· Web viewWith these and other pieces in place, Baylor’s overall study-abroad participation rate (including undergraduate and graduate students) grew rapidly from about 14% in

Taskforce on Global EducationFinal Report

REPORT AND RECOMMENDATIONS

OF THE

TASK FORCE ON GLOBAL EDUCATION

22 MAY 2013

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TABLE OF CONTENTS

Introductory Observations pp. 3-5

Student Programs Abroad pp. 6-14

Global Academic Programs pp. 15-21

International Student and Scholar Services pp. 22-28

Administrative Structures pp. 29-32

Recommendations pp. 33-34

Appendices pp. 35-43

Figure 1: Center for International Education p. 35

Figure 2: Center for Global Engagement p. 36

Draft Job Description for Vice Provost for Global Engagement pp. 37-38

Draft Job Description for Director for Global Student Engagement p. 39

Draft Job Description for Director for International Student and Scholar Services p. 40

U.S.-Sino Pathways Program (Kaplan) p. 41

IRT-CIE Study Abroad data 2012 p. 42

QEP examples p. 43

Bibliography and Resources p. 44

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Introductory Observations

Baylor University has many points of touch with the world. There should be many objectives for a university and each member of the faculty and the student body should touch this world at some point.-----A.J. Armstrong, “Baylor’s World Touch,” The Baylor Bulletin, August, 1937

Baylor University Mission:The mission of Baylor University is to educate men and women for worldwide leadership and service by integrating academic excellence and Christian commitment within a caring community.

Pro Futuris:Our University vision Pro Futuris, clearly articulates the centrality of global engagement to Baylor’s mission. Aspirational Statement One of Pro Futuris, Transformational Education, states that “Baylor will be a community recognized for Transformational Education… where academic excellence and life-changing experiences ignite leadership potential that increases our students’ desire for wisdom, understanding of calling, and preparation for service in a diverse and interconnected global society.” To this end we will “provide greater opportunities for students to learn from the rich cultural diversity of the student body and surrounding community” and “we will continue to graduate students who are prepared and committed to influence the world through intercultural understanding and ethical and compassionate service to others.” Therefore, we will “increase opportunities for students to develop cultural competency for worldwide leadership through foreign language acquisition, study abroad opportunities, and internationally focused research.” Likewise, we will “expand opportunities to engage with community, state, national, and international leaders.”

Aspirational Statement Two, Compelling Scholarship, calls upon Baylor faculty and students to provide “research discoveries [that will] illuminate solutions to significant challenges confronting our world” and to join “the national and international community of scholars and artists in exploring the manifold issues and creative possibilities at the forefront of human discovery.” With respect to this aspiration we will “participate in local, state, national, and international conversations regarding society’s greatest challenges, offering perspectives informed by our faith, scholarship, and call to Christian service.”

Aspirational Statement Three, Informed Engagement, notes that our Christian faith inspires us to address systemic problems facing both the local and global community. We have sponsored, and will continue to sponsor, “an increased number of mission trips, especially those that are discipline specific, allowing students to use their intellectual and spiritual gifts to serve others while at the same time broadening their understanding of the rich cultural diversity found throughout the world. To this end we will “pursue academic partnerships with local, national, and global constituents that are focused on meeting human needs.”

Finally, Aspirational Statement Four, Committed Constituents, exhorts us to “broaden Baylor’s constituency base by engaging the global Christian community in the activities and programs of the university.”

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Given all this, the Taskforce on Global Education strongly recommends that all Baylor students should develop a “global competency,” that is, a global cultural awareness. Upon graduation Baylor students should demonstrate:

(1) An ability to interact effectively and respectfully with peoples of other cultures and diverse groups, both domestic and international.(2) Broad knowledge of world history, global current events, and frameworks for practice. Not only is this global competency desirable for academic and humanitarian reasons, it will also provide our students with practical and applicable skills in their lives beyond Baylor.(3) An ability to apply discipline-specific approaches to global issues.

Student placement rates and success in the job market have recently been a topic of much debate and discussion in higher education. A recent survey in The Economist found that the most highly sought skills in global managers were:

Cultural Sensitivity (73%)Cross-Cultural Conflict Management (50%)Understanding of Non-US Cultures (47%)Understanding of Non-US Working Styles and Office Norms (42%)

Throughout this document, we will illustrate Baylor’s impressive strides in expanding global opportunities for our students, faculty, and staff; however, maintaining the status quo is not enough as we seek to position our graduates for leadership in a global society. The time has come for Baylor to become a truly global university.

* * * * *

In August 2012, Elizabeth Davis, Provost and Executive Vice President of Baylor University, created a Taskforce on Global Education to examine the various elements of international engagement currently being pursued at Baylor and to make recommendations to her based on our findings how we might best proceed to realize the aspirations articulated in Pro Futuris and help our students to attain the skills, competencies, outlook, and habits of mind to become global citizens in the 21st century. The members of the Taskforce represented a broad cross-section of the university:

Jeff Hamilton, Chair A&S, HistoryMichelle Berry Provost’s OfficeBradley Bolen MusicHeidi Bostic A&S, MFLJen Carron Enrollment ManagementJennifer Smyer Dickey Social WorkEva Doyle Education, HHPRSteve Gardner Business, EconomicsHolly Joyner Global Living and Learning CommunityNaymond Keathley Center for International Education

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Ben Kelley Engineering/Computer ScienceBecky Kennedy Student Life, Global MissionsLai Ling Ngan Truett SeminaryMark Long Honors College, Baylor Interdisciplinary CoreMike Morrison Law SchoolLiz Palacios Student LifeLaine Scales Graduate SchoolLori Spies Louise Harrison School of Nursing, Faculty Senate

The Taskforce was divided into four subcommittees to examine various aspects of international education at Baylor, and their findings are described below.

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* * * Student Programs Abroad * * *

A Brief History of Baylor Student Programs AbroadBaylor University has a long and proud history of global engagement. In its earliest years, much of this contact was initiated by Baptist missionaries. In his 1937 essay on “Baylor’s World Touch,” Professor A.J. Armstrong noted that he had been hosted by alumni missionaries in Japan, China, India, and many other countries, and “It has been a matter of pride for a long time that Baylor University has furnished more missionaries in the foreign field than any other institution in America.” Even today, many of our study abroad and exchange programs are conducted at institutions that were established long ago with the assistance of Baptist missionaries – the University of Shanghai for Science and Technology (initially established in 1907 as Shanghai Baptist College), Seinan Gakuin in Fukuoka, Japan (founded in 1916), and Hong Kong Baptist University (1956).Professor Armstrong also played an important role in the creation of academic study-abroad programs at Baylor. During the 1920s and 1930s, he annually took groups of Baylor students and their parents on grand tours of Europe.

Another milestone was passed in the summer of 1982 when the Baylor in the British Isles program was held for the first time. Now known as Baylor in Great Britain, the program has operated every year since that time, and, with an annual enrollment at times surpassing 100 students, it has been Baylor’s largest study-abroad program. The Maastricht, Netherlands, program was launched in Spring 1995, and for many years was our only faculty-led semester-long study-abroad program.

Current Participation LevelsWith these and other pieces in place, Baylor’s overall study-abroad participation rate (including undergraduate and graduate students) grew rapidly from about 14% in 1996-1997 to nearly 33% in 2000-2001, but then was interrupted by the events of September 11th. In the aftermath of that tragedy, air travel was disrupted and new security measures and insurance requirements were introduced by Baylor and other universities. On the other hand, in 2003, Baylor also introduced its Glennis McCrary Goodrich Scholarship Program for International Study. Since that time, the Baylor study-abroad participation rate has grown slowly to about 25% in 2010-2011. The charts that follow illustrate rates of growth for the university, as well as offering a comparison to peer institutions.

Year Rate Studied Abroad Graduates

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1996/97 13.9 400 28811997/98 16.9 497 29331998/99 16.5 470 28411999/00 18.6 566 30472000/01 32.6 996 30512001/02 20.7 689 33252002/03 26.2 895 34152003/04 20.0 698 34982004/05 22.8 773 33872005/06 23.3 784 33712006/07 23.7 756 31902007/08 21.4 714 33392008/09 23.4 823 35162009/10 22.5 907 3589

Undergraduate Study-Abroad Participation Rates, 2010-2011

UniversityStudied

Abroad in 2010-2011

Degrees Conferred 2010-2011

Study-Abroad Participation

Rate

Freshmen With Pell

Grants (%)U. of San Diego 1,031 1,188 87 18

Pepperdine U. 612 806 76 20

Wake Forest U. 737 1,019 72 13

U. of Notre Dame 1,241 2,078 60 13

Duke University 798 1,493 53 14

Boston College 1,112 2,397 46 15

Vanderbilt U. 734 1,735 42 15

Southern Meth. U. 611 1,625 38 17

Emory U. 706 2,018 35 22

Wash. U. St. Louis 499 1,543 32 7

Texas Christian U. 506 1,705 30 17

Brigham Young U. 1,883 6,742 28 40Baylor U 806 2,910 28 21

U. Texas Austin 2,350 8,838 27 29

Texas Tech U. 1,000 4,454 23 30

Texas A&M 1,856 8,451 22 20Sources: Study-Abroad counts: Institute of International Education, Open Doors

Data; Degrees Conferred: U.S. Department of Education, IPEDS Data Center; Pell Grant counts are based, in some cases, on U.S. News and World Report diversity

rankings, supplemented with data from U.S. Department of Education.

