

UCEAP PROMISE AWARDS

UCEAP received 1,921 applications for the UCEAP Promise Awards across three terms of summer, fall, and spring� After careful review by teams of faculty and staff, 522 students were selected for scholarships� The individual award amount was based on the length of a student’s program� Participants in the summer received $1,000 and participants in fall, spring, or year programs received $2,000�

SELECTION PROCESS

Students submitted an application online that included biographical and program information, a transcript, and a statement of purpose addressing how their chosen program aligns with their personal, academic, and professional goals� Students were encouraged to indicate if they self-identify with a cohort that is underrepresented on study abroad, including students with financial need, transfer students, veterans, first-generation college students, STEM majors, year-long, and students taking the majority of their classes in a language other than English� UCEAP is proud to have awarded scholarships to these underrepresented student groups as follows:

Cohort Summer 2016

Fall 2016

Spring 2017

Total 2016-17

% of Awardees

Financial Need 92 227 154 473 90.6%

Transfer 25 82 42 149 28.5%

Veteran 2 3 0 5 1.0%

First Generation 53 151 83 287 55.0%

STEM 52 77 49 178 34.1%

Year Long 0 86 18 104 19.9%

Language Study 44 107 59 210 40.2%

Total # Selected 102 251 169 522

MEXICO

As part of the UCEAP Promise Award review and selection process, 30 students studying in Mexico received an award of $1,000 - $2,000, depending on program term� These funds were set aside for students in Mexico in order to increase enrollment in those programs, and as a way to support President Napolitano’s UC-Mexico Initiative�

Table 7. Scholarships Awarded to Under-represented Groups

2016-17 Annual Report | 15

NATURAL RESERVE SYSTEM

UCEAP set aside $19,000 from the $1�5M scholarship fund for scholarships to support students participating in the fall and spring Natural Reserve System (NRS) programs�

Campus Fund Share of Promise Awards

UCEAP allotted $509,550 to the campus study abroad offices and the NRS program for scholarship distribution according to their own needs� This allowed 437 students to receive scholarships ranging from $500 to $3,000�

Donor Funded Scholarships

Thanks to the generosity of UCEAP alumna, Linda Duttenhaver (Bordeaux, 1975-76), UCEAP was able to award $192,500 in Duttenhaver, Paul Duttenhaver Extension, and Dan Wise scholarships to support year-long study�

UCEAP staff, alumni, and friends donated to support the new UCEAP Guardian Scholarship, a $2,500 scholarship for a former foster youth participating on a UCEAP program�

Several alumni cohort groups donated to support scholarships for students in France and Spain, with awards ranging from $1,000 to $5,000�

STA set aside $15 for every UC student who booked travel with them� These funds supported three $1,000 Start the Adventure summer scholarships�

UCEAP MEMORIAL SCHOLARSHIP FUND

The UCEAP Memorial Scholarship Fund was established in 2006 to allow alumni, staff, faculty, and friends of UCEAP to have a lasting impact on our students and program� Contributions to the endowment provide scholarships to students with demonstrated financial need� In 2016-17 the fund provided three scholarships of $2,000 each in memory of Peter Wollitzer, John Marcum, and Carmen Usobiaga, for students studying in Asia, Africa, and Spain, respectively�

STRATEGIC GOALS

The UCEAP scholarship program, including the flagship Promise Awards, continually evolves to fit students’ needs� UCEAP’s contract with WizeHive, the scholarship software provider, will end in January 2018� The scholarship team is investigating other software providers in order to provide better service to students and staff and alumni reviewers�

2016-17 Annual Report | 16

Human Resources and Administrative ServicesSYSTEMWIDE OFFICE HUMAN RESOURCES ACTIVITIES

OVERVIEW

Human Resources (HR) activities and initiatives in the 2016-17 fiscal year included a significant number of recruitments, transitional support due to changes in personnel, and involvement in ongoing strategic plan development and implementation, with continued emphasis on resource management, space planning, research/legal compliance projects for UC faculty and staff assignments abroad, training and development, and personnel budget management� HR hired an HR/Payroll Support Specialist for management of timekeeping and payroll support� Recruitments were completed to fill 15 UCEAP Systemwide office staff positions with an average time to fill of 87 days� Searches and selection were completed for seven faculty appointments:

FACULTY DIRECTORSHIPS

Chile-Argentina, 2018-19

Japan, 2018-20

VISITING PROFESSORSHIPS

China 2017, Fudan University, Shanghai (fall)

Japan 2018, Meiji Gakuin University, Yokohama (spring-fall)

Japan 2017, Osaka University (summer)

Mexico 2017, Universidad Nacional Autónoma de Mexico, Mexico City (summer-fall)

Netherlands 2017 and 2018, Utrecht University (and Maastricht University) (fall)

As of June 30, 2017, the UCEAP Systemwide office staff headcount was 87 (84�10 FTE) with 2�50 FTE vacancies and 4�0 FTE new positions under recruitment; faculty headcount was 2 (2�0 FTE)�

Exit interviews in 2016-17 indicated that the reason for leaving UCEAP was a job change/career advancement� Employees were pleased with interesting/challenging work, their sense of accomplishment, and relationships with supervisors and coworkers� Areas that could be strengthened are opportunities for advancement, support to reach professional and career goals, and the level/frequency of ongoing performance feedback� 78% of respondents indicated they would work for UCEAP again and 89% would recommend UCEAP as an employer to others�

Collaboration: HR served as a business partner in supporting recruitment, staffing, administration, budgeting, and continuity of coverage to meet strategic and operational objectives� HR continued to partner productively with UCOP as well as UCSB central HR, the Office of Equal Opportunity and Sexual Harassment Prevention, Enterprise Technology Services (ETS), Administrative Services, Academic Personnel, and Academic Affairs leadership in the Executive Vice Chancellor’s Office�

2016-17 Annual Report | 17

Training and Development: The UCEAP Systemwide office welcomed incoming Faculty Directors and Visiting Professors at an orientation in April 2017� Sessions were presented by UCEAP faculty and staff� Topics included an overview of Faculty Director and Visiting Professor responsibilities, a discussion of academic integration, and overviews of academic procedures, operations responsibilities, technology/data security, and international health, safety and emergency response briefings, followed by country-specific orientations including human resources/benefits/tax compliance and finance information� The HR Director and the Global HR Principal Analyst attended the NACUBO Global Operations Forum, which provided an opportunity to network with university peers and UC colleagues involved in international activities, and engaged in additional professional development courses for their Senior Professional HR, SHRM-Senior Certified Professional HR, and Global Professional HR certifications� UCEAP staff were active in accessing courses and training programs offered by UCSB� UC courses taken by UCEAP staff include classes on the UC Core Competencies and offerings in these programs:

Financial Management Certificate Program

Gaucho U

Management Development Program

People Management Certificate

Supervisory Certificate Program

Performance Management: UCEAP once again completed annual appraisals through the UCSB performance evaluation process with a 100% participation rate�

Strategic Goals: Over the next year, UCEAP will migrate, on UCSB’s schedule, to the Career Tracks job classification structure, and the UC Path systemwide payroll and human resources management system� UCEAP will follow UCSB’s timeline for UC Path deployment, as part of group one, which is scheduled to go live in July 2018� The HR/Payroll team will participate in a nine-part UC Path Knowledge Transfer Series of courses during the period of August-November, 2017, as part of UCSB’s deployment� HR will proactively participate in projects with UCSB to facilitate and ensure a smooth transition for both of these initiatives�

2016-17 Annual Report | 18

UCEAP GLOBAL HR ACTIVITIES

OVERVIEW

Study center administrative staff and affiliate support levels remained steady at approximately 45 FTE� Academic oversight experienced a net decrease of one position for a total of 32� The reduction was a result of the suspension of three Academic Liaison positions in Turkey due to program suspensions offset by the addition of a Visiting Professorship in India and a new Resident Director, Australia/New Zealand position (note: the addition of this position was effective in May 2017, resulting in some overlap with existing Academic Liaison positions in Australia and New Zealand� The Academic Liaison positions were not renewed and will drop off of the headcount as of July 1, 2017)�

As a department within the University of California with programs and operations abroad, UCEAP is required to comply with the UC International Activities Policy� UCEAP HR plays a key role in ensuring UCEAP is equipped to operate in full compliance with the laws governing its operations abroad by performing research, analyses, making recommendations and implementing the appropriate legal structures to conduct core business activities including employment of local nationals and assignment of UC faculty abroad� In 2016-17, HR provided support and guidance for staffing transitions in several locations, conducted research and analysis for a variety of tax compliance projects, reviewed and updated employment agreements and policies in response to changes in regulations and facilitated successful resolution of a particularly complex labor relations issue�

0

5

10

15

20

25

UCFacultyDirectors LiaisonOfficersandResident Directors

UCFacultyConsultants VisitingProfessors

UCEAPOverseasAcademicLeadershipHeadcountReportFisalYear2012-2013through2016-2017

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

Figure 4. UCEAP Overseas Academic Leadership

2016-17 Annual Report | 19

Collaboration: UCEAP’s Global HR Analyst works with a network of international consultants and legal experts to provide support and collaborate with Systemwide office and study center staff on recruiting, HR policies, employee relations and other local compliance issues for operations abroad� HR served as an advisor and provided support for the development of a new program oversight model in Australia/New Zealand, resulting in the development and staffing of a new Resident Director position� In addition, recruitment support was provided for positions in Australia, China, France, Japan and the UK—a total of 10 positions�

Compliance: Expatriate tax compliance continues to be a priority� The transition to Ernst & Young (EY) for tax consulting and support was completed mid-year, following UC’s adoption of a Systemwide agreement with EY� In an effort to increase awareness about individual tax compliance and provide information for planning purposes, UCEAP engaged EY to conduct a presentation at the Faculty Directors’ Orientation� UCEAP HR will continue to educate faculty and provide access to resources to ensure individual tax compliance during their time abroad� In coordination with the Legal Support Specialist, HR also completed a tax compliance review of UCEAP’s homestay provider services in Spain�

International data privacy compliance is an ongoing project� The EU General Data Protection Regulation passed in 2016, requires compliance by May 2018 and a new data protection law was also passed in China� HR will be working with legal counsel in the coming year to review our current policies and procedures and update and update them as needed�

Business Practices: HR continued evaluating and fine tuning the capabilities of the new international HR information system, Cezanne� The online performance evaluation system has proven to be successful with a timely completion rate approaching 100%�

The HR Director and Global HR Analyst served as participating members of the UC International Operations Working Group� Through conference calls and participation in meetings, HR was able to share global HR experience and best practices for operating abroad, and looks forward to continued cooperation and information sharing with this expanding Systemwide group�

Training and Development: HR activated UCSB Learning Center accounts for study center staff and affiliates and initiated mandatory training for Cyber Security and Sexual Harassment in anticipation of onsite training provided by the UCEAP International Health, Safety and Emergency Response Director�

UCEAP SYSTEMWIDE OFFICE ADMINISTRATIVE SERVICES AND FACILITIES ACTIVITIES

Travel Support: With increasing demands on travel support and for travel-related accounting, the part-time (�50 FTE) position allocation for travel processing/reimbursements was moved to the Finance unit� There will continue to be close coordination of this role with UCEAP’s Travel and Protocol Officer� UCEAP also welcomed a Travel Accounting Assistant in June, 2017�

Workplace Safety, Security, and Business Continuity Enhancements: The UCEAP Business Continuity and Disaster Recovery Plan (Plan) will include documented procedures to ensure the availability of critical resources in maintaining the continuity of operations during an outage or emergency situation through an orderly recovery process in the event of significant problems and interruptions�

2016-17 Annual Report | 20

Progress toward Plan completion met UCSB’s audit requirement last year� With the assistance of Administrative Services, IT will be completing one of the Plan components through relocation of servers to the UCSB North Hall Data Center in September 2017�

In an effort to proactively and continually improve UCEAP’s office safety and security, and based on feedback from staff, along with UCPD and security consultant recommendations, UCEAP continued implementing safety and security enhancements for the office, including completion of upgrades to the electronic key system and a new entry point at the west end of the building� Working with UCSB’s Communication Services, UCEAP’s office-wide intercom system has been upgraded to improve its reach to all offices, cubicles, and conference rooms�

Additionally, UCEAP has partnered with Simplified Alerts for a text alert platform to provide emergency communications to the UCEAP Systemwide Office faculty and staff� This new technology will enhance UCEAP’s emergency communications capabilities in the event of a local emergency and will allow UCEAP to provide timely updates and instructions�

In collaboration with UCSB’s Ergonomist, UCEAP’s Facilities Operations and Administrative Services Manager and HR Coordinator continued the ergonomic training, workstation evaluation and onboarding for all new staff members� This program provides each staff member with a 30-minute orientation on the proper use of sit/stand desks, keyboard trays, and desk/chair adjustments� In the past year, UCEAP utilized UCSB’s ergonomic program to receive partial matching funds in providing ergonomic chairs to 20 UCEAP staff members�

Infrastructure Projects: The Systemwide office experienced several facilities upgrades over the past two years, following renewal of the office lease� In partnership with UCSB’s Communication Services, UCEAP is being considered as a beta site for a new Voice over Internet Protocol (VoIP) solution� This collaboration is an ancillary benefit of UCEAP’s new fiber optic connection to UCSB and will provide improved communications service and functionality�

Space Planning and Renovation: To accommodate UCEAP’s increased staffing within the existing office footprint, and to meet operational needs, the Marcum Center was modified to fit workstations for expansion in the International Health, Safety, and Emergency Response unit� To offer an alternate work space for informal meetings, visitors, interns, and student assistants, an area adjacent to the Allaway Center was converted to a multi-purpose room�

Records Digitization Project: Two Administrative Assistants will begin a project to digitize binders containing grade documents and related records that are stored on site� This project is expected to take at least two years to complete�

2016-17 Annual Report | 21

Health, Safety, and Emergency ResponseOVERVIEW

UCEAP is committed to health, safety, and emergency readiness and has a robust approach to effective student health, safety and emergency planning and management� The UCEAP International Health, Safety, and Emergency Response (IHS&ER) unit is vigilant about world events with the potential to impact UCEAP operations� The unit is tasked with assessing and improving UCEAP’s health and safety protocols, working with campuses, responding to student emergencies and global incidents, maintaining adequate travel insurance coverage for students, and promoting compliance with Federal and State laws, and UC and UCEAP policies�

The unit portfolio includes International Risk Management, Crisis Management, Emergency Response, Student Health and Mental Health, Students with Disabilities, Student Code of Conduct, Travel Insurance, Centralized Incident Reporting, Title IX, Clery Act, FERPA, Health and Safety Training, and Study Center Faculty Orientation�

2016-2017 INCIDENT REPORTING

Student Incidents

There were 127 (107 in 15-16) student health and safety serious (level 3) and severe incidents (level 4)�

Serious and severe incidents have moderate to critical impact on the affected student, other students, and the program� Response, management, and coordination must be immediate to minimize impact� Traumatic stress by some potentially serious and violent events causes severe stress and can have a major impact on the student’s physical and emotional wellbeing� There are no guarantees that an emergency incident will not occur even when students meticulously follow safety guidelines and use recommended personal protective measures�

World Events

There were many international incidents with the potential to impact UCEAP programming that required daily monitoring, perception management, student welfare checks, and a review of existing contingency plans and emergency protocols�

Global events during the academic year requiring immediate IHS&ER unit response occurred in Paris, London, Munich, Stockholm, Copenhagen, and Manchester� At the time of these events, UCEAP was operating programs in some of these locations� Following UCEAP protocols, welfare checks took place to account for UCEAP students at the program location and those who had signed out as traveling in the country at the time of the events�

Other world events that required monitoring included: violent attacks and security threats in Israel, Korean Peninsula tensions, security concerns throughout Europe, bomb explosions in St� Petersburg, Bangkok and other parts of Thailand, ongoing health concerns with Zika virus, the spread of Yellow Fever into urban areas of Brazil, strikes in Europe, civil unrest and travel disruptions throughout Europe, and earthquakes in Italy� ISIS propaganda and threats directed toward Western Europe continued to cause concern, particularly with parents as managing perceived risks is as important as managing real risks�

2016-17 Annual Report | 22

STRATEGIC GOALS

Study Center training will continue to enhance safety and security in addition to student welfare training for staff abroad� Workshop for South America planned for spring 2018�

UCEAP Systemwide Crisis Management Team training on UCEAP Emergency Preparedness plan and protocols�

Emergency communications with students continues to be a priority� With support from IT, IHS&ER will be involved in ongoing efforts to streamline the welfare check-in process using the most current student data with the goal of multiple user access and real-time simultaneous editing capability� An interim fix using Box is underway in anticipation of even more improved functionality within MyEAPII�

Study center audits, long-distance, and in-person self-assessments will be completed to examine UCEAP’s safety management systems, assess risks and identify hazards, map the system, analyze compliance with policies, review local emergency plans, and identify corrective actions, if necessary�

UCEAP field trips/experiential learning audits�

Outreach and UCEAP collaboration in order to continue enhancing health and safety information delivered via the UCEAP website and work with Marketing and Communications to create an easier way to share existing and new resources from the Systemwide office to students and parents, and UCEAP on-campus and abroad� Proactively providing students with accurate and current information about potential risks to help them make good decisions regarding their well-being�

Hire a new Assistant Director�

Design student risk assessments, with mitigating actions, for all program�

Review United Healthcare Global mental health protocols for China and list of health providers around the worlds�

Regional Programs

ISRAEL

CYPRUS

CZECH REPUBLICENGLAND

SCOTLAND

GERMANY

IRELAND

ITALYSPAIN

THAILAND

CANADA

SOUTH AFRICA

INDIA

SINGAPORE

CHINA

AUSTRALIA NEW ZEALAND

JAPAN

KOREA

TAIWAN

SWEDEN

NORWAY

DENMARK

RUSSIANETHERLANDS

FRANCE

CHILE

ARGENTINA

DOMINICAN REPUBLIC

BRAZIL

BARBADOS

SENEGAL

GHANA

BOTSWANA

COSTA RICA

MEXICOSWITZERLAND

BELGIUM

JORDAN

SOLOMON ISLANDS

MOROCCO

TANZANIA

HONG KONG

Figure 5. Countries with UCEAP program options in 2016-17

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REGION I

Region I includes programs in the Czech Republic, Denmark, France, Germany, Italy, Netherlands, Norway, Russia, Sweden, and Switzerland�

Enrollment

Region I enrollment in 2016-17 reached a headcount of 1,504� This represents a drop of 3�4% from 2015-16� Concern about security is likely responsible for the significant decline in France enrollments (15% drop), particularly in the Paris programs� Enrollment in Germany declined by 6% (the programs offered in English saw a significant decrease) and the Czech Republic by 16%� Enrollments in Switzerland and Russia saw a significant increase and the Netherlands numbers increased by 10%� Denmark and Sweden remained steady as did Italy overall� The restructuring of the Rome spring program in 2015-16 to add a winter quarter option and courses in new disciplines was very successful in restoring enrollment, attracting 92 students for winter/spring 2016 compared to 28 students the previous spring� Unfortunately, the growth in Rome appears in part to be at the expense of enrollment in Florence where participation in the 2016 winter quarter/spring semester programs saw an almost 50% drop�

The largest declines in enrollment in Region I programs by UC campus in 2016-17 came from UCSC and UCB which saw respective declines of 20% and 14%� More modest decreases were seen at UCD, UCSB and UCSD while participation increased at UCM, UCR, UCI and UCLA� Enrollment in Region I programs by UCI students increased by 32%� Social Science majors account for the largest enrollment in Region I programs, followed by interdisciplinary studies (global & international), psychology, and biological sciences� Participation by foreign languages and literature majors continue to decline which is likely reflective of a decline in the number of students majoring in these fields at UC� The number of students going abroad for a year increased in 2016-17 by 25% and is the highest since 2012-13�

Through a partnership with UCSB Extension, UCEAP enrolled Kenyon College students in Rome through the Ages program courses in fall 2016� The enrollment helped sustain the range of course offerings in Rome and added some geographic diversity to the otherwise UC-only classes�

Program Development and Academic Reviews

In 2016-17, Region I focused on expanding capacity in the Netherlands where significant student interest is stretching capacity and exchange balances� Two new non-reciprocal programs in Maastricht have been added for recruitment in the coming year: a Psychology and Neuroscience program and a Public Health and Pre-Med program� Both will have fall semester and spring quarter options� A new reciprocal exchange with Leiden University College The Hague was also approved by UCIE� This program offers an interdisciplinary curriculum focusing on the global challenges of today: peace and justice, sustainability, prosperity, and diversity�

The region also added field research and internship programs in France and Belgium for students with advanced French language skills� Offered through the Institute for Field Education (IFE), spring semester options in Paris, Strasbourg, and Brussels include intensive preparatory coursework and a 12-week internship during which students completed a research project� Also in France, an introductory French language and culture option has been added in the fall term at the UC Center in Paris� The existing

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language and culture program in Bordeaux is open only to students who already have a year of university-level French� Sciences Po Paris is moving most of its undergraduate programming from Paris to its regional campuses and effective in 2017-18, UCEAP will be recruit students to attend Sciences Po Reims�

The Academic Senate conducted a 3-year review of the CIEE European Studies program in Prague and a 10-year review of UCEAP programming in Germany� Both committees submitted positive reports with a number of excellent recommendations to improve programming�

Recruitment

Program specific scholarships/discounts continued for the immersion programs in Germany and while enrollment in the 2016-17 semester and year programs at Free, Humboldt and Technical saw a healthy increase, these participation levels do not appear to be sustained for 2017-18� Application numbers for Italy in 2017-18 have taken a dramatic and quite troubling decline, especially in the Florence Language and Culture program� As a result, Region I has revamped the program curriculum in consultation with the Florence Study Center and the campus study abroad advisors for Italy� While intensive language instruction remains the core, the elective courses taught in English will now include business and marketing/communication courses focusing on the intersection of culture and innovation in Florence�

Recruitment for the new program options in Norway and Wageningen got off to a good start� Interest in the University of Geneva, particularly the spring semester option that includes a summer internship, has been very strong; so much so that UCEAP needs to dial back the numbers to ensure that all can successfully find internships� A French language requirement has now been added to the program which will enhance student competitiveness in their internship search as well as help them manage daily living�

Activities and Accomplishments of Region I Personnel

In 2016-17 members of the Region I team attended campus study abroad fairs and pre-departure orientations, read UCEAP scholarship applications, participated in a training workshop on “Advising Distressed and Difficult Students,” chaired the Internship Awards committee, participated in a panel at the UCSB EAP International Career Conference, served on the academic integration grants selection committee, attended the Forum in Europe and NAFSA conferences, served as NAFSA Consular Affairs Liaisons to the Los Angeles Italian and French consulates, and completed 10 exchange agreement renewals with multiple partners� In collaboration with International Health, Safety and Emergency Response unit, the team managed numerous individual and group emergency health and safety situations including the December 2016 vehicular attack at a Berlin Christmas market� Orientation materials for all study centers were reviewed this year to ensure consistent delivery of critical health and safety information�

UCEAP’s Academic Coordinator in the Netherlands spent 2 weeks working at the Systemwide office in June, meeting with various units including Region I, International Health, Safety and Emergency Response, Reciprocity, and IT to learn more about UCEAP operations� She then gave a presentation on programs in the Netherlands at the UCEAP Annual Conference�

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STRATEGIC GOALS

Expand programming in Scandinavia to meet demand for study in Denmark in particular� UCEAP needs to draw down the number of students going to the University of Copenhagen given a significant exchange imbalance� The program in Lund is also quite large� UCEAP will develop proposals for new exchanges with Aarhus University in Denmark and Uppsala University in Sweden for UCIE’s consideration�

Explore adding CIEE’s program in Budapest to offer more “off the beaten track” destinations in Europe�

Promote intensively UCEAP programs in Italy to help reverse enrollment declines; use an upcoming visit by the Florence Academic Coordinator in October to engage with UC campus departments�

Explore with the regional team strategies for converting more in-progress applicants to participants and reducing attrition rates in select programs�

REGION II

Region II consists of programs on the continents of Asia and Africa, and includes Botswana, China, Ghana, Hong Kong, India, Japan, Korea, Senegal, Singapore, South Africa, Taiwan, Tanzania, and Thailand�

Enrollment

In 2016-17, Region II is proud to have achieved its highest enrollment in over six years, exceeding our objective for this last year by achieving a 12% enrollment increase over the prior year� In some locations, student enrollment is up (China, Ghana, India, Japan, Korea, South Africa, Thailand), in a few down (Senegal, Taiwan, Tanzania) or static (Botswana, Hong Kong, Singapore)�

Region enrollment in all term lengths increased (year-long, summer, and semester terms) which unexpectedly increased in Asia and Africa by 11%� Region II continues to exhibit strongest enrollment of Asian/Asian-American/Pacific Islander students (69%), with White/Caucasian participation at 16%, Hispanic/Latino students at 9%, and Black/African-American students at 2�5%� Supporting UCEAP’s goal to increase STEM study abroad, Region II currently has about 44% of total enrollment majoring in engineering disciplines, with several countries within the top ten of those providing UCEAP programs for engineers� (Hong Kong, Japan, Korea and China are top destinations for engineering majors�) Top UC home campus origin for Asia and Africa are UCB, UCI, UCSB, UCSD and UCLA, in order� Enrollment of non-resident UC degree students in Asia/Africa grew to 17%�

Program Development

Region II continued with program development and consolidation in line with UCEAP strategic interests to provide STEM courses or research opportunities, internships, terms of varied duration, options of special interest (thematic or service focus), support of campus strategic interests, and elimination of problematic or inefficient programs� Activities this year included:

Enrollment in new options for 2016-2017 met program costs, and have completed or will run this year: a relocation of the summer intensive Chinese from Beijing Normal University to Peking University; a

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return of the summer Global Business in Asia offered by the University of Hong Kong; the addition of a Peking University fall semester, a test run of a Peking University spring semester with summer internship; and a summer language program at International Christian University in Tokyo;

Collaboration with the UCOP Innovative Learning Technology Initiative (ILTI) for an online course, with first operations in Japan and India in 2016, and first offering in China in 2017;

New program development of four new options is underway for 2018-19 with a Chinese University of Hong Kong summer session, a summer internship in Hong Kong, the addition of 20 student spots in engineering summer lab research at the University of Tokyo, and a National University of Singapore summer program in the arts and social sciences for Southeast Asian Studies�

Currently under exploration or development in 2017-18 are identification of gateway and impacted UC courses that could be taught in English and offered through Korea and Hong Kong partners, summer business or economics courses or internship options through Thammasat University in Bangkok, and internship options in new locations�

Research, academic reviews and recruitment

The program scholarships available for Peking University, the University of Ghana, the Chinese University of Hong Kong, Semester in Mumbai, and National Taiwan University all succeeded in increased enrollment for 2017-18�

Region II continues communication with UC campus faculty and departmental advisors to encourage recommendation of UCEAP programs to UC students� This is achieved through faculty advisory committees, consultations with specific faculty or departments, and provision of flyers to highlight newer, lesser-known or more hands-on UCEAP opportunities (Africa, Chinese language destinations, India, STEM in Asia, Field Biology, and Public Health)�

The Systemwide Academic Senate ten-year review of the academic program with Thammasat University took place in 2016-17� A site visit to the National University of Singapore occurred in fall 2016, involving campus advisors, a campus Faculty Director and UCEAP Marketing� A webinar shared information gained from the site visit�

Academic Integration

Providing opportunities for STEM coursework, research and internships, as well as hands-on community service, Region II serves Academic Integration initiatives, and those of UC departments and students� Region II is on the workgroup revising the UCEAP student evaluation survey, which includes compilation of host institution courses recommended by previous students for academic advising�

Administrative

Region II assisted the UCEAP International Health, Safety, Emergency Services team in fall staff training in Asia about applicable UC protocol and best practices� UCEAP helps partner universities to recruit UC faculty for instructional positions in their programs; this year resulted in two UC faculty at Fudan University and 8 teaching at Yonsei University� More faculty opportunities are under development� Region II completed exchange contracts, some with new departmental or campus appendices, in 18 partnerships�

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STRATEGIC GOALS

Region II plans to continue enrollment growth by increasing participants by 10% for 2018-19;

Region II will explore opportunities with existing UCEAP partner universities to offer new programs and courses of interest to UC students;

Maintaining the cost benefit of reciprocal exchanges, with effective balance of numbers for both partners, is under discussion with a few select universities as we renegotiate contracts�

Activities and Accomplishments of Region II Personnel

The Region II team continued coordination of UCEAP staff participation in campus study abroad fairs, provided webinar pre-departure orientations for students for more Region II programs, monitored individual or group emergency health or safety situations, and continued collaboration with CSU Systemwide and CIEE study abroad�

Personnel Changes

One Region II staff member was successful in getting promoted into an advising position on the UCSB campus� That position has been replaced; the team is working well together� We continue to provide professional development for our staff through site visits, attendance at regional and national conferences, and service on strategic initiatives� UCEAP has made changes in support staff in Beijing and Shanghai to improve student services and partner university relationships� Other locations abroad remain stable�

REGION III

Region III programs spread across the globe: from North America to North Africa, from Canada to Oceania� In spite of vastly different histories, cultures and geographies, the region is unified in its offering of programs that are taught in the English language (although instruction in locally spoken languages--Arabic, French, Irish, Hebrew, Maori and, until recently, Turkish has also been available to students)�

The Region continues to follow some strategic guidelines for new program development to good effect� Most important of those include:

Offer semester/quarter-long university exchanges in highly attractive locations, and to work with our partners to allow participation of students in the 2�85-3�0 GPA range�

Specialize in the academic integration of UC STEM course sequences that can be completed over a summer� Current examples include:

Physics for life sciences offered in England (University of Sussex), Ireland (University College Dublin), and Scotland (University of Glasgow)�

Physics for engineers and physical sciences (Glasgow)�Linear Algebra and Differential Equations (plus a Scottish cultural history course) for a broad cross section of STEM majors (Glasgow)�

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Provide access to prestigious institutions (i�e�, Cambridge; London School of Economics)�

We will launch a new summer program at Exeter College, Oxford University in summer 2018�

Collaborate with partners abroad to offer field research programs that a) train students to undertake and present their research, b) provide experiences that can be applied to graduate school applications and, c) help students achieve their career goals�

Enrollments and Areas of Growth

Since 2011 Region III has consistently surpassed its enrollment targets (2-3% growth across the region’s programs every year) by nearly 10%� In 2016-17, however, we experienced our first significant decline for the entire region� In 2015-16 we enrolled 1,885 students (783 FTE) but in 2016-17 we only enrolled 1,748 students (721 FTE)� We expected the loss of desirable and safe study abroad locations, particularly Egypt and Turkey, might diminish semester and summer enrollments but expected growth in UK/Ireland summer (STEM sequences and courses offered by prestigious universities) to compensate for that deficit� Instead, UK summer enrollments dropped by nearly 6�2% FTE, 13�7% Headcount in 2016-17�

The region contributes at least a portion of the enrollment drop to student/parental concern regarding security issues in Europe and the UK� Growth from UK/Ireland summer STEM programming saw significant withdrawals in summer 2016, with several students citing security concerns as their reason for withdrawing� Enrollments dips in our fall semester programs, which have traditionally been our strongest term for enrollments, are also a concern� It is probably too early to ascertain whether summer will replace fall as the strongest term�

STRATEGIC GOALS

1� Maintain, if not grow summer & semester enrollments; work with UC campus advisors to streamline application/placement processes for the STEM summer programs�

2� Add a Mediterranean partner with strong STEM programming during the semester at an English-dominate institution�

3� Launch an upper division psychology summer sequence at Sussex to serve psychology BS majors for summer 2018�

4� Work with high-capacity partners abroad who can offer UC exchange spaces programs as a way to regulate UC enrollments, decrease time-to-degree, and/or to better regulate guaranteed on-campus housing availability�

ACTIVITIES AND ACCOMPLISHMENTS OF REGION III PERSONNEL

Service to UCEAP

Members of the regional team served on UCEAP Strategic Initiatives, served on the Systemwide Emergency Response Team, read UCEAP Scholarship and applications, delivered pre-departure webinars for the Australian Universities program, participated in the Internship Awards process, attended campus Study Abroad Fairs and campus Pre-Departure Orientations, served on the Annual Conference Committee, maintained relationships with host university administrators; negotiated, developed and monitored agreements (exchange and fee-based); 21 agreements have been executed since January 2016, and another ten are in process of re-negotiation or renewal�

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Service to UC Campuses

Negotiated an exchange agreement on behalf of UCEAP and UCSD for exchange with University of Tasmania)�

Negotiated an exchange agreement on behalf of UCEAP and UCB for a yearlong exchange with the London School of Economic and Political Science; assisted UCB to set up their year-long LSE exchange with their study abroad office�

Facilitated first-ever UCEAP advisor site visit to New Zealand�

Professional Development

Completed LGBTQ training, “Unlocking the Power of Growth Mindsets for Individuals, Teams, and Organizations�”

Attended workshop on Advising Distressed & Difficult Students�

Attended campus study abroad fairs�

Became a Mentee on several workgroups as part of the Gaucho Mentor Connection; two members attended the Forum on Education Abroad conference in Seattle�

The Regional Directors for Region I and III collaborated with European colleagues to present a panel on the challenges of year-long participation at the fall 2017 Forum on Education Abroad Conference� The title of the presentation was, “Education Abroad in 21st Century Europe: Living change… or swimming in the shallow end?”

The Regional Director and Study Center two staff in the UK led a panel on our Scotland Political Internship programs at the Global Internship conference in Santiago, Chile in spring 2018� A campus-advisor version of the session was also presented at the UCEAP Annual Conference�

REGION IV

Region IV has programs in Argentina, Barbados, Brazil, Chile, Costa Rica, Dominican Republic, Mexico, Spain, and the United States�

Enrollment

Region IV enrollments were down for 2016-17 as compared to 2015-16� This was the case across virtually every category, though the erosion was greater in Latin America than in Spain� On both continents, the multi-site programs functioned as wild cards, and adjustments to each of these new programs in 2016-17 lowered numbers considerably� Projections for 2017-18 are much more favorable, promising to surpass the gains of 2015-16�

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Program Models and Language

At this point in time, it is difficult to think about program development in Spain or Latin America without careful consideration of language issues� As noted last year, the development of programs with instruction in English has unexpectedly attracted growing numbers of Latinx students with heritage language skills� This is particularly the case with the Human Rights and Cultural Memory multisite program in Argentina and Chile, and the Mediterranean Politics, Food and Culture multisite in Italy and Spain� At the same time, new programs offering Spanish or Portuguese language-acquisition are planned for summer 2018, including advanced Spanish at the University of Cádiz and a redeveloped summer seminar program in Brazil� It is very difficult to untangle the attractions of summer, English, and multisites from each other�

The challenge in Region IV is the decision about how to maintain interest in the traditional immersion programs� At this time the most promising possibility is offered by those universities that have significant coursework in English, not only for international students but required for their own students as well� The poster institution for this approach is Carlos III University of Madrid that features a wide range of entire degree programs in English, most energetically in Engineering and Economics� For 2017-18, Region IV eliminated all pre-requisites for Spanish language for this university and the response has been dramatic�

This sort of wholesale adoption of English is not common in Spanish and Latin American institutions, but many are cataloguing coursework in English little by little� Region IV will open a computer science option at Pompeu Fabra University in Barcelona, market the English language possibilities at the Complutense University of Madrid, and add an English-language option to the University of Granada� The Study Center in Chile is exploring similar options for the long-standing UCEAP partners in Santiago�

While UCEAP is anxious to maintain relations with such partners in Latin America as well as Spain, the trend in Latin American study abroad endeavors is toward themed programs rather than open immersion programs with the perceived risks of foreign language and extensive course choice� Working with the Pontifical Catholic University of Chile, Region IV worked with various campus collaborators to open a program in Socio-Ecological Sustainability in Villarrica, Chile� Having sent pairs of study abroad and departmental advisors to Villarrica to work with faculty there on what might fulfill requirements at UC for students in a range of Environmental Studies options, UCEAP is hoping that the initial student response will be positive� A little bit further into the future, a Cuba program and one that investigates Asian populations in South America will also be brought on board�

Program Development

In keeping with the trends noted above, Region IV consolidated its immersion options in Barcelona, eliminating the academic year program at the Autonomous University of Barcelona and redirecting those students to the University of Barcelona� Relations with Autonoma remain cordial by with the decision to continue to recruit for their International summer Term�

The Pontifical Catholic University of Brazil developed a summer seminar, and UCEAP was quick to embrace this promising option for a summer stand-alone program in Rio� Although special arrangements for language study needed to be made for UC students in order to assure eligibility for financial aid, PUC-Rio was happy to comply�

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With respect to themed programs in Latin America, the Family and Community Health Program, split between Mexico City and Oaxaca during spring quarter ran in its pilot version and shows great promise for students in the Global Health majors� As mentioned above the Socio-Environmental Sustainability Program in Villarrica received its finishing touches and is ready for recruitment in 2017-18� This latter program offers a multi-disciplinary approach in a setting that includes a rich natural setting with an interesting combination of human groups as well� Open to diverse majors related to ecology, sustainability, development, environment, and geography, the program combines field studies with planning projects�

The multisite Mediterranean Politics, Food and Culture Program endured its third revision following the closure of Istanbul, one of the anchors of the original program� Going forward, the program will continue to include Florence and Barcelona, but the third site will be Syracuse, Sicily� Region IV is very excited about this, the final version, of this program given Sicily’s key role in assimilating the many Mediterranean civilizations that have inhabited the island�

Administration

Region IV invested time and energy in refining its arrangements with the University of Illinois to share the costs of the University of Barcelona Program, and came to a new collaborative stance with the UC Center in Sacramento to facilitate the multisite program, Leadership in Social Justice and Public Policy� Participation by the Chile Study Center staff in the Global Internship Conference in Santiago has helped to professionalize internship placements for students attending UCEAP programs with either of our partners there� Region IV staff have continued involvement in study abroad organizations such as NAFSA for which we function as liaison to the Spanish Consulates in California, and to the Forum on Education Abroad with which we engage in the Awards for Academic Achievement Abroad�

Focus on Mexico was intense during 2016-17, as the Regional and Executive Directors accompanied President Napolitano to Mexico City and participated in conversations with all levels of administrators from both UC and UNAM� Following up, Region IV organized a contingent of campus study abroad and program staff to visit the capital during the early summer season when students in most all programs were on site�

An earlier site visit to the University of West Indies in Barbados was paired with an invitation to the Faculty Liaison at UWI to the UCEAP Annual Conference in order to raise awareness of the excellent opportunities offered at that site�

All UCEAP Spain staff were brought together with the UC Faculty Director and the Regional Director to work through challenges experienced in all Study Centers, and to think critically about the need for future programming to conform to the abilities of the current generation of students�

STRATEGIC GOALS

Following the outcome of this all-staff meeting in Spain last March, UCEAP will continue to pursue opportunities for coursework in English and summer programming� For the most part these development plans focus on locations where UC already has infrastructure and staffing in order to derive the greatest economic advantage and best service to our students� These opportunities include the summer standalone

2016-17 Annual Report | 32

program with the University of Cádiz, the development of Computer Science opportunities at the Pompeu Fabra in Barcelona, the wide open eligibility for the Carlos III University and the marketing of English-language opportunities at the Complutense University in Madrid, and the collaboration with the Modern Language Center to provide English-language options at the University of Granada�

Renewed effort will go toward the reinvention of the multisite Mediterranean Diet and Food Science Program in Florence and Madrid� Originally conceived as a partner to the Mediterranean Politics, Food and Culture Program, the pre-requisites for the food science courses has limited enrollments� Reconsideration of these along with more energetic marketing is hoped to encourage greater interest�

In Latin America, Region IV will continue to pursue the strategy of themed, UC Construct programs� One such, “Revolutions in Cuba,” will examine developments in Cuba during the last half century in order to fill a niche in UC’s presence on the island nation� In the Southern Cone, Region IV will collaborate with the University of Buenos Aires in developing a program to investigate Asian populations in South America� It is hoped that this program will attract a cohort of students who do not currently think of Latin America as a study abroad destination�

As for summer language, Region IV will work with UNAM’s Centro de Enseñanza para Extranjeros (CEPE) to offer a program in Medical Spanish� Years ago, CEPE offered the coursework for the UNAM ILP, but this collaboration was terminated because the university was closed during the time of our ILP� However, a stand-alone program at CEPE should work well during the summer since the calendar could be independent of other UCEAP programming in the Study Center�

Reciprocal Exchanges (Reciprocity)The University of California hosts Reciprocity students from over 100 institutions in approximately 30 countries� Reciprocal exchange students attend the University of California on a non-degree basis� Students enrolled in UCEAP programs continue to pursue degrees at their home university though they are enrolled at a UC for up to one academic year�

ACTIVITIES AND ACCOMPLISHMENTS FOR 2016-17

Use of technology and media

Continued implementation of a systemwide introduction to the University of California for selected and prospective Reciprocity students�

Continued implementation of a liaison webinar to guide partner universities’ colleagues through the major phases of the UC reciprocity students’ exchange experience� Liaison webinar clarified roles and expectations, and provided information on student advising tools and resources�

Continued implementation of systemwide pre-arrival orientation webinar and chat for Reciprocity students�

Implementation of new processes and efficiencies in financial document upload (Phase 3)�

Skype training of new partners and new liaisons abroad�

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Annual photo contest to identify more visual resources for future website update�

Reciprocity FB page now exceeds 8,100 members and is linked to individual campus groups as well as all UCEAP pages for outbound students�

Twitter (800+ followers) and Pinterest (200+ followers) interest has grown� Instagram continues as a resource for reposting UC content and collecting student photos�

UC promotional newsletter campaign yielded increased interest in broader range of UC campuses�

Campus Collaboration

Major contributor to the UC teams participating in Department of State audit of the J-1 visa program and UCB and UCLA�

Staff participation in UC Academic Advisors Conference (UCB) and presentation in collaboration with UCB, UCI, UCSD�

Collaborated with UCB and UCSD international offices on pre-arrival webinar presentations�

Campus stakeholder meetings in person (UCLA) and by phone with offices working with Reciprocity students�

Representation of UCEAP at Systemwide International Students and Scholars meetings�

Engagement

Participation in UCEAP 50th anniversary events for Lund, Sweden (domestic and international)�

Staff participation in working groups for Arc of Engagement�

Staff participation as readers of UCEAP scholarship applications�

Staff participation in Diversity Workgroup and Latino Outreach Team, and Higher Education Week at high schools with underserved populations�

UCEAP annual conference participation and presentation�

UCEAP meet up presentation of Reciprocity Unit activities to the Systemwide office�

Staff Development and Outreach to Partners

Staff participation in Erasmus+ Conference held at Freie Universitat, Berlin and presentation to prospective reciprocity students�

Staff participation in Barbados site visit and presentation to prospective reciprocity students�

National conference participation NAFSA and Forum on Education Abroad�

Presenter at NAFSA�

Scrum training�

Unit strategic planning�

Staff attendance of meetings and information sessions on evolving immigration policy issues�

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Undergraduate Student Placements and Retention

The majority of students (96%) were placed at their 1st, 2nd or 3rd campus choice� Due to high student demand for UCB (58%), UCLA (21%), UCSD (8%) and UCSB (7%), 48 students (representing 3�5% of the cohort) were placed at a campus they had not chosen at application time�

Academic year 2016-17 attrition rate was 9% overall increased from 8% in the last year� Staff dedicates considerable time and attention to proper placement with consideration to college / departmental outbound data, course impaction and good academic fit for students’ proposed coursework� Commitment to retention through education of partner university liaisons and students about UC campus-wide education and opportunities has keep attrition rates on average for the group below 10%�

The most challenging campuses remain UCM and UCR�

Campus Withdrawn Placed Attrition Rate

UCM 4 6 66.67%

UCR 12 37 32.43%

UCD 19 114 16.67%

UCI 21 148 14.19%

UCSC 10 110 9.09%

UCSD 20 230 8.70%

UCSB 26 304 8.55%

UCLA 20 283 7.07%

UCB 14 360 3.89%

Table 8. Reciprocity Students Placed at UC Campuses in 2016-17

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Figure 6. Reciprocity Student Placement by Campus 2016-17

Figure 7. Frequency of Placement at 1st, 2nd or 3rd Choice UC Campus 2016-17

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Reciprocity Student Profile

The high level of student satisfaction expressed in the annual survey suggests that exchange remains a success and a desirable option for students and the home universities�

Survey highlights—29% response rate (423 of a cohort of 1,479):

79% indicated that they were able to enroll in either all or the majority of coursework needed� An additional 12% were able to enroll in a sufficient number of needed courses� (Unchanged from 2015-16)

86% indicated that they had enrolled in in courses or engaged in academic activities that were not available at their home university� Further, 69% indicated that they would receive home university degree credit for the unique UC academic experiences (e�g�, coursework or other academic opportunities)

Students’ interactions with UCEAP and other UC offices were most often rated as excellent or good, and very helpful or helpful� The offices with which students noted having the most interaction were the Office of International Students and Campus UCEAP (Note: it is often difficult for students to distinguish between these, and indeed on some campuses they are combined� Since students could choose more than one answer, they often choose both�

65% of students rated their housing experience as excellent or good (vs� 61% in 2015-16), with another 21% rating it as satisfactory�

42% of Reciprocity students live in a UC-owned apartment or residence hall, while an equal number (42%) chose to live in a shared apartment/house in the community�

59% indicated their study experience at UC influenced their interest in future graduate studies at UC�

85% of respondents said they would recommend their UC experience to others�

STRATEGIC GOALS

Launch new Reciprocity website and application�

Development of more robust welcome and informational materials about UC�

Highlight internship and research opportunities�

Implementation of processes and efficiencies in financial document upload (Final Phase)�

Continued implementation of online orientation products for students and staff abroad �

Define expected learning outcomes and determine assessment tools�

Continue to hold reciprocity stakeholder meetings (in person or by teleconference) at campuses�

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Alumni Engagement and DevelopmentThe goal of the Alumni Engagement & Development team is to support the strategic plan of UCEAP by increasing access to scholarship support, to engage and encourage philanthropy from UCEAP alumni and constituents and to build an integrated and prioritized set of alumni activities and engagement initiatives� Overall focus continues to build on the growing foundation of strategic relationships to promote collaboration vital to the success of a comprehensive program�

ACHIEVEMENTS FOR 2016-17 INCLUDE:

Continued maintenance and growth of Raiser’s Edge alumni donor database� Continue to improve data integrity through quarterly NCOA, annual deceased, lost alumni and wealth screening appends� The PeopleFinder service identified and updated 28,000 records with no prior known address�

Launched new three-year wealth screening program called Fundraising Essentials� Identified potential high rated prospects and segmented alumni into giving tiers and next ask amounts�

Continued maintenance of alumni website, including new slide bar photos� Added pages for International Giving� Added monthly updates for Alumni Profiles and News & Events weblog feeds� Added new events to Calendar, Upcoming Events, and Registration pages�

Continued growth of UCEAP Alumni & Friends newsletter using Net Community� Average distribution across 4 issues was 47,302 recipients, up from 17,590 last year�

Continued progress on programs for alumni engagement including Distinguished Alumni Awards and the Scholarship Reader Program� Presented Linda Duttenhaver Distinguished Alumni Award to Julie Osborn and UCEAP Emerging Leader, Jeremy Hessler, at the UCEAP Annual Conference� Over 289 alumni participated in the Scholarship Reader Program this past year, compared with 105 for the previous year, an increase of almost 300%� Prepared for launch of new UCEAP Connect online directory�

Hosted California event in celebration of Sweden 50th Anniversary attended by over 150 students and alumni� Planned 5 day alumni reunion in Lund, Sweden, including academic roundtable, student receptions, campus tours, cultural activities, reciprocity focus group, and a gala dinner for 150 alumni and friends� Initiated planning for Mexico and Israel 50th events both in California and abroad� Collaborated with institutional partner and UCEAP staff on supporting events� Additional events in Beijing and Shanghai were focused on attracting new internship opportunities for students in China� Hosted event in Edinburgh for students to meet Nobel Laureate and UCEAP Distinguished Alumni recipient Randy Schekman�

Continued to build on relationships with friends and donors in support of stewardship goals and activities� Memorial Scholarship Fund awarded three scholarships in recognition of John Marcum, Carmen Usobiaga, and Peter Wollitzer� Launched new Guardian Scholars fund and a faculty/staff campaign which increased giving from 3 to 35 donors for the constituency�

Continued to build a pipeline of support from alumni and friends� Direct mail efforts increased significantly with over 6,000 acquisitions pieces mailed for multiple segments (e�g� wealthy zip code, wealth screening rating, and PeopleFinder results)� Cultivation and stewardship of donors is ongoing with personalized communication and outreach� Increased number of donors over last year by 88% and increased total giving by 5%�

2016-17 Annual Report | 38

STRATEGIC GOALS

Continue to document all gift administration and gift processing procedures� Cross-training for Associate Director and the Scholarship and Alumni Engagement Coordinator�

Continue to work with campus partners and data append services to improve alumni database quality� Roll-out alumni directory Graduway platform� Create a campaign or event to attract alumni to website to register�

Plan and execute formal alumni engagement strategy based on 10-, 25- and 50-year participation anniversaries� Plan and execute events in celebration of Israel and Mexico 50th anniversary� Identify and plan future 50th events and budget needs�

Identify additional opportunities for alumni engagement and pipeline growth including systemwide events, campus events, alumni newsletters, recurring giving program, annual fund appeal, planned giving appeal, alumni mentor program, alumni travel program, and anniversary or alumni reunions�

Develop collateral tools in support of alumni engagement and development efforts�

Continue to support independent alumni reunion plans, campus events and other alumni engagement opportunities as identified�

Information TechnologyThe IT group continued to focus on high profile, mission critical projects throughout 2016-2017� Development work on the next version of the new Student Information System (SIS) has continued unabated and IT staff assigned to work in collaboration with the Marketing Team on the new UCEAP website saw those efforts accelerate as well� The IT group is also playing a lead role in the development of a standalone website intended to serve the unique needs of Reciprocity students�

To boost the organization’s ability to make data driven decisions and give frontline staff real-time insight into customer needs, the IT team is actively working on a data warehouse solution that can provide staff with powerful business intelligence tools needed to serve a new generation of stakeholders and students� This will be augmented further by the integration of analytics software to track and monitor all activity on our websites and web based applications�

Finally, the adoption and use of centralized services and cloud based solutions continued in the past year� Key projects included the ongoing transition to the North Hall Data Center, adoption of Microsoft’s Office 365 solution and the transition to Zoom video conferencing�

This extensive portfolio of IT projects highlights UCEAP’s commitment to serving staff, campuses, study centers and students with innovative solutions to support annual enrollment of 10,000 participants�

2016-17 Annual Report | 39

Under the leadership of our Senior Drupal Developer, the development team has made significant strides in the creation of the new Student Information System� Adhering to a mobile first, cloud first strategy, the alpha version of MyEAP II already incorporates years of suggested improvements by applying modern development environments, tools and techniques� UCEAP’s developers are now following best practices in the programming of the SIS and website� A custom workflow process built on the Pantheon platform utilizes GitHub for version control; Behat for testing behavior-driven development; and Circle Ci, for continuous integration� New Relic software has also been adopted as a performance evaluation tool for newly released sites� Utilization of this modern web-developer tool chain and development best practices will allow UCEAP to make continuous, incremental improvements to the SIS and website well into the future�

In addition to continued efforts working on the design and development of MyEAP and website, the development team is also leading the effort in deploying a new Reciprocity website� Separating Reciprocity from parent UCEAP website will allow for an improved application process specially geared toward foreign students wishing to attend the UC� Another key advantage is that this standalone site will allow marketing staff greater opportunities for promoting the unique offerings available at each campus�

Additional collaborations included with working with Marketing and Communications to develop a Drupal website to facilitate the creation of program descriptions for the website and Program Guide (http://pgmform�eap�ucop�edu)� The website also allows the sharing of additional Program information between Marketing and the Study Centers� In addition, in a joint effort between Research, Academics and IT, the team developed a Drupal website for Research to share UCEAP participation and operational reports� The site integrates data from different reporting systems (Tableau, Caspio), as well as academic and student information supplied by the campus Registrars (http://research�eap�ucop�edu)�

Database Administration

Working with the Drupal developers and the project management team, the DBA team, led by the Senior Database Administrator, has been providing database insight and design decision advice in support of the MyEAP overhaul� This included re-working the data structures and relationships to be in alignment with the new Drupal SIS application and database platform (transitioning from Microsoft SQL Server to MySQL)� A considered amount of effort has been devoted to the analysis and curation of the data needed for the new system and the subsequent query development used to transfer and populate the new SIS system�

Development

Figure 8. Development Process

2016-17 Annual Report | 40

Another major effort of the database team has been the design and creation of a data warehousing and reporting environment� In keeping with the rapid pace and dynamic nature of today’s data landscape, this new model is a modern Business Intelligence, Analysis, and Reporting environment, backed by a combination of Microsoft’s Azure cloud and On-Premises solutions (Microsoft SQL Server 2016, Power BI, and Azure Analysis Services)�

This single environment will allow an enterprise wide view of our data assets, whether that information originates from the Drupal SIS system in the cloud, the current MyEAP application on premises, or any number of our legacy applications� Additionally this modern BI platform dramatically reduces the delivery time for report creation and distribution� The benefit is twofold, end users get their answers in near real time, and the dynamic nature allows the end user to be a part of the solution� Ultimately, as more reports roll out to production and users become more familiar with the ease of use of these reports, this will become a truly modern self-service business intelligence platform�

Project Management and Business Analysis (PM/BA)

In past year, the IT team more fully embraced the Agile/Scrum framework� An iterative approach to managing software development projects, Agile methodology allows the organizations to rapidly respond to an increasingly complex and ever changing technological landscape� Agile allows programmers to produce smaller deliverables more frequently and efficiently by encouraging ownership, participation and progress�

The IT Project Manager, Technical Project Manager and Business Systems Support Analyst participated in comprehensive training in Scrum methodology facilitated through the Scrum�org alliance� In addition, the team attended DrupalCon in Baltimore; allowing them to enhance their knowledge of the programming framework and to see how their peers in the Drupal community successfully manage projects similar to scope and scale of MyEAP II�

The team chose Atlassian’s JIRA software development tool to manage the portfolio of IT projects and keep track of tasks and deliverables� Widely considered the best software development tool for agile teams, JIRA easily integrates with many of the other tools utilized by the PM/BA team such as Slack, Box and Trello�

In the year ahead, the PM/BA team will continue to focus on the slate of projects currently underway but will also begin training on web and application analytics – specifically Google Analytics and Google Tag Manager� As new applications are put into production, it is imperative that the organization monitors and tracks user’s activities to develop a deeper understanding of the student experience that can be shared with the entire organization�

Networking and Desktop Support

In support of creating a stable, cost effective network infrastructure, the Network Team consisting of the Senior Network Administrator, Network Administrator and Student Center Support, and Helpdesk Support will complete the migration of UCEAP’s servers to UCSB’s North Hall Data Center� This significant project will ensure high-availability to our services� In addition, this move will augment our strategy of adopting more cloud-based services and allow UCEAP to take advantage of shared disaster recovery solutions�

2016-17 Annual Report | 41

Upgrading UCEAP’s data center network architecture will allow the organization to handle increased applications and data, support complex virtual environments, converge resources as well as support private and hybrid cloud systems� New systems that will be hosted in this environment include the data warehouse, a learning management systems (LMS) and the continued use of virtual environments to support the secure transmission of student data with our offices abroad�

The migration of the Study-Centers Exchange 2010 email system to Office 365 was a significant, first step in the eventual transition of the entire organization to a cloud based network for e-mail, office applications, business analytics and more�

Additional Network Team accomplishments include:

NHDC hardware installation� Five servers, five storage units, 40GB switches�

New, Windows Server 2016 based, domain controllers and servers to support upcoming migration to Windows 10 based network infrastructure�

New MyEAP RDS server to support current MyEAP application in Windows 10 Environment�

New Windows 2016 RDS server based on Windows 10 desktop to replace old Windows 2008-R2 RDS server�

Deployed new 2016 Alight server for Budget and Finance�

Implementation of Barracuda Cloud Base SC Office 365 Email-Archiving system�

Deployed new computers and printers at study centers�

Upgrade conference room computers to support Windows-10 and Apple OS�

Continue to investigate new cloud technologies to help UCEAP’s developers with MyEAP2 development�

Deployed over 25 new Dell OptiPlex 9020 Windows-10 desktops�

Deployed MyEAP staging network to support MyEAPII development�

Upgrade networked video surveillance system to be accessible from the Internet and from reception desk�

Provided help with Box integration and training�

Worked in collaboration with Operations in the adoption of Zoom video conferencing solution�

2016-17 Annual Report | 42

STRATEGIC GOALS

The IT team is continues to work toward the goal of deploying MyEAP II and the new website in July of 2018� In addition, the team hopes to deploy the new Reciprocity website/application in December of 2017 and the new data warehouse solution in the late spring of 2018� The migration to the North Hall data center is slated to be complete by end of 2017�

The top challenges facing the IT team is the sheer number of complex projects currently underway� Years of deferred maintenance has put the organization in the difficult positon of having to upgrade several systems simultaneously� This problem is compounded by the continued difficulty in finding professional staff to work on these new systems� However, those who have been retained have proven to be valuable and dedicated professionals who are personally invested in the success of the organization� The most significant roadblock faced by the team is time�

Marketing and CommunicationsACTIVITIES AND ACCOMPLISHMENTS FOR 2016-17

The marketing and communications team’s largest priority continues to be completion of the website redesign initiative (see website redesign update), yet the team has also committed to increasing the amount of photography and videography options available to promote UCEAP—including collecting student-generated content, improving communication within UCEAP and between campus study abroad offices and partners, and creating a strong online presence for UCEAP�

Members of the marketing and communications team were given the opportunity to capture photography and videography to promote the transformative experience that UCEAP provides to its students� Travel to Singapore, China, and Sweden resulted in photography that has been used in the 2017-18 print publications and online promotion of the 2017 Annual Conference, and will be used on UCEAP Connect, the new UCEAP online alumni community website, and the new UCEAP website� Student interviews were also recorded in China which led to the creation of two promotional videos highlighting the benefits of study abroad in Beijing and Shanghai�

Figure 9. Photograph from Beijing, China

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Using email marketing and social media appeals, the marketing and communications team collected photos and videos from students on terms abroad to participate in two projects—an end-of-the-year message to students, staff, prospective students, and parents, and a Mother’s Day social media video� There were 309 photo submissions for the end-of-the-year message and 14 students participated in the Mother’s Day video, which was viewed on the UCEAP YouTube channel 243 times and reached 5,352 people on Facebook�

In a joint venture between the marketing and communications team and the information technology team, a new blog was created to inform UCEAP stakeholders of the progress of the website redesign and student information system projects� In addition to featuring the UCEAP teams, TechKnowledgey also includes VisionPoint Marketing and Logic Branch, the two consulting companies working on these projects in conjunction with UCEAP� During its opening month, TechKnowledgey received 269 pageviews�

In order to promote programs that are released in between publication cycles, the marketing and communications team introduced a new program promotion process� The team creates an interactive landing page to highlight photography and features of the new program and generates an electronic communication for the regional director to distribute to appropriate advisors, departments, and partners which includes details on the new program, social media links, and sample messages that can be copied and shared with students, clubs, student organizations, faculty, and academic departments�

Figure 10. Interactive Landing Page for Norway Promotion

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Social media continues to be an important focus for the marketing and communications team� Recognizing that UCEAP had a large online social media presence, but not a strong one necessitated the creation of a cross-functional social media workgroup� Co-led by a multimedia designer and a program specialist, this group’s focus is to provide resources, training, and guidance to those managing social media accounts on behalf of UCEAP�

Discovery Prior to Application During the ApplicationProcess

After Submissionto Campus & Before

UCEAP Deadline

After UCEAP Deadline & Before Departure On Program Returnee Alumni

Blog(content marketing)

Youtu

be

Emphasis

Pinterest

Facebook Groups

P

Instagram

I

LinkedIn

Twitter

Emphasis

Social Media Arc of Engagement

Search & content-based

platforms

Social & sharing platforms

How do we want Facebook pages to fit into this?

