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ANNUAL REPORT 2012-2013


This annual report summarizes the key contributions that OIA units have made in 2012-2013 toward the University’s mission in teaching, research, extension, and engagement. Specific achievements are highlighted for each unit in the following order:

Table of Contents Office of International Affairs Overview................................................................................................... 1 The Office of International Affairs (OIA)................................................................................................... 2 Office of International Services (OIS) ....................................................................................................... 6 Study Abroad Office (SAO) ....................................................................................................................... 9 Global Training Initiative (GTI) ............................................................................................................... 15 Intensive English Program (IEP) ............................................................................................................. 17 Global Health Initiative (GHI) ................................................................................................................. 19 Confucius Institute (CI) .......................................................................................................................... 24 The NC Japan Center ............................................................................................................................. 26 India Program........................................................................................................................................ 30

Office of International Affairs Overview The Office of International Affairs (OIA) supports the University’s overall mission of being locally responsive to the needs of our community while promoting globally engaged research, education, and economic development programs that address the grand challenges of our global society. OIA provides university-level leadership, innovation and coordination to equip students, faculty, staff, and the communities we serve with the global knowledge, cultural understanding, skills and experience to succeed in the new global economy. OIA collaborates with other units and our strategic partners in creation, implementation and coordination of integrative, multidisciplinary and globally focused education, research, and economic development programs to address the grand challenges of our global society. OIA serves as the “University Center for Global Engagement” for supporting global partnership linkages, promoting international programs, planning and managing global activities, assisting academic planning for global knowledge/experience requirements, and providing logistical support for international engagement on campus or abroad. Units of OIA: OIA provides the overall leadership and coordination of NC State’s international programs and globalization strategies, including the Office of International Services (OIS) which provides support and services for international students, scholars, faculty and staff at NC State. The Study Abroad Office (SAO) provides NC State students opportunities for study around the world. Global Training Initiative 1


(GTI) provides programming and support for visiting international students and educational training for international groups. The Confucius Institute (CI) works to increase cultural understanding and expand knowledge of Chinese language and culture. The North Carolina Japan Center (JC) works to strengthen North Carolina's ties with Japan and to provide resources for those interested in academic, cultural, or economic ties with Japan. The Global Health Initiative (GHI) works to increase campus community activities related to global health and aims to enhance collaboration in research, education and engagement at NC State. The Intensive English Program (IEP) is a full-time, non-credit academic English language and culture training program offered during Fall, Spring and Summer semesters for international students. The Peace Corps Office aims to recruit NC State students to serve as volunteers after graduation and also provides services for returned Peace Corps volunteers in North Carolina. The India Program, OIA’s newest addition, works to develop partnerships and collaborations with India in areas of student exchange, summer research programs, faculty research and educational training programs. OIA also supports internationalization efforts by the University of North Carolina General Administration, including programs such as UNC Tomorrow, UNC Exchange Program (UNCEP) and University Council on International Programs (UCIP). OIA Advisory Boards/Committees: OIA works closely with the University Standing Committee on International Programs (CIP) to develop international opportunities for faculty and students and the International Operations Council (IOC) to develop university-wide policies and procedures for the internationalization of the NC State campus. OIA also works with several faculty-advisory groups for input on international collboration: India Advisory Group, Africa Advisory Group, Middle East and North Africa Group, Confucius Institute Advisory Committee, and Japan Center Advisory Committee.

The Office of International Affairs (OIA) Major Responsibilities: 1. Provide leadership and central support to enhance global engagement at home and abroad 2. Develop focused strategic partners for enhancing global engagement 3. Enhance student academic success by integrating global perspectives and internationally engaged learning experiences into programs on campus and abroad 4. Promote faculty and staff global scholarship and research 5. Increase global extension, engagement and economic development activities

Major Achievements: 1) Provided leadership and central support to enhance global engagement at home and abroad (Goal 1) •

University Committees a. The University Standing Committee on International Programs (CIP) addressed several themes in the 2012-2013 Academic Year. Facilitating the Seed Grant process was a major accomplishment, including a review of the assessment process. The committee is dedicated to tracking reports and measuring success for all seed grant recipients in order to gather more 2


data to increase seed grant funds in the future. Additionally, the committee began to draft a “best practices guide” for internationalization within academic units on campus. This was an ongoing and collaborative document in which all committee members were involved. CIP also served as a co-sponsor for this year’s Taste of NC State event and Passport Fair. Additionally, the committee established a sub-committee to strategize for possible internationalization awards such as the Senator Paul Simon Award. b. During the 2012-2013 Academic Year, the International Operations Council (IOC) addressed several aspects of building strategic global linkages and actively contributed to the strategic planning for the Office of International Affairs. The IOC also managed the review and selection processes for the 3rd Outstanding Global Engagement Awards as well as the Research Collaboration Grants for the University Global Partnership Network (UGPN). •

Leadership for Academic Colleges c. OIA worked closely with each of the university’s academic colleges throughout the 20122013 year in order to provide support, resources, and guidance for enhancing global engagement. Several colleges made significant advances in internationalization this year due to the support our office provided.

Enhancing University-wide International Programs: Provided leadership in creation, implementation and coordination of the university-wide international programs and build OIA as the Resource Center to faculty, students and staff. d. Two Regional Receptions were held during the 2012-2013 academic year in collaboration with Colleges in an effort to celebrate and showcase NC State’s engagement in specific regions of the world. OIA partnered with the College of Humanities and Social Sciences to host the Fall 2012 reception focusing on the Middle East and North Africa with an attendance of approximately 50 faculty, staff and students. The Spring 2013 reception focused on India and was co-sponsored by the College of Agriculture and Life Sciences. The India Reception was highly successful, with over 150 guests in attendance. e. The Global Issues Seminar Series was offered for the 4th year and consisted of six seminars throughout the 2012-2013 year, featuring panels of NC State experts speaking about global issues relevant to North Carolina. The series was co-sponsored by the School of Public and International Affairs. Three seminars were held during the Fall 2012 semester and showcased the contributions that NC State is making to teaching, research, extension and engagement to several internationally pressing issues including Study Abroad, Fulbright and Visiting Scholars and Seed Grant Recipients’ work. Topics for the three seminars held during the Spring 2013 semester were pulled from the Great Decisions Lecture Series featured by the Foreign Policy Association. f. The 3rd annual Global Engagement Exposition was held in April 2013 with approximately 50 guests in attendance. 20 poster presentations were featured showcasing various NC State internationally-focused projects. The Expo highlighted the university’s global engagement and also included the presentation of the Outstanding Global Engagement Awards. g. OIA extended International Education Week to the month of November. The month featured multiple events, all designed to celebrate the benefits of international education and exchange worldwide. Examples of the events include the 9th annual Passport Fair, an International Cultural Show, as well as events coordinated by all other OIA units. h. Packapalooza was held at the beginning of the academic year in 2012 and featured an “international zone” where all units of OIA were represented. The event is an all-day block party and street festival that caps off Wolfpack Welcome Week. OIA’s significant presence at this event allowed the larger NC State community to learn about international students, faculty, cultures, and community that make the university a global campus. 3


2) Developed focused strategic partners (Goal 2) •

University Diplomacy – Delegation Hosting & Coordination a. OIA is committed to developing effective partnerships with institutions overseas to promote educational exchange and research collaboration. Toward this effort, we hosted 23 delegations over the past year, with a total of 88 visitors who met with faculty and university leaders, conducted research seminars and contributed to workshop sessions. These international delegations included representatives from partner institutions in Australia, India, Brazil, United Kingdom, China, Finland, Japan, New Zealand, and Taiwan. b. In addition to hosting delegations on campus, OIA facilitated outgoing NC State delegations in further efforts to strengthen strategic partnerships. 10 faculty and staff from NC State visited the University of Surrey, a part of UGPN. OIA also played an important role in facilitating Chancellor Woodson’s visit to Uganda in May 2013 to expand cooperation with Makerere University, the National Crops Resources Research Institute and the US Agency for International Development.

Memoranda of Understanding and Agreements c. In 2012-2013, we signed or renewed 16 MOU and agreements to formalize student and faculty exchange, research, education and academic training with international institutions. MOU’s were signed with the University of Sao Paulo, Brazil, the University of Adelaide, Australia as well as the Indian Council of Agricultural Research. These signify OIA’s commitment to focusing efforts in order to expand strategic partnerships that leverage mutual strengths and facilitate opportunities for faculty to internationalize research and teaching activities.

Strategic Partnerships d. Strategic partnerships enable the expansion of study abroad experiences for students and open opportunities for faculty research and collaboration around the world. The goal is to leverage limited resources through a network of strategic partnerships. e. OIA worked to strengthen ties with strategic partners by hosting the University Global Partnership Network (UGPN) meeting in January 2013, which focused on brining faculty together for collaboration on Water Resources research and academic exchange. The UGPN program included a total of 18 participants from the University of Sao Paulo and the University of Surrey. This network encourages new collaboration across academic disciplines while enhancing NC State’s international academic programs to cultivate global competency and collaboration among our students, faculty and staff. f. The partnership with Nagoya University, Japan involved a visit by NU president, Prof. Michinari Hamaguchi with university leadership as well as a two-week immersion program for 25 NU graduate students, which focused on innovation, entrepreneurship and technology transfer g. The University of Pretoria collaboration included another round of seed grants that funded five projects ranging from Forestry and Entomology to One Health and Mathematical Modeling of Vector-borne Diseases to Watershed Bacterial Communities h. The partnership with The University of Adelaide advanced significantly over the past nine months from membership in the Academic Consortium 21 to development of collaborative research proposals emerging from multiple visits by faculty, staff and leadership at The University of Adelaide. It involved execution of a MOU as well as Student Exchange Agreement and culminated in a joint NC State-University of Adelaide workshop on Food Security and Health April 22-26. 4


i.

