Office of International Affairs Annual Report, AY2014-15

Office of

International Affairs Annual Report AY 2014-2015

TA B L E O F C O N TE N T S Executive Summary

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Office of International Affairs

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Education Abroad

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International Student and Scholar Services

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Office of China Affairs

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EXE CU TI VE S UM M AR Y In Academic Year 2014-15 (AY15), the Office of International Affairs (OIA) and its attendant units Education Abroad, International Student and Scholar Services and the Office of China Affairs witnessed meaningful progress towards internationalizing the university, despite budget cuts and the ongoing repercussions of the economic downturn.

Undergraduate student participation in Education Abroad (EA) grew by six percent, and the number of degree-seeking international students integrated into the University of Maryland by International Student and Scholar Services (ISSS) increased by 5.3 percent, with a more than 15 percent rise in just the number of international undergraduate students. OIA launched five Global Classrooms that teamed up our students with peers around the world in digitally-based classrooms working on real world projects. Global Semester in Washington DC continued to be a run-away success, growing by over 42 percent in just one year. OIA has also made all the necessary arrangements to launch Global Entrepreneurship Semester, which will provide UMD undergraduate students the opportunity to become global entrepreneurs by interning with startup companies in some of the most innovative cultures in the world, including Israel and South Korea.

In AY15, OIA also established the UMD Office of China Affairs (OCA) and hired a director to oversee its operations. OCA aims to provide special opportunities and services to all faculty, staff and students interested in engaging with China, whether through research, teaching, admissions or study abroad. OCA also aims to raise the profile of the university in China. OCA’s Training Program, formerly known as the Maryland China Initiative, branched out this year beyond universities and municipalities, offering new training sessions to young global leaders from Shanghai and summer programs to youth from across China.

OIA set in motion a campus-wide strategic planning exercise in AY15, in partnership with the American Council on Education. UMD is focusing on three areas: undergraduate education, graduate education, and research. The first phase of the exercise is a self-study that will be completed in October 2015. OIA also completed several International Risk Management initiatives this past year, including hiring an insurance broker to source international faculty and staff health insurance, entering into a contract with the Department of Business Services to augment its Travel Approval Request (TAR) system to allow authorized personnel to track with a few keystrokes where members of the UMD community are abroad, and designing more robust vetting procedures for faculty-led study abroad programming.

OIA also worked with academic units across campus to enter into new formal agreements with more than 60 international partners, including some of the most prominent scientific bodies in the world, such as the Max Planck Institute in Germany and the Chinese Academy of Sciences. For faculty and staff, OIA also supported several faculty and staff to further their research and develop themselves professionally through travel grants. And OIA organized and helped fund the new Joint Research Workshops initiative, beginning with several workshops with Tel Aviv University.

OFFICE OF INTERNATIONAL INTERNATIONAL PROGRAMMING FOR STUDENTS The Global Classrooms Initiative Five Global Classroom courses were implemented during Spring Semester 2015, a direct result of OIA’s Global Classroom Initiative (Chart 1. Also see Appendix 1).

Throughout the semester, UMD undergraduate and graduate students who enrolled in these courses worked together with their peers at partner universities abroad in a project-based, cross-cultural, technology-mediated environment led by UMD and international faculty. Close to 90 UMD students and an equal number of their international peers have been impacted by these courses, which were winners of the 2014 round of OIA’s Global Classroom Awards competition. The success of these courses, and the diversity of academic disciplines and geographic locations involved, confirmed the applicability of the Global Classroom model across campus. The second Call for Proposals for OIA Global Classroom Development awards is scheduled to close on September 15, 2015, and aims to add six more courses to Maryland’s expanding Global Classrooms portfolio. The goal for the AY 2015-2016 is to increase the number of Global Classrooms offered annually to 14, involving at least 200 UMD students.

Chart 1: Global Classrooms, Spring Semester 2015 GC Course # GC Course Title Instructor Partner University

Partner University Country

URSP 661

Industrial Districts, History, Marie Howland Theory and Practice

Higher School of Economics - St. Petersburg

Russia

SPAN 422

Cross-cultural Roberta Lavine Communication

Universidad Tecnológica Equinoccial

Ecuador

HONR269T

Understanding U.S. Foreign Temim (Tim) Nusraty Policy toward Afghanistan

American University of Afghanistan

Afghanistan

ENGL261/ ENGL 361

Recovering Oral Histories: Caribbean and Latin American Communities in the USA and Britain

University of Birmingham

United Kingdom

CPSP379D/ HONR349V

UAE Global Immersion Mark Wellman Experience

American University of Sharjah (AUS)

United Arab Emirates

Merle Collins

Global Entrepreneurship Semester (See Appendix 1) In support of its goals of advancing students’ professional development, cross-cultural experience, and civic engagement, the Office of International Affairs has developed the Global Entrepreneurship Semester (GES) program, providing UMD undergraduates the opportunity to experience dynamic entrepreneurial cultures and environments around the world first-hand. This full-year program combines one semester of on-campus preparation; a short-term intensive language training program; and one semester of coursework and internship in Seoul, Istanbul, or Tel Aviv, facilitated by our partner universities in each location. Modelled after the successful Global Semester in Washington, DC program, GES is offered in collaboration with the Honors College Entrepreneurship and Innovation Program 4

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AFFAIRS (EIP) and the University Career Center - President’s Promise. The first cohort of students will be joining the program in Fall Semester 2015.

Scholarship funds have been raised through a successful proposal to the Freeman Foundation for a grant of US$100,000, which will support the launch of the GES in Seoul at Yonsei University. Fundraising efforts continue for the Istanbul program at Bahçesehir University and the Tel Aviv program at Tel Aviv University.

Chart 2b:

Global Semester in Washington, DC OIA continued in AY15 to support the Global Semester in Washington, DC program (GSW) administered by the Office of Undergraduate Affairs. GSW grew significantly—more than 42 percent—in AY15, surpassing the older Federal Semester program in size.

Seven out of the 10 UMD colleges with undergraduate programming had students participating in AY15, with the College of Behavioral and Social Sciences providing the biggest cohort (Chart 2a-c).

Chart 2a-c: Global Semester Charts and Highlights, AY14-AY15 Chart 2a:

Chart 2c:

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OFFICE OF INTERNATIONAL U.S. government agencies continued to provide the largest segment of placements, but students also secured positions in an expanding number of foreign and non-governmental entities.

The number of concentrations available for the mandatory Fall Semester preparation seminar expanded to accommodate the more varied interest of the expanded student cohort (Chart 3a, 3b).

Chart 3a: Two Concentrations, Serving 45 Students – AY14: 2 Concentrations/Fall Seminars

Seminar Instructors

UNIV 389B: Foreign Policy & Security

Dr. Rhoda Margesson, Specialist in International Humanitarian Policy; Foreign Affairs, Defense, and Trade Division; Congressional Research Service

Ms. Clare Seelke, Specialist in Latin American Affairs, Congressional Research Service

UNIV 389F: Science Diplomacy: Foreign Policy and Science, Technology, and Innovation

Dr. Jonathan Margolis, Acting Deputy Assistant Secretary for Science, Space and Health, Bureau of Oceans and International Environmental and Scientific Affair, Department of State

Dr. Griffin Thompson, Senior Climate Change Program Manager, Bureau of Oceans, Environment and Science, Department of State

Chart 3b: Three Concentrations, Serving 64 Students – AY15 3 Concentrations/Fall Seminars

Seminar Instructors

UNIV 389B: Responses to Global Challenges: A Practitioner’s Perspective

Dr. Rhoda Margesson, Specialist in International Humanitarian Policy, Foreign Affairs, Defense, and Trade Division, Congressional Research Service

UNIV 389C: U.S. Diplomacy and Public Policymaking

Mr. David Galbraith (Foreign Service Officer), Director for Development Impact and Monitoring, Overseas Private Investment Corporation

UNIV 389F: Science Diplomacy: Foreign Policy and Science, Technology, and Innovation

Dr. Jonathan Margolis, Acting Deputy Assistant Secretary for Science, Space and Health, Bureau of Oceans and International Environmental and Scientific Affair, Department of State

Dr. Griffin Thompson, Senior Climate Change Program Manager, Bureau of Oceans, Environment and Science, Department of State

GSW also achieved official Notation Status at the University of Maryland in Fall Semester, 2014. All students who completed the program requirements were awarded the notation in Spring 2015, and received official program recognition on their University of Maryland transcripts.

Student Outcomes from AY14 and AY15 include (Chart 4 on next page): • Frenki Kozeli (Global Semester 2014) accepted a permanent position at leading NGO, Chemonics. She will spend half of her time supporting a development project taking place in the Balkans or Central Asia, and the other half monitoring all economic growth projects that the company does globally, in order to share best practices.

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AFFAIRS • Jonathan Lee (Global Semester 2014) accepted into the Peace Corps to serve in Lesotho, in Africa (starting in October 2015) • Patrick Niceforo (Global Semester 2014) was awarded a U.S. Department of State Critical Languages Scholarship to study in South Korea (in 2015).

• Christina Neidlinger (Global Semester 2014) parlayed her Embassy of Spain internship in the Office of Agriculture, Food, and the Environment into an internship with the UN Food and Agriculture Organization in Ecuador (starting summer 2014).

• Alexandra Walsh (Global Semester 2014) converted her Pathways internship at the U.S. Department of State into full-time employment at the U.S. Department of State.

• Coreene White (Global Semester 2015) interned at the East Asian and Pacific Languages Office, Department of State, and has now been awarded a Pathways internship at the U.S. Department of State (with the possibility of conversion to full-time employment at State upon completion).