At 28%, Baylor’s undergraduate study-abroad participation rate is marginally higher than the rates at major state universities in Texas, but it is much lower than the rates at many of the top-performing private universities. Our lagging performance seems to be explained, in part, by the fact that Baylor students are less wealthy, on average, than students at many of the top-performing private universities. As evidence of that fact, we

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find that the share of Baylor students who qualify for Pell grants (21%) is higher than the share at most of the other top-performing universities.

On the other hand, the economic fortunes of students at Pepperdine and Emory seem to be similar to those of Baylor students (judging by Pell eligibility), but their study-abroad participation rates are significantly higher than ours. With an improved set of programs, policies, and procedures, we should be able to significantly improve our participation rate. If we can also reduce the financial constraint through improved scholarship support, we should be able to move into the ranks of the top-performing programs.

We also are concerned by the fact that short-term programs account for a relatively large share of our study-abroad participation at Baylor, and semester or academic-year programs account for a relatively small share (see the following table). This is a matter of concern, because, for example, our IRT survey indicates that only 20% of students in short-term programs strongly agree that “my foreign language ability has improved as a result of this experience,” compared with 65% strong approval among students in our longer-term exchange and affiliate programs.

Baylor University U.S. Universitiesnumber % %

Summer Term 406 42.9 37.7One Semester 241 25.5 34.58 Weeks or Less of Ac. Year 272 28.8 13.3January Term 19 2.0 7.1Academic Year 8 0.8 3.7Other 0 0 3.7Total 946 100.0 100.0Institute of International Education. (2012). "Duration of U.S. Study Abroad, 2000/01-2010/11." Open Doors Report on Inter-national Educational Exchange. Retrieved from http://www.iie.org/opendoors; and Baylor CIE.

On a positive note, students in our study-abroad programs – long-term and short-term – express a high level of satisfaction in voluntary surveys. Regardless of the durations of their programs, large majorities of our students report that they have grown in personal confidence and they would recommend the programs to others.

Discipline-Specific Mission ProgramsWe already noted the historic role of Baylor students and alumni in the mission field. In that tradition, Baylor University received a grant from the Lilly Foundation in 2002 for the purpose of helping students explore vocation and calling. This funding launched the Department of Missions.

Since their inception, our discipline-specific mission programs have grown in the following areas.

• Student participation – From 2006 to 2013, student participation has increased from 150 to 390 (a 260% increase).

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• Mission teams – From 2006 to 2013, the number of mission teams increased from 10 to 20.

• Mission sites – From 2006 to 2013, the number of sites (and global ministry partners) has increased from 3 to 16.

• Mission trips with academic credit – In 2009, the first trip to offer both academic credit and mission practice was Social Entrepreneurship in Africa. In 2011, seven trips offered academic credit. Teams begin course work in the spring, travel to the mission site for two weeks of intense work and conclude with reports (varies by course). After the 2011 trips, many of the faculty leading academic mission trips decided that until the university created a seamless process for this type of international trip they would no longer offer academic credit.

Discipline-Specific Mission GrowthParticipants Teams Locations

2008 150 7 52009 163 11 62010 240 13 102011 321 20 172012 223 18 122013 390 22 17

• 2013 Locations: El Salvador, France, Greece, Guatemala (3 sites), Haiti, Kenya, Louisiana, Mississippi, Panama, Peru, Texas, Uganda, Vietnam, Washington DC, Zambia

• Academic Partners: Medical Humanities, HHPR, Family and Consumer Sciences, Engineering, School of Music, Accounting, Business, School of Social Work, & School of Nursing.

• Global Missions present the potential for transformational impacts. To take one recent example, Sovannara Moch from Cambodia studied at Baylor University School of Social Work in the Global Mission Leadership initiative. She received her MSW in May 2012 and returned to Cambodia to work directly with victims of human trafficking in Cambodia as well as to engage in shaping policy. In two years, having developed an ongoing relationship with her through career services, she may be prepared to receive a discipline specific mission team from Baylor Global Missions. This team would be led by a faculty member currently doing research about best practices for human trafficking survivors. The faculty member would bring a prepared team of students who are ready to engage their discipline (e.g., business, social work, health, journalism, political science) and Sovanarra, co-leading the team, would bring her cultural expertise and social work skills to the experience. In five years of ongoing relationship, informed engagement, and research, we could see transformation with regard to the current issue of human trafficking as well as in each individual participant who is shaped by this experience.

• With enhanced financial support from the President’s Scholarship Initiative and other fundraising through the Office of Development, Baylor is positioned to launch a much broader-based hybrid initiative in which international

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engagement can be built into academic courses (most likely at Spring Break). Travel might be strictly academic, discipline-based service, or missional.

Criteria for Selection and Approval of Programs and PartnersIn the past, many of our programs and partners have developed in a reactive way, and with little strategic direction. Quite often, for example, we have signed partnership agreements with institutions that have selected and approached Baylor University, but seldom have we surveyed the landscape, selected partners that would meet our students’ needs and other strategic objectives, and approached the institutions with our own proposals. In the future, our programs and international relationships should be selected and proposed in a more deliberative and pro-active way to pursue our strategic objectives.

At the present time Baylor is under-represented in several crucial areas of the globe, most notably China and East Asia, Latin America, the Middle East and Africa. As we investigate expanding and strengthening partnerships, these global regions should be prioritized.

If an overseas university or other institution is being considered for a new or continuing relationship, the following questions and criteria should be included in the evaluation:

• What is the potential for building a deep, mutually beneficial, and sustainable set of relationships between Baylor University and this institution? Does it promise to provide opportunities for many of our students, faculty, and other stakeholders, or for only a few?

• Do we have existing relationships with similar institutions in the same country? Does this one bring something fundamentally new to the table? If this relationship is established, should others be discontinued?

• Does this program or institution allow us to meet the needs of underserved academic disciplines, to meet the potential demand for increased instruction in specific foreign languages, or to afford language instruction in a language not offered at Baylor?

• In addition to its traditional academic value, does this program or institution provide opportunities for our students to engage in practical experience (internships, service learning, discipline-specific missions, etc), that may contribute to their lives and careers?

• What are the prospects for utilization of telepresence, videoconferencing, and other advanced communication and instructional technologies in our interactions with this institution?

• If this program or institution is located in a country that carries a relatively high level of risk in the areas of health, safety, or security, are the potential benefits of the program commensurate with the risks?

One of the major objectives of our overseas programs is the improvement of foreign-language skills of our students, faculty, and staff, so the impact of each program on language instruction should be an important consideration in their evaluation. As the following table will indicate, Spanish accounts for about half of our foreign-language.

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This would suggests that we should place a high priority on the identification and development of institutions in Latin America and Spain that hold promise for deep strategic relationships. Strategic relationships in Latin America (and Canada) are particularly promising, because they provide opportunities for use of telepresence, videoconferencing, and other instructional technologies within a closer set of time zones.

Baylor Enrollment in Modern Foreign Languages (on-campus student credit hours)

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

% Growth 2005-2007

to 2011-2013

Arabic 441 466 535 468 622 705 813 617 57.7Chinese 511 589 624 547 696 758 790 806 45.1French 3263 3146 3413 3601 3758 3773 3832 3611 16.1German 1262 1448 1327 1203 1249 1292 1366 1500 5.8Italian 733 736 781 880 846 781 880 1020 29.3Japanese 523 651 569 666 636 631 675 675 15.0Korean 237 231 253 303 379 422 373 357 56.0Portuguese 280 182 116 180 148 203 209 273 4.3Russian 428 502 413 528 499 609 541 730 36.7

Spanish1037

71012

51089

21108

81071

11042

31028

11049

9 1.4Swahili 596 596 652 623 649 657 707 666 15.2

Even as we devote immediate attention to development and improvement of programs in our high-enrollment languages (Spanish, French, and German), we must accommodate the rapid growth of student demand and strategic importance in programs related to such languages as Arabic, Chinese, and Russian.

Improve Policies and Procedures to Support Program DevelopmentOur subcommittee held a series of discussion sessions attended by fourteen leaders of academic study-abroad programs and five directors of mission teams and discipline-specific mission programs. These were lively, candid, and informative discussions and we have also received written comments from some directors who were not able to attend (in addition to the members of our subcommittee, some of whom are also program directors). Our discussions touched on a wide range of issues, some of which have already been noted above, but they were particularly helpful in identifying policies, procedures, and practices that are impeding the work of our program directors. Without any claim to completeness, some of their concerns, requests, and suggestions are provided here as matter for consideration by the new Vice Provost for Global Education.