During a visit by the leadership of the Indian Council of Agricultural Research (ICAR), we signed an MOU to develop academic exchange and research collaboration. There is significant opportunity to expand joint research activities with the constituent institutes and centers within the ICAR organization, which Chancellor Woodson will visit in July 2013.

3) Enhance student academic success (Goal 3) a. OIA enhances student success by supporting units whose primary functions aim to integrate global perspectives and internationally engaged learning experiences into programs on campus and in the world. Specific achievements for this category are outlined in the unit reports. Several examples include: • International Cultural Leadership Project (ICLP) facilitated by GTI which served 400 international and domestic students this year • The Global Perspectives Certificate facilitated by the Study Abroad Office saw an increase in enrollment of 15% 4) Promote faculty and staff global scholarship and research (Goal 4) a. Awarded eight Research Collaboration Funds for a total of $60,000 via the University Global Partnerships Network (UGPN). Three of these awards were trilateral, two were NC State and University of Sao Paolo (USP), one was NC State and Surrey, and two involved Surrey and USP. UGPN aims to increase joint research collaboration, academic program development and entrepreneurial activities among consortium members – NC State, University of Surrey and the University of Sao Paulo. b. The University Standing Committee on International Programs (CIP) facilitated the Seed Grant process for the 2012-2013 year. The Internationalization Seed Grant Program aims to provide grants that will improve the range of international partnerships by NC State faculty and staff. Out of 15 proposals submitted this year, six were funded for a total of $27,772.50. The Seed Grants have proven to be very successful, as 57% of the recipients have received additional funding from the university or external sources based on Seed Grant projects. An award made during the 2011-12 cycle is an example of the value of seed grant awards to leverage a relatively small amount of funding to seek out larger grants. In 2012-13, Dr. Siddhartha Thakur used seed grant funds to establish connections leading to another successful proposal to the World Health Organization Advisory Group on Integrated Surveillance of Antimicrobial Resistance for $100,000 to organize a workshop in India on monitoring antimicrobial resistance profile of bacterial food-borne pathogens in humans and animals, which can be a launching pad for future grant proposals. Additionally, 85% of the 2011-2013 recipients have shared their projects at a conference or workshop. Extending beyond conferences or workshops, recipients report that their Seed Grant projects helped strengthen relationships with NCSU strategic partners and affected students by creating study abroad opportunities and new global curriculum. c. Building on the previously established International Activity Award Fund, IOC and CIP helped to recognize NC State faculty/staff for their excellence in service to international programming at the university. This year, we awarded the 3rd Annual Outstanding Global Engagement Awards to three recipients. The award was open to all NC State faculty and EPA employees. The three award winners were chosen from a group of six nominees, who were honored at the 3rd Annual Global Engagement Exposition. 5) Increase global extension, engagement and economic development activities (Goal 5)

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a. The Office of International Services initiated an emergency fire response for 33 international and domestic students who were displaced due to the fire. The protocol will be adapted and implemented by DASA for future emergency response at the University. b. The Confucius Institute served over 100,000 people this year on a wide variety of Chinese cultural and language programs. c. The Study Abroad Office developed several programs designed for alumni outreach including a reunion and an on-line scholarship review process to involve alumni.

Goals for 2013-2014: • Provide leadership and central support to enhance global engagement at home and abroad (1)  Create, implement and coordinate more university-wide initiatives, international programs for faculty, staff and students to gain and expand global perspectives  Promote campus-wide communication for greater awareness of global opportunities and engagement • Develop focused strategic partners for enhancing global engagement (2)  Establish several key strategic partners around the globe and develop comprehensive programs with strategic partners for teaching, research, & economic development • Enhance student academic success by integrating global perspectives and internationally engaged learning experiences into programs on campus and abroad; (3)  Integrate global perspectives into the curriculum through Curriculum Integration, highimpact global experiences, dual International degree programs, and increasing the number of students in the Global Perspectives Certificate program and General Education courses fulfilling the Global Knowledge Co-requisite  Increase the number of engaged, high-impact study abroad, service-learning, global internships, and other local and global learning activities available to students  Increase participation in immersive global and civic learning experiences (i.e., through CSLEPS)  Provide meaningful and sustained opportunities for cross-cultural interactions between domestic and international students here on campus • Enroll a greater percentage of international undergraduate students • Promote faculty and staff global scholarship and research; (4)  Support faculty and staff activities while providing opportunities for international collaboration and interdisciplinary scholarship to address the grand challenges of society • Enhance university-wide seed grant programs for global engagement to faculty/staff, with an emphasis on engagement within strategically identified international hubs • Enhance reward systems to encourage more global scholarship and engagement by faculty and staff • Provide international activities, initiatives and opportunities on campus for faculty and staff to network and collaborate across disciplines • Increase global extension, engagement and economic development activities (5)  Increase engagement with communities across the globe

Office of International Services (OIS)

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The Office of International Services at NC State facilitates the University's global mission in education, research, and community engagement by providing effective educational programs, advising, immigration processing, research and employment support, cross‐cultural experiences, and community extension activities. Our programs and services enable international students and scholars, faculty, and the broader community around us to achieve inter‐cultural success and excellence on and off campus.

Major Responsibilities: 1. Provide immigration and visa support services and education for international students and scholars and the academic units which host them, as well as maintain institutional compliance with government tracking systems such as the Student and Exchange Visitor Program 2. Foster a welcoming, educational, and positive community for incoming internationals and domestics through cross‐cultural programming, outreach, and partnership

Major Achievements: 1) Immigration Services (advising, compliance, employment) a. Enrollment increased for the 8th consecutive year (3307 international students in Fall 2012 compared to 2854 international students in Fall 2011), a 15% increase in one year. Facilitating the success of international students and researchers from more than 100 countries makes a significant impact on elevating academic and research programs at NC State to becoming more global, diverse, and relevant. Both they – and the domestic students and faculty they interact with – are becoming the next generation of leaders of the state, nation, and the world. b. Since 2009, the number of J-1 Research Scholars and Professors arriving in a given year nearly doubled (from 170 in 2009 to 310 in 2012). c. Over the previous year non-degree programs expanded rapidly. In particular the Intensive English Program (IEP) saw tremendous growth, from receiving just 8 students in the Spring of 2011 to 157 students in the Fall of 2013. d. In addition to orientation, education and advising, OIS processes and manages SEVIS/ visarelated actions for all international students and J-1 scholars, including employment authorization (pre and post-completion), changes in curriculum, enrollment, academic levels, transfer, extensions, etc., and does so through a pro-education and outreach model (versus a solely compliance-based, reactive model) which embraces use of technology, transparency, and an advisor-liaison model. e. OIS continues to foster new and improve standing partnerships in an effort to establish a conscientious environment which is informed of the particular challenges, restrictions, and benefits associated with our international student and scholar populations. OIS strives to meet and prepare for these challenges and we work closely with our campus and community partners in order to support students, scholars, faculty and staff. 2) Cultural and Educational Programs (student orientation, support, success) a. New Student Orientation met the needs of 1075 new international students during Fall 2012 and Spring 2013 Orientations – the largest entering class ever. In the process OIS expanded partnerships with academic advisors, international student organizations and student orientation team members and provided learning and leadership opportunities for more than 110 volunteer students.

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b. Our increase in the international undergraduate student populations led OIS to create for the first time separate international student orientation sessions for our undergraduate and graduate students, in effect running two concurrent orientation programs in Fall 2012. c. Advisor Development Institute: OIS will provide a course in the Advisor Development Institute for undergraduate advising on how to advise international students, including training in cross-cultural communication and how different academic actions and outcomes impact immigration status. d. In late October 2012 and in February 2013 through partnership with the Union Activities Board (UAB), OIS held its second annual International Horror Film Festival and first annual Valentine’s-themed International Film double feature. OIS and UAB welcomed hundreds of international and domestic students for complimentary screenings of foreign films from monster and horror genres and the romance theme. Included were entries from Sweden, Thailand, France, and India. e. During International Education Week, in conjunction with staff and faculty volunteers from colleges and service units, OIS held its second annual Pangea Race: a global knowledge and physical challenge race around campus. f. OIS worked with student groups to plan four “Culture Showcases” during the academic year featuring Turkey, South Korea, France, and Brazil. g. OIS continued to be involved with the NC State Encore Program as well as our K-12 outreach through Culture Corps, conducting 22 Culture Corps events throughout the academic year. h. OIS continued to provide its annual ‘End-of-Year’ party. Our Fifth Annual party in April 2013 had an estimated attendance of 550-600 students and featured a special guest appearance of Ms. Wuf. i. University Commons Fire Response: Of the 33 students displaced by a large apartment fire on April 27, 2013, 19 were international students. In addition to losing property, students lost a majority of their course notes, books, and laptops just a few days before final exams. International students also lost important travel documents. OIS moved swiftly to reach out to impacted students that weekend, and arranged a special walk-in session for Monday to reprint identity documents. By the end of the first business day OIS had arranged for 10 free meals with University Dining, an extended laptop loan with the D.H.Hill library, arranged nocost replacements for student IDs and WolfPass cards, and instructed students on what to do if they needed academic assistance in the form of exam rescheduling, etc. OIS worked closely with various partners in DASA, the Office of Parents and Family Services, and other units on campus to arrange support for both international and U.S. students affected. This protocol is soon to be adapted and implemented by DASA for future emergency response programs within the University. 3) Initiatives a. OIS continues to incorporate technology into its outreach, education, and data management and we regularly receive comments from peer institutions about the depth and clarity of information and multi-media tools. b. Following the decommissioning of fsaAtlas and subsequent migration to PeopleSoft for SEVIS batching, we have worked closely with OIT in recent months to improve functionality and streamline procedures based on the new system. c. OIS is exploring a replacement to OIS Online with other OIA units to support our reporting, event planning and document uploading. d. OIS continues to use DELTA supported technology (such as Camtasia, Mediasite, and Moodle) for our most popular and widely accessed information sessions which incorporates a quiz function to help assure comprehension of content before certain benefits (such as OPT or CPT) can be recommended. 8


e. OIS plans to reclassify a position to create a SEVIS Coordinator role to improve our immigration compliance and align our personnel structure to be more in line with our peer institutions.