• Sarahann Yeh (Global Semester 2015) interned at the American Enterprise Institute and has now been accepted into the prestigious U.S. Foreign Service Internship Program.

Chart 4: Student Internship Placements, Spring 2014 and Spring 2015 Embassies Embassy of Bangladesh • Bureau of Political and Cultural Affairs Embassy of Brazil • Trade and Investment Promotion Section Embassy of Spain • Office of Agriculture, Food, and the Environment Embassy of Gambia • Administration Office

Government Offices Congressional Research Service • Foreign Affairs, Defense, and Trade Division Federal Labor Relations Authority • Office of Human Resources Federal Aviation Administration • Planning and Environmental Division National Institutes of Health • National Library of Medicine - Division of Specialized Information Services Office of State Attorney in Montgomery Co. National Consortium for the Study of Terrorism and Responses to Terrorism • Unconventional Weapons & Technology Division • Global Terrorism Database (GTD), Incident Location U.S. Department of Defense • National Defense University - College of International Security Affairs - Eisenhower School U.S. Department of Agriculture • Food Safety and Inspection Service - Office of Policy and Program Development U.S. Agency for International Development • Bureau of Africa

- Office of Sustainable Development U.S. Department of Commerce • U.S. Census Bureau - Foreign Trade Division • Bureau of Industry and Security U.S. Department of Energy • Executive Learning and Development U.S. Department of Education • Office of Innovation and Information • Office of the Secretary, International Affairs Office U.S. Environmental Protection Agency • Office of Sustainable Communities • Office of Public Engagement U.S. Department of Health & Human Services • Administration for Children and Families - Office of Public Affairs • Assistant Secretary for Preparedness and Response - Biomedical Advanced Research and Development Authority - Office of Policy and Planning, Division of International Health Security • Health Resources Services Administration - Office of Women’s Health U.S. Food and Drug Administration • Center for Drug Evaluation and Research - Office of Medical Policy U.S. Department of Homeland Security • U.S. Citizenship and Immigration Services - Office of Security and Integrity, Emergency Management and Safety - Office of Infrastructure Protection - Office of the Chief Counsel - Office of Intelligence and Analysis - Research and Evaluation Division - History Office, Records Division

U.S. Department of State • Bureau of Democracy, Human Rights and Labor - Office of East Asian and Pacific Affairs • Bureau of Educational and Cultural Affairs - Cultural Programs Division • Bureau of Economics - Office of Investment Affairs • Bureau of Near East Affairs - Office of Press and Public Diplomacy - Office of Maghreb Affairs • Bureau of Oceans and International Environmental and Scientific Affairs - Office of Ocean and Polar Affairs • Bureau of Western Hemisphere Affairs - Office of Brazil and Southern Cone Affairs • Foreign Service Institute - Dean’s Office, School of Language Studies - Transition Center • Office of International Organizations • Office of the Science and Technology Advisor U.S. Helsinki Commission on Security and Cooperation in Europe U.S. House of Representatives • Office of Representative Jared Huffman, Jamie Herrera Beutler, and Donna Edwards U.S. Senate • Office of Senator Barbara Mikulski White House • Office of Science and Technology Policy - Science Division

Non-Governmental Organizations Alice Ferguson Foundation • Environmental Education Division

American Foreign Service Association • Executive Office American Enterprise Institute American Foreign Policy Council Asian Pacific American Institute for Congressional Studies Foundation for Defense of Democracies • Congressional Relations Department • Development Department Genetic Alliance International Child Art Foundation Middle East Institute • Center for Turkish Studies Many Languages One Voice National Conference of State Legislatures Potomac Institute for Policy Studies • Center for Neurotechnology Studies • International Center for Terrorism Studies Operation CHAMPs (Child Heroes Attached to Military Personnel) • Business Development Solar Electric Light Fund The Advocacy Project The Raben Group The ONE Campaign • Global Policy Campaigns Department Teach for America Women’s Foreign Policy Group

Private Organizations Aerospace Industries Association • Space Systems Division Herman & Associates Underwood and Associates • Ecological Restoration Health and Medicine Counsel of Washington

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OFFICE OF INTERNATIONAL Universitas 21 Programming (See Appendix 1) Only two years into its membership in the Universitas 21 network of leading global research universities, UMD is already recognized among the most active and innovative members of this organization. This July, two outstanding undergraduate students accompanied by a UMD professor from the Department of Animal and Avian Sciences will showcase their research at the U21 Undergraduate Research Conference “Peoples and Places”, hosted by the University of Auckland, New Zealand. Four outstanding undergraduates will participate in the U21 Summer School “Cities and Citizen Engagement in the Digital Age”, organized by the University of Glasgow, United Kingdom. The Office and International Affairs and the School of Public Health are jointly supporting two public health undergraduate students to participate in the U21 Health Sciences Summer School “Vulnerability and low budget healthcare” hosted by the Tecnologico de Monterrey in Mexico. These two stellar public health students will represent the first UMD participants in a U21 Health Sciences Group event.

UMD’s Graduate School and Division of Research are also becoming increasingly involved with their peers in the U21 network, actively participating in relevant workgroups: Deans and Directors of Graduate Studies (DDoGS), VPs for Research, and Researcher Collaboration Group. In October 2014, UMD’s PhD candidate Amy Marquardt was awarded first place in the 2014 U21 Three Minute Thesis Competition, in which she also received the People’s Choice award.

Her presentation was selected from over 800 worldwide entries for this competition. In June 2015, three graduate students represented UMD at the 2015 U21 Graduate Research Conference “Digital Futures”, hosted by Shanghai Jiao Tong University, China.

Campus International Events OIA continued its campus internationalization work through the organizing of public events. In October, the Maryland Global Leaders series (in partnership with the School of Public Policy) welcomed Ukrainian Ambassador to the US, H.E. Olexander Motsyk, for a candid presentation and Q&A with nearly 100 students, faculty and staff on the situation with Russia. OIA also organized a topical campus forum, Ebola: Beyond the Fears, featuring campus experts from the School of Public Health, the University Health Center, and the Departments of Communication and of Philosophy, and attended by more than 150. The annual campus celebration in November of the US State and Education Department-sponsored International Education Week involved the most events and units to date.

Maryland Study Centre at Kiplin Hall, UK OIA’s management of the Maryland Study Centre at Kiplin Hall in North Yorkshire, UK continued to increase the Centre’s usage and financial picture. While in AY14 the Centre welcomed four groups comprising 18 weeks of programming, in AY15 the Centre hosted nine groups and 29 weeks of programming. High school and college academic programs continued to dominate the clientele, but the Centre also hosted for the first time a faculty group for a professional workshop. Revenues again exceeded expenses, producing a surplus of $4240 (AY14: $2709) and end-ofAY15 account balance of nearly $41,000.

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AFFAIRS INTERNATIONAL PROGRAMMING FOR FACULTY AND STAFF Global Partnerships Travel Grants OIA continued its strong support for faculty international engagement. Four faculty and four staff members were awarded a total of $34,200 in Global Partnerships Travel Grants in the Spring 2014 round competition and made their visits during AY15, travelling to China, France, Germany, Israel, New Zealand, Singapore, and South Africa. A second round competition in Fall 2014 awarded another $18,635 to fund travel in Spring 2015 for four more faculty, to partner institutions in Australia, Germany, and the Netherlands (Chart 5a, Chart 5b on next page).

Chart 5a: Faculty Awards GRANTEE

PARTNER INSTITUTION

PROJECT

Prof. Uri Avin Tel Aviv University, National Center for Smart Growth Haifa University, Israel Research & Education

Implementing Statewide Planning Reforms – Opportunities for Collaboration between Maryland and Israel

Dr. Michael Cummings University of Tübingen, Germany Dept. of Biology and Center for Bioinformatics and Computational Biology

Extending the Bioinformatics Exchange for Students and Teachers (BEST)

Dr. Dana Fisher Dept. of Sociology and Program for Safety and the Environment

Toward a Framework for Understanding Urban Environmental Stewardship in the United States and France

University of Paris 1, Paris 7, Paris 8, and Paris 10, Laboratory of Social Dynamics and Spatial Reconstruction (LADYSS), France

Dr. Stuart Laurence University of Queensland, Australia Dept. of Aerospace Engineering

Thrust Measurement on a Free-Flying Scramjet Model

Dr. David Maimon Technical University of Berlin, Dept. of Criminology and Criminal Germany Justice

Physical, Social and Situational Factors as Determents of Public WiFi Users’ Illegal Online Behaviors

Dr. Kris Marsh Dept. of Sociology

The Black Middle Class in the United States and South Africa

University of Johannesburg, South Africa

Dr. Christine Prell University of Groningen, Dept. of Sociology The Netherlands

Investigating the Human Dimensions of Global Environmental Change through Stochastic Network Models

Dr. Gabriele Strauch School of Languages, Literatures, and Cultures

Building a Comprehensive Partnership in Teaching, Learning and Research

Beijing Language and Culture University, College of Foreign Languages, China

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OFFICE OF INTERNATIONAL Chart 5b: Staff Awards GRANTEE

PARTNER INSTITUTION

PROJECT

Ms. Stephanie Dolamore, Ms. Emily Foley Office of Institutional Research, Planning, and Assessment

University of Johannesburg, South Africa, Institutional Research and Planning Unit (IRPU)

Advancing the Role of IR in Measuring and Supporting Institutional and National Student Success

Dr. Beth Douthirt Cohen Office of Diversity & Inclusion

University of Auckland, New Zealand, Office of the Pro-Vice-Chancellor for Equity

Sharing Best Practices in Equity, Diversity and Inclusion between Auckland and Maryland

Ms. Kate Juhl National University of Singapore, UMD Career Center and and University of Hong Kong, China President’s Promise

Putting the “A” in STEAM: The Role of the Liberal Arts at a Research Institution

Joint Research Workshops Joint Research Workshop grants awarded in Spring 2014 with support from the Division of Research sent five UMD Language Science faculty and three of their graduate students to Tel Aviv University in December to work on proposals for new research with more than 20 faculty and students there; and four UMD Public Health school faculty and students in February to develop joint research on vaccination among immigrant populations. The Language Science workshop has sparked a proposal to the US-Israel Bi-lateral Science Foundation (BSF) to be submitted this fall. UMD graduate student participants came away with material that helped in one doctoral dissertation defense, and provided another student with a dissertation topic. OIA funded a second round competition in Fall 2014, which brought five TAU scholars and students to UMD in April to create new initiatives for stroke rehabilitation with colleagues in UMD Kinesiology, along with UM Medical School and the National Institutes for Health personnel. That workshop is now also drafting a proposal to BSF, with the working title, “Kinematic, sensory and lesion-location informed rehabilitation of upper limb function after Stroke.” A fourth UMD-TAU Joint Research Workshop will occur in Summer and Fall 2015, establishing new collaborations in the study of the Early Modern world, on topics such as the role of sex, food, and dress regulations in the construction of identity and social boundaries. And plans are under way to extend the Joint Research Workshop program to other partner institutions, including Lund University, Sweden; University of Ulster, Ireland; the Chinese Academy of Sciences, and Shanghai Jiao Tong University.