Establish a Culture of Support and Service Some faculty members feel that staff in CIE and other administrative offices are

more focused on enforcement of rules than on the support that is needed to aid

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compliance. They understand that many (not all) of these rules and requirements are necessary, but they need more help and service to support their compliance.

Some directors who coordinate relations with foreign universities report that their biggest problem has been slow consideration and processing of revised agreements in the Office of General Counsel.

For exchange and affiliate programs, staff should provide support on grade approvals and conversions, but faculty directors must provide final approvals.

Also for exchange and affiliate relationships, the Registrar’s office should explore the possibility of creating a new flexible course in each department (or those that wish to participate) that could be used for international courses that have no close equivalent at Baylor. Ideally, the transcript entry for each instance of this course would include the actual title of the course at the foreign university, and it would accurately reflect the level and credit hours of the course. A system of this kind is used at Arizona State University.

Fix BearsAbroad BearsAbroad is our online system for program information, application, and

recordkeeping. We need to have a system like this one to improve the efficiency of our operations and to maintain a full database of program information. However, compliance with the demands of this system has been a major cause of difficulty for our program directors.

Provide data entry support for faculty/staff who do not use the system frequently enough to get acquainted with it.

For faculty/staff who are comfortable with BearsAbroad, expand their administrative permissions. Currently, for example, program directors cannot upload their own forms on the system.

Simplify and streamline (reduce required clicks and ambiguous labels) the user interface for faculty/staff members who do use it often

Expand the public space in the BearsAbroad (space that does not require login) to provide program information on the web.

Financial Model The directors of some programs reported that their compensation is far lower than

that of other faculty members teaching in their programs since compensation is tied to the enrollment of individual faculty rather than enrollment in the program as a whole. They are also concerned that it will be difficult to transfer their programs to new directors who also are confronted with higher requirements for scholarship.

Allow full pay to lower-income faculty with fewer than 10 students if program easily covers costs.

Adjust the many spending restrictions that complicate the budget process and program administration. Remove, for example, the limitation on purchase of

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drinks and “snacks” that are sometimes needed when program participants have long and busy days, sometimes in significant heat.

Make initial Goodrich awards for summer programs before Christmas, making it possible for students to discuss the programs in a more informed way with relatives during the holidays. Also clarify if graduate students are eligible to compete for Goodrich scholarships, and if so what percentage of Goodrich funding is allocated for graduate students.

Tie the indirect cost charge to the current university discount rate, but otherwise allow directors to use both tuition and program fee monies as necessary without restriction.

Program Promotion Program directors need more help to create printed and web material for their

programs. Consider promoting programs between acts at SING, in a special tent during

Parents’ Weekend, and in more Baylor publications (Lariat, Baylor Magazine, etc).

Simplify Procedures Digital course equivalency forms (use on-campus system) Digital legal/health release forms Create expedited process for re-approval of programs that have been approved

previously.

Reconsider or clarify “one-size-fits-all” policies Consider allowing non-students to participate in the programs

o Help smaller programs to succeed financially.o In some cases, adults on the program may reduce the need for a back-up

program director. Reconsider the current cell phone policy. Consider exceptions for short trips when

the group stays together and for areas where cell phone service is unreliable. Negotiate a high-volume arrangement with a service provider, making it easier for directors to comply with the requirement.

Establish a System of International Program AssessmentTo determine whether our global student programs are meeting their stated objectives and to support their continuing improvement, we need to establish a more comprehensive system for program evaluation and assessment with several components. Many instruments, such as the Intercultural Effectiveness Scale (IES), LLC, IDI, Global Competencies Inventory (GCI), the Global Perspective Inventory (GPI), Beliefs, Events, and Values Inventory (BEVI), and LENS already exist. Baylor needs to choose one or more of these instruments and then use the data gathered for continuous improvement of

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student development of cultural competencies. At the macro level, assessment will include measures of performance for our overall program:

Participation rates in academic study abroad, international internships, discipline-specific missions, and other programs of education and service.

A deeper analysis of our programs in different schools/colleges and disciplines, the durations of our programs, and their geographic distribution.

A thorough assessment of financial impacts of programs and how University investments align with strategic areas of focus.

The overall impact of our programs on language acquisition, international student recruitment, and other measures of international interaction and cultural competencies.

For individual programs and courses, we should consider the extension of our new online system of course evaluation. With proper modification, the online system should make it possible for Baylor students to evaluate all of the international courses that are reflected on their Baylor transcripts, including those taken at exchange and affiliate universities. Also, in addition to the questions that are included on the standard online course-evaluation instrument, additional questions could be added to assess the effectiveness of the international experience. These could include many of the same questions that have been included in occasional surveys of international programs, conducted by IRT. For example:

Has this program contributed to your understanding of the culture of the country where you are studying/working?

Has this program contributed to your fluency in another language? Do you feel that this program has contributed to your confidence and maturity? Would you recommend this program to others?

In addition to the formal systems of surveys, questionnaires, and other record-keeping, we also need to provide more opportunities (or requirements) for our returning students to share their experiences with other Baylor students and faculty. This will serve a double purpose. For the returning student, it provides an opportunity to process the information that has been accumulated during time abroad, and to establish relationships with other students and faculty who have interests in their experience. For other members of the Baylor community, it provides an untapped source of up-to-date information on conditions, attitudes, and opportunities in other countries.

* * * Global and Regional Academic Programs * * *

While we raise the quantity and quality of student participation in programs overseas, we also must continue to promote activities on the Baylor campus that prepare students for

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lives of global engagement. These include academic courses and degree programs, conferences and colloquia, international films and musical performances, global service projects, and a variety of other activities, organized by academic departments and centers, student organizations, Campus Ministries, and our Global Community Living and Learning Center. We recommend that a full inventory of these courses and other activities should be compiled to support student advising and to encourage broader participation. In this section, we direct special attention to the current structure and organization of our global and regional degree programs, and we offer recommendations for their development.

Overview of Academic Programs

International BusinessThe B.B.A. in International Business has two required courses (INB 3305 and 3332) and also requires three additional INB courses, completion of a foreign language through the fourth semester, and a second major in another field of business. Study abroad is strongly recommended, but not required. This degree program is housed within the School of Business and is flourishing. Continued support for this program is recommended.

Modern Foreign LanguagesThe Department of Modern Foreign Languages (MFL) offers both majors and minors in Arabic and Middle East Studies, French, German, Spanish, and Russian. Minors in Chinese, Italian, and Japanese are also offered. These degree programs appear to be effectively preparing Baylor students for engaging in a multi-lingual society. Continued support for these majors and minors is recommended. The department of Modern Foreign Languages recently established a new major in Arabic and Middle East Studies.

World Affairs MinorThe MFL Department also offers a minor in World Affairs. This 18-hour minor includes 6 required credit hours of foreign language. Other course requirements and options are provided by a variety of disciplines that address global concerns related to, for example, culture/anthropology, political science, sociology, geography, and religion. This minor appears to be a valuable complement to several globally-focused majors on campus as well as the Global Community Living-Learning Center.

Area StudiesPrior to 2011, five Area Studies programs were housed within the Baylor Center for International Education: African Studies, Asian Studies, Latin American Studies, Middle East Studies, and Slavic and East European Studies. Directors for these programs were faculty members in the Department of Modern Foreign Languages, History, or Honors College/Baylor Interdisciplinary Core. In each program, course requirements included offerings from a variety of academic disciplines, (e.g., language, anthropology, history, political science). Travel to the designated global area was recommended but not required in most programs.

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Some challenges related to student enrollment and academic oversight led to extensive discussion about the future of the Area Studies programs. The African Studies program was closed in 2011in consequence of faculty turnover leading to inconsistent course offerings. The remaining four Area Studies programs were temporarily moved from the Center for International Education to the Department of Modern Foreign Languages to facilitate continued academic oversight and student advising. Division directors in MFL currently serve as advisors in those programs. A more centralized location within the Baylor structure is needed for these programs to foster cross-disciplinary partnerships, enhance campus-wide visibility, and expand program purposes beyond that of an academic degree.

International StudiesThe Department of Political Science is the current structural home for the International Studies (IST) program. According to the Baylor undergraduate catalog, the IST degree is an interdisciplinary program designed to equip students for a wide variety of career options in various aspects of government service, missionary service, business, public relations/mass communications, international foundations, and international education.

IST majors are required to complete 2 core courses in political science (PSC 3315 Fundamentals of International Politics and either PSC 3304 Comparative Politics or PSC 3324 World Political Systems). IST majors must complete nine credit hours of Regional Studies courses in one or more areas: Latin America, Asia and Russia, Middle East and Africa, Europe and the United States. These majors must also complete nine hours of Global Issues and Institutions courses related to political and development issues (32 course options from 9 academic disciplines), economics (7 course options from the Hankamer School of Business), or beliefs systems (16 course options from 5 disciplines).