Study Abroad Office (SAO) The mission of the Study Abroad Office (SAO) is to serve all North Carolina State University students by providing academically well-matched, immersive experiences abroad, with a commitment to safety and accessibility.

Major Responsibilities: 1. Develop and administer programs which enhance intercultural learning outcomes for students. 2. Partner with academic units to support programs that develop discipline-specific global competencies. 3. Ensure a high standard of safety and accessibility for all study abroad programs. 4. Increase participation in credit-bearing programs outside of the U.S. Alignment with University Strategic Plan: Achievements outlined below all contribute to Goal 1 (student success), Goal 4 (organizational excellence), and Goal 5 (local and global engagement).

Major Achievements: 1) Enrollments (SAO Goal 4: increased participation) a. We are very pleased that the number of 2012-13 outgoing NC State students has increased by +8.0% compared to the previous year (1030 to 1112). After dramatic increases in 2007-2010, numbers declined slightly over the next two years, but have now returned to the high level achieved in 2010. b. Participation by NC State students has shifted slightly toward longer programs, and away from the shortest models. This is in line with SAO strategic goals to enhance intercultural learning by encouraging longer durations abroad where possible. Exchanges and other academic year enrollments have increased +6.8% (292 to 312). Summer faculty-led group enrollments increased by +14.5% (581 to 665), while the total participation in fall break, winter break, and spring short term group programs dropped -14% (157 to 135). c. The net total number of group programs offered remained fairly stable (47 to 49). As outlined in the SAO strategic plan, efforts will continue to focus on increasing participation rates by raising enrollments to a target level of 15 or more students per program, rather than by adding more new programs. d. The number of non-NCSU students participating on NC State’s study abroad programs has declined -18.7% (107 to 87). The SAO’s primary mission is to serve NC State students, and SAO staff has supported faculty efforts to focus recruitment on our own student population.

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e. The number of incoming exchange students has dropped -17.2% (180 to 167). This is a natural fluctuation as exchange balances are maintained. f.

Total 2012-13 student enrollments supported in the SAO include a preliminary total of 1,366 (+3.7%), with 1,112 NC State outgoing, 87 non-NCSU outgoing, and 167 incoming exchange. This compares with a total of 1,317 (1,030 + 107 + 180) the previous year. Accurate final totals for 2012-13 will be available after the completion of the summer 2013 programs.

g. The number of students actively pursuing the Global Perspectives Certificate increased by +15%, and currently stands at 375. (Students who graduated without completing the GPC were recently purged from the system.) A total of 34 students completed the certificate in this year, up +26% from 27 in the previous year, bringing the overall total of GPC recipients to 91. The GPC coordinator implemented many program improvements, including a faculty mentor handbook, a newsletter for participants, mentors, and GPC board members, and new marketing incentives such as free t-shirts for students who have completed at least 50% of certificate requirements. SAO staff and two highly involved faculty mentors presented a well-received session on GPC at the NCAIE conference, providing a model for other institutions to emulate. 2) New Initiatives and Programs (SAO Goal 3: safety & accessibility; SAO Goal 4: increased participation) a. The SAO staff has begun implementing its detailed strategic plan, and giving priority to programs likely to attract a higher enrollment. This shift will make more efficient use of limited SAO staff time, and ultimately enable more students to go abroad. b. A PRR Regulation was developed in consultation with the Office of General Counsel, DASA, and the senior vice provost, formalizing the Provost’s 2004 mandate that all credit-bearing student programs abroad must be coordinated through the SAO. Every program will be required to provide a safety assessment and emergency contact information to the SAO. The regulation is awaiting final approval by the Provost, and will be shared widely with stakeholder groups. c. In collaboration with the Alumni Association, the first reunion program will be held June 29-July 9, 2013, to engage alumni who are past participants in the London Experience program. A joint dinner with students on two current programs in London will encourage students to view themselves as future engaged alumni. Also, a new Scholarship Reader sign-up process was created, allowing graduate students, retired faculty, and alumni to have secure access to the online system and become readers for our scholarship selection program. These and other initiatives to engage alumni may encourage additional scholarship donations in the future, giving more students access to participate. d. Two new special information sessions were created to focus on financial aid. One, entitled “How to Afford to Study Abroad,” helped students identify a variety of possible funding sources, and also have more realistic expectations regarding program costs. This will help address the growing problem of late withdrawals. The other, developed in collaboration with the Office of Scholarships and Financial Aid, was entitled “Financial Aid and Funding,” focusing on requirements and processes. Both were heavily marketed through a variety of media, and very well attended. Multiple sessions will continue to be offered in future years. Additional written materials, such as budgeting worksheets for summer program participants, will also be created. e. Two internship workshops were held for incoming exchange students seeking internships in the US, with one workshop in September and one in February. A Career Development workshop was offered to returning study abroad participants, with panelists from CALS, GTI, CDC, and a

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graduate student. In the future, this session will be expanded to include current incoming exchange students, and US students considering study abroad. f.

In the ongoing response to changes in reporting requirements for the Jeanne Clery Campus Security Policy & Crime Statistics Disclosure Act, the SAO associate director collaborated with Campus Police and the Assistant General Counsel to identify the many Clery-reportable locations on study abroad programs, deliver special training sessions for faculty program directors, and integrate Campus Police data requirements into the SAO’s on-line incident reporting system for faculty directors. SAO and GTI staff also collaborated to provide Campus Security Authority training for all OIA employees.

g. New program models were developed, such as the new London summer program, which is administered out of the SAO directly and involves multiple faculty from a variety of disciplines. This will serve as a pilot for additional highly structured “NC State in…” programs that will be developed in coming years. Work was begun on establishing a new model of mixed exchanges, combining summer and semester participants, but was put on hold while the Non-traditional Programs Task Force develops its recommendations. The standard exchange program model is also being expanded to include graduate research students. h. To improve efficiency of communication, SAO staff structure has been changed to include primary liaisons for particular colleges, such as Poole College of Management and College of Education. To better distribute staff workloads, regional assignments were extensively reorganized, including the creation of a new “Southern Europe” region, and grouping Turkey with Europe. Working groups within the SAO staff were also formed to coordinate marketing and assessment activities using a team-based approach, and will begin their work in 2013-14. i.

In Spring 2013, the Exchange Student Mentor program was re-established, to help ease the academic and cultural adjustment of exchange students spending a semester or year at NC State. All 37 spring incoming exchange students were assigned mentors, with 21 US students participating. In upcoming semesters, additional mentors will be recruited from among those pursuing the GPC, who may be eager to fulfill co-curricular or community service requirements.

j.

A pilot self-registration process was completed and assessed with three summer faculty-led group programs. It was determined that self-registration by outgoing students should not be pursued at this time, in part due to multiple changes in the hiring process for course instructors, new structures for sharing reports to record fulfillment of GEP co-requisites, and anticipated new regulations from the “Non-Traditional Programs Task Force.” Outgoing student self-registration would not reduce staff workload, because the SAO currently offers so many different and exceptional program models, which would require elaborate systems and communication structures to be developed and maintained. However, the SAO will be moving forward with selfregistration by incoming exchange students, because students in this cohort all use the same program model, allowing for efficient support structures.

k. Marketing and IT initiatives included expanded use of student blogging, campus “billboard” advertising, card swiping technology, Google Analytics, Qualtrics surveys, new access to MyPACK and SEVIS to provide enhanced support for incoming exchange students, more detailed online brochure pages for provider programs such as ISEP Direct and ISA, and an expanded Peer Presenters program. A group of 23 Peer Presenters made over 90 presentations, reaching approximately 3100 students. The SAO Facebook page has 3,435 friends and 1,516 “likes,” and Twitter has 1,057 followers. The Fall Study Abroad Fair was attended by a robust 1174 NC State students, while the smaller 11


Spring Fair had only 312 students attending, and may be discontinued. The photo contest received 407 entries, with a total of 462 votes cast in 3 categories. Winners were showcased at an International Education Week event attended by approximately 50 students, faculty, and staff. l.