The spring workshop for prospective Faculty and Staff Fulbright that OIA organizes each year along with the Division of Research drew a record 40 registrants.

STRATEGIC PLANNING In the fall of 2014, UMD joined the 12th cohort of the American Council on Education’s (ACE) Internationalization Laboratory. OIA is leading the program implementation at UMD, facilitating the establishment of a strong internationalization leadership team on campus; conducting a collaborative review of the campus’ internationalization goals, objectives, and activities; and developing a strategic action plan for UMD’s internationalization.

While ACE’s traditional model of campus internationalization analyzes constituencies and international activities built around undergraduate education, UMD has organized its internationalization leadership team, taskforce, and self1 0 AC AD EMIC YEAR 201 4 - 2 0 1 5

AFFAIRS study to reflect (and account for) significant international focus in its graduate education and research activities. The internationalization leadership team includes one representative for each of the three areas: 1. Undergraduate Education and Team Leader: Ross Lewin, PhD, Associate Vice President for International Affairs.

2. Graduate Education: Valerie Woolston, Director, International Education Services, Graduate School, representing Charles Caramello, PhD, Assoc. Provost, Academic Affairs & Dean, Graduate School.

3. Research: Patrick O’Shea, PhD, Vice President for Research.

A university-wide taskforce has been established to guide the self-study data collection and analysis, and draft action recommendations for the internationalization strategic plan. The taskforce, coordinated by OIA, includes twelve faculty and staff representing the schools and colleges on campus, and draws on the input and expertise of multiple relevant campus constituencies.

RISK MANAGEMENT OIA assembled a working group, composed of representatives from Legal Affairs, Risk Management, Education Abroad and OIA, to evaluate the current state of International Risk Management, as well as to propose and implement improvements. This International Risk Management working group identified and accomplished five key tasks during the year: 1. Drafted a job description for a Director of International Risk Management. Most of UMD’s CIC peers have already filled this position, and others are in the process of doing so. The working group examined many sample job descriptions and drew on the strengths of each in drafting its description. The position is ready to fill as soon as it is approved by the Provost’s Office.

2. Drafted and sent out an RFP for an insurance broker to research, identify and place an international health insurance policy that will cover all faculty and staff traveling abroad. Currently, these two groups are not covered.

After reviewing three proposals, and three presentations, the working group unanimously selected AON, one of the largest brokers in the industry with significant experience working with universities in the area of international health insurance. AON is currently in the process of identifying potential insurance providers. Ultimately, every faculty and staff member traveling abroad on university business will be covered by a comprehensive travel insurance policy that will include emergency evacuation and repatriation of remains.

3. Reviewed the university’s current Travel Authorization Request (TAR) system and identified the need to augment it, to make it useful in tracking international travelers, and to provide travelers with timely and appropriate emergency information. Currently, the TAR system is used almost exclusively to ensure that travel expenditures are legitimate. OIA has now signed a contract with the Department of Business Services to create an International Traveler Information System that will be integrated into TAR. This system will contain four main components. It will be able to track all travelers by country and city, instead of just by airport code, as is currently the case. It will also be able to send out emails to UMD international travelers to advise them about both general and specific risk issues. Furthermore, this system will include a dashboard that will allow designated personnel to search for travelers using various parameters, such as location, from their own computer stations. Finally, this system will be integrated with the international health insurance policy so that once the TAR has been approved, the traveler will automatically be enrolled in travel insurance and issued an insurance card.

4. Reviewed several changes Education Abroad has made to its faculty-led program proposal review process. The standards for approving new programs have been significantly raised and are much more comprehensive than heretofore.

5. Drafted a letter for the provost to send out to all deans, directors and department chairs reminding them that all O FFI C E O F I N TER N ATI O N A L A F FA I RS

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OFFICE OF INTERNATIONAL study abroad programs, including individual students travelling abroad for independent study credit, must go through the Education Abroad office for purposes of health, safety and security, as well as to ensure that each student is covered by the study abroad insurance policy.

COMMUNICATIONS Online OIA continued to strengthen its online presence during 2014-2015 and to improve the online experience for its users.

The May 2014 launch of the new global portal, Global Maryland (globalmaryland.umd.edu), and accompanying updates to websites of each of OIA’s constituent offices, added new functionality and dynamic content. Global Maryland has increased its traffic, prompting users to return to it when they need to find the information on international activity at UMD. Over the last year: • The number of sessions when a user actively engaged with the website increased by more than 13 percent (Chart 6).

Chart 6: Comparison of Users and their Sessions on Global Maryland

• The number of users increased almost 5.5 percent, from 55,000 users to 58,000 users (albeit with some fluctuation throughout the semesters: Chart 6, Chart 7).

Chart 7: Number of Users Visiting Global Maryland During a Semester

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AFFAIRS • The average time on a page rose slightly—from 4 minutes 1 second to 4 minutes 10 seconds (a 3.5 percent increase).

• The total number of pages viewed increased by nearly 21 percent—294,980 to 356,169 (Chart 8).

Chart 8: Total No. of Pages Viewed on Global Maryland during a Session

• The average number of pages viewed in a session increased by 6.5 percent from 2.96 to 3.16 pages per visit.

• The number of returning users surpassed the number of new users. Returning visitors rose from 49.9 percent to 54.4 percent (Chart 9).

Chart 9: Percentage of New and Returning Visitors

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OFFICE OF INTERNATIONAL • The top three countries of origin for users remained the United States, India, and China. In the Spring Semester, the number of users from India increased more than 35 percent while those from China decreased by almost 20 percent (Chart 10).

Chart 10: Top 5 Country Origins for Users, Fall 2014 vs. Spring 2015

To enhance OIA’s online media presence further, and to connect with offices on campus through multiple channels, at the beginning of June 2015 OIA joined Twitter. Currently, OIA has 115 followers.

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AFFAIRS Print While OIA worked to enhance its online presence, it also continued to produce its long-running print news magazine Maryland International (MI). In AY15, OIA reduced publication of MI from twice to once a semester, and further refined MI content. MI still includes stories on alumni giving, unique study abroad programs, and global research and civic engagement opportunities. That content, however, now aligns more closely with Global Maryland and OIA unit websites—showcasing stories on global Terps, research centers and program, global partnerships, and featured OIA programs. The readership for the print version of Maryland International has remained steady at approximately 3,300 off campus subscribers and 600 on campus subscribers.

In the past year, OIA has increased awareness of MI by sharing MI stories with other channels on campus, such as The Diamondback and University Communications, and providing adapted stories for the global portal. Stories published in The Diamondback in the past year featuring OIA and its events and programming include: • “Chinese and South Korean companies and studies to come to College Park” posted June 10, 2015—President Loh’s 10-day trip to Asia promoted the development of several new collaborations with South Korean and Chinese universities and companies.

• “University of Maryland to host Somewhere Over the Rainbow event: Conference would help international educators on LGBTQ inclusion” posted May 4, 2015—UMD plans to host a new conference, Somewhere Over the Rainbow, to help international education administrators better understand LGBTQ inclusion in the international education field.

• “Officials plan $18.2 million renovations to H.J. Patterson this July: Renovations would establish new center for international offices and organizations” posted April 6, 2015—Facilities Management will begin major renovations to part of H.J. Patterson Hall starting in July to create a new space for the university’s international departments and communities.

• “Global classrooms initiative to launch next semester, provides international experience” posted November 26, 2014—OIA launches virtual, project-based courses to create and reinforce global competencies in students.

• “Panel: Maryland officials do not believe Ebola will reach UMD” posted October 29, 2014—A panel of experts spoke to a campus audience regarding the fears surrounding Ebola.

Office of International Affairs Undergraduate Student Advisory Board In collaboration with the Student Government Association, OIA created an Undergraduate Student Advisory Board to include student representation, initiative, and feedback in its programming and activities. The Advisory Board, composed of 12 domestic and international students representing different colleges across campus, has been meeting monthly over the spring semester and will continue to convene regularly in the next academic year. The advisory board weighed in the development, marketing, and recruitment for the Global Classrooms, Universitas 21, and Global Entrepreneurship Semester programs; and suggested student-friendly layouts and uses for the lounge space in the renovated H.J. Patterson building, future home of OIA and its reporting units.