A substantial number of students (over 200) are currently enrolled as majors in that program and a minor has recently been approved. Though enrollment numbers are relatively high, concerns have emerged about degree specificity, depth, and overlap with other degree programs.

Recommendations for Academic Programs

The International Business degree and language-specific degrees in the MFL Department appear to be thriving and appropriately placed in their discipline-specific locations within the Baylor organizational structure. However, the intersection and overlap of Area Studies, International Studies, and International Relations has been a subject of concern and considerable discussion in recent years. The following recommendations are based on written and oral input from a wide variety of Baylor stakeholders and decision-makers; information gathered about the organizational structures and activities related to international education in benchmark universities and a review of Baylor catalog and web-based materials, student enrollment data, and other sources.

1. Establish a Center for Area Studies

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We recommend that an endowed Center for Area Studies be established within the proposed Center for Global Engagement (see page). This new Center for Area Studies could be beneficial for the following reasons:

• Placing global academic programs in a more centralized and visible “place” in the university structure is consistent with the Baylor mission of preparing students for worldwide leadership and service.

• A centralized structure could enhance development opportunities for cross-disciplinary partnerships among faculty from a variety of academic disciplines. A strong cross-disciplinary approach could enrich the scope of student learning and professional preparation in these programs.

• The structure could enable an expansion of the mission and activities for these programs beyond academic degrees. These programs could also serve as a source of campus-wide resources for area-specific information, a link to student/faculty/staff service and research opportunities, and a catalyst for developing Baylor partnerships with individuals and organizations around the world.

This proposed Center for Area Studies should contain the following structural and communication elements.

• A full-time administrator with strong academic experience and perspectives (e.g., an Assistant Director for Global Student Engagement) could be responsible for the Center for Area Studies along with study abroad programs and other components/liaisons relevant to student learning.

• A director for each Area Studies program. Each director should be a Baylor faculty member with teaching and professional experience relevant to the program, and should be provided with appropriate levels of release time and compensation for their work as program directors. Individuals selected to serve as directors should be committed to developing broad cross-disciplinary partnerships that engage faculty members from a variety of relevant academic disciplines. They should also have experience, or be willing to be trained, in curriculum development and evaluation processes.

• Curriculum committees consisting of faculty instructors of courses and/or representatives of other academic departments on campus should be established to foster consistent communication and decision-making across stakeholder groups. An important responsibility of these committees should be to ensure that required courses are offered in ways that meet student needs.

• Clearly-defined, efficient, and regularly-maintained communication channels and partnership bridges among and between program directors, leaders of academic departments across campus, and others involved in Area Studies.

• Annual reports of program development, course offerings and needs, student enrollment, and measures of learning outcomes (relevant to university accreditation requirements) should be required for each program. These reports should be submitted to the Assistant/Associate Vice Provost for Global Engagement and shared with leaders of academic departments and other stakeholders.

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2. Reinstate the African Studies Program

Members of the Baylor University community continue to be involved in Africa. In 2013, the Baylor Missions program is supporting mission trips on the African continent that focus on community development (separate teams will have worked in Ethiopia, Rwanda, Kenya, and Ghana), International Nursing Clinical (Ethiopia) women’s leadership (Kenya), engineering (Rwanda), sports ministry (Kenya and Zambia), and community health and wellness (Ghana, Ethiopia). The School of Social Work trains social work students from African (and other) countries to lead developmental efforts in their home countries through the Global Mission Leadership Initiative. These and other efforts have led to partnerships with universities on that continent, such as the partnership between the Baylor School of Business and the Uganda Christian University and Pastor’s Discipleship Network to provide business-related vocational seminars and camps for orphans in Uganda.

Baylor’s global mission and the vast needs that still exist on the African continent serve as a compelling reason to revive and support the African Studies program. International attention, rich partnering opportunities, great human and spiritual need, and ever increasing student interest make Africa a key world area in any global conversation. We would be remiss as a university if we omitted Africa from our Area Studies programs.

3. Enhance Consistency in Area Study Program Design and Management

The following recommendations include program elements that already exist in several academic programs. These recommendations are designed to ensure that each program is clearly-defined and designed in ways that provide an optimal learning experience for every student. We recommend that each degree program in Area Studies contain the following.

A cross-disciplinary vision: Degree requirements and learning opportunities within each Area Studies program should be designed to equip Baylor students with a broad understanding of language, culture, religion, politics, history, economics, health, education, environment, and other socio-ecological factors relevant to the global region that is the focus of that Area Studies program.

A clearly-defined cross-disciplinary core: Each Area Studies program should contain a well-defined core of required courses and learning outcome measures to help ensure that every student in the Area Studies degree program masters key cross-disciplinary elements.

o Specific courses included in this required core will need to be further explored. However, at a minimum, core courses should equip every student with understanding and skills related to language; intercultural communication techniques; history, politics, and current events; and socio-ecological factors (e.g., socioeconomics, education, health) that impact the way of life in the designated area of the world.

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o The number of credit hours required in this core should be substantial enough to enable students and others to clearly define the core academic preparation and skills of all students who graduate with the degree.

o The interdisciplinary curriculum committee described above, could be charged with developing and periodically evaluating this required core and its learning outcomes.

o Learning outcomes should be developed, assessed, and reported in accordance with accreditation requirements of the Southern Association for Colleges and Schools.

Purpose-driven emphasis options: Though every student should be required to complete the substantial cross-disciplinary core, each student may also be guided to choose from 2-3 specific emphasis options.

o Each emphasis option should be clearly defined with a written description of the focus, learning outcomes, and specific course requirements for that option.

o Course requirements in each emphasis optioncould include courses from two or more academic disciplines that address some common learning components, for example: (a) language and intercultural communication, (b) history, politics, and current events; or (c) economics, education, and health promotion.

o Interdisciplinary faculty committees could be formed to develop and periodically evaluate each emphasis option and its learning outcomes.

Required experiential learning: Some type of experiential learning opportunity for students to travel to the global area should be required.

o Facilitation of this requirement could be structured through existing or developed study abroad programs, mission/service opportunities, group tours, and/or individual internship/practicum opportunities.

o Safety considerations should be included in discussions about these experiential experiences.

o Students can and should be informed of this requirement prior to selecting the Area Studies degree as their major.

4. Expand the Area Studies Program Scope

The mission of the Area Studies programs should be expanded beyond the scope of academic degrees. These programs can also serve as a campus-wide resource for area-specific information, a link to student/faculty service and research opportunities, and a catalyst for developing Baylor partnerships with individuals and organizations in these areas of the world. Some specific suggestions are provided below as a starting point for discussion and development.

A web-based information source: A well-designed website could include information and links for students and faculty members interested in service, research, and general travel in that region; short highlights about current events, cultural information, country- or city-specific information; stories of interest

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about organizations and Baylor alumni/partners who work in that region and/or Baylor students/faculty who have traveled to that region.

On-campus seminars and visiting scholars/others: An annual or biannual Area Studies conference or symposium could be offered on campus to enable the Baylor community and visiting scholars, leaders, and other groups from these regions to engage in conversations about current events and Baylor’s role in these global regions.

Organizational partnerships: Baylor partnerships with organizations, institutions, and agencies that are based in or serve the global area could be developed in ways that engage faculty and students from a variety of disciplines on campus, including those not already involved through course offerings in the Area Studies curriculum. These partnerships could be student-learning, service, or research oriented.

5. Phase out International Studies and encourage the department of Political Science to replace it with International Relations

Three concerns emerged from our review of the Baylor IST program.

Generalist Approach: The overall degree requirements and targeted application of the degree are extremely broad. Degree applications described in the undergraduate catalog overlap with the targeted work areas of other well-established, discipline-specific Baylor degree programs (e.g., business, education, communication, the seminary). Though this generalist approach may explain why so many students are attracted to the degree, it raises questions about the capacity of the IST program to provide the depth of preparation needed for students to work in each of the employment settings described.

Overlap with Area Studies: The 9-hour regional studies requirement within the degree overlaps with the Area Studies programs, a factor that may confuse students and compete for enrollment in the more-focused Area Studies programs.

International Studies versus International Relations: In other benchmark universities, we found International Studies programs housed in centralized university units (centers or colleges for international studies) rather than in a department of political science. The International Relations programs in departments of political science are more focused on the study of diplomatic relations and include more political science courses (~8-10) in the required core than do International Studies programs.

We recommend that the Baylor IST program be phased out, allowing current majors to complete their degrees, but not allowing new students to declare this major. A decision to replace the IST program with an International Relations program in the Department of Political Science should belong to leaders of that department. A subfield in International Relations in Political Science already exists in that department that could potentially be elevated to the status of a full degree program. Utilization of existing Area Studies foci could add strength and depth of resources to International Relations. However, the decision to proceed with an International Relations program should rest with the Department of Political Science.