Other achievements include managing emergencies such as natural disasters, incidents of political unrest, student conduct issues, and serious illnesses abroad; streamlining the student withdrawal, post-decision form collection, and insurance request processes; updating processes and developing new guidelines related to Student Conduct policy; and serving on a variety of committees, boards, and search committees, both internal and external to the university.

3) Curriculum Integration (SAO Goal 2: partnering & discipline-specific competencies) a. The new associate director was hired and the program saw significant progress. Growth of the CI work will be essential to further increasing and sustaining study abroad enrollments. b. New major-specific resource materials were created for multiple departments, including Environmental Sciences as well as Film Studies, the first CI partnership in CHASS. c. Customized presentations in a number of freshman seminar classes (ALS101, PMS100, CED, FYC, and COE) included highlighted programs and discipline-specific global competencies identified by each college. d. CI staff conducted a workshop for academic advisers in CALS, and plan to create similar workshops for other units, including the Advisor Development Institute (ADI) at NC State. The SAO coordinator for incoming exchange students, in collaboration with OIS, also helped prepare and present an ADI workshop on advising international undergraduate students. e. Using targeted questions, statements have been collected from faculty, students, and administrators (including the Chancellor), articulating the importance of study abroad, both overall and for specific disciplines. Collaboration with the Career Development Center has also begun, to obtain quotes from leaders in area industries who value study abroad as part of their future employees’ education. Quotes will be included in CI and marketing materials. f. CI information was integrated into Peer Presenter slide shows and presentations. Both Peer Presenter and Global Perspectives Certificate presentations now include CI concepts. g. FAQs on Curriculum Integration were sent to all academic advisors on our campus, together with major/college-specific materials. h. Fields of study listed in the SAO database were further updated to precisely match NCSU curriculum names, with revisions to all individual program description pages, as well as search functions. 4) Grants (SAO Goal 1: intercultural learning; SAO Goal 4: increased participation) a. NC State was one of 8 universities selected nationally to participate in ACE’s “At Home in the World” initiative (AHITW). On behalf of OIA, the SAO has been spearheading collaborative efforts with OIED to identify synergies between our units, and to enhance common goals for intercultural competence. A team of representatives from units across campus developed a detailed AHITW plan, and began implementation in Fall 2012. “People like me…” posters were created to encourage students from underrepresented groups to participate in study and other high impact activities abroad. Posters appeared on e-Boards around campus, and will also be adapted as “bus wraps.” NC State joined the “Diversity Abroad Network” to provide additional advising and support resources for students going abroad. Ten Faculty Fellows were selected and each awarded $4,000 to develop new or significantly revised courses meeting AHITW objectives. A workshop for the Faculty Fellows, designed and led by SAO and OIED staff, was highly successful in clarifying learning goals and facilitating 12


collaboration among Fellows. In the coming year, a new initiative will seek to engage student groups to increase co-curricular programs supporting AHITW goals. b. To enhance intercultural learning, SAO staff developed a preliminary non-credit Moodle course module, to be offered to current study abroad participants in either a semester-long or a 6-week format. Components of the syllabus may be incorporated into the modules being developed by the AHITW Faculty Fellow in International Studies. 5) Scholarships (SAO Goal 3: safety and accessibility) a. During the 2012-2013 application cycle, the Study Abroad Office administered $196,000 in funds ($67,000 from Trademark Licensing), and coordinated 209 awards to 189 students. b. This year, approximately 33% of students who applied (189 students out of 579) were awarded scholarships. However, scholarship recipients represent only 17% of students going abroad. Many do not apply for scholarships, believing their chances of receiving an award are too small. Others withdraw despite receiving an award, because $1,000 is not sufficient assistance. c. Of the 189 students who received a scholarship, almost 135 recipients (~71%) had an EFC (estimated family contribution) of under $11,000. NC State estimates undergraduate expenses for the 2012-13 academic year to be $22,184. Clearly there is a high level of financial need among study abroad participants, and scholarships play a critical role in helping students participate in these life-changing experiences. d. SAO staff collaborated with the Fellowships Advising Office to offer information sessions for the nationally based Gilman Scholarship. This resulted in a record-breaking 12 NC State students receiving the Gilman. Recipients were highlighted in various media. 6) Assessment (SAO Goal 1: intercultural learning; SAO Goal 3: safety & accessibility) a. Prepared a report for the past five years, based on the previously developed assessment plan. Created a new, streamlined assessment plan for the coming 5-year period. b. Prepared an assessment report for the Global Perspectives Certificate, including both administrative processes and student learning outcomes based on rubric scores. In the coming year, a norming process will be carried out for the final project rubric. c. Based on newly articulated program development and selection criteria, continued an extensive review of faculty-led programs by region. d. Continued work with Dr. Kwesi Brookins and graduate assistant Avril Smart to develop and launch a pre- and post- program intercultural competency assessment for students. A number of students have completed the pre-survey, but additional incentives need to be developed to increase participation in the post-survey. e. Provided reports and data to a variety of colleges and units, including CALS, PCOM, and PAMS.

Goals for 2013-2014: •

A significant amount of time in 2013-14 will be spent training new permanent staff members, with one starting in May, two in June, and one in July. One position is the newly created joint coordinator shared with the College of Design to manage the Prague Institute. An electronic Advisers Handbook will be created, to help standardize training and policy implementation.

•

The SAO staff will continue implementing its detailed strategic plan, and giving priority to programs likely to attract a higher enrollment. This shift will make more efficient use of limited SAO staff time, and ultimately enable more students to go abroad.

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 Staff will explore setting a cap on the number of faculty-led group programs, and requiring strategic curriculum integration discussions with the faculty member’s department head before moving forward with any new program proposal.  The SAO will collaborate more extensively with well-matched program providers, with the goal of making non-NCSU programs more attractive by having transfer credit pre-approved, and also developing a select number of “NC State in…” programs. Additional detailed brochure pages in the database will be set up for provider programs to ensure that students give them full consideration. •

Changes to processes for hiring and documenting the credentials of instructors will have a major impact on study abroad programs using overseas instructors. In preparation for the upcoming SACS visit, definitions for Instructor of Record, Classroom Instructor, and Instructional Support were clarified, so that many who have been listed as IOR are no longer eligible. The SAO will work closely with HR and the Office of Faculty Development to create processes for reviewing and approving alternative forms of credential documentation. This will need to be in place before “NC State in…” programs can be developed. Hiring processes and document collection will be carried out for all programs offering NC State credit, potentially involving over 100 instructors on more than 50 programs.

The preliminary work of the Non-Traditional Programs Task Force (which included the SAO director) will lead to a major overhaul of the SAO’s accounting structure, and how faculty-led group programs are budgeted and managed. The SAO will continue working with the Budget Office and other units to establish a structure and minimize negative impacts on students, faculty, and programs.

In the previous year, discussions began with Admissions, Registration and Records, and Coordinators of Advising to improve the current Course Equivalency Database. SIS programmers selected other priorities and were unable to honor their projected start date of October 2012 to begin implementing changes. CI staff has therefore formed a task force of undergraduate program directors and other administrators from CALS, Management, CHASS, and the College of Science to provide a more comprehensive set of recommendations. They will highlight the significant and wide ranging impact of the database improvements for all students receiving both domestic and international transfer credit, in order to ensure that the project becomes a higher priority for SIS.

Changes in the interpretation of federal financial aid regulations have led to challenging new requirements. Students’ advisors are now asked to verify not only that students complete a full-time load of transferable courses while abroad, but that every course fulfills a remaining empty slot in the student’s electronic degree audit. Communication from OSFA regarding these changes had resulted in a high degree of confusion and anxiety among students, with the result that many have chosen to cancel their plans to study abroad. While the communication issues on campus have been successfully addressed with the new information sessions, lengthier follow up will be required, involving collaboration with leaders in NAFSA for advocacy with the US Department of Education to adjust policy interpretations.

Technology goals include significantly expanding the use of YouTube videos for both marketing and student support, as well as integrating response card technology in a reorganization of pre-departure orientation programming. The internal office procedures and guidelines manual will be transferred to a web-based wiki format for more efficient review and revision, and the monthly newsletter for faculty program directors will be transferred to a more aesthetically appealing on-line format. These technology goals were postponed from the previous year, due to the personnel transitions. 14


•

A survey or focus group will be developed to collect feedback from academic advisers who work with incoming exchange students, to determine how the SAO can best support the advisors. Another survey or focus group will obtain feedback from Faculty Directors regarding their needs.

Global Training Initiative (GTI) The Global Training Initiative (GTI) at North Carolina State University enhances international partnerships and global competency among NC State students and faculty, businesses in North Carolina, and people around the world through a variety of short-term academic programs and training opportunities. The GTI partners with NC State University units, North Carolina businesses, federal and state agencies, and overseas partners on academic and internship opportunities, international grants and short-term professional training programs.