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OFFICE OF INTERNATIONAL FUNDRAISING In AY15, OIA significantly enhanced it efforts to procure external funding to support its expanded programming • Freeman Foundation In Fall 2014, OIA applied for and won its largest external grant to date, a $100,000 award from the Freeman Asia Foundation. This grant will support the launch of the new Global Semester in Seoul program, providing scholarships that will make the program financially accessible across UMD’s diverse undergraduate student body.

• Citrin Family Fund The Citrin Family Fund provided in Summer 2015 $10,000 in scholarships to support students participating in the Maryland Social Entrepreneur Corps.

• Ahn Family Foundation The Ahn Family Foundation provided in Summer 2015 $20,000 in scholarships to support students participating in the Maryland Social Entrepreneur Corps.

• Paul E. Singer Foundation In Summer 2015 OIA applied for a $120,000 award from the Paul E. Singer Foundation. If successful, this grant will support the launch of the new Global Semester in Tel Aviv program, reducing the cost to participate to that of a semester at UMD at in-state rates.

• Peace Corps In response to a summer 2014 RFP from the Peace Corps, OIA drafted a successful proposal for the Career Center and President’s Promise that re-established a dedicated recruiting position at UMD after a nine-year hiatus. OIA then assisted the new on-campus recruiter, who is a Peace Corps alumna now in graduate studies at UMD, in developing her program and advertising her work to the UMD community.

GLOBAL PARTNERSHIPS During AY15, OIA assisted no less than 36 UMD units in the drafting and processing of over 60 international agreements, involving nearly 50 partners in 30 countries around the world. These include: • A new general agreement between UMD and the Chinese Academy of Sciences, China’s primary science and technology agency, which oversees a network of 12 branches across China that operate 104 research institutes and five universities; • A new agreement with the Gravitational Physics Institute of the Max-Planck Foundation, the leading scientific research organization in Germany.

• A new agreement with the Universidad Nacional Autónoma de México (UNAM), for collaboration with Center for Advanced Life Cycle Engineering (CALCE-ENGR); • An agreement with the Universidade de São Paulo, for collaboration with the Center for Food Safety and Security Systems (CFS3-AGNR); • UMD’s first student exchange agreement with National University of Singapore.

• A new agreement between UMD and the Beijing Muncipal Education Commission, to support Beijing university students, drawn from at least three provincial universities, attending UMD for two years as non-degree seeking study abroad students, paying out of state tuition.

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AFFAIRS OIA STAFFING OIA conducted successful searches in AY15 for two key leadership positions. In July 2014, OIA welcomed Nathaniel Ahrens as UMD’s first Director of China Affairs. This new position also includes supervision of UMD’s long-running (and industry leading) continuing education center for Chinese executives, the OCA Training Program. In March 2015, Catalina Toala assumed the position of Director of Administrative Affairs for OIA, leading a four-member team that manages all personnel and finance operations for OIA’s units.

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APPENDI X 1 :

OF F IC E OF INT E R NAT IONAL AF FA I R S

A dditional Data Global Classroom Courses, AY 2014-2015 GC Course # GC Course Title Instructor Partner University

Partner University Country

UMD Enrollment

URSP 661

Higher School of Economics - St. Petersburg

Russia

10

SPAN 422 Cross-cultural Roberta Lavine Communication

Universidad Tecnológica Equinoccial

Ecuador

11

HONR269T

Understanding U.S. Foreign Policy toward Afghanistan

American University of Afghanistan

Afghanistan 10

ENGL261/ ENGL 361

Recovering Oral Histories: Merle Collins University of Birmingham Caribbean and Latin American Communities in the USA and Britain

Industrial Districts, History, Marie Howland Theory and Practice

Temim (Tim) Nusraty

CPSP379D/ UAE Global Immersion Mark Wellman HONR349V Experience

United Kingdom

American University of Sharjah (AUS)

12

United Arab 46 Emirates

PO STP O N ED TO AY 2 0 1 5 - 2 0 1 6 TBA Indigenous People and Janet Chernela

Conservation

Universidade do Estado do Amazoas (UEA)& Universidade de Brasilia (UnB)

Brazil

-

TBA

Università Commerciale Luigi Bocconi, Milan

Italy

-

Family Capitalism, Bennet Zelner Shareholder Capitalism, and the Role of Immigrants

Global Entrepreneurship Semester Programs, AY 2014-2015 Fall 2015 Country

City

Partner University

Start-up placement Capacity

Start Date

End Date

Turkey

Istanbul

Bahcesehir University

BAU

20

Feb 1, 2016

May 18, 2016

Israel

Tel Aviv

Tel Aviv University

STARTAU

25

Jan 20, 2016

Jun 7, 2016

Korea

Seoul

Yonsei University

YONSEI

20

Jan 22, 2016

TBA

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Universitas 21 Programs, AY 2014-2015 2015 Universitas 21 Undergraduate Summer School: “Cities and Citizen Engagement in the Digital Age” (University of Glasgow, United Kingdom) ID Name

Class Status Major/Minor at the time of application

Expected Graduation

1 – Student Abriana Stewart-Height Junior

Electrical Engineering Major, Russian Minor

December 2016

2 – Student

Sophomore

Finance and Information Systems

May 2017

Junior

Environmental Science and Policy

May 2016

Economics Major, Statistics& Business Analytics Major

May 2017

Yiqi (Yvette) Yu

3 – Student Robert Skutch Montgomery

4 – Student Nazar Bedi Sophomore

2015 Universitas 21 Undergraduate Research Conference: “Peoples and Places” (University of Auckland, New Zealand) ID Name

Class Status Major/Minor at the time of application

Expected Graduation

1 – Student Julia Wainger Sophomore

Chemistry Major, Biological Sciences (Cell Biology& Genetics) Major, Public Leadership Minor

May 2017

2 – Student Pradip Ramamurti Junior

Biological Sciences (Physiology and Neurobiology) Major, Psychology Major

May 2016

3 – Faculty

Zhengguo Xiao, D.V.M., Ph.D. , Associate Professor, Department of Animal and Avian Sciences

2015 Universitas 21 Health Sciences Summer School: “Vulnerability, low budget healthcare” (Tecnológico de Monterrey, Mexico) ID Name

Class Status Major/Minor at the time of application

Expected Graduation

1 – Student

Julie Lopatka

Junior

Kinesiology

May 2016

2 – Student

Anthony Slaton

Junior

Public Health

May 2016

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EDUCATION ABROAD OVERVIEW In AY15 Education Abroad focused on strengthening its international mobility platforms and facilitating integration across academic and administrative units on campus. EA celebrates its success in expanding its reach to more students: • Overall enrollment in study abroad increased by 2 percent (Chart 1a. Also see Appendix 2, Chart 1b; 1c) including graduate students, and by 6 percent for undergraduates from the 2013-2014 to the 2014-2015 academic year.

Chart 1a: Outgoing UMD Enrollment in Study Abroad (Graduate & Undergraduate Students)

If a student studied abroad twice, they are counted for each time they studied abroad in these enrollment statistics.

• Enrollment in EA-administered programs rose by 15 percent from last year (Chart 2). EA-administered programs include Maryland Semester, Maryland Short-Term, Freshman Abroad, Exchange programs, and Smith Short-Term programs.

Chart 2: EA-Administered Programs (Graduate & Undergraduate Students)

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• EA Administered Maryland Short-Term program enrollment increased 20 percent from 2013-2014 to 20142015 after a downward trend from 2010-2011 to 2013-2014 (Appendix 2, Chart 3a). Of the three Short-Term terms (summer, winter, and spring break), summer experienced the sharpest increase: 61 percent from 2014 to 2015. There was a 5 percent increase in winter enrollment and a 4 percent increase in spring break enrollment (See Appendix 2, Chart 3b; 3c; 3d).

• While enrollment in Maryland-in programs experienced a slight decline (See Appendix 2, Chart 3e), participation in exchanges increased by 81 percent (See Appendix 2, Chart 6a-c).

Please see Chart 3f for a summary of participation by program type.

Chart 3f: Study Abroad Participation by Type If a student studied abroad more than once, they are counted for each time they studied abroad. The data shows both graduate and undergraduate students

PROGRAM DEVELOPMENT Education Abroad’s program development efforts in strategic areas have shown positive results in three key portfolios: 1. Faculty-led, short-term; 2. Exchanges; 3. Maryland-in.

Faculty-led, Short-term Programs This portfolio continues to expand, both in the number of students EA serves and in the number of programs it offers (See Appendix 2, Chart 3; 4). EA experienced an increase of 61 percent in enrollment from the previous year for all three terms during 2014-15 (See Appendix 2, Chart 3a-3d) and an increase in the number of programs attended (See Appendix 2, Chart 4) from 62 to 72.