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* * * International Students and Scholars Services * * *

Recruitment, Enrollment, Retention

Defining the population: Defining an international student can be a complex process when you consider a student’s citizenship, home address, school address, visa & immigration status, and more.

Recruitment & Admission: Admission Services defines the international territory as a student of any citizenship whose school address is not within the United States. (i.e., a non-citizen attending Plano High School is recruited by the Plano admissions counselor and a U.S. citizen attending Singapore International School is recruited by the international admissions counselor).

Post Enrollment: After matriculation, the Institutional Research Office defines an international student as one whose citizenship is non-U.S. .

Students are coded in Banner in one of three ways. Lawful permanent resident alien (Green Card) students are entered as PR

(Permanent Resident). Those lawfully present who have applied for but have not yet received permanent

residency status are entered as PP (Permanent Pending). PP students are treated as international students until they receive their Green Card, but do not participate in international student orientation programs.

Undocumented non-U.S. citizen students are coded as NN (No visa; No passport). The Office of General Counsel advises that Baylor should continue the current CIE policy of referring all NNs to the admissions office for processing. CIE (or whatever entity ultimately is in charge of international students) serves as an arm of the USCIS-ICE (U.S. Citizenship and Immigration Services-Immigration and Customs Enforcement) under SEVIS (Student and Exchange Visitor Information System) and, as such, has reporting responsibilities that may conflict with how BU and state schools in Texas treat this class of students.

Baylor University data Recruitment & Admission:

o Prior to 2007, undergraduate international students were not actively recruited. Admission Services processed the international student applications as they came but did not actively pursue international students in the same manner as domestic students.

o In 2007, CIE contracted with two alumni/former university personnel who moved abroad to attend international fairs to represent Baylor University in a very limited capacity (Europe & India).

o CIE worked with university officials to join the US Sino-Pathways Program (Kaplan China) to recruit Chinese students to attend one of four consortium schools in the U.S. as transfer students. The first recruitment trip for this program began in 2009. (See appendix for a description of the Kaplan program)

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o Current International Student Recruitment: Undergraduate Admission Services negotiated with CIE to begin handling all recruitment activities and in 2010 reallocated funds to create a full international territory to begin laying the foundation for a future of international recruitment and admission. Key markets are currently identified based on criteria such as academic ability of students, financial resources available, competition and cultural fit to Waco. These include Vietnam, Singapore, Republic of Korea, Mexico, Hong Kong, Germany, select countries in the Middle East, and China through strategic programs such as Kaplan.

o The foundation has been set in terms of processing and strategy for undergraduate recruitment. With additional resources, the undergraduate recruitment efforts are poised to increase international student enrollment. However, the opportunity for growth hinges on the university’s ability to serve these students once enrolled. The traditional “hand-off” point for incoming international students is after the point of deposit. All students are then instructed to work with CIE for official documentation processing. In addition, international students rely on CIE to help them navigate the remaining enrollment steps such as information regarding mandatory health insurance, assisting with travel plans and information regarding the alternate advising process and 1-day orientation in the fall, etc. These are common areas of confusion for international students and currently are not adequately being addressed by either CIE or New Student Programs.

There are consistent challenges with communication on the part of CIE and incoming students. These challenges range from incorrect information on websites (currently being updated), wording in email communications, and the inability to adapt and progress towards efficient data collection and processing (i.e., goBaylor accounts). As a direct result, some students will decide to cancel their admission file and will not enroll. There are many specific examples where students and parents see the lack of correct, timely, and appropriate communication as a reflection of the low importance Baylor University gives international students on our campus.

In addition to the technical definition of an international student at the point of enrollment (citizenship status), there is a glaring oversight in the services provided to third culture students such as children of military, ministry, and business families abroad. These families, as mentioned in the Student Programs Abroad section, are the evidence of Baylor’s missional success. Due to a technicality in coding, however,these students are not served by CIE and are often turned away. However, these students badly need additional support and, in turn, have much to offer our community.

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Enrollmento 2012 Undergraduate enrollment of 12,918 (including 188 students

classified as Non-Degree or Postbaccalaureate). Ninety-six percent of these students are U.S. citizens, while 575 (4.4%) are resident or nonresident aliens, representing 73 foreign countries.

Recruitment of international students is tracked by Undergraduate Admission Services in the same manner as domestic students. The past three years have seen growth in the volume of prospective international students as well as an increase in the students submitting applications. The difficulty comes in converting accepted students to enrolling students due to many barriers that international students experience such as obtaining a student entry visa.

o 2012 Graduate enrollment (not including law or seminary)of 1,531 including 7 students classified as Graduate Non-Degree. Eighty-five percent of these students are U.S. citizens, while 232 (15.1%) are resident or nonresident aliens, representing 47 foreign countries.

o Total enrollment stats: 2012- Total Graduate and Undergraduate student population is 15,364 of which 834 (5.4%) are non-citizens.

Retention statisticso The most recent undergraduate fall to fall (2011-12) retention rate for

resident aliens and non-resident aliens was 84.7% and 89.0% respectively. As a point of comparison, citizens retained at 88.8%.

o Graduate- retention stats via IRT website are unavailable for this cohort.

Competitor and Benchmarking DataMany institutions have 10 or more employees working towards the international student enrollment goals while others have smaller operations. Currently, Baylor’s undergraduate recruitment and admission falls to one full-time employee with approximately 3 others devoting a small portion of their time to processing or recruiting.

While the total international student enrollment in the U.S. increased by 6% to 764,495 students in 2011, international students still comprise less than 4% of the total U.S. higher education enrollment.

Doctorate-granting universities host 64% of international students. The 200 U.S. institutions with 1,000 or more international students hosted 66% of

all international students in 2011-12. The top 3 host states in the U.S. are California, New York, and Texas. The top fields of study are STEM fields representing 41% of the student

population and Business & Management fields representing 22%. International students contributed over $22.7 billion to the U.S. economy in 2011

according to the U.S. Department of Commerce.

ConclusionBaylor is enrolling a much smaller population of both undergraduate and graduate international students than schools of similar size. For example: Northeastern University:

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Total enrollment 16,119, enrolled 3,308 undergraduate international students in 2011 which equals 20.52% of their undergraduate population and 3,019 total international graduates which equals 34.49% of their total graduate population. Syracuse University has 13,905 undergraduate students and 1309 of those are international equaling 9.41% of the total undergraduate student population. The Open Doors report defines international students as “non-immigrant international students in the U.S. on temporary visas at the postsecondary level.” According to this definition, Baylor is enrolling international students at 2.8% of our undergraduate population and 9.3% of our graduate population. Student Services This section describes the various student services offered by CIE across six areas: admissions and documentation, housing assistance, orientation, academics, student activities, and general student support. Admissions & Documentation

Provide one Responsible Officer (RO) and two ARO’s (Alternate Responsible Officers) for J-1 exchange visitors under U.S. Department of Justice.

Baylor Designated School Official (DSOs) and AROs are responsible for entering data concerning international students in the U.S. Homeland Security’s SEVIS program.

Keep international students informed on current immigration policies that affect their student status and the requirements for these students to maintain valid status.

Assist international students and scholars with immigration matters and issue (under Department of Homeland Security) federal documents so students/scholars can apply for the appropriate visas.

Assist new incoming international students with the complexities of initial visa processing and application.

Assist international students in other visa classes in matters concerning their specific visa and refer as appropriate.

Process applications for change of status. Process documents for dependent family members of international students. Assist new international students (as appropriate) to apply for Social security

numbers by arranging Social Security representative to be in ISSS Office to facilitate application

Process and facilitate admission of international exchange student and Baylor foreign affiliations.

Submit in a timely manner all documents required by Department of Homeland Security for recertification and re-designation to allow Baylor to continue to accept international students and scholars

Meet with prospective students and parents as requested to discuss student visa issues and financial issues.

Communicate with incoming students & their home university advisors as needed for recruitment and admission.

Randy Penson serves as PDSO (Primary Designated School Official) and Lexi English, Treva Hall, Leslie Hicks, Alexine Burke and JJ Ilseng serve as DSO’s (Designated School Officials) for F-1 international students under U.S.

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Department of Justice on behalf of Baylor. Work with graduate program directors and academic advising to ensure that

students remain in compliance (in status) with U.S. Customs and Immigration Service.

Monitor OPT and CPT employment/activities as required by U.S. government immigration regulations.

Update ISSS forms and website links to enable students’ ease in accessing information, forms and requests for benefits.

Issue various official letters: Invitation letters, good standing letters, enrollment letter, social security letters, CADIVI letters.

Process immigration documents for students transferring in or out of Baylor Assist students with their federal income tax return preparation using of Windstar

international student tax prep…communicate with them regarding availability of resources, deadlines and other important information

Work with Athletics Department to ensure international student-athletes remain in compliance of U.S. immigration regulations

Process ITIN applications as needed for those students who do not qualify for a SSN and therefore need an ITIN number to reduce the amount their scholarship is taxed.