Major Responsibilities: (designed to meet Goals 1& 5 of the University Strategic Plan) 1. Provide short-term certificate, study, research, teaching, internship and professional development programs for the NC State community, overseas partners, and international visitors 2. Facilitate mutually beneficial relationships among the NC State university community, North Carolina industries and agencies, and strategic overseas partners 3. Seek external funding that support global research, student exchanges, and training programs

Major Achievements: 1) Programs a. Certificate Programs (including 3+X Program): We had more than 30 students in the GTE certificate program this past year b. Student Research: The GTI helped facilitated on-campus supervised research opportunities for more than 40 overseas students this past year c. Professional Training Programs: The GTI conducted 11 training programs for Chinese groups this past year –involving higher education administration or food and drug safety. Groups averaged about 20 participants and lasted between one and two weeks d. SKEMA: The GTI was the primary facilitator of the integration and support of more than 350 French business students that studied on campus this last year. SKEMA, a leading international business school in France, has leased buildings on Centennial campus and is providing courses in English to their own students while the GTI provided cultural, academic, and social opportunities for the students e. ICLP and the University Strategic Goal: In an effort to achieve the strategic goal of providing high-impact transformational international experiences for NC State students, the GTI also developed and expanded the International Cultural Leadership Program (ICLP) which facilitates cultural and social opportunities for the SKEMA students, other international students, and NC State students to learn about other cultures, to engage in service learning,

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and develop leadership and communication skills. More than 400 students participated in this semester long program f. BARDA (Grant Partnership with BTEC): The US Department of Health and Human Services has awarded a multi-year grant to BTEC in an effort to provide advanced training in flu vaccine production to scientists and manufacturers in twelve different developing countries. The GTI Director is a co-PI on this grant and the GTI handles all the logistics of the program including travel, meals, immigration, orientation, registration, and cultural introductions. This past year, the GTI facilitated 45 scientists for a training program in biomanufacturing – and also worked with BTEC to expand the program with the World Health Organization. The grant partially funds several GTI staff members g. Off-campus Student Internships: The GTI continued to support the on-campus student research program and the off-campus internship program for students at our partner schools who wish to work for a US company. This program both increases our impact on US companies as well as opens up opportunities for our students to receive assistance from overseas partners with overseas internships h. Brazilian Scientific Mobility Program (BSMP, formerly SWB): Our participation in the Brazilian Government’s BSMP program has expanded this year and the GTI has supported an increased number of students on this study-internship program – there are currently 19 participants and we have admitted another 13 for the fall i. Collaboration with Campus Units: The GTI has collaborated with other units in DASA and the colleges (including CSLEPS, Career Development Center, College internship offices, Undergraduate Research, etc.,) to develop and launch a University-wide Council for HighImpact practices (including overseas internships and research experiences for NC State students). Progress has been made in terms of inclusion of overseas internship opportunities being made available through ePack this year and a University webpage that promotes highimpact and global opportunities is being developed now for a Fall debut. Other instances of collaboration j. Academic Camps: The GTI continued the five week academic camp for undergraduate students from Xiamen University in southeastern China this past year. The GTI developed two new camps this past year: the NC Ambition Camp (for 25 graduate students from Nagoya University in Japan) held in March and the Entrepreneurial Business Camp (for 17 undergraduate students from UNITEC in Honduras) held in June. 2) Grants and Awards The GTI Director applied for three grants this last year on behalf of GTI: The Fulbright Global Food Security Seminar for Fulbright students in the US (IIE), the Community College Administrator Program with Indonesia (Education and Cultural Affairs, Department of State), and the University Research in Georgia program (Public Affairs Section, Department of State). The Fulbright program was funded ($57,000) and the program (in collaboration with CALS and Global Health Initiative at NC State plus 35 faculty members in 4 different colleges) took place in September 2012 with 53 international graduate students in various fields related to global food security. The other grant decisions are still pending at the time of this report. 3) Technology and Media a. Media Productions: GTI has developed several new online offerings that are being used in orientation, training, and academic programs – including an online check-in process for our international student interns. Some educational productions on citing sources and plagiarism which we created in MediaSite are being used by faculty on campus to help their students succeed b. Website and Social Media: We have expanded the GTI website by adding new material and stories. We have also increased the use of our Facebook pages and YouTube videos. 16


Goals for 2013-2014: • •

• •

Strengthen Unit Identity (clarifying Mission/Vision for both GTI staff and campus partners, aligning programs with the University Strategic Plan, marketing our programs and services to faculty on campus, engaging in information campaign with overseas partners and NC industries) Improving Infrastructure: a. Identify and move-into better space (which accommodates all staff in one location, provides control over training room space that is professional and large enough, etc). We have investigated several space opportunities this year and hope to move this next year b. Increase Staff Salaries: bring salaries for all positions up to or above market rates c. Improve Staff Satisfaction: clarify job descriptions and expectations, streamline outcomes based assessment, enhance and expand opportunities for professional development and upward mobility d. Increase Capacity: We anticipate future growth in our professional training programs in the pharma/food security area and plan to hire some consulting expertise We plan to purchase a shuttle bus to transport our trainees and participants and not be subject to the stress, delay, uncertainty, and overhead expense of renting numerous van from motor-pool and outside vendors Invest in new furniture and IT equipment when we move into new space Investigate Greater Use of Technology and improved business systems to handle our admissions processes, budget/bookkeeping processes, and curriculum delivery methods Enhance Assessment and Quality Improvement of all GTI programs, services, practices, outcomes, and structures.

Intensive English Program (IEP) The Intensive English Program (IEP) is a full-time, non-credit academic program for international students offered in both fall and spring semesters. This program is designed for high-intermediate to advanced English language learners interested in sharpening their English proficiency in all skill areas.

Major Responsibilities: Provide intensive English instruction to all enrolled IEP students Provide conditionally admitted students with the opportunity to improve English skills before moving into a degree program at NC State 3. Offer opportunities for intercultural experiences on campus and in the surrounding community 4. Collaborate with other units on campus to provide services for international students 5. Contribute to increased enrollment of international students on campus by serving as a gateway to undergraduate degree programs 1. 2.

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Major Achievements: 1) Increased Enrollment The IEP has seen a great increase in student enrollment in comparison to last year. Spring 2011: 8 students No summer session offered Fall 2011: 51 students Spring 2012: 67 students

Summer 2012: 12

Fall 2012: 161 students

Spring 2013: 134 students

Summer 2013: 29

Fall 2013: 130 students anticipated

IEP’s enrollment for this fiscal year has increased greatly over last year’s figures. • Fall 2012: 161 students from 51 students from Fall 2011 (216% increase) • Spring 2013: 134 students from 67 students from Spring 2012 (100% increase) • Summer 2013: 29 students from 12 students from Summer 2012 (141% increase) • Without counting those students who matriculate into degree programs after the IEP summer session ends in July, 53 matriculating IEP students at the end of the spring semester account for approximately 36% percent of the 146 confirmed new international students for the summer and fall 2013. 2) Student Matriculation to Degree Programs The IEP serves as a pathway to undergraduate programs to carry out one of the University’s important missions – increasing the international undergraduate student population. Because of the rigors of the IEP’s academic curriculum and attendance policy, motivated IEP graduates find themselves academically and equally important, culturally prepared for undergraduate classes at NC State. Our integration of campus norms such as individualized syllabi, using library resources, and daily use of Moodle make the transition to NC State classes infinitely smoother for IEP students. The IEP has successfully matriculated its students to undergraduate degree programs since spring 2012. As of May 15, 2013, a total of 116 IEP students have matriculated into degree programs. These numbers have greatly contributed to the overall number of international undergraduate students on campus. For instance, without counting those students who matriculate into degree programs after the IEP summer session ends in July, 53 matriculating IEP students at the end of the spring semester account for approximately 36% percent of the 146 confirmed new international students for the summer and fall 2013. Student grade information in SIS indicates that as of the end of the spring 2013 semester, the average GPA was 3.1 for the 63 IEP matriculated students for each semester in which they have been enrolled. Considering that our matriculated students had never experienced US college life before they enrolled in the IEP, their academic achievement as degree students is impressive. • • • •

Spring 2012: 8 students matriculated Summer/ Fall 2012: 31 students matriculated Spring 2013: 24 students matriculated Summer/Fall 2013: 53 students matriculated (plus those who successfully pass IEP Summer 6)

3) Cultural Activities for Students Acculturation is an important part of international student life for successful transition into American life and specifically onto an American campus. Academics are a very important part of the IEP, but cultural 18


activities are also a fundamentally important part of our curriculum. Below are some examples of cultural activities that have recently been offered to students: International Coffee and Tea Hour with the College of Education on a monthly basis: this monthly event offered our IEP students multiple chances to meet with American students and practice their English, share each other’s culture, and make new friends b. Fall Field Trip: the students spent two nights at the Biltmore Estate in Asheville to augment information learned in class about the history and geography of North Carolina c. Spring Field Trip 1: the students toured historic Charleston and visited an actual Southern plantation d. Spring Field Trip 2: US National Whitewater Center: students and staff members celebrated the end of a long semester and enjoyed a day of environmental education and opportunities for leadership and team-building a.

4) English Conversation Class for Visiting Scholars The IEP offered an English class for visiting scholars in the spring of 2013. Not only did this class offer language instruction, but also an opportunity for these unique guests of the university to form relationships with others in similar circumstances. 17 visiting scholars from Pakistan, Lebanon, Honduras, Turkey, China, Korea, Italy, Spain, and Columbia regularly attended weekly classes.