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EDUCATION ABROAD Short-Term Program Management Despite the challenges caused by the departure of our short-term coordinator, EA: • Processed a total of 686 summer applications with a final summer 2015 enrollment of 330 students; • Reviewed and approved a total of 41 EA-administered short-term programs for Summer 2015 (35 of these ran; six were cancelled due to low enrollment); • Developed a system for tracking students who withdraw after committing to a short-term program, collected data on reasons for late-stage withdrawal, facilitated withdrawal negotiations and program fee adjustments, as well as facilitated communication between EA and finance team with regard to enrollment changes that impact program budgets; • Created a Short-term Program Leader Agreement, to be implemented in Winter 2016, which outlines the roles and responsibilities of faculty and staff leading short-term programs abroad. This signature document in MyEA will be a required submission for all program leaders once their program has been approved; • Implemented a new short-term proposal review process that ensures all programs are reviewed by the EA Advisory Committee once every three years. The goal is to ensure a rigorous process for quality assurance and risk mitigation; • Updated EA’s short-term program proposal review rubric to solicit more substantive and constructive feedback from reviewing committee members; • Implemented strategic changes to short-term program proposal forms beginning with Summer 2015 in order to address a number of programmatic challenges and risk management concerns; • Added required submission of Department Chair recommendation and College Dean approval to the program proposal review process, to ensure support and buy-in from the sponsoring academic units; • Institutionalized program development, program planning and budget development meetings as required components of the proposal submission cycle for faculty-led short-term programs; • Redesigned the short-term program master spreadsheet to capture all relevant information needed for managing these programs. The master spreadsheet serves as the primary tool for tracking short-term programs through the various stages of program development, implementation, and enrollment management. This tool is now used to communicate programmatic changes to the various EA staff that work with short-term programs, including the Associate Director for Programs, Associate Director for Operations, Short-term Program Coordinator, EA Business Manager, Program Management Specialists, Applications Coordinator and Short-term Program Assistant; • Updated questions on short-term program student evaluations for Winter and Spring Break 2015 in order to provide opportunities for students to submit feedback regarding safety and security concerns as well as programmatic issues; • Added Faculty Director Program Report as a post-return submission requirement in MyEA – to be implemented Winter 2016; • Developed efficient communication system for Business Manager to notify Education Abroad when short-term program budgets have been finalized and program fees/cost sheets are ready for posting; • Created Program Provider Database to capture and expand EA’s institutional knowledge about reputable third-party program providers for use in program development; • Provided support for Smith-administered short-term programs: > Created template for approved Smith-administered programs to provide EA with the relevant program information needed to produce online promotional brochures in a timely manner;

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> Completed initial cost/benefit analysis for Education Abroad taking over the administration of Smith School BMGT programs and budgets.

Maryland Social Entrepreneur Corps (MSEC) The Maryland Social Entrepreneur Corps (MSEC) enrollment increased by 80 percent to 27 students in 2015 (Chart 5); and the program expanded to a third country (Ecuador), in addition to the Dominican Republic and Nicaragua, increasing program capacity to 50 students. The diverse profile of our MSEC participants is noteworthy (Chart 5).

Chart 5: Maryland Social Entrepreneur Corps The table below shows MSEC undergraduate enrollment across primary college. Please be aware that there was one graduate participant on the program, whose primary college was BMGT.

AGNR

ARHU

BMGT

BSOS

EDUC

ENGR

SPHL

UGST

Grand Total

Count of UID 1 4 5 5 1 2 3 5 26

Grand Total

White: U.S.

Unknown: U.S.

Two or More: U.S.

Native Hawaiian or Other Pacific Islander: U.S.

Hispanic: U.S.

Foreign

Black or African American: U.S.

Asian: U.S.

American Indian or Alaska Native: U.S.

Honors/Scholars Of the 27 participants in the MSEC programs, seven were enrolled in Honors and three were enrolled in Scholars.

The table below shows MSEC undergraduate enrollment across race and ethnicity. There was one graduate participant on the program, whose race/ethnicity is Foreign.

Enrollment 0 1 8 1 5 0 1 1 9 27 Percentage 0% 4% 31% 4% 19% 0% 4% 4% 35%

Highlights in the development of the program include: • Finding a permanent home for the MSEC courses within the Smith School of Business Department of Management & Organization. This new sponsoring academic unit: > Provided course numbers for three of the four MSEC program courses > Appointed Sara Herald, Assistant Director, Smith Center for Social Value Creation, as instructor of record for the MSEC courses > Contributed cost of faculty salary All 9 credits for the MSEC program will count toward new Innovation and Entrepreneurship minor starting fall 2015. • Implementing significant changes to pre-departure course content and structure, aimed at getting students O FFI C E O F I N TER N ATI O N A L A F FA I RS

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EDUCATION ABROAD excited and equipped for their in-country MSEC experience. Course generated high level of student engagement and enthusiasm.

LEARNING OUTCOMES INCLUDE: > Demonstrate an understanding of the micro-consignment model of microfinance; > Develop an awareness of the business culture of Latin America and, through the summer course, demonstrate cultural sensitivity in engaging with others and conducting business in Latin America; > Develop an awareness of how social entrepreneurship efforts impact community development; > Develop an awareness of expectations of living and business conditions in the host countries. Demonstrate an ability to reflect on the differences between what we think a family should have and what families want in other cultures.

TOPICS COVERED: > Design Thinking; > Poverty and Power; > Gender Inequality/Cultivating Empathy; > Race in Latin America and the Caribbean/Social Entrepreneurship; > Indigenous Communities/Prototyping and Brainstorming; > Inter-cultural Dynamics and Pre-Departure Logistics; > Cupid’s Cup. Initiating process of cross-listing the 4 MSEC courses with supporting academic units, including Honors Innovation & Entrepreneurship Program; MIDCM; Government & Politics; International Development; Global Public Health; Spanish; American Studies; and Sociology. American Studies and Sociology plans to cross-list the courses for 2016.

Decreasing MSEC program fee from $4,590 in 2014 to $4,535 in 2015.

Securing and facilitating Scholarships for MSEC students: > Awarded 27 MSEC Scholarships funded by Ahn, AIE/Citrin, and EA/Smith for a total of $40,500 > Worked with Smith School, Career Center and National Scholarships Office to identify scholarship options available to MSEC students, including Gilman, Bright Futures, Smith School First-time study abroad, Smith School Ciber and EA Scholarship Fund > Advised applicants on MSEC program-eligible scholarships and supported student efforts to seek external funding > Tracked amounts of external scholarships received by MSEC students: - Three MSEC Gilman scholarship recipients ($9,500) - Sixteen MSEC Bright Futures scholarship recipients ($8,000) - One MSEC Smith School First Time Study Abroad scholarship recipient ($750) - Five MSEC Smith School Ciber Scholarship recipients ($7,000) - Four MSEC EA Scholarship fund recipients ($3,000) > Total amount of scholarships awarded to MSEC students for 2015: $68,750 MSEC Marketing/Recruitment: > Redesigned printed promotional materials > Developed a new MSEC landing page > Held three MSEC information sessions

•

• •

•

2 4 AC AD EMIC YEAR 201 4 - 2 0 1 5

> Conducted 14 MSEC class visits > Presentation by MSEC alumni at Career Center International Internships Panel

Exchanges The number of students who participate in exchanges continues to grow, as does the number of exchange agreements. From AY14 to AY15, enrollment in Exchanges grew 81 percent (Chart 6a). EA made a special effort to increase the number of students participating in U21 institution exchanges and raised outgoing U21 Exchange enrollment 133 percent and incoming U21 Exchange enrollment 124 percent from AY14 to AY15 (See Appendix 2, Chart 6b; 6c).

Chart 6a: Outgoing Exchange Enrollment

New Agreements EA executed 12 new student exchange agreements. New student exchange agreements included six with Universitas 21 institutions, surpassing EA’s goal. These new exchanges offer opportunities for UMD students to study at top-ranked, research-focused universities. They also provide new location options for exchange, such as New Zealand, Italy, and Chile. EA continues to deepen the integration of exchange opportunities in colleges and departments to ensure wider and targeted participation.

UMD’s new partners are: • • • • • • • •

Hong Kong Polytechnic University (Hong Kong) Lund University (Sweden) (U21) Universidad Pontificia de Comillas (Spain) National University of Singapore (Singapore) (U21) University of Melbourne (Australia) (U21) University of Western Australia (Australia) University of Auckland (New Zealand) (U21) University of Edinburgh (United Kingdom) (U21) O FFI C E O F I N TER N ATI O N A L A F FA I RS

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EDUCATION ABROAD • • • •

Leiden University (the Netherlands) — awaiting Provost’s signature Technion – Israel Institute of Technology (Israel) Universita per Stranieri di Perugia (Italy) Pontificia Universidad Catolica de Chile (Chile) (U21)

Incoming Exchange Programming During the 2014-2015 year, EA welcomed 159 incoming exchange students (67 fall only; 69 spring only; 23 full year) from 58 partner institutions, representing 22 countries.

EA organized several events for incoming exchange students, including: • Two Orientations (fall and spring), in collaboration with International Student and Scholar Services, which offered information sessions for incoming students on UMD academic and student life, immigration, and cultural adjustment; • Two Nationals’ Baseball Games: 31 students participated in the fall, and 30 in the spring; • Two Farewell Dinners: 60 students attended in fall, 55 students in spring.

Maryland-in- Programs As Maryland’s signature programs continue to attract students, EA worked with colleges and departments to create three new proprietary programs: Maryland-in-Florence and Maryland-in-Perugia Following a site visit in the early fall, EA developed Maryland in Florence and Maryland in Perugia in close collaboration with the ARHU departments of Art History, Archaeology, Italian; BSOS; and ARCH. These programs will be launched in Fall 2015, and EA will continue to work with colleges and departments to expand approved course offerings for Maryland students.

Maryland-in-Beijing The third new semester-long program, to be launched next spring, is based at Beijing Language and Culture University (BLCU). This program seeks to recruit students to engage in the study of Chinese language and culture, no matter what their initial level of proficiency.

Maryland-in-London In close collaboration with various colleges and departments and with the goal of offering a broader range of academic disciplines at a premier London institution, the Resident Director in London led the transition to a new university partner, Queen Mary University of London (QMUL). 342 QMUL classes have been approved for MD resident credit; 325 of these are BSOS or ARHU courses. EA will continue to work with other schools and colleges to expand offerings and enhance opportunities for students who wish to study in London.

New Initiatives in Development for 2015-16 New initiatives currently under development include Women in Engineering in Uruguay (Summer 2016); new summer programs with internship opportunities in London and Barcelona (Summer 2016); a new hybrid program with online-course and multiple engagement opportunities in social entrepreneurship, innovation and disability; a new partnership in Germany focused on Sociology, Government and Politics, German, and Sustainability (Freiburg or Tübingen).