Housing Advise students on costs of tuition and living expenses (as required by Homeland

Security). Coordinate early move-in into residential halls. Because international students face delays associated with the processing of

their visas, they are disadvantaged in securing housing if they are not freshmen. We recommend reserving some spaces for international students, specifically in the Global Community Living-Learning Center.

Orientation Provide information on campus services and resources and activities, both

generally and specifically to individual students as required. Assist with planning and participating in mandatory new intentional student

orientation and President’s welcome Dinner. Work collectively to plan fall and spring orientation to welcome new international

students and introduce them to campus community, immigration regulations, social/cultural, resources/events.

Participate by presenting a session in June freshman orientation (PAWS international partnership program for freshmen and their parents)

Speak at Graduate Student orientation to welcome and assist new international graduate students.

Plan “Welcoming Our World” CIE welcome events each semester for incoming international and exchange students

Travel to Boston for USSP “line camp” for new incoming USPP Kaplan students. Work with study abroad advisor to welcome and assist exchange students Maintain pre-arrival information for incoming students.

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Academics Monitor course enrollment to ensure students’ compliance with minimum

enrollment requirement Continuously meet with students concerning academic issues, employment issues

and immigration issues; refer to appropriate off-campus agencies as needed Facilitate “Popcorn & Culture” cultural discussion sessions with Baylor

professors (5 per semester) Arrange for administration of English Proficiency Exam each semester. Provide information and process applications for OPT (Optional Practical

Training) and CPT (Curricular Practica Training) for internships as appropriate.

Student Activities Help facilitate special trips for international students (arrangement of

transportation and accompanying staff). Facilitate US student and family partnerships with intentional students with

PAWS (People Around the World Sharing) program. Plan tailgate activities for football games Assist with Round Table International Thanksgiving Dinner and Roll Call of

Nations and annual Christmas reception for international students and PAWS partnerships.

Coordinate Homecoming events and international flag parade Facilitate International Student Spouses group with Bobo Spiritual Life Continue 25 year old partnership with Adopt a School with Waco ISD at

Tennyson Middle School, take students for cultural presentations Weekly CIE newsletter to international students and campus community Work with Journalism Department to create “Going Places” a CIE international

student publication (each semester) Member of IEW (International Education Week) committee to help plan Baylor

campus international awareness activities each fall semester. Provide a semester event for all exchange students (picnic, visit Austin, etc.)

Student Support Provide airport and bus pick up (ACT) upon students’ initial arrival to campus. Drive students individually as needed to banks, Social Security Office,

Texas Dept. of Public Safety, doctor’s appointments. Provide students with resources and references for insurance needs, housing and

other services as needed for the duration of students’ studies. Provide emotional support to students as needed and in times of crises; refer as

appropriate. Develop and design information brochures each semester giving students with

helpful and necessary information to transition to university life Member of Students of Concern Committee representing CIE Work with study abroad advisor to welcome and assist exchange students Arrange for transportation (vans and buses) for new international students to

Robinson Tower, shopping for dorms/apartments. Serve as liaison between international students and various departments and

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agencies: Insurance and Health Center, academic advising, Campus housing, Financial Settlement, Judicial Affairs, General Counsel’s Office, Payroll Office, ICE, USCIS.

Process on-campus employment authorization Counsel students with infractions of immigration regulations; report disciplinary

measures as required into SEVIS

Miscellaneous Work with Northeastern University to transition USPP Kaplan students to Baylor

each fall semester. United Board (UB) Scholars: ISSS ARO’s serve as coordinators for this

program. We work with the United Board for Christian Higher Education in Asia to host two Asian scholars each semester selected by UB. We pick up the scholars from the airport; arrange for living accommodations, issue immigration documents for visa application, take them to shop for their apartments, take them to lunch, help them integrate into campus (based on their individual needs), assist them with ID cards, bank accounts, cell phone services, apply for required health insurance coverage and include the in CIE’s activities.

Update information on website The Graduate School has initiated a new program to assess and improve the

language skills of international students serving as lab instructors or teachers of record. At peer institutions, including other Big 12 universities, such language support is located in a central office, and we recommend that the graduate student ESL program be housed in the new Center for Global Engagement.

ConclusionIt is important for Baylor to create an environment that promotes personal and academic success for our international students. We recommend that the new CGE leadership continue to evaluate the programs offered to ensure we are prioritizing our resources in a way that allows us to serve the students in the most productive ways possible. We should also create ways in our systems to identify students who, while technically are U.S. citizens, may identify more readily as international students due to an overseas upbringing. We should be prepared to offer those students the same levels of support through CGE.

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* * * Administrative Structures * * *

Overview of CIE StructureOne Global Education Task Force subcommittee examined the current structure and functions of the Center for International Education.1 At the present time the Interim Director of CIE, who also holds the Jo Murphy Chair in International Education, is Naymond Keathley. He is directly assisted by an Associate Director (Randy Penson), a Budget Associate (Lynae Jordan), and an Office Manager (Jackie McClendon). All other staff (Alexine Burke, Treva Hall, Leslie Hicks and Delores Melendez in International Student and Scholar Services; International Student Relations Coordinator, Melanie Smith; and Lexi English, J.J. Ilseng, Melanie Smith, and Loren Warf in Study Abroad) report through the Associate Director, who is therefore responsible for overseeing two different operations. On one side, (1) International Student and Scholar Services is concerned with all aspects of institutional oversight and assistance for international students and faculty (“inbound”), while the other primary function of the Center is (2) to facilitate and support overseas travel for Baylor students and faculty, primarily through various types of study abroad programs (“outbound”).

Assessment of CIE Structure: Study AbroadThe current administrative structures do not appear to be functioning very smoothly. Some of this is a matter of design, some of it is a matter of process, and some of it is a matter of personnel. Looking first at the Study Abroad side (the structure and functionality of the International Students and Scholars division was examined by another sub-committee and will be discussed below), there is a clear process for the creation of new programs involving Baylor faculty and students. The proposal must be submitted to the appropriate department chair and dean prior to submission to CIE. The budget is assessed by the Budget Associate and the Director of CIE consults with an advisory committee (currently composed of Garrett Cook, Steve Gardner, Jeff Hamilton, Michael Long, Joe McKinney, Linda McManness, Eric Rust, Lilly Souza-Fuertes, Lori Spies, Xin Wang, and Chuck Weaver) to consider the proposal’s merits. If approval is recommended the Director may also consult with the International Travel Committee (currently composed of Randy Penson, chair, Steve Gardner, Becky Kennedy, Wes Null, Sharon Stern, Warren Ricks, and Doug Welch) to assess risk and legal considerations involved in travel to this site. The Director then submits the proposal via Bearquest to the Provost’s Office for final approval. If the country to be visited is subject to a travel warning or restriction from the Department of State, the President of Baylor University must approve the trip. There is one overarching problem with the current process, and that is the lack of any criteria to evaluate how this new program would advance the mission of Baylor University or help achieve the goals articulated in Pro Futuris. The impact that Study Abroad programs will have on students’ cultural awareness and cultural competencies is not rigorously assessed either prior to student departure or following their return.

Program directors are self-selected in most cases, although directors of the semester programs in Maastricht and St. Andrews are exceptions, being selected by the

1 See appendices for a current organizational chart of the Center for International Education.

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Director of the Center for International Education. All new directors must attend a training session (and experienced directors must attend training every three years), but there are no established criteria designating necessary skills or experiences to qualify for a directorship. It is not clear, therefore, that we are providing the best possible faculty mentors to lead our students in transformational educational experiences.

Not all Baylor students who participate in Study Abroad enroll in Baylor programs. Baylor also has a number of Memoranda of Understanding (MOUs) with other universities both to allow our students to study abroad and to allow international students to study here. Unlike Baylor programs, there seems to be no consultative group that advises CIE on the selection of these partners. For example, in 2012-13 Baylor entered into an agreement with a consortium of universities in Dublin, even though the core required “Irish Studies” course is unlikely to be accepted for credit by academic departments at Baylor. Both the process of selecting partners, and the clear definition, maintenance and strengthening of MOUs, are areas urgently needing to be addressed.

CIE’s Touchpoints Across CampusMembers of the Administrative Structures subcommittee met with representatives from the many offices across campus that have regular interactions with the Center in order to discern the strengths of the unit and areas where further improvement was possible. Input was sought from the following offices: Admissions, Budget, Development, General Counsel, Global Missions, Internal Audit, Registrar, Risk Management, and Student Life. A recurring concern was voiced about unclear lines of communication, in many cases caused by high turnover of personnel in recent years. It was generally felt that adequate policies were in place as relates to the concerns of these various offices, but the processes for implementing these policies were not always followed in a timely fashion, perhaps because in many cases policies lacked enforcement mechanisms.