Goals for 2013-2014: • • • • • • • • • • • •

Complete the move to a new leased space Host a KAUST Foundation Program Use Admissionpros as a new IEP application portal and integrate it into SIS Continue to work on the CEA accreditation process Offer a 9-week summer session in 2013 compared to a 5-week session in 2012 Hire a full time student advisor Offer more opportunities for IEP student activities both on and off campus Continue to offer Conditional Admission to highly qualified international students Successfully matriculate conditionally admitted students to degree programs Increase the number of students with scholarships from the Middle East Diversify the IEP student population Continue to offer an English Class for Visiting Scholars Utilize visiting scholars’ connections for recruitment

Global Health Initiative (GHI) The Global Health Initiative (GHI) is a university-wide effort to foster a multi- and inter-disciplinary approach to address issues related to health and well-being in North Carolina and around the world. The initiative seeks to cultivate and expand health-related collaborative research, teaching and outreach through ongoing proposal development, facilitating workshops and engaging faculty both at NC State and our partner institutions.

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Major Responsibilities: 1. 2. 3. 4. 5.

Communicate across colleges and units to identify expertise and areas for collaboration in research, education and engagement activities related to global health Catalogue and publicize NC State strengths and activities in terms of global health Identify funding agencies and potential partners to pursue strategic initiatives that align with university goals and mission Facilitate proposal development and coordinate meetings between university units and external partners and international partners Promote more academic linkages and activities on campus, and regional, national and international endeavors

Major Achievements: 1) Collaborations with External Constituents a. Triangle Global Health Consortium - The Triangle Global Health Consortium’s mission is to establish North Carolina as an international center for research, training, education, advocacy and business dedicated to improving the health of the world's communities. It engages academic, governmental, business and nonprofit organizations in this collaborative effort. The TGHC was founded in 2009 as a partnership of Duke University, North Carolina State University, The University of North Carolina at Chapel Hill, IntraHealth International, RTI International (RTI), and the North Carolina Biotechnology Center. Since its inception, the TGHC has grown to 18 organizational members, including four academic institutions, several non-governmental organizations, and a growing number of multinational corporate members. • Advisory Board – Secretary and Executive Committee Member • Co-developed submission for Panel Discussion at CUGH Annual Meeting (not accepted) • Fulbright Global Food Security Seminar (engaged TGHC as sponsor) • Triangle Global Health Consortium Case Competition (co-sponsor) b. UNC School of Medicine, Gillings School of Global Health • Recruited scholars for GH Fellows Program • Recruited and sponsored students to attend CUGH meeting, arranged reception for students with GH professionals c. Sustainable Health Enterprises (S.H.E.) – SHE is helping local women in developing countries jumpstart their own businesses to manufacture and distribute affordable, quality, and eco-friendly sanitary pads. SHE looks to use local raw materials, instead of all imported materials, to ensure affordability and accessibility. • Scientific Advisory Board Member • Identified and facilitated partnerships for development of sanitary pad manufacturing capability d. NC One Health Collaborative – The North Carolina One Health Collaborative seeks to promote and improve the health and well-being of all species by enhancing collaborations among physicians, veterinarians, public, environmental and other local/global health professionals, as well as by increasing public awareness of the interconnectedness of people, animals and the environment. Their goal is to provide educational discussion forums for students, professionals and the public that address local community issues related to One Health, while recognizing that we live in a global community. • Steering Committee Member • Supported One Health Course (Collaboration between NCSU, Duke, UNC) 20


• Supported speakers and co-hosted Intellectual Exchange Group meetings e. Cherokee Gives Back - The managers of Cherokee, a Raleigh-based family of private equity funds focused on brownfield redevelopment and sustainable real estate investments (“Cherokee”), created Cherokee Gives Back in 2005 as a separate, philanthropic entity. Since that time, the organization has been involved with a wide variety of projects in the areas of health, blighted real estate, job creation, poverty relief, education, orphan care and adoption. • Matched students with Cherokee Gives Back to facilitate GH project and student travel to Ethiopia f. Gawad Kalinga - Gawad Kalinga (GK), which means to "give care" in Filipino, is officially known as the Gawad Kalinga Community Development Foundation, a Philippine-based poverty alleviation and nation-building movement. With a development road map in the Philippines, GK seeks to create successful development templates that can be replicated in other developing countries, helping to create a world free from poverty. • Attended GK Global Summit 2012, Toronto, Ontario, June 9 – 9, 2012 • Hosted Founder, Tony Meloto, for Global Health Seminar, Oct. 16, 2012 • Visited GK in Philippines in March 2013 g. Philippines Universities – Engaged with top Universities in the Philippines, including UP Diliman, UP Los Banos, Ateneo de Manila h. Maama Watali - Maama Watali is a non-governmental organization in Uganda The Maama Watali Initiative at North Carolina State University provides students, faculty and staff with the opportunity to engage in an interdisciplinary and intercollegiate integrative program involving diverse North Carolina State University colleges and units that will impact the social, economic, environmental, health, and communication of communities in the Lowero Triangle region of Uganda. i. Futures Group/GRM - Futures Group uses forecasting software to develop global health solutions for low-resource settings. Recently, Futures merged with the Australian firm GRM, and they are now trying expand horizontally into sectors adjacent to health, like food security, nutrition, and safe water. GRM has extensive experience in food security and agricultural science in the developing world so they are starting to position for these areas with USAID and other US government funders. Part of that is looking at partnerships with academic institutions and also starting to expand their talent pool with recruiting outside of health. • Invited GRM’s director of recruiting Career Services to discuss opportunities for student career development/placement, particularly in areas around food security and related topics. • Engaged Futures/GRM in NCSU/Adelaide Food and Health Workshop • Futures Group hosted a reception for NCSU, UNC and Duke students and faculty at their corporate headquarters in DC during the CUGH meeting j. University of Adelaide - Co-organized and ran joint Food and Health Workshop (April 22 – 26, 2013) • Engaged faculty participants • Arranged speakers, facilities, and workshops k. Clinton Health Access Initiative - The Clinton Health Access Initiative (CHAI) began as the Clinton HIV/AIDS Initiative to address the HIV/AIDS crisis in the developing world and strengthen health systems there. Taking the lead from governments and working with partners, CHAI has improved markets for medicines and diagnostics, lowered the costs of treatments, and expanded access to lifesaving technologies. CHAI has since expanded this model to increase access to high-quality treatment for malaria, accelerate the rollout of new vaccines, and lower infant mortality. CHAI works closely with both governments and other partners to improve the management and organization of in-country health systems and global commodity markets while addressing key health systems barriers. • Collaborating with the Center for Innovation Studies (CIMS) in “Big Data” pilot to discover and develop new diagnostics for tuberculosis 2) Education and Training Initiatives 21


a. GH Graduate Seminar (co-taught with GPH201) (piloted Fall 2012) • Recruited and hosted numerous GH speakers (see below in Visibility) • Approximately 50 students attended each lecture • Seminars were advertised to entire campus b. Institute of International Education/Fulbright Program • 2013 Fulbright Fellows Global Food Security Seminar (NCSU Host Institute) • Co-PI and co-organizer with GTI and CALS • Approximately 77 international Fulbright Scholars attended • 2013 Fulbright Summer Enrichment Seminar – From Lab to Market (May 28 – 31, Raleigh NC) • Panelist • Assisting IIE in development of agenda c. Global Health Undergraduate Minor • Conducted survey that indicates strong student interest in minor (Spring 2013) • Launched new Epidemiology course Spring 2013 d. Joint NCSU/UNC/Duke One Health Course - Course topics include the bi-directional impact of animal health on human health and the impact of earth’s changing ecology on health. Students work to creatively design interdisciplinary interventions that improve global health using a One Health model. • Provided support for speaker expenses • Assisted in disseminating course information to NCSU students 3) Faculty Engagement a. Proposal Development • Identified GH and Development related funding opportunities and circulated to GH faculty listserv • Proposal - Fulbright Global Food Security Seminar - $100K (funded) • Was Co-PI • Proposal - US-Georgia Higher Education Alliance (Phase I) - $300K (funded) • Was Co-PI • Coordinated with University and College Leadership in development of proposal plan b. Faculty Development • Organized faculty to submit panel proposals for presentations and panels at CUGH • Ashley Simons-Rudolph was accepted for a poster presentation c. Food Security Round Table • Organized campus-wide interdisciplinary Food Security Round Table 4) Student Engagement a. Triangle Global Health Consortium Case Competition (GHCC) (April 13, 2013) • Supported Triangle Global Health Case Competition with UNC, Duke, TGHC • Recruited student teams to participate and organized Case Competition Mixer, Kickoff Event, and Mentoring sessions • Organized NCSU student volunteers to assist in Case development, fundraising, and event coordination b. “Sustaining Global Health” – A Grand Challenges Exploration Proposal Competition (Nov. 14, 2012) - Undergraduate and graduate students at NC State University developed and gave a presentation that identified a global health issue and described the team's proposal for a pilot project that offers a sustainable solution to that problem. The presentation and solution were required to address the