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Portfolio Review and Program Feedback EA is committed to providing a range of rigorous academic offerings of various program lengths and prices that are vetted by the appropriate academic departments, allow for the broadest possible enrollment, and best support UMD’s diverse student needs. To ensure that it meets these standards, EA has begun a systematic portfolio review of its current portfolio of more than 400 programs. It hopes to complete this review by the end of 2015.

In order to get timely feedback from stakeholders, EA has organized a working group focused on the development of faculty and student surveys.

OUTREACH, SYSTEMS, STUDE NT, FACULTY AND STAFF SERVICES EA is committed to improving the scope of our outreach efforts, the quality of student advising and its faculty support systems. Its work in 2014-15 focused on six key areas:

Campus Visibility To increase visibility on campus, EA increased the number of outreach activities by 42 percent from the previous year, for a total of 241 events from Summer 2014 – Spring 2015. The office executed additional outreach efforts during peak recruiting season in the fall semester, increasing fall outreach events by 68 percent. EA focused on proactive class visits to reach target audiences with an overall total number of classes visited to 87—a 107 percent increase.

And EA placed staff in additional locations to reach student veterans, ROTC, and multicultural student organizations.

Enrollment Tracking To keep a pulse on student engagement and to improve student support and outreach activities, for the first time EA tracked enrollment statistics throughout the academic year. Enrollment data collected across all programs during application and admission cycles indicates that EA continues to experience a significant withdrawal rate (about 40 percent) each semester. In response, EA initiated a survey of the 379 applicants who withdrew an application from our system for the summer/fall/full year 2015 cycle. It is currently analyzing the data from this survey in order to find ways to lower our attrition rates.

Diversity in Education Abroad Questions of access, diversity, and full participation frame the civic renewal discourse of higher education. The field of education abroad is still struggling to recruit underrepresented students—including students with disabilities—to gain access to international programming opportunities. EA achieved a small increase in numbers as compared to the university profile (See Appendix 2, Chart 7). Given the growing attention in the field of international education to ensuring access to all students, EA wants to model multiple innovative strategies at UMD to eliminate barriers and unleash new and lasting solutions. EA has taken the following steps: • Implemented a faculty and staff “Laboratory for Innovation in International Education: Expanding Access” to create programs that increase access to EA. EA awarded $20,000 in grants among seven recipients for Fall 2015. The lab creates a community of practice to collaborate on identifying barriers to study abroad and eliminating them. Current programs in development include: Ghana, Ethiopia, South Africa, the Dominican Republic, and Thailand.

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EDUCATION ABROAD • Expanded the suite of social entrepreneurship programs that appeal to diverse students (see MSEC p. 23).

• Created ties with global communities, and monitored the outcomes.

• Expanded outreach efforts to include satellite advising sessions at campus partners’ offices that serve diverse students; recruited and trained diversity and media interns; and enhanced social media campaigns.

• Provided financial incentives to underrepresented groups of students to raise their awareness of international opportunities even before they get on campus and encourage their participation early on in planning their course of study. In December 2014 EA launched a “flight voucher program” to pay for round-trip airfare for underrepresented, high financial need students to their chosen study abroad location. It allocated $10,000 in scholarship funds and awarded 5 vouchers. Campus partners contributed to the student selection through a nomination process allowing for further campus-wide collaboration and institutional support for study abroad.

• Engaged with both students with disabilities who participated in UMD Study Abroad programs and faculty leaders who teach these students to better understand disabled students’ needs and to assess EA’s success in accommodating them. As a result of our efforts, three disabled students participated in Winter 2015, up from 0 in previous years.

Chart 7a: Diversity in Education Abroad — Gender If a student studied abroad twice, they are only counted once.

The UMD Campus percentage reflects the proportion of gender groups of degrees awarded from Fall 2014 Campus Counts data.

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• Created a leadership development plan to recruit diverse staff at national professional organizations and assist in their career growth. This yielded four students interning in our office, five EA staff members giving papers at conferences, and the development of webinars hosted by national organizations in the field – see EA presentations (Chart 8).

Chart 8: EA Conference Sessions and Professional Engagements Ashoka U Exchange Conference, University of Maryland, College Park, February 2015 Best Practices Sessions: • Moira Rogers, “Global Internships: Equipping Effective Changemakers (4 Models);” • Jennifer Precht, “Social Entrepreneurship in the Global Context: The Power of Experiential Learning” – Maryland Social Entrepreneur Corps: Global Impact Through Action.

Diversity Abroad Network Taskforces: • Moira Rogers, Leadership Development, Facilitator • Nicole McDermott, Race and Ethnicity National Conference, New Orleans, March 2014 • Moira Rogers, Lauren Rusczyk (UMD) and J Jaci Czarnecki Thompson, NYU, “Hiring and Diversity, A Reconsideration of the Eligibility Requirements for Entry-Level Administrators;” • Nicole McDermott, Co-presenter, “Current Trends: Program Models and Impact on Diverse Student Participation;” • Conrad Zeutenhorst, UIUC & USAC, “Advising and Support for LGBTQ Students In Education Abroad;” • ---------------------------, Co-Presenter, “Transgender Students in Education Abroad.”

Terra Dotta User Conference, Milwaukee, WI, April 2015 • Claire Valdivia, “Usability recommendations for a redesign of the administrative interface for Terra Dotta leadership.

NAFSA • Moira Rogers, Panelist in Collegial Conversation: Recruiting for Staff Diversity (rescheduled for Fall 15); • Kyle Sturges, Co-presenter, “Strategies for Defining and Achieving Diversity: Focusing on International Students in Study Abroad;” Boston, May 2015 • Kyle Sturges, Panelist, “Breaking into Education Abroad;” Boston, May 2015 • Conrad Zeutenhorst, Trainer Corps Induction Workshop, Trainer Corps member; Boston, May 2015; • Deborah Lake, “Now What? The Experiential Learning Cycle Applied to On-Campus and In-Country Programming;” NAFSA Region VIII, Virginia, November 2014; • -----------------, “Reaching Out and Lifting Up: The Region VIII Mentor Program,” NAFSA Region VIII, Virginia, November 2014.

CIEE, Baltimore, MD, November 2014 • Nicole McDermott, CoPresenter, “Breaking Our Own Barriers: Becoming an Accessible Study Abroad Office.”

Somewhere Over the Rainbow, A discussion on Sexual and Gender Identity issues in International Education, UMD, College Park, June 2015 • Conrad Zeutenhourst, Committee Member; • ---------------------------, “Before the Rainbow: Advising and Support for LGBTQ Students In Education Abroad.

Búsquedas Investigativas Research Program in Havana, Cuba (February 20 March 1, 2015) • Nicole McDermott, Researcher and Presenter.

WEBINARS • Nicole McDermott, “Counting Our Hoops: Reflecting on our “Best” practices in Study Abroad,” CIC Study Abroad Webinars 2014-15 online, January 2015; • Conrad Zeutenhorst, Gilman Webinar- Advising Students on China: May 2015 Domestic Engagements • Moira Rogers, - CIC Directors Meeting (October and March).

• Conrad Zeutenhorst, - Fulbright Panel Presentation: Central and South Asia: June 2015; - Fulbright Panel Presentation: Eurasia: July 2015; - Presentation to USAC Advising Staff on Supporting Transgender Students in Education Abroad: July 10; - Gilman Scholarship Selection Panel, Participant, Fall 2014 - Leadership Institute Facilitator, UMD, Winter 2015 • Deborah Lake, - Mentor, NAFSA VIII new staff member.

• Nicole McDermott, - “Paving the way to Education Abroad: A Toolkit to Internationalize the Terp,” University of Maryland Annual Undergraduate Studies Advising Conference in College Park, MD (August 2014) • Lauren Ruszczyk and Krista Uhrig, - Fulbright workshop, “Preparing for culture shock and cross-cultural communication,” July 2015 • Lauren Ruszczyk, - International Education Discussion Group, UMD, Summer 2014 - Chair, Content Committee for the Lessons From Abroad conference for DC-area returned study abroad students.

- CIC Shared Programs Abroad Evaluation Committee.

• Kyle Sturges - Gilman Scholarship Selection Panel, Participant, Spring 2015

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EDUCATION ABROAD • Worked to make UMD a role model in Innovative Disability Studies and a catalyst for increased attention to disability issues on a global scale, developing an innovative global disability platform for research and action. With the imminent launch of the UMD minor in disability studies, EA has taken steps toward developing multi-disciplinary global programs that combine a focus on social innovation and disability. Next summer EA, in partnership with the Office of Diversity and Equity, will launch a pilot program that will bring disabled and non-disabled students to Buenos Aires for three weeks to work on social enterprises, such as a bakery, a catering business, a cooking school, a soccer league, an award-winning television show, and a farm. EA will also partner with the Office of Diversity and Inclusion on a hybrid online-course on social innovation and disability that will also involve international field work in multiple locations.

• Continued to adress a number of demographic inbalances in our EA population. Participation of males in education abroad continues to be a challenge for undergraduate programs—less so for graduate students (see Chart 7a on p. 28); distribution by academic class continues to show a high rate of senior participation (Chart 7c); geographic distribution remains Euro-centric (See Appendix 2, Chart 7d), in alignment with national trends. EA hopes that its multiple initiatives to diversify international education will have an impact in these areas.