Some areas where specific concerns were raised include: the Beartracker system, which is not working smoothly in providing registration changes to the Registrar’s office or in providing Risk Management with locations of exchange students; budget information is not reaching the Budget Office in a timely and complete manner. Both students and faculty participating in Study Abroad programs must register through Bears Abroad. This is an adaptation of Studio Abroad, program management software developed by Terra Data. The Baylor version of this program has a number of areas where its functionality could be improved. This would address some of the communication problems that have already been noted. Dr Keathley reports that a team form CIE recently (April 2013) attended a workshop with Terra Data, so improvements to Bears Abroad may be forthcoming shortly.

Another concern noted in these interviews was the divested “ownership” of the Study Abroad programs. The faculty directors are responsible for all aspects of the program’s academic success as well as compliance with a vast number of financial and administrative policies and procedures. We recognize that by its very nature, travel abroad with students poses many risks to the University and someone (perhaps a group) must be tasked with managing them. However, it seems as though the faculty director should be able to rely more heavily on resources within CIE for assistance with these administrative items. The current structure and resources allocated do not allow for this

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and should be re-assessed in the new CIE structure. We also recommend that deans and department chairs be more actively involved in the evaluation and selection of Study Abroad programs to be sure that these programs align with strategic goals at the college and departmental levels.

BenchmarkingThis subcommittee also did extensive study of international education at nearly forty other universities in an attempt to identify effective organizational models and best practices that might be appropriate for Baylor.2 Some models, such as that of Pepperdine University, were not feasible as they are predicated on overseas campuses owned and operated by the university. Other universities, such as the Ohio State University, have free-standing colleges of international studies. While this might be an attractive model for Baylor in the longer term, the resources to support such a model are not available at this time.

A more common model finds international education housed in a Center with a director (whether titled a vice-provost, vice-president, dean, or director) who reports directly to the provost. This model is most comparable to what currently exists at Baylor, and is appropriate for several reasons. It is important that the director of international education (however titled) stand above college or divisional boundaries and be able to lead conversations and integrate initiatives from different campus units. Within Centers for International Education the two broad areas of (1) international student services and (2) study abroad/student programs are sometimes combined and sometimes separate. At Baylor both of these areas are currently housed in the Center for International Education, and we would recommend that they remain so, although we would recommend that the day to day responsibility for oversight of each area by assigned to one of two assistant directors as discussed below.

Proposed Organizational Chart and New Director Position DescriptionAn organizational chart is attached as an appendix to this document that proposes a restructuring of the Center for International Education, which we would suggest renaming the Center for Global Engagement. Although the terms “international” and “global” have slightly different meanings in the context of higher education and international generally seems to be preferred, global is also widely used, and may be more appropriate at Baylor than many other universities because of the nature of our mission as articulated in Pro Futuris. This is particularly true as our objective is twofold, both education and engagement.

Also attached to this document as an appendix is a draft job description for a Vice Provost for Global Engagement. It is imperative that the person selected for this position have a demonstrated record of leadership in international education. The Center for International Education at Baylor has for some time been more reactive than proactive. A frequently heard criticism is that CIE has become more of a regulatory body than a facilitator of Baylor’s global aspirations. We need a strong leader who can articulate and implement a clear vision of our path forward. We also propose that this Vice Provost for Global Engagement be supported by two assistant directors of the Center for Global Engagement. One, a senior staff position, would oversee International Student and

2 See appendices for benchmarking information.

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Scholar Services and work closely with Admissions Services and the Global Living and Learning Community. The other, a faculty position, would oversee Area Studies and Study Abroad and work closely with Global Missions. We would recommend that these individuals be selected through a competitive process by the new Vice Provost for Global Engagement.

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* * * Recommendations * * *

Transform the Center for International Education into the Center for Global Engagement and enhance its presence across the university. (pp. 26-7)

Hire, through a national search, a Vice Provost for Global Engagement to oversee the Center for Global Education. (pp.33-4)o Hire a Director for Global Student Engagement. (p. 35)o Hire a Director for International Student and Scholar Services. (p. 36)

Increase in student participation rates in study abroad from 28% to 50% by 2018, while at the same time doubling the number of students participating in semester or year-long academic programs abroad from roughly 250 to 500 by 2018. (pp. 4-6)

Increase the number of students participating in Global Mission trips from roughly 400 to 800 per year by 2018. (pp. 6-7)

Develop hybrid courses in which an international experience (academic, discipline-specific, missional, or service) is a required component of these courses. This is dependent upon increased financial aid and scholarship support. (p. 7)

Engage in a strategic process to select global partners with emphasis on Africa, China/East Asia, Latin America, and the Middle East. (p. 7)o These partners should be selected on the basis of a clear and consistently

applied set of criteria.

Support and encourage the continuing growth of student enrollment in strategic languages such as Arabic, Chinese, and Russian. (pp. 8-9)

Revise and refine current policies and procedures related to global education, taking into consideration input from stakeholders across campus. (pp. 9-11)

Introduce comprehensive assessment of study abroad and other global programs as a continuous process. (pp. 11-12)

Establish formal programs for students returning from international experiences. (p. 12)

Establish an endowed Center for Area Studies to be housed within the Center for Global Engagement. (pp. 13-18)o Support and develop programs in Area Studies:

African Studies. Asian Studies

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Latin American Studies Middle East Studies Slavic and East European Studies

o Phase out the major and minor in International Studies in favor of Area Studies majors. Encourage the Department of Political Science to consider the

introduction of a major and minor in International Relations.

Relocate the Center for Global Engagement to a more visible and spacious location, perhaps within the current facilities of the Hankamer School of Business, at the earliest possible opportunity. (p. 27)

o Create a Council on Global Engagement, chaired by the Provost for Global Engagement, to meet regularly to share and exchange information with other senior stakeholders in global initiatives.

o A standing Faculty Advisory Committee on Global Engagement should be established, with membership selected by the Committee on Committees.

Increase resources for the recruitment of International Students in order to continue demonstrated success since Admissions Services took responsibility for this in 2010: (pp. 18-20)

True International Applications: have increased 39% All Internationals (including US abroad): have increased 10%.

Designate internationalization as a QEP focus for reaccreditation purposes. Baylor University might consider this as an appropriate mechanism by which to inventory, adjust, and add to current course offerings that have international components, and build this competency into our degree plans. (pp. 29-39)o Students might demonstrate international cultural competency in variety of

ways, such as: Participating in a study abroad program Participating in a global or urban missions trip Studying a foreign language at the 3000 level or above Completing a number (12 hours perhaps) of courses with an

international focus. Living in the Global Community Living and Learning Center.

Encourage Baylor sponsored alumni travel facilitated/hosted by Baylor faculty. (p. 29)

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Appendices

Figure 1 Center for International Education

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Figure 2 Center for Global Engagement

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Vice Provost for Global EngagementBaylor University

As Baylor University launches its new vision, Pro Futuris, the Center for Global Engagement will play a central role in providing our students with a transformational

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Vice Provost and Director of Center for Global Engagement

Assistant Director forInternational Student and Scholar Services

ISSS

SEVIS Coord

INT Student Program

INT Scholars

Budget Manager Assistant Director forGlobal Student Engagement

Study AbroadCenter for Area Studies

(Pending Funding)

African AsianL.A. M.E.

Slavic

Global Missions


educational experience. The purpose of the Center for Global Engagement is to develop, promote, and foster opportunities for global and intercultural engagement for students, faculty, and staff both on campus and abroad. Such opportunities include study abroad programs, the Global Community Living-Learning Center, internationalization of the curriculum, integration of international students into the life of the university, and hosting speakers and conferences on international topics. The Center’s goal is to provide resources and support to facilitate Baylor University’s ongoing growth as an international institution.

I. Basic Requirements

A. Coordinate, promote, and expand the university’s current study abroad programs.

B. Expand and consolidate appropriate institutional partnerships.

C. Oversee international student support.

D. Oversee management and administration of Center for Global Engagement, including the Center for Area Studies.

E. Coordinate the internationalization of the curriculum.

II. Essential Duties include the following:

Other duties may be assigned and reasonable accommodations may be made to enable individuals to perform the essential functions effectively.

A. Develop and implement a vision for Global Engagement at Baylor.

1. Encourage greater numbers of Baylor students to engage in meaningful international and intercultural experiences.a. Review current programs for academic and financial viability and

alignment with university mission and priorities.b. Identify strategic underserved regions and develop new

partnerships.c. Support faculty exploration of new opportunities.

2. Strengthen appropriate institutional partnerships.a. Review and revise current Memoranda of Understanding as

appropriate.b. Provide support/structure for faculty collaborations.c. Develop virtual/online partnerships.

3. Provide leadership in internationalizing the campus.

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B. Oversee program management.

1. Supervise staff in all areas of the Center for Global Engagement.

2. Oversee international student support.

3. Coordinate recruitment and retention of international students with Admissions Services and Student Life.

4. Oversee budgeting processes.

5. Work with University Office of Development, Baylor alumni, and granting agencies to cultivate external sources of financial support to support the work of the Center for Global Engagement.