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management, ethical, and technological issues pertinent to sustaining global health, including issues of poverty, illness or malnutrition. • Co-sponsored and organized this campus-wide competition with the Business Ethics Society, a student organization based in the NC State Poole College of Management. c. Global Health Week (April 17-18) – • Co-sponsored student led event with CSLEPS GH Leadership Team • Global Health Fair: Wednesday, April 17, 2013. • GH Seminar – Malnutrition vs. Over nutrition – Stop Hunger Now and InRFoods, April 18, 2013. d. Packapalooza • Sponsored and organized "Get Involved" subsection for GH clubs 5) Visibility 1. Maintained GHI website and listserv • Created downloadable Google Calendar with GH Events • Used GH faculty and student listserv to disseminate information about GH events and opportunities 2. GH Presentations  McCord, M.G., “Overview of Global Health Initiatives”, Evidence-based Research and Operations Research Meeting, RTI, Dec. 20, 2012.  McCord, M.G., “Textiles for GH Applications”, Water Resources and Environmental Engineering Graduate Seminar, Oct. 12, 2012.  McCord, M.G., “Global Health Initiatives at NCSU”, UGPN Summit, University of Surrey, Guildford, England, September 2012. 3. GH Sponsored Seminars at NCSU (see also above Seminar Course and GPH 201)  Professor Mo Salman, DVM, Colorado State University, “One Health, Food Security, and Climate Change: What are the connections?” March 20th, 2013. Co-sponsored inaugural College of Veterinary Medicine - Dean's Lecture Series.  Dr. Alastair Summerlee, President and Vice Chancellor of the University of Guelph, “Politics, Practices, and Principles of Food Security”, Oct. 17, 2012.  Peter Cowen (CVM) and Tracy McNamara, Professor of Pathology at Western University of Health Sciences College of Veterinary Medicine and the key pathologist in the West Nile Virus outbreak of 1999, “Infectious Disease Outbreak & Control : The West Nile Virus”, Oct. 9, 2012  Sarah Mine (Duke University), “Global Food Security”, Sept. 20, 2012.  G. Keith Harris (CALS), “The Role of Nutrition in Extending the Healthspan”, Sept. 13, 2012  Ashley Simons-Rudolph, Women’s Center, “Ethics and Egyptian Women's Health, Aug. 28, 2012. • Pape Gaye, CEO, Intrahealth, “Current Issues in Global Health”, Aug. 23, 2012

Goals for 2013-2014: • • • •

Explore using Cherokee house in Addis Ababa, Ethiopia as a hub for engaged student learning Develop Student Internship and Study Abroad Programs with Gawad Kalinga Developing collaborative opportunities with Philippines Universities including faculty and staff exchange and study abroad Will work with Maama Watali and others on campus to facilitate GH related student projects related to economic security and health and health disparities in the region by focusing on 23


• • • •

building agribusiness, ecotourism, health, water, the environment, and information communication technology focused on women and youth. Will continue to catalyze collaborations with the University of Adelaide in the coming year Work with multidisciplinary team to develop curriculum and courses for a Global Health Undergraduate Minor Develop Global Health Capstone Develop plan for campus-wide strategy to address food security research, academic and engagement opportunities

Confucius Institute (CI) The Confucius Institute’s mission is to enhance intercultural understanding in the U.S. by sponsoring Chinese language and culture programs. NC State’s CI promotes this mission through a range of educational and outreach activities for students, teachers, businesses, and community members. The institute will contribute to the expansion of Chinese language instruction at NC State and in North Carolina public schools, enrich cultural opportunities and help North Carolina businesses understand and compete on a global scale.

Major Responsibilities: 1. Support expanded Chinese language courses offered by the Department of Foreign Languages and Literatures at NC State, with instruction provided by the Nanjing Normal University visiting professors. 2. Teach non-credit Chinese language courses (pre-college and adult) 3. Provide professional development opportunities for K-12 teachers of Chinese. 4. Partner with local schools to promote Chinese language and culture and develop new Chinese programs. 5. Expand NC State-China partnership activities. 6. Provide economic development opportunities for area businesses.

Major Achievements: 1) Programs Date

Program

Enrollment/Participant

1

July 2012June 2013

Chinese Language Classes

250

2

July 2012June 2013

Chinese Cultural Programs

60,002

24


3

July 2012June 2013

Training/Orientations

695

4

Summer 2012

Students to China

29 (13 College students 16 high school students)

5

July 2012June 2013

Confucius Classroom Chinese Language Programs

546

6

July 2012June 2013

Confucius Classroom Chinese Cultural Programs

51,023

TOTAL

112,545

a. 2012-2013 Chinese Language and Culture Programs (See chart above) The Confucius Institute sponsored and led over 37 Chinese cultural programs across North Carolina. Through Chinese cultural days at schools, orientations, Chinese language and cultural classes, Chinese New Year events, troupes from China, the CI was able to introduce over 112,00 people across North Carolina to more Chinese programs. Our Confucius Classrooms are an extension of our CI and expand Chinese language and culture to different part of NC. b. 4rd Annual North Carolina Chinese Speech and Writing Contests The CI held the 4rd Annual North Carolina Chinese Speech and Writing Contests. The aim of this contest was to provide a stage for Chinese leaners around North Carolina to present their Chinese speaking and writing skills, increase their understanding on Chinese language and culture, and inspire more local citizens to study Chinese. 150 competed for the Speech Contest and 150 students competed in the Writing Contest. c. Doing Business in China Class As North Carolina Businesses are engaging on a global scale, there is growing demand to understand Chinese Business Culture. The CI developed a new course for Business professionals in the Triangle with 25 participants from Lenovo, NC Department of Commerce and Suntrust. We also offered this course to Skema, French Business school on campus, students with 40 participants. 2) Creating Educational Innovation a. Startalk Grant for Chinese Language and Culture Summer Camp NC State was awarded a grant of $125,000 to fully fund 30 high school students interested in studying Chinese language and 20 Chinese language teachers interested in developing professional skills in teaching Chinese as a foreign language. This camp will be at NC State from June 19- July 3. 3) Media Recognition a. The NC State newspaper, local Chinese newspapers and other local communities regularly cover our events and our exposure is increasing in the community. WRAL news anchor Rene Chou was a judge at our Chinese language competition.

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4) Staff a. Welcomed 3 Visiting Scholars from Nanjing Normal University to teach Chinese language and culture at NC State CI.

Goals for 2013-2014: • • • • •

The CI hopes to increase its exposure to the greater NC State community and within business leaders. The CI would like to work more collaboratively with the Foreign Languages Department to help increase Chinese language at NC State. The CI hopes to work more collaboratively with the Department of Education to enroll more teachers in the Chinese Teaching Licensing Program. Work more collaboratively with RTP and local businesses as they are in need of Chinese Business Training. As the CI continues to grow in size we are always in need of more space. We need more space to display our growing library, have classes for students, more office space for personnel as well as community space for activities.

The NC Japan Center The NC Japan Center serves as a point of interaction between Japan and North Carolina, and is a statewide resource to assist all citizens, universities, enterprises, and public and private institutions in relations with the Japanese. The Japan Center has a three-fold purpose: foster academic collaboration to cultivate Japan-related studies and linkages, promote business connections between industries in Japan and North Carolina to extend economic ties by facilitating investment and exports, and serve as a resource to educate the citizens of North Carolina about the people, language, and culture of Japan and thereby fostering greater understanding. Japan Center Advisory Board and Committee: The Academic Advisory Committee counsels the Center on its academic programs and is comprised of professors and senior administrators from NC State University with broad representation across its colleges. The Board of Advisors includes prominent citizens of North Carolina who have a strong interest in Japan and US-Japan relations.

Major Responsibilities: 1. Supports the State of NC by assisting and providing advice to the Governor, representatives of the Department of Commerce, and other state officials 2. Conducts non-credit Japanese classes for pre-college students and adults 3. Hosts Japan-related community groups 4. Provides support for teaching assistants in the Foreign Languages and Literatures Department's Japanese program through an endowment 5. Maintains relations with prominent Japanese universities and institutes to enhance academic collaboration and exchange 6. Hosts visiting delegations from Japanese universities, businesses, and institutes 26


Major Achievements: 1) Language, Culture and Music Classes a. Conducts non-credit Japanese language classes for adults and middle and high school students. Recent enrollment levels are as follows: 2012-13: 149 (as of 15 May 2013, summer enrollment still underway); 2011-12: 158; 2010-11: 152; 2009-10: 143; 2008-09: 127. **See the end of Section 1, below, for additional details. b. Offers music instruction on the koto, the 13-stringed Japanese harp, the national instrument of Japan. The program was initiated in Fall 2010 and now has a small but steady number of students attending. c. Exhibits the works of local Japanese artists and photographers on-site at the Center's Spring Hill House, with opening receptions that typically draw a hundred or more for the events. Ongoing and recent exhibitions include: • Spring Blossoms: Sumikawa Water Colors, works by Yoshiko Sumikawa, March 29 through June 28, 2013. • Winter Show: Prints and Vessels, the photography and prints of Naomi Writz and the turned-wood vessels of Earl Rasmussen, December 8, 2012 to February 28, 2013. • Summer Exhibition, paintings and drawings by Yuya Chiba, June 11 through September 7, 2012. • Spring Art Show: An Artist's Scenic Journey — The Japanese Sojourn, paintings by J. Chris Wilson, March 10 through June 1, 2012. d. Offers support for teaching assistants in the Foreign Languages and Literatures Department's Japanese program through an endowment. Each year around 250 NC State students enroll in the courses. e. Provides information and briefings for NC State students, faculty, public and private schools, state agencies, business travelers to Japan, and students studying in Japan, including the following: • Presentation on Japanese culture with Focus on Native Fauna for Allen Cannedy, DVM, Director for Diversity and Multicultural Affairs at College of Veterinary Medicine, September 7, 2012, attended by 70 students and faculty. • Presentation on Japanese Culture and Origami, Tally Student Center, May 1, 2013, attended by 30 NC State staff members. • Visiting and provide advice on Japanese Language at Exploris Middle School, March 5, 2013, and assisting a new Principal, teacher, and 8 exchange students at Shinonome Middle School in Hiroshima, Japan. • Translating English into Japanese and Japanese into English, including e-learning materials for Lou Harrison: Director of Educational Technology Services, NCSU. f. Maintains a library of English language print and video materials about Japan, and light reading in Japanese for the Japanese community. To keep the collection up to date, the Center has begun a campaign seeking contributions of new materials from the local community, and in the last year over 120 books were borrowed and returned. 2) Japanese language program enhancements In fall 2012 the NC Japan Center began a collaborative relationship with the NCSU Department of Foreign Languages, with the goals of having better academic oversight, involving universitylevel educators, and improving the learning outcomes of our students. As part of this reorganization, NCSU Professor Eika Tai and Lecturer Wakako Sera assumed responsibilities as Advisors of the new program, and Ms. Reiko Chosokabe, a communication specialist at the NC 27