Chart 7c: Diversity in Education Abroad — Academic Class

Improved Systems Program Brochures In order to yield a more user-friendly format, EA improved online program brochures in the following ways:

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• Created a new “Tab System“ for each brochure for Maryland Semester, Maryland Short-term, Freshman Programs, and Exchange programs to help users more easily locate important information on the program, eligibility, academics, housing, and engagement activities; • Developed new brochure language about community engagement opportunities for Maryland-in programs; • Created provider-specific brochure text for affiliated programs to communicate information about the application process, billing, registration, and scholarship opportunities; • Created standardized brochure for “other approved programs” to communicate information about the application process; • Adjusted the online program search functions to reduce the number of search fields and more clearly define filters; • Proposed plan to audit program entries to ensure program parameters are accurately defined for each program.

Course Management Tools In collaboration with the office of the registrar, EA assessed the strengths and weaknesses of course management tools that utilize Access, Terra Dotta Software, and homegrown systems. It concluded that the homegrown system is the most robust and best suited to meet our needs. This summer EA will identify web developers to move forward with this project.

Social media In order to strengthen its campus presence, EA developed a social media “system” that: • Created two online communications internship positions to assist with social media initiatives, including regular weekly postings on Facebook, Twitter, and Instagram; • Launched the first Education Abroad Photo Contest, which attracted 133 submissions, resulting in an increase of more than 300 page “likes” and comments on EA’s Facebook page; • Launched the #EABucketList campaign as an effort to bridge in-person outreach activities with social media campaigns. While this increased the number of followers on social media platforms only slightly, over 130 students participated in the in-person component of the campaign, which involved them posting on a physical map something they have or would like to check off their study abroad bucket list. This interaction also allowed EA staff to facilitate conversations with prospective students in a casual manner and increase our presence on campus; • Launched the Voices of #TerpsAbroad article series (http://ter.ps/eavoices) – this page has been visited over 270 times since it was created in March 2015; • Developed training materials for posting on social media and measuring engagement.

EA is exploring social analytics tools to better track social media metrics over time. To date it has been using free versions which only show limited data. Even these basic tools indicate that EA: • Increased the number of Facebook page likes from 959 on June 6, 2014 to 1,322 on June 10, 2015; • Reached 96 Instagram and 1983 twitter followers.

Staffing EA’s success is closely tied to its ability to engage with more students, faculty and staff on campus. It is committed, as well, to ensuring a reasonable workload for all staff members. With a solid financial foundation, EA hopes to add two entry-level team members to assist us in providing top quality administrative services and expanding our reach to more stakeholders on campus and abroad.

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EDUCATION ABROAD RISK MANAGEMENT EA conducted a comprehensive review of risk management policies and procedures in vetting programs, granting waivers, and training program leaders. As a result, EA has: • Posted risk management policies on EA’s website; • Piloted a process for risk management review and monitoring of non-credit programs that mirrors EA’s faculty-led program proposal review process. Twenty-two non-credit programs were managed with this process. The process involves the collection of program itineraries, overall program descriptions, proof of UMD unit approval, and student rosters; > EA now reviews all program information and refers State Department travel warning locations and/or programs in locations with high risk ratings (4 or 5) to the Risk Management Committee for additional review. > EA enters all program participants in MyEA. > EA enrolls students in international insurance.

• Researched, drafted and implemented an EA Faculty/Staff Program Leader Agreement that all program leaders will be required to sign, beginning in Winter 2016; • Benchmarked CIC institutions’ study abroad waivers and student contracts, and shared this information with UMD’s Office of Legal Affairs (OLA) as context for their review of the following documents: > Travel Warning Waiver > Student Contract for Study Abroad > Buckley Amendment Waiver > Field Study Programs Waiver > Release and Indemnity Waiver (refusal to evacuate) > Terms and Conditions of Participation • Implemented OLA’s changes to these documents beginning in Winter Term 2015; • Benchmarked EA’s risk management policies with CIC institutions; • Updated Risk Management Section of the Program Proposal form and added more detailed questions on safety and security; incorporated questions from proposed “Safety & Security Assessment Form” into Risk Management section of the program proposal form; • Created program review guidelines for the EA Advisory Committee in reviewing faculty-led program proposals; and updated the guidelines to introduce more rigorous risk management review; • Became a member of OSAC’s Academic Working Group: > Attended OSAC College and University Health, Safety, and Security Seminar, December 2014; > Attended OSAC’s Study Abroad Administrators Security Overseas Seminar, June 2015.

• Met with campus partners in OGI and Clark to discuss new and expanded program leader handbook. Reviewed and updated Emergency Preparedness and Response Guidelines and distributed to faculty in WT, SB 2015 cycle.

• Revised the training program for Education Abroad program leaders to increase faculty engagement and participation, and the transition of selected risk management components of training to an online format (to be completed by Fall 15).

• Required participation and implemented the collection of program materials and presentation summaries before the workshop. These materials were distributed to attendees before the workshop to encourage review and questions; • Solicited questions before the workshop as part of the RSVP process; • Created and used session evaluation forms to collect attendee feedback on each session of the workshop; 3 2 AC AD EMIC YEAR 201 4 - 2 0 1 5

• Commenced conversations with UMD’s Office of Learning Technologies and Environments (LTE) about changing the format of the workshop from in-person to online; • Modified workshop attendance policy to allow program leaders who have led programs within the current cycle to physically attend a designated portion of the training, and sign a waiver indicating review of all workshop materials; • Held approximately 10 make-up sessions with faculty unable to attend workshop.

LOOKING FORWARD EA will continue to embrace an innovative, entrepreneurial spirit that allows it to (re)discover its capacity, creativity, and ability to work together as a team. EA’s new structures will allow for more job satisfaction, staff retention, efficiency, responsiveness, and agility in responding to complex demands. Although numeric measures are key to EA’s success as a self-supporting unit, creating a healthy, collaborative, and robust workplace will go a long way in improving its productivity and ability to offer creative rather than reactive solutions to core challenges.

EA is delighted to see that its efforts are already showing results in its operation: the number and diversity of students participating in study abroad is rising; more innovative programming is being offered; and the quality of service is improving. It will approach the new academic year with a vibrant spirit.

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A PPEN DI X 2 :

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Chart 1b: Outgoing Undergraduate Enrollment

All charts in Appendix 2 reflect numbers as of April of the reporting year.

The numbers are fairly consistent, with a discrepancy between 6 and 20 students. The outlier is the 2013-2014 year, where 52 students were added after April 2014. 52 of these students were attending Risk Management for credit programs, which run on a different timeline and our office often learns of after most program enrollments are finalized.

Chart 1c: Percentage of Degrees Awarded for Undergraduates

If a student studied abroad more than once in a year, they were only counted once. Degrees awarded data came from IRPA Campus Counts data.

3 4 AC AD EMIC YEAR 201 4 - 2 0 1 5

Chart 3a: Total Maryland Short-term Enrollment (Graduate & Undergraduate)

Maryland Short-term, Freshman Abroad Short-term Programs, and Smith Short-term Programs

Chart 3b: Enrollment in Maryland Short-term Programs (Graduate & Undergraduate) — Summer

Maryland Short-term, Freshman Abroad Short-term Programs, and Smith Short-term Programs

Chart 3c: Enrollment in Maryland Short-term Programs (Graduate & Undergraduate) — Winter

Maryland Short-term and Smith Short-term Programs

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Chart 3d: Enrollment in Maryland Short-term Programs (Graduate & Undergraduate) — Spring Break

Maryland Short-term and Smith Short-term Programs

Chart 3e: Enrollment in Maryland-in Programs (Graduate & Undergraduate) Note – there are only 8 graduate students represented here (7 in 2011-2012 and 1 in 2012-2013)

3 6 AC AD EMIC YEAR 201 4 - 2 0 1 5

Chart 4: Maryland Short-term Program Offerings

Maryland Short-term, Freshman Abroad Short-term, and Smith Short-term programs; each year includes the number of programs that ran each year.

Chart 6b: Outgoing Exchange Enrollment — U21

The Global Engineering Education Exchange Program (GE3) is a consortium in which the A. James Clark School of Engineering participates. While these are classified as exchange programs, they are not included in the UMD administered exchange balances.

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Chart 6c: Incoming Exchange Enrollment — U21

Chart 7b: Diversity in Education Abroad Race and Ethnicity

3 8 AC AD EMIC YEAR 201 4 - 2 0 1 5

Chart 7d: Diversity in Education Abroad Geographic Distribution by Region

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Chart 7d: Diversity in Education Abroad Geographic Distribution, Undergraduate students by program country Country 2011-2012 2012-2013 2013-2014 2014-2015 Grand Total Argentina 23 11 3 17 54 Australia 177 86 103 162 528 Austria 11 28 11 12 62 Bahamas 28 28 Belgium 2 2 Belize 17 8 17 20 62 Botswana 1 3 4 Brazil 27 27 36 9 99 Bulgaria 1 1 Burkina Faso 10 5 15 Cambodia 1 1 Chile 24 25 18 25 92 China 71 75 57 25 228 Costa Rica 33 29 19 27 108 Croatia 12 10 10 1 33 Cuba 1 1 2 5 9 Cyprus 2 2 Czech Republic 29 46 30 37 142 Denmark 39 48 37 51 175 Dominican Republic 7 19 26 Ecuador 10 18 25 53 Egypt 1 7 1 9 El Salvador 15 11 6 32 Ethiopia 14 3 7 24 Fiji 13 13 Finland 2 2 France 65 70 44 88 267 Germany 37 44 51 70 202 Ghana 3 6 6 2 17 Greece 11 12 4 5 32 Grenada 9 9 Guatemala 2 2 4 Hong Kong 6 9 8 10 33 Hungary 1 2 1 4 India 29 28 10 15 82 Indonesia 1 5 5 2 13 Ireland 29 7 6 29 71 Israel 54 13 33 14 114 Italy 261 262 203 220 946 Jamaica 1 1 Japan 12 24 22 39 97 Jordan 1 2 4 3 10 Korea 13 18 5 17 53 Latvia 16 16 Malawi 1 1 Mexico 1 1 1 3 Morocco 8 15 18 10 51 Mozambique 1 1 Multiple 133 182 173 160 648 Netherlands 11 16 20 13 60 New Zealand 33 35 41 38 147 Nicaragua 11 30 24 30 95 Nigeria 1 1 Norway 17 10 2 2 31 Oman 1 1 Panama 1 1 2 Peru 18 6 14 17 55 Poland 1 1 Russia 8 8 4 3 23 Senegal 1 1 2 Sierra Leone 9 4 4 17 Singapore 1 1 7 17 26 South Africa 12 12 8 30 62 Spain 185 182 198 180 745 Sri Lanka 2 2 Sweden 4 3 2 3 12 Switzerland 1 1 2 Taiwan 9 8 23 7 47 Tajikistan 2 1 3 Tanzania 1 1 1 3 Thailand 5 27 27 3 62 Trinidad and Tobago 9 9 Turkey 22 16 17 12 67 Uganda 15 13 1 29 United Arab Emirates 45 49 42 48 184 United Kingdom 169 162 147 122 600 Grand Total 1788 1741 1571 1667 6767