III. Qualifications:

A. Professional

1. Terminal degree in relevant field.

2. Five or more years of successful leadership experience in international education or closely related program.

3. Demonstrated ability to collaborate effectively with diverse individuals and groups.

B. Personal

1. Significant experience abroad.

2. Proficiency in at least one language in addition to English is desirable.

IV. Physical Demands/Expectations

A. Extensive travel, both domestic and international.

B. Flexibility in working extended hours when necessary; managing stress.

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Director for Global Student Engagement

Baylor University seeks an experienced professional to serve as Director for Global Student Engagement in the Center for Global Engagement.

The Assistant Director reports to the Vice Provost for Global Engagement.

Job Responsibilities: Supervise the Center for Area Studies and Area Studies Directors. Work closely with Director of Global Missions to col-ordinate opportunities for

global student engagement. Hire, train, supervise, support and evaluate staff members. Manage the unit budget. Work with the Vice Provost for Global Engagement to identify and cultivate

strategic global partnerships. Ensure coordination of all aspects of recruitment, enrollment, and academic credit

students participating in study abroad. Travel within the U.S. and internationally to represent the university.

Minimum Requirements: M.A. in international education or related field. A minimum of 5 years’ study abroad administration experience. Excellent oral and written communication skills. Knowledge of U.S. and foreign educational systems, curricula, practices and

procedures.

Preferred Qualifications: Ph.D. in international education or a related field. High-level of proficiency in a second language. Experience as a participant, organizer, and instructor in study abroad programs. Interest and expertise in assessment of student learning, particularly in

intercultural settings.

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Director for International Student and Scholar ServicesBaylor University

Baylor University seeks an experienced professional to serve as Director of International Student and Scholar Services.

The Director reports to the Vice Provost for Global Engagement.

Job Responsibilities Provide strategic vision and leadership. Support the university in increasing international and diverse student presence on

campus. Hire, train, supervise, support and evaluate staff members. Manage the unit budget. Oversee all aspects of the ISSS office including compliance with federal, state,

and university regulations, policies and procedures; serve as Primary Designated School Officer (PDSO) and Responsible Officer (RO); advise international students and scholars on immigration, academic, and personal matters; conduct orientations, workshops and programming for international students and scholars and the university community.

Collaborate with campus units and off campus entities to provide services and support to international students.

Minimum Requirements: Bachelor’s degree 5 years of experience in international education Must meet federal eligibility requirements to be a PDSO and RO, including U.S>

citizenship of permanent resident status Administrative experience and experience in ISSS Experience as a DSO

Preferred Qualifications Master’s degree in international relations, global studies, international education,

higher education administration, or closely related field; PDSO and RO experience; Second language proficiency; Overseas living experience; Strong computer literacy including experience with Banner and fsaATLAS.

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Baylor University and the U.S.-Sino Pathways Program (USPP, a/k/a Kaplan)The U.S.-Sino Pathways Program (USPP) program is a collaborative effort between the Consortium of North American Universities (CNAU) and Kaplan China and facilitated by Northeastern University to attract exceptionally qualified Chinese students to matriculate into academically challenging designated U.S. universities which are members of the USPP consortium. Membership in USPP is limited to six top U.S. universities. The current membership consists of Baylor University, Northeastern University, Marist College, Stevens Institute of Technology, University of Vermont, and University of Utah. Member universities commit to participation for a fixed term with the option to renew the agreement.The USPP program consists of three distinct functions: the educational foundation program in China facilitated by Kaplan China (focusing on English language skills and academic support for course credit for a year), a summer bridge academic program at Northeastern University (assisting students in cultural and academic adjustment to American higher education), and a destination university (a member of USPP) which receives academically eligible students who matriculate into undergraduate programs in Business, Computer Science and Engineering, and a few other select disciplines. Students who have successfully completed the foundation portion in China are guaranteed admission into one of the USPP member universities and may receive their bachelor’s degree in three years.Near the completion of their preparatory studies in China, qualified prospective USPP students enrolled in the Kaplan China program and their parents evaluate the member American universities to choose a destination university and a second-choice university. Each consortium member university reviews the student’s academic eligibility based on its own admission requirements. Students selected for the bridge program and destination program apply for an F-1 (international student) visa.Kaplan China markets and promotes the consortium universities, who send representatives annually as a group to promote and meet with prospective students and their parents at the 11 Kaplan Centers in China (Beijing, Shanghai, Chengdu, Chongqing, Changsha, Hangzhou, Qingdao, Suzhou, Changchun, Kunming, and Shenyang). Each member university sets its own enrollment goals. Tuition and fees for the China portion of the program are established by Kaplan China.Baylor University is one of the three original members of the Consortium, and the Memo of Understanding between Baylor University, Northeastern University, and Kaplan was formalized and signed in May2009. The first group of USPP students enrolled in Baylor in fall 2010 after successfully completing the summer bridge program at Northeastern University. The first group consisted of 41 students, 25 students in fall 2011, and 32 students in fall 2012. Baylor consistently enjoys one of the highest numbers of students of all the USPP consortium members.Kaplan students are treated as any other international students at BU except that they receive their I 20s upon their arrival in Waco.

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A Sample of Colleges and Universities Using Internationalization as a QEP

Kennesaw State: http://www.kennesaw.edu/globallearning.html

Juniata College: http://www.juniata.edu/services/provost/middlestates/

Texas Christian University (TCU) is preparing for our SACS accreditation visit this March 2013. As part of the SACS requirement, TCU will present a Quality Enhancement Project (QEP) to SACS for approval. After an internal selection process, our proposal called Global Citizenship 2020 was selected as the QEP. Assuming this will meet SACS requirements we will embark upon Global Citizenship 2020 June 1, 2013. We are very pleased that TCU will place emphasis upon comprehensive internationalization for the next five years as part of the QEP. While there are many aspects to Global Citizenship 2020 (and many people involved), the overall purpose of Global Citizenship 2020 is to require a sustained international experience (of various scope and scale) for every TCU graduate. Various paths and activities will define sustained international experience. The class of 2020 will be the first class of graduates who will complete this program. (via Jane Kucko, Director Center for International Studies, TCU)

Appalachian State is currently going through the reaccreditation process and global learning is the focus of our QEP. You can read more about it from our websiteat: http://qep.appstate.edu/

Princeton will be undergoing accreditation review this year and the review's primary focus will be internationalization.

Georgia Tech: For 2005 QEP see: http://www.accreditation.gatech.edu/wp-content/uploads/2010/08/QEP_FINAL-COPY_WEB-without-blank.pdf For the 2011 impact report, see http://www.accreditation.gatech.edu/wpcontent/uploads/2011/03/QEP-Impact-Report_SACSCOC_March-25-2011.pdf

Wake Forest U. and Winthrop University have had QEP’s associated with their SACS accreditation that related to Internationalizing the campus.

Michigan State UniversitySee: http://ncsue.msu.edu/files/FormD-MSUP&T.pdf

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Bibliography & Resources

Deardorff, Darla K and Adinda van Gaalen, “Outcomes Assessment in the Internationalization of Higher Education,” in The Sage Handbook of International Higher Education, pp. 167-89.

Forum on Education Abroad, Preliminary Report: 2013 Institutional and Program Resources Survey; Individual Member Response Data, Dickinson College, 2013.

Hudzik, John K. and JoAnn S. McCarthy, Leading Comprehensive Internationalization: Strategy and Tactics for Action, NAFSA, Association of International Educators, 2012.

Molony, John, Ben Sowter, and Davina Potts, QS Global Employer Survey Report 2011: How Employers Value and International Study Experience, QS Qaucquarelli Symonds Ltd, 2011.

Open Doors 2012, Report on International Education Exchange, Institute of International Education in partnership with the Bureau of Educational and Cultural Affairs of the U.S. Department of State (Washington, 2012).

Stebleton, Michael J., Krista M. Soria, and Blythe T. Cherney, “The High Impact of Education Abroad: College Students’ Engagement in International Experiences and the Development of Intercultural Competencies,” Frontiers: The Interdisciplinary Journal of Study Abroad, vol 22 (2013), pp. 1-24.

University Leadership Council, “Global Learning in the Undergraduate Curriculum: Preparing Students to Live and Work in an Interconnected World,” Advisory Board Company, Washington, 2009.

University Leadership Council, “Making the Global Vision Real: Supporting Faculty-Led Internationalization Efforts, The Advisory Board Company, Washington, 2009.

University Leadership Council, “Organizing Central International Administration,” The Advisory Board Company, Washington, 2011.

Williams, Tracy Rundstrom, “Examine your LENS: A Tool for Interpreting Cultural Differences, Frontiers: The Interdisciplinary Journal of Study Abroad, vol 22 (2013), pp. 148-65.

http://www.uky.edu/toolkit/

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http://www.uky.edu/toolkit/

Documents

· Web viewWith these and other pieces in place, Baylor’s overall study-abroad participation rate (including undergraduate and graduate students) grew rapidly from about 14% in