Related to the strength of the UCEAP social media presence, the marketing and communications team no longer wanted to outsource its primary method of relationship-building� In July 2017, a social media coordinator joined the marketing and communications team to strengthen UCEAP’s online presence and become a liaison between the marketing and communications team and other functional teams that are representing UCEAP on at least one social media channel�

Following last year’s restructuring of the print publications, the 2018-19 editions received enhancements� To align with UCEAP’s newly finalized brand pillars and brand attributes (see website redesign), the language in the “About Us” section of the publications was crafted to intentionally include UCEAP’s brand promise and differentiators� Additional changes include:

A new icon denoting automatic scholarships for specified programs

Addition of a Top Ten Study Abroad Locations of the Most Popular UC Majors spread

Revamped graphic for programs that cost less than remaining at a UC campus

Addition of a Peace Corps Prep Program spread

Figure 11. Social Media Arc of Engagement Chart

2016-17 Annual Report | 45

A student quote on each back cover

Color bars on odd-numbered pages to help with navigation in the larger publication

City names listed in the same color bar as country names in the larger publication

An increase in the amount of student photography

Photography from the marketing and communications team

In order to remain aware of design trends in higher education beyond California and the international education realm, four members of the marketing and communications team were judges for the Council for the Advancement and Support of Education District V’s 2016 Pride of CASE V Awards for the Best Website and Excellence in Design for Brochures categories� CASE District V includes universities in Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin�

The marketing and communications director presented a plenary during the 2017 UCEAP Annual Conference in June detailing the scope of work, timeline, completed tasks and remaining tasks associated with website redesign project� The presentation also included visual representation of each iteration of design concepts�

STRATEGIC GOALS

The marketing and communication team’s highest priority is to complete the website redesign project in July 2018� The close collaborative relationship between the marketing and communications team and the information technology team continues to be one of the most influential aspects of the project and will be for upcoming initiatives related to communications and technology� The importance of this relationship has been demonstrated in information technology’s willingness to provide training to all members of the marketing and communications team for Drupal, UCEAP’s selected content management system, and for Agile, the information technology team’s preferred project management methodology�

The success of the website redesign project will be greatly influenced by UCEAP’s ability to maintain the website so website governance is critical� The marketing and communications director will work with UCEAP leadership to create a website governance council that will be tasked with the responsibility to ensure that roles, policies, and procedures are clearly defined, communicated, and enforced�

The marketing and communications team has started to prepare for the transition from focusing primarily on the website redesign project� In February 2017, the marketing and communications team held its annual retreat and has made a commitment to a two-year strategic plan� The initiatives for the strategic plan are Branding, Collaboration, Content Strategy, and Digital Presence� Each initiative will be led by one member of the team� While work from the marketing and communications is collective, the initiative lead is charged with determining success metrics, a timeline, documenting progress, and reporting successes, timelines and progress to the team�

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Website RedesignIn February 2016, VisionPoint Marketing (VPM) and The Regents of the University of California entered a professional services agreement to rebuild the UCEAP website� The projected scope included strategy and research, brand messaging, content strategy, information architecture, design, governance, and development and quality assurance� Having completed strategy and research, the primary focus for 2016-17 shifted to brand messaging, content strategy, information architecture, design, and governance�

In November 2016, VPM conducted information architecture workshops with all UCEAP functional teams� These workshops were intended to provide insight on the organization’s vision for the structure of the website� Teams were shown wireframes of the proposed website structure and asked to give feedback on required elements, naming conventions, and its composition� Based on the feedback from UCEAP, VPM updated the wireframes and visited four UC campuses (UCI, UCLA, UCR, and UCSB) to conduct user testing with students in January 2017�

The marketing and communications team also finalized the brand pillars and brand attributes in January 2017� Brand pillars, the cornerstones of the UCEAP brand promise, are the defining characteristics that differentiate UCEAP from other study abroad providers� The UCEAP brand pillars are:

Transformation

At its heart, the UCEAP experience is transformational� Our programs open students’ eyes, fuel their confidence and change them in both subtle and substantial ways� Our students discover within themselves a new capacity for understanding, empathy and learning, which empowers and emboldens them to seize new academic, professional and relational possibilities�

Intellectual Adventure

The UC classroom introduces students to new and unfamiliar ideas� We extend that mission by expanding students’ worldview beyond the classroom� We immerse students in communities and cultures that challenge their assumptions and broaden their perspectives� This journey of curiosity and discovery is a hands-on intellectual adventure that redefines students’ sense of what is possible�

Commitment to Excellence

Our goal is to be the world’s premier education abroad provider� In everything from the quality of our curriculum to our use of technology, from our safety infrastructure to our personalized advising and support, unparalleled excellence is our standard� When students go abroad with UCEAP, we want them and their families to enjoy an exceptional experience from their first visit to the UCEAP website to their return home, as if we have gone before them at every turn, readying the way as proven experts they can trust�

2016-17 Annual Report | 47

Boldly Californian

As the only education abroad provider exclusively focused on UC students, we offer a level of accessibility and value to our students that no other organization can rival� We understand the intricacies and complexities of the UC system, and we work in partnership with each of our ten campuses to minimize costs and barriers to entry, making study abroad an affordable and seamless extension of the UC experience� Whether we’re sending UC students abroad or facilitating international students’ journey into the UC system, we combine our vast experience with the power of the UC brand to open doors to students around the world� The result is an inclusive opportunity with exclusive advantages, an exceptional and essential component of a UC education�

Diversity

From our programs to our participants, we celebrate and cultivate a diversity of people and perspectives at UCEAP� Our students, faculty and staff represent every UC campus and discipline� We are racially, ethnically, religiously, politically and culturally diverse, as are the places and people that host our programs� We stay intentionally flexible and agile to better serve students’ diverse and changing needs�

Visionary Leadership

New and emerging technologies are changing the way we teach, learn, work, travel and protect our students� Building on our decades-long reputation as leaders in international education, we are relentlessly innovative to better serve our students, our communities and our world�

Brand attributes reflect the personality of UCEAP and impact the organization’s tone, voice, and approach� Based on the brand attributes, UCEAP is:

Globally Conscious

The UCEAP community is international, spanning dozens of countries across every continent� We care about the global community because we are active members of it�

Professional

The decision to go abroad is a monumental one, and our students and their families trust us to help them make the most of it� That trust is a weighty privilege, so we honor it with a high standard of professionalism and competence�

Supportive

There is a supportive warmth that characterizes our tone, a friendliness that goes beyond politeness and strives for true empathy� We know studying abroad is a huge step, so we come alongside our students to support them and celebrate with them at every stage of their journey�

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Resourceful

We strive to deliver the most outstanding value possible, using every resource available and doing whatever we can to offer students an exceptional experience� We teach our students to do the same, helping them bridge any gaps to achieve their goal of studying abroad�

Creative

Challenges are opportunities to be creative and collaborative� We work together across teams and functions, across our UC campuses and in concert with our global partners to deliver the best creative solutions� It is our confidence in one another that empowers and emboldens us to take on and solve even the most challenging problems�

To complete the components of the branding strategy scope, VPM created seven personas, fictional characters that represent a subset of the UCEAP audience� Personas allow UCEAP to delve into audience intentions, behavior, and needs, which guide website navigation decisions, content creation, and informs how to communicate information at the most relevant times� These personas reflected multiple UC campuses, varying areas of study, a range of income levels, and differing levels of familiarity with the notion of study abroad� In February 2017, VPM visited the UCEAP systemwide office to reveal UCEAP’s brand pillars, brand attributes, and personas, their significance, and to demonstrate examples of how they should be used in representing and communicating on behalf of UCEAP�

VPM presented UCEAP with three design concepts (A Colorful Journey, Window into the World, and Full Frame) in February 2017� The marketing and communications director held open hours for all interested staff to provide feedback on each of the designs and provided VPM with all suggestions and comments for the next design round� In March, VPM updated the design concepts and with help from the information technology team, the marketing and communications team led VPM toward a final concept to pursue for the website design�

Figure 12. Final Concept for Website Redesign

2016-17 Annual Report | 49

In June, the marketing and communications director presented a website redesign update to all attendees of the 2017 UCEAP Annual Conference� During the presentation, the marketing and communications director explained the brand pillars, brand attributes, and personas and their importance, and displayed the three rounds of design, including the final concept, of the upcoming website�

In July 2017, VPM returned to the UCEAP systemwide office to deliver a website governance presentation to all staff and to conduct a governance workshop with a smaller contingency of 15 representatives� Based on the workshop, VPM completed a draft of a website governance plan for UCEAP to review� This document will be considered following UCEAP’s strategic planning retreat in September 2017�

Figure 13. Website Scope and Timeline Overview

2016-17 Annual Report | 50

Campus Department/

Division

Principal

Investigators

Project Title

UCB French Richard Kern Carol Dolcini

Review of EAP coursework in France to establish clear credit pathways for Berkeley French majors and minors

UCB Molecular & Cell

Biology

P. Robert Beatty

Carina Galicia

Promoting Access to Study Abroad Opportunities for

Molecular and Cell Biology Students

UCD International Relations

Ethan Scheiner Katy Pattison

Increasing IR EAP Participants through Technology and Outreach

UCD Gender, Sexuality, & Women's Studies

Maxine Craig Evelyn Farias

Integrating Study Abroad into Gender, Sexuality, and Women's Studies at UCD

UCI Drama Annie Loui Leslie Blough

UK Drama Courses

UCLA International Institute Mike Thies Sandy Valdivieso

International Development, International & Area Studies, and Global Studies EAP Course Approval Online Database

UCLA Gender Studies Michelle Erai Samantha Hogan

Gendering Geographies: Developing travel curricula that specifically address intersections of gender, race, class, dis/ability, imperial histories, and nation

UCR Gender & Sexuality

Studies

Jade Sasser

LaSharon McLean Perez

Developing Study Abroad Options for Gender &

Sexuality Studies

UCR Earth Sciences Nicolas Barth Encouraging UCEAP Participation in the Earth Sciences

UCR Global Studies Bronwyn Leebaw Brenda Aragon

Expanding Access to Study Abroad through the Global Studies Major

UCSB Chemistry & Biochemistry

Steven Buratto Molly Phillips-Nugent

Pathway to EAP: Developing and Publicizing Study Abroad Opportunities for Upper-Division Chemistry & Biochemistry Students

UCSC Linguistics Grant McGuire

Matthew MacLeod EAP Approved Course Database

UCSD Linguistics Ivano Caponigro Christina Knerr

Where to study Spanish through UCEAP? A database and web application

UCSD Global Health Thomas Csordas Brittany Wright

Advocating UCEAP Study Abroad Opportunities for Global Health Undergraduates at UC San Diego

UCSD Division of Biological Sciences

Laurie Smith Hermila Torres

Biological Sciences: The Abroad Experience Video Segments

Table 9. Academic Integration Grant Recipients by Campus

Academic IntegrationWith specific aims to make education abroad an integral and accessible part of every undergraduate’s academic experience, the Academic Integration (AI) unit took on five major initiatives to promote study abroad participation for students in all majors�

UCEAP Academic Integration Grants Program

Initiated in 2014-15, the UCEAP Academic Integration Grants Program continued in 2016-17 to enhance collaboration between department faculty and staff advisers in AI activities� During the Program’s third year, grant funds were awarded to fifteen departments/divisions across eight UC campuses based on the overall quality of the proposed project, relevancy to academic integration, and potential impact� To provide more time for the projects to be conducted, the grant period for 2016-17 increased from nine months to one year� The following academic units or departments were awarded up to $5,000, totaling $71,500:

2016-17 Annual Report | 51

In March, the UCEAP AI team held three Zoom webinars for the 2017 grant awardees� Topics included: a demonstration of the Registrar’s degree audit databases, use of the new multi-campus major report, examples of past AI grant deliverables, recommended programs by discipline, and ideas for collaborating across campuses� Two of the webinars provided opportunities for cross-campus collaboration in disciplinary clusters—one for gender studies and the other for international studies�

During this year, projects from the program’s second year were completed by awardees from seven departments across four UC campuses� The AI efforts and deliverables from these seven grants are available online� Through the AI grants, departments were able to: catalog previously approved UCEAP courses, make those listings available to students, and review and approve new courses� Awardees also applied grant funds to publicize UCEAP and other international opportunities by holding study abroad informational events or designing and disseminating printed and digital promotional material� One example of such publicity comes from the Psychological & Brain Sciences Department at UCSB� The department developed a number of online resources for their students including: four-year degree plans incorporating study abroad, top UCEAP programs to take coursework in the major, and an updated version of their extensive course pre-approvals list� In addition, they also hired a study abroad peer advisor which proved very helpful in fielding one-on-one appointments with students and providing staff support for the grant work� Importantly, departments defined their plans to maintain the aims and activities of their AI projects for future students�

In spring 2017, UCEAP initiated analysis of the first years’ AI grants� Methods included: examination of 2016-17 UCEAP participant numbers by department and campus (as compared to previous numbers), administration of an impact survey, and a comprehensive review of project proposals, summary reports, and deliverables which culminated in individual quantitative and qualitative assessments for the grants� Given the grant period of January to September and the advanced application deadlines for UCEAP programs, 2016-17 was the first opportunity to assess the impact of the 2015 grants� With a response rate of 94%, the results of the survey indicated that after receiving the grant, more departments are reviewing academic policies and integrating study abroad into degree plans� Moreover, departments are also making information about previously approved or pre-approved courses available to students� From the perspective of advisors and faculty, the grant has made the most significant impact on student awareness of the feasibility of studying abroad in their major or minor discipline� While it is too early to evaluate the effect of the grant solely on participation numbers, a few departments (e�g�, UCD Animal Science) have already shown growth in enrollment numbers� Academic Integration plans to continue both quantitative and qualitative assessments of the grant’s impact�

Registrars AI Data Project

Over the past three years, Academic Integration has requested and obtained degree audit information on previously-taken UCEAP courses from campus Registrars� These data detail the specific UC campus degree requirement that UCEAP students fulfilled for a particular course taken abroad in a particular term and year� The intention of this Registrars’ AI Project is to inform faculty and program advisors of historical course articulation decisions from their own department or from a similar department at another UC campus� With access to these records, they may more readily grant major/minor/breadth credit for the same coursework� Thus far, seven campus Registrars have provided data: six years of data from UCB; five years from UCM, UCSB, and UCSC; four years from UCI and UCSD; and two years from UCLA� Academic Integration continues to partner with the remaining campuses to obtain their degree audit data and with all campuses to provide yearly updates�

2016-17 Annual Report | 52

In collaboration with UCEAP Research, Academic Integration has made the course articulation data available to UC faculty and staff through an online searchable platform (see Figure 1)� In this searchable application, users can filter and download course articulation data by major, degree audit type, country, and partner institution fields� Thus far, separate applications have been built for each of the seven participating campuses� A multi-campus application that combines data across campuses has also been developed and shared with UC faculty and staff� Additionally, using the data, Academic Integration has produced discipline-specific lists of previously-approved courses and distributed the course lists to AI grant awardees and other departments to use in their course articulation activities� Similar efforts were taken with courses previously approved for general education breadth credit at different UC campuses� The Associate Dean and the Academic Integration staff continue to promote and demonstrate the use of the Registrars’ databases to college and department faculty and staff during campus visits and systemwide events, such as the UC Academic Advising Conference� The AI and Research units have also presented the development and usage of the course articulation data with the greater international education community through conference venues, including CIEE, APAIE, and NAFSA�

As a result of such efforts, UCSC’s Division of Global Engagement developed a proposal that was approved by their campus Committee on Educational Policy to pre-approve courses for general education credit using degree audit information from the a four-year degree audit database� The list of pre-approved courses has been published on the UCSC study abroad academic planning webpage for students� Similarly, the UCLA study abroad office, in collaboration with their College Academic Counseling unit,

Figure 14. Searchable Online Application of Registrars’ Degree Audit Data

2016-17 Annual Report | 53

has been exploring policy decisions and implementation approaches to pre-approving UCEAP courses for general education credit� Past and current departmental recipients of AI grants have also been making and publishing course approvals based on the Registrars’ data�

Syllabi Repository

In order to facilitate the course approval process and campus access to course syllabi, the Academic Integration unit worked with the academics team to begin a Syllabi Repository for UC Construct Programs� The syllabi are available in Box for staff and faculty use and have already proven helpful for establishing breadth requirement pre-approvals at UCB� So far, over 170 syllabi have been gathered across three regions and more syllabi continue to be added:

Region Country Partner Institution

Program 2016-17 Number of

Courses

Full Syllabi

in Box

Region I France UC Center

Paris

French & European Studies, UC

Center Paris

18 18

Language & Culture, UC Center

Paris (Semi-Intensive, Intensive, Pre-ILP)

17 17

Italy UC Center Florence

Language & Culture UC Center Florence (Semester)

14 14

Language & Culture UC Center

Florence (Qtr & Pre-ILP)

13 13

UC Center

Rome

Art, Food, and Society (Quarter &

Semester)

16 16

Rome through the Ages 20 20

When in Rome 5 4

Region

III

Australia Univ. of Queensland

Marine Biology & Terrestrial Ecology, Univ. of Queensland

2 2

Pacific Island Environmental &

Community Health- Australia &

Solomon Islands

5 5

UK-

England

UC Center

London

Arts, Politics, Society & Space,

UC Center London

9 9

Global Cities Urban Realities,

London & Paris (Quarter)

9 9

Global Cities Urban Realities , London & Paris (Semester)

11 10

UK-Scotland

UC Center Edinburgh

Intern: Scotland 3 3

Region

IV

Costa Rica

Monteverde Institute

Tropical Biology & Conservation, Monteverde Institute (Quarter &

Semester)

8 8

Mexico UC Center

Mexico City

Contemporary Mexico, UC

Center Mexico City

6

Region

III

Australia Univ. of Queensland

Marine Biology & Terrestrial Ecology, Univ. of Queensland

2 2

Pacific Island Environmental &

Community Health- Australia &

Solomon Islands

5 5

UK-

England

UC Center

London

Arts, Politics, Society & Space,

UC Center London

9 9

Global Cities Urban Realities,

London & Paris (Quarter)

9 9

Global Cities Urban Realities , London & Paris (Semester)

11 10

UK-Scotland

UC Center Edinburgh

Intern: Scotland 3 3

Region

IV

Costa

Rica

Monteverde

Institute

Tropical Biology & Conservation,

Monteverde Institute (Quarter &

Semester)

8 8

Mexico UC Center

Mexico City

Contemporary Mexico, UC

Center Mexico City

6

Family & Community Health,

Mexico City & Oaxaca City

4

Field Research, UC Center

Mexico City

7

Spain UC Center Madrid

Contemporary Spain, UC Center Madrid

8 8

Language & Culture, UC Center Madrid

5 5

UC Center

Rome &

Madrid

(Multi-Site)

European Transformations,

Madrid & Rome (Quarter &

Semester)

16 12

UC Center Florence &

Barcelona

(Multi-Site)

Mediterranean Food & Culture: Florence & Barcelona

4

Table 10. UC Construct Syllabi by Region, Country, and Program

2016-17 Annual Report | 54

To streamline the syllabi collection process, Academic Integration has partnered with Research to develop an online syllabi form, using Qualtrics, in which UC Construct faculty will fill in requisite syllabus information (e�g�, course description, objectives, materials) as well as upload a copy of their syllabus� Such information could then be collated into a database for sharing with UC departments for course articulation purposes�

Discipline Pages and Data Reports

In collaboration with the academics team, Academic Integration has continued to develop new discipline webpages in its efforts to inform and encourage students of all majors to consider studying abroad� The pages provide a curated list of excellent programs where students can study abroad while continuing to take courses in their major� Programs are chosen according to student reviews, a wide availability of courses, and unique academic opportunities within each discipline� This year, the pages were expanded to include: Public & Global Health, Film & Media Studies, History, and Sociology�

In an effort to inform program development and campus engagement with academic departments and students, Academic Integration has created a number of discipline data reports� This year, data for biology, economics, engineering, and psychology were updated to include the latest 2015-16 numbers� Data include: participation by campus, top countries and programs, amount of coursework taken in the major, research and internship coursework, and more� The updated reports for psychology and biology were especially useful for program development efforts this year�

Academic Integration Surveys for Program Development

Together with various Regions, Research, and campus study abroad offices, the Academic Integration team has developed several survey instruments to aid in discipline-specific program development efforts� In one such effort, Academic Integration and Region III jointly created and administered a survey to UC psychology departments in February to gather information about impacted courses and potential student interest in summer psychology programs at UCEAP partner institutions� Campus offices were able to share knowledge about appropriate departmental contacts for data collection� Results from the psychology advisors indicate that upper division courses, particularly major electives, and research opportunities would likely draw the most student interest� These survey findings were made available to all Regions, as well as to campus offices that request access� More recently, Academic Integration co-developed a similar survey with Region II to determine student interest in biology gateway programs� This instrument will soon be administered to biology departments across campuses�

ResearchResearch supports the majority of other units in the organization, assists in reports for the Governing Committee, conducts over 300 student program evaluations, and administers a number of large annual surveys and infrequent market research surveys (e�g�, recent returnees for academic outcomes, students who elect not to participate, parents, reciprocity students, an ad hoc survey for UCSB’s Global Studies Dept�, etc�)� By focusing on what students and other stakeholders need, the unit pursues tactics that align to the long-term strategic goal of enrolling 10,000 program participants�

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This year, we successfully implemented a Tableau server environment, which allows us to make available a wider range of reports—relating to applicants, participants, courses attempted, and other subjects� This environment is secured by system SSO processes, and allows the user to filter and amend the results or to address specific questions of interest� One public example of this tool is the IIE/Open Doors database we constructed in collaboration with our campuses� It allows the user to investigate a range of subjects and gain insights relating to study abroad from a systemwide perspective—inclusive of both UCEAP and other programs� e�g�, UCEAP sends roughly 30% of her participants abroad in the summer, but as a system the UC sends roughly 50% of participants abroad in the summer� This has significant implications for enrollment management, financial aid, and other interests in the UC as they relate to internationalization and study abroad�

In light of the need to be better informed of the opinion of our participants, we have organized a project to revise the student program evaluation� Working with a team from across the organization we have conducted focus groups, held meeting, and built templates to serve as models� This summer (2017) we adopted new software for this purpose (Qualtrics), have tested the resource with existing evaluation templates, and will implement the new templates starting with fall 2017-18 programs�

In the course of enrollment management, we have been somewhat involved with strategic initiatives – e�g�, relating to documenting alumni experiences, student learning outcomes, responding to data requests from other teams – and in addressing or defining new resources to help the organization manage enrollment more efficiently (e�g�, building a database of contracts and uncovering existing capacity for enrollment, re-engineering the Faculty Database, etc�, etc�)� But of some consequence, too, we believe is the deeper understanding of what UCEAP returns to the campuses financially—as a systemwide program (the report is on our website)� Millions of dollars are distributed to the campuses directly� Recognizing that the more we can partner with the campuses, the more revenue we can generate for the campuses (an economic efficiency resulting from the “power of 10”), and a virtuous cycle that can sustain our vision of creating an integrated and inclusive UC culture of study abroad�

Figure 15. UC Study Abroad Enrollment by Duration

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Figure 16. Campus Revenue from UCEAP

2016-17 Annual Report | 57

UCEAP Strategic Plan 2016-20OVERVIEW

The 2016-20 Strategic Plan will guide UCEAP towards achieving its ultimate goal of sending 10,000 UC students abroad each year� This is an ambitious, yet not time-bound, objective to encourage faculty, staff, and partners to focus their collective efforts on offering study abroad to all UC students and integrating UCEAP more deeply into academic plans� The plan is central to the future of UCEAP and will drive everything that we do�

Through this plan, UCEAP will support UC Office of the President Initiatives, as well as campus goals for internationalization and enrollment management� We will strive to be transparent, intentional, and work towards common, mutually beneficial goals with all partners, using data to support increased program participation, and eliminate barriers regarding cost and access�

The plan comprises four overarching goals which align with UCEAP’s Vision Statement:

Foster an Integrated and Inclusive UC Culture of Study Abroad

Strengthen Collaboration with Campus Partners

Be the Preeminent Education Abroad Program for the UC System

Be a Recognized Leader in the Field of International Education

At the policy level is the creation of an integrated and inclusive UC culture of study abroad� UCEAP’s aims are to discern and align with campus needs and goals, to enhance the UC brand, and to leverage the power of 10 across the system to achieve shared programmatic goals�

At the level of direct action, we collaborate with campus partners to increase awareness of the value of study abroad in academic planning� UCEAP aims to develop shared initiatives to (a) advance academic integration, (b) expand accessibility of study abroad to all students, and (c) seek operational efficiencies for all parties�

Internal to the UC system, our close collaboration yields a diffuse appreciation of UCEAP as the preeminent education abroad program for the UC system� Through emphasizing its historic presence and ongoing strengths, by developing unique academic opportunities, and by foregrounding the ability to harness and distribute resources across campuses, UCEAP is recognized as invaluable partners to individual campus internationalization efforts�

Lastly, both internal and external to the UC system, our attention to (a) constructing a coherent and overarching experience for students before, during, and after they study abroad, and (b) analyzing and sharing research on our programs, demographics, financials, and outcomes will keep UCEAP a recognized leader in the field of international education�

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STRATEGIC INITIATIVES

The plan includes the following strategic initiatives to drive UCEAP progress towards its goals:

Redesign of MyEAP Student Information System (MyEAP II) – See Information Technology

Redesign of UCEAP Website and Integration with MyEAP II – See Marketing and Communications

Business Model Optimization to ensure efficient and effective financial management – See Financial Overview

Arc of Engagement to improve or create processes that will encourage and assist student in choosing, experiencing, and maintaining valuable outcomes of study abroad�

Documenting Alumni Experiences and Success to investigate how UCEAP alumni perceive both the immediate and long-term effects of study abroad�

Figure 17. UCEAP Strategic Plan 2016-20

2016-17 Annual Report | 59

Arc of Engagement Initiative

For 2016-17, the four Arc of Engagement sub-initiatives were assigned to workgroups: Underrepresented Student Outreach, Pre-departure (Health & Safety Preparation, Country-Specific Competency), and Study Abroad Learning Outcomes�

UNDERREPRESENTED STUDENT OUTREACH

The Underrepresented Students Outreach workgroup spent 2016-17 re-evaluating previous outreach efforts and considering new directions for future work� The workgroup is interested in removing barriers to study abroad for specific student groups and promoting early awareness of study abroad�

Cohort Selection - Latinx Students, led by a Student Exchange Specialist, Reciprocity