Japan Center, began coordinating hiring and course scheduling, offering assistance to students seeking additional learning opportunities at the Center, and also helping to set up optional study, recitation, and tutoring sessions. Previously, the center offered courses through a contract with an independent local company, Japan Culture Exchange (JCE), and over the years it became apparent that the for-profit drivers of the company were increasingly at odds with the University’s core values and mission. • Assessment: In addition to enhancing the center’s collaborative relationship with a key academic unit on campus, Foreign Languages, the newly reorganized program allows the center to offer a more seamless experience to students and to provide them with additional learning opportunities and resources. Enrollments since the change have been stable, and the course evaluations conducted indicate greater student satisfaction in meeting their desired learning objectives. Since the program is still in a transition period, further assessment and reporting are warranted to ensure that these objectives continue to be met. • Opportunities: Once renovations are complete, the building adjacent to the Japan Center will be home to the Wake Early College High School, a STEM program with students interested in Japanese culture, and there are several obvious possibilities for new, joint programs. The Japan Center director has initiated contact with Principal Rob Matheson, and discussions are underway on the possibility of after-school instruction in Japanese language and culture, among others. 3) Programs and Outreach Efforts a. Hosts Japan-related community groups including the Triangle Nippon Club and its affiliates. Among the events hosted, the Children's Day Mochitsuki festival in April typically draws a hundred or more attendees, and in July 2012 the Natsu-Matsuri event had about 870 participants. b. Supports the State of NC by assisting and providing advice to the Governor, representatives of NC Department of Commerce, and other state officials. The last couple of years have seen three meetings with then-Governor Bev Perdue, numerous meetings with representatives from Commerce, and participation with the Governor's delegation and trade mission to Japan. c. Promotes awareness and understanding of Japan by giving interviews appearing in local, regional, and international print media and on television. Numerous interviews with local press, including UNC-TV, NBC-17, Triangle Business Journal, News & Observer, Durham Herald-Sun, and local Japanese publications and community newsletters. d. Maintains a website of materials (such as the NC Driver's Handbook in Japanese) and a blog of local Japanese events and activities that receive hundreds of visits per day by North Carolinians and others across the nation as well as from Japan. e. Makes presentations at schools and library events and hosts visits by K-12 classes and school children. These have included visits by or to Chesterbrook Academy in Cary, Laurel Park Elementary School in Apex, a homeschooling group from St. Michael's Episcopal, Carolina School at Holly Ridge, and participation in the Wake County Library Festival. 4) Scholarships a. Provides scholarships for North Carolina students to study in Japan. In recent years, students have been supported on scholarships to study at Hiroshima Shudo University, Nagoya University, and Sophia University. b. Offers scholarships for Japanese students to study at NC State. This primarily takes the form of tuition scholarships to attend the Summer Institute in English Language. In the last couple of years, over a dozen students and administrative staff members have been supported.

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c. Encourages participation in NUSIP, the Nagoya University Summer Intensive Program, by providing scholarships and coordinating the application process. In Summer 2010 four students attended. d. Project Kokoro Disaster Relief: In response to the March 11, 2011, earthquake and tsunami in Japan, a major fundraising and rebuilding effort named Project Kokoro was launched by the NC Japan Center in collaboration with the Triangle Community Foundation and numerous other organizations, community groups, and local public and private schools. With the help of corporate sponsors, the initiative seeks to bridge local efforts and the affected communities of Japan to identify critical needs and offer help during this time of national crisis. • In summer 2012, construction was completed on a firehouse in Yamada-machi, where 700 were killed and more than half of its 7,200 households lost homes. The volunteer fire department lost its facilities and equipment during the disaster. • In total about $60,000 in cash contributions was raised from Triangle corporations, organizations, schools, and individuals, and an approximately equivalent amount of in-kind donations from the Japanese architecture and construction firm AD World, Inc. More details may be found at http://www.projectkokoro.org/. 5) Diplomacy a. Maintains relations with prominent Japanese universities and institutes to enhance academic collaboration and exchange. In the last few years, visits have been made to Hiroshima Shudo University, Nagoya University, Sophia University, Kwansei Gakuin University, Shizuoka University, JASSO, NSF Tokyo, and the Japan-US Educational Commission (Fulbright Japan). b. Hosts visiting delegations from Japanese universities, businesses, and institutes. During the last few years, delegations have been hosted and meetings held with representatives from Shizuoka Prefectural Government, RIKEN, Nagoya University, the Consulate-General of Japan in Atlanta, Kyoto University, Shizuoka Sangyu University, Shinshu University in Nagano, Shizuoka University, and Musashi University.

Goals for 2013-2014: The NC Japan Center continually seeks to strengthen and expand relationships both within the University and in the surrounding community, to find new ways of leveraging its resources to promote awareness and understanding of Japanese culture, and to position itself for future opportunities, growth, and maximum impact. Consistent with this perspective, in the coming year we hope to realize new opportunities in our art and culture programs and Japanese language instruction, as described below: •

Art and culture programs: The voluntary participation of Professor Raymond as Art Curator is an example of how the Japan Center has sought to build mutually beneficial relationships and to leverage resources. Professor Raymond is retiring in summer 2013, and prior planning has led to an opportunity to work with a prominent local Japanese photographer, Mr. Junjiro Sumikawa, who will take over as Art Curator, again, on a volunteer basis. While not affiliated with the University, Mr. Sumikawa brings to the center a unique skill set and strong ties with the local Japanese community, both of which could further elevate and enhance the Center’s art programs. In addition, a new board member, Mr. Robert Azar, is supporting this effort by bringing new relationships with the local art community. Mr. Azar is a successful businessman who has lived and worked in Japan and who also has an MA from Columbia in East Asian studies. He sits on a local 29


arts council board, which may be able to provide some modest funding of our art programs. Japanese language instruction: An additional opportunity, described in the report above, may allow for substantial growth in our instruction program, and about which we are very hopeful. Once renovations are complete, the building adjacent to the Japan Center, the Cherry Building, will be home to the Wake Early College High School, a STEM program with students interested in Japanese culture, and there are several obvious possibilities for new, joint programs. We have hosted a visit from Principal Rob Matheson, and discussions are underway on the possibility of after-school instruction in Japanese language and culture, among other areas.

India Program The India Program works to develop partnerships and collaboration with India in areas of student exchange, summer research programs, faculty research and educational training programs.

Major Responsibilities: 1. Continue to partner with UNC-GA on making international experiences in India more available to STEM students across all UNC campuses. 2. Identify funding agencies (USAID, Obama-Singh Initiative) to seek extramural funding to meet the university’s knowledge goals and mission and also help facilitate proposal development. 3. Community and Outreach: Involve the large Triangle Indian community in supporting and sustaining India-related initiatives at NC State, building stronger ties with members of the University and Business community.

Major Achievements: 1) Strategic Plan - A strategic plan was developed during the 2012-2013 academic year containing six goals that focus on partnerships, research, teaching collaborations, community outreach, student mobility and a review of NC State’s engagement with India. 2) UNC-India Summit - NC State’s India Program Coordinator served on the UNC-India Summit Steering Committee to plan the summit that took place this year and included over 100 people from various UNC system institutions, businesses, and community organizations. 3) NC State and India: A University Wide Reception – The India Program was instrumental in planning and hosting the Regional Reception. The reception was an opportunity for the campus community to learn about initiatives in India by highlighting current research, scholarship, extension and engagement by NC State faculty, staff and students. It also featured India initiatives within the Triangle community as well as the UNC System. Over 150 people attended the reception, held in March 2013. 4) Chancellor’s Visit to India: The India Program was instrumental in planning and will soon execute Chancellor Woodson’s visit to the India Council of Agricultural Research in the summer of 2013. 5) Proposal Development and Submission: The India program was instrumental in North Carolina State University’s submitting a comprehensive proposal to the Obama-Singh 21st Century Knowledge Initiative. 30


Goals for 2013-2014: • • • •

Work to establish a partner in India to initiate the development of STEM-related Study Abroad. Implement the strategic plan to enhance Study Abroad in India. Identify and develop external funding sources for student scholarships for the India Program. Student Mobility: Develop India-centric study abroad courses.

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Office of International Affairs Annual Report 2012-2013  
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