Under the direction of the Associate Vice Provost and Executive Director, outreach to Latinx students has continued� In collaboration with Adrian and the Latinx Students Outreach subgroup, UCEAP’s Marketing and Communications unit has continued production on a UCEAP Latinx Student Guide� The guide will be tailored to the needs and questions of Latinx students and their parents� The guide will be sent to campus

Figure 18. Overview of Arc of Engagement Strategic Initiative

2016-17 Annual Report | 60

offices and organizations, including Admissions, Educational Opportunity, clubs, Greek life, academic departments, and UCEAP offices� The content will focus on student and alumni voices, with a note to parents in English and Spanish� There will also be information on health and safety, which is a documented priority for Latinx parents, as well as profiles of alumni and details on the return on investment of time spent abroad�

Early Outreach

The workgroup has determined that early outreach is integral to reaching underrepresented students� Outreach efforts to high school students and new freshman arrivals needs to be increased� To start, workgroup members participated in Higher Education Week with UCSB, as they have in the past� This week is a series of college recruitment trips to high school campuses in Santa Barbara County, with a particular emphasis on schools with large populations of low-income and/or first generation college students� UCEAP systemwide office staff talked to students about study abroad, and stressed that they can go abroad with UCEAP at any of the 9 UC campuses�

Future early outreach could include purchasing admission data from campuses to send recruitment materials home to newly admitted high school students� A guaranteed scholarship for freshmen who self-identify in an underrepresented cohort has also been discussed with the Scholarships and Finance teams� At this time, it is too expensive to offer a guaranteed scholarship to all incoming freshmen, but the workgroup and others continue to explore ways to guarantee financial support to underrepresented students�

Data Collection

The workgroup contributed ideas and requests to the IT team working on MyEAP II, in the hopes that the new student information system will collect important demographic and identity information to help guide future outreach efforts� The workgroup would also like to follow the lead of the Academic Integration team in contacting admission and/or registrars offices to share data on recent UCEAP participants, in order to build a baseline of participation rates of specific cohorts�

Diversity Abroad

UCEAP pays for a systemwide membership to Diversity Abroad, so that all campus study abroad staff and all UC students are able to use Diversity Abroad resources�

Strategic Goals

The Underrepresented Students Outreach workgroup plans to move forward with data collection efforts, to create a baseline before the implementation of new data collection efforts in MyEAP II� The workgroup intends to complete the Latinx Student Guide� In order to discern best practices for early outreach to freshmen students, and especially to high school students considering UC for higher education, the workgroup will work with campus representatives� This will likely involve collaboration with admissions offices, to build a mutually beneficial relationship�

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HEALTH & SAFETY PREPARATION

The Health & Safety Preparation (H&S Prep) workgroup is a sub-group of the Pre-departure workgroup� The primary goal of the Pre-departure workgroup is to develop effective online resources to simplify and ease the pre-departure process for students�

For the past two years UCEAP has used an online module, developed by the UC Risk & Safety Solutions Center of Excellence, to provide health and safety information to UCEAP participants going to selected countries in Latin America, Africa, Middle East, South Pacific, and Asia�

The initial goal of the H&S Prep workgroup was to assess whether the online course, in its current form, might provide value to students not presently required to take the course�

2016-17 ACCOMPLISHMENTS

UCR Study Abroad Office, in partnership with Student Health Services, implemented a new requirement beginning fall 2016 that all UCEAP participants, regardless of program country, complete the UCEAP Online Travel Course (OTC)�

UCEAP facilitated a change to the course to accommodate this new requirement� An option was added for the user to select ‘Other Destination’ to enable students to bypass country-specific content, but still access all core content, including travel clinic preparation, safety, emergency preparedness, drug and alcohol risks, mental health, sexual violence, bystander intervention, personal awareness, and more�

UCB Study Abroad implemented a new requirement beginning spring 2017 that all UCEAP participants, regardless of program country, complete the UCEAP OTC�

UCEAP liaised with UC Risk & Safety Solutions to add a UCB Study Abroad advisor as a course administrator, enabling them to access completion reports to verify course completion by UCB participants�

UCEAP facilitated problem solving a technical issue encountered by UCB participants who were unable to access the course due to an authentication error�

UCOP has approved funding development costs for a version of the OTC with UCEAP-specific references removed� This was requested by UCR and UCB to give them a tool to use with campus-based study abroad programs�

UCEAP facilitated the project by defining the initial project scope and requirements to help Risk & Safety Solutions develop accurate project cost and timeline�

STRATEGIC GOALS

Work with UC Risk & Safety Solutions to implement improvements to the current UCEAP course that will make verification of course completion more efficient and accurate� This will reduce staff time related to completion verification, enabling growth in course usage without an increase in staff workload� This goal is dependent upon continued UCOP support to fund the course edits by UC Risk & Safety Solutions�

2016-17 Annual Report | 62

Under the direction of an experienced instructional technologist, redesign the course to improve content delivery and educational outcomes� This goal is dependent upon UCEAP successfully recruiting and onboarding an excellent candidate into the position, which has already been funded as part of the 2017-18 budget�

Under the direction of an experienced instructional technologist, segment the course into separate topic-specific modules to enable campus Study Abroad offices to integrate pieces of the course into their current health and safety pre-departure preparation strategy, resulting in increased adoption and added value� This goal is dependent on successful workgroup collaboration with campus Study Abroad offices to ensure the course is developed in a way that fits with various health and safety pre-departure orientation strategies�

COUNTRY-SPECIFIC COMPETENCY

ACTIVITIES & ACCOMPLISHMENTS 2016-17

Convened for the first time in February 2017, the Country-Specific Competency Workgroup represents one portion of the Pre-Departure wing of the Arc of Engagement Strategic Initiative� Composed of both campus and systemwide office staff, the workgroup was tasked with creating an online module to increase the cultural competency of UCEAP students� This module will better and more uniformly prepare students for the intercultural exchange they will experience abroad while also decreasing pre-departure workload for campus staff�

The workgroup first undertook the project of compiling information about each campus’ approach to and execution of pre-departure cultural instruction� This was done in order to determine best practices and understand how student preparation differs across the UC system� The group also reviewed the current pre-departure cultural orientation tools utilized by others in the study abroad field, including CIEE and AFS Intercultural Programs�

The workgroup conducted a session at the UCEAP Annual Conference in June 2017, using a reflection exercise to collect information and introduce metaphor as an instructional device for increasing intercultural competency�

After completing the information gathering stage, the workgroup decided to base the design of the competency module around a cultural artifact specific to each program country, using the social, political, and historical context of that artifact as a tool to explain the culture that created it�

STRATEGIC GOALS

The next step for the workgroup is to finalize the selection of two programs that will be used as pilot cases� Once programs are selected, the workgroup will solicit input on artifact selection from faculty and other relevant stakeholders and potential content providers� The workgroup will then begin the process of storyboarding modules around the selected pilot programs� The hiring of an instructional developer will be integral to the creation of these modules and the future goals of the workgroup�

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LEARNING OUTCOMES WORKGROUP

ACTIVITIES & ACCOMPLISHMENTS 2016-17

The Arc of Engagement: Learning Outcomes workgroup was created in 2016-17 to develop student learning outcomes (SLOs) for UCEAP programming that enhance the student learning experience during their study abroad program� In its first year, the workgroup reviewed study abroad learning outcome literature and evaluated the stated SLO of UC campuses, other university, and private provider study abroad programs� Workgroup members also conducted website content analysis on UCEAP and campus EAP websites for explicit and implicit SLOs� After extensive information gathering, members worked in teams to develop SLOs that reflect UCEAP’s mission and values, apply to UCEAP programing, and enhance the student experience� Thirteen potential SLOs were identified that correspond to cultural understanding outcomes as well as and academic, professional, and personal development outcomes�

At UCEAP’s annual conference, the workgroup organized a session to provide a recap of its progress thus far and share the tentative list of SLOs and solicit feedback from systemwide and campus colleagues� Live polling during the session helped survey the audience with respect to the relative importance of each of the proposed SLOs� Members of the workgroup also presented an International Ed Talk on “What Does Our Web Content Say about Learning Outcomes?”

STRATEGIC GOALS

In its second year, the Learning Outcomes workgroup will focus on defining and operationalizing the learning outcomes identified in Year 1� This will involve further developing the SLOs to determine whether interventions can be created to facilitate learning while abroad and whether they can be appropriately assessed� By the end of Year 2, the workgroup aims to have a finalized a set of SLOs that cover key academic, career, cultural, and social outcomes that can be implemented in all UCEAP programs� In doing so, the workgroup hopes to trim the extensive list of potential SLOs to those that the UCEAP can adopt and begin to position as contributions to the brand and its promise to UCEAP participants� In addition to this principal goal, two members of the workgroup will travel to Hong Kong to present the methods and results of the content analysis at the 2017 World Education Research Association conference�

UCEAP ALUMNI EXPERIENCE INITIATIVE

The Alumni Experiences and Success Workgroup will research how UCEAP alumni perceive both the immediate and long-term effects of study abroad�

ACHIEVEMENTS FOR 2016-17 INCLUDE:

Launched workgroup comprised of UCEAP systemwide and UC campus staff� Prepared initial project proposal with objectives, expected outcomes, timeline and budget� Identified potential stakeholders and preliminary scope�

1990s Alumni survey identified as first phase of project� Hired student intern to recover data from approximately 1,700 responses� Created system for data collection� Researching and updating alumni contact information to facilitate future engagement�

2016-17 Annual Report | 64

Hosted exploratory alumni focus group in conjunction with Sweden 50th anniversary� Focus groups will continue to be a component of this project, to inform both the design of the survey instruments and to complement the analysis of the research collected�

Identified parents as a segment of the alumni experience� Working to integrate existing work with parent surveys and engagement as part of the scope of the workgroup�

Members of the workgroup presented at the UCEAP Annual Conference� Updates on the 1990s survey project, the findings and consequences of the recent focus group, the parent engagement initiative, and lastly, input from session attendees was requested� As a result, two new campus staff joined the workgroup�

STRATEGIC GOALS

Continue to recover data from 1990s surveys and research alumni biographic information� Analyze data, create and launch survey for re-engagement of the 1990s survey participants�

Continue analysis of exploratory focus group� Plan additional focus groups to help inform design of future survey�

Continue progress on parent engagement�

Plan for more comprehensive survey of alumni, or identify additional segments and schedule for engagement� Develop goals and plan for the next iteration of study�

2016-17 Annual Report | 65

PRESENTATIONS BY UCEAP FACULTY & STAFF IN 2016-17Abraham, S�, Ho, H�-Z�, & Schaeffer, G� (2017, June)� Arc of engagement: Learning outcomes initiative. Session presented at the UCEAP Annual Conference 2017, Santa Barbara, CA�

Ho, H�-Z�, Tassielli, B�, & van Meeuwen, K� (2017, June)� AI/Academics workgroup. Session presented at the UCEAP Annual Conference 2017, Santa Barbara, CA�

Schaeffer, G�, Ho, H�-Z�, Graham, E�, & Lam, Y� W� (2017, June)� Data-driven tools for study abroad. Session presented at the UCEAP Annual Conference 2017, Santa Barbara, CA�

Ho, H�-Z�, Lam, Y� W�, Davis, T�, & Jackson, K� (2017, May)� Plan on it: Integrating study abroad into students’ degree plan. Paper presented at the University of California Academic Advising Conference 2017, Berkeley, CA�

Lam, Y� W�, & Ho, H�-Z� (2017, May)� Engaging faculty and advisers in curriculum integration across a multi-campus university system. Poster session presented at the NAFSA 2017 Annual Conference and Expo, Los Angeles, CA�

Seccia, L�, & Ho, H�-Z� (2017, May)� Study abroad for engineering students: Adviser and student perspectives. Poster session presented at the 2017 NAFSA Conference and Expo, Los Angeles, CA�

Ho, H-Z�, Fan, C�, Wu, J-H�, Ota, H� (2017, May)� Faculty innovations that promote international collaboration and student mobility. Paper presented at the Asia Pacific Association for International Education Conference and Exhibition, Kaohsiung, Taiwan�

Frain, M�, Ho, H�-Z�, & Ogden, A� C� (2016, November)� Innovations for advancing faculty engagement and curriculum integration. Paper presented at CIEE Annual Conference 2016, Los Angeles, CA�

Ho, H�-Z�, Silverstein, C�, Minert, J�, & Gerdes, N� (2016, May)� Got credit? The academic integration of study abroad. Paper presented at the University of California Academic Advising Conference 2016, Santa Barbara, CA