4 0 AC AD EMIC YEAR 201 4 - 2 0 1 5

Chart 7d: Diversity in Education Abroad Geographic Distribution, Graduate students by program country Country 2011-2012 2012-2013 2013-2014 2014-2015 Grand Total Australia 23 2 25 Austria 2 1 3 Brazil 43 73 42 38 196 Burkina Faso 2 2 Chile 4 31 65 100 China 2 41 2 45 Cuba 10 10 Denmark 1 1 2 Dominican Republic 1 1 Egypt 8 10 18 El Salvador 6 4 1 11 Ethiopia 7 7 France 4 1 27 32 Germany 2 6 1 1 10 Greece 1 1 Hong Kong 13 13 India 10 28 19 10 67 Indonesia 15 12 10 16 53 Ireland 1 2 4 7 Israel 1 2 3 6 Italy 7 14 2 12 35 Korea 5 5 Latvia 1 1 Morocco 17 6 9 16 48 Multiple 62 32 47 34 175 Namibia 3 2 5 Netherlands 3 1 4 New Zealand 3 1 1 5 Peru 7 16 21 16 60 Qatar 8 8 Russia 20 5 25 Singapore 1 39 32 72 South Africa 39 39 Sri Lanka 16 6 22 Taiwan 3 3 Thailand 2 2 Tunisia 6 6 Turkey 7 8 6 9 30 United Arab Emirates 32 33 20 85 United Kingdom 6 8 5 8 27 Uruguay 7 7 Grand Total 341 310 313 309 1273

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ADDITIONAL DATA Percentage of Undergraduate Participation in Study Abroad by Academic College The chart below shows the total undergraduate enrollment in each academic college in orange (data is from the Fall 2014 Campus Counts), the number of students who studied abroad during the 2014-2015 academic year in blue, and the percentage of the college enrollment that studied abroad on top.

If a student studied abroad twice, they are only counted once in order to appropriately communicate the percentage of students in each college who took part in study abroad. If a student is a double major, they are counted once in each college. The UMD Campus total reflects the undergraduate degrees awarded from Fall 2014 Campus Counts data. The UGST percentage is over 100 percent because a large number of participants from that college are undecided majors (LTSC) who are not captured in the degrees awarded statistics. The UGST college also captures students who have created their own major.

4 2 AC AD EMIC YEAR 201 4 - 2 0 1 5

Percentage of Graduate Participation in Study Abroad by Academic College The chart below shows the total graduate enrollment in each academic college in orange (data is from the Fall 2014 Campus Counts), the number of students who studied abroad during the 2014-2015 academic year in blue, and the percentage of the college enrollment that studied abroad on top.

If a student studied abroad twice, they are only counted once in order to appropriately communicate the percentage of students in each college who took part in study abroad. If a student is a double major, they are counted once in each college. The UMD Campus total reflects the degrees awarded (masters and doctoral students) from Fall 2014 Campus Counts data.

Enrollment Compared to Percentages of Degree of that Year All undergraduate outgoing credit-bearing students, no duplicates Academic

UMD Undergrad

UMD Undergraduate

Percentage of

Year

(No Duplicates)

Degrees Awarded*

Degrees Awarded

2014-2015 1619

7279

22%

2013-2014 1537

7192

21%

2012-2013 1712

7044

24%

2011-2012 1728

6988

25%

2010-2011 1555

6569

24%

2009-2010 1440

6704

21%

2008-2009 1445

6307

23%

2007-2008 1345

6107

22%

2006-2007 1075

6301

17%

*used fall of opening year (i.e. for 2014-2015, used fall 2014 statistic)

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Overall Enrollment ALL OUTGOING CREDIT-BEARING STUDENTS, WITH DUPLICATES Year

GRAD

UG

Grand Total

2006-2007 DNK

1075

2007-2008 DNK

1345

2008-2009 DNK

1445

2009-2010 DNK

1440

2010-2011 DNK

1555

2011-2012 341

1788

2129

2012-2013 310

1741

2051

2013-2014 313

1571

1884

2014-2015 309

1667

1976

Data from 2011-2012 to 2014-2015 years reflects information from MyEA. Data from 2006-2007 to 2010-2011 year is pulled from the OIA 12-13 annual report.

Please note that the 2011-2012 undergraduate number reported here is 128 students more than reported in the OIA, while the total number of student studying abroad for that year is 39 students less. As the 12-13 OIA annual report does not describe how or when the 2011-2012 data in question was collected, it is not clear why this discrepancy occurred. We believe that the data in this report from years 2011-2012 to 2014-2015 is the most complete and accurate, as it is was pulled more recently and the data has been cleaned in a consistent manner.

ALL OUTGOING CREDIT-BEARING STUDENTS, NO DUPLICATES Row Labels

GRAD

UG

Grand Total

2011-2012 323

1728

2051

2012-2013 297

1712

2009

2013-2014 305

1537

1842

2014-2015 302

1619

1921

4 4 AC AD EMIC YEAR 201 4 - 2 0 1 5

IIE Comparison Academic Year

No Duplicates, credit bearing,

Open Doors Total

2014-2015

1,863*

Percent Change UMD from previous year

Total U.S. students abroad (IIE Open Doors)

Percent Change Total U.S. (IIE Open Doors)

UMD National IIE Open Doors degree seeking, U.S. citizen Ranking for

& perm res Study Abroad Participation 5.79% NA NA NA

2013-2014 1,761

-9.78% NA NA NA

2012-2013 1,952

-3.6% 289,408 2.1% #19

2011-2012 2,025

0.1%

283,332

3.4%

#12

2010-2011 2,023

0.4%

273,996

1.25%

#15

2009-2010 2,015

11.1%

270,604

3.8%

#17

2008-2009 1,814

8.7%

260,327

-0.8%

#21

2007-2008 1,669

22.8%

262,416

8.5%

#25

2006-2007 1,359

7.0%

241,791

8.0%

#29

2005-2006 1,270

16.9%

223,534

8.5%

#29

2004-2005 1,086

11.5%

205,983

7.7%

#36

2003-2004 974

12.1%

191,321

9.5%

#43

2002-2003 869

26%

174,629

8.5%

2001-2002 689

-7.4 % 160,920 3.8%

2000-2001

744

7.4 %

154,168

7.4%

1999-2000

693

40.3 %

143,590

10.6%

1998-1999

494

4.7 %

129,770

13.8%

1997-1998

472

27.9 %

113,959

14.6%

1996-1997

369

23.4 %

99,448

11.4%

1995-1996

299

3.8 %

89,242

5.7%

* 2014-2015 data will not be submitted to IIE Open Doors until April 2016. The reported number may change slightly from the number shown above Total IIE numbers will be different from what EA reports, as IIE only counts U.S. citizens/permanent residents who are seeking a degree. The numbers also reflect totals without duplicates.

This means that if a student had more than one application, they will only be counted as one.

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INTERNATIONAL STUDENT OVERVIEW International Student and Scholar Services (ISSS) supports approximately 5,138 international students and 1,400 international faculty and scholars on campus—representing 135 countries—by providing advice, information, and referrals on matters such as immigration regulations, cultural adjustment, employment, overseas travel and study, volunteer work, and international careers. International students represent 3.8 percent of UMD’s enrolled undergraduate population and 31.2 percent of its enrolled graduate student population.

During AY15, the University of Maryland enrolled approximately 4,400 international undergraduate and graduate students, representing a 2.8 percent increase from the prior year, and a 37.5 percent increase over the past five years (Chart 2a). Undergraduate international student enrollment increased by 15.2 percent from Fall 2013 to Fall 2014 (See Chart 2a: Total International Student Enrollment

Appendix 3, Chart 2b). Since Fall 2013, the Graduate School has been maintaining an enrollment level of approximately 3,200 international students (See Appendix 3, Chart 2c). The 12.5 percent of UMD’s overall student enrollment that our international contingent constitutes once again places Maryland among the top 35 U.S. universities in terms of international students, a tier to which UMD has belonged for the past 17 years. While Graduate Admissions and Undergraduate Admissions have not yet completed the cycle for Fall 2015, to date, more than 1,475 applicants have been admitted and sent immigration documents to use for study. Another year of growth in international student enrollment is anticipated.

Intake activities for this large body of students and scholars, including outreach and advice to campus units, consume a large portion of ISSS staff time and energies. These efforts, however, are only the beginning of the support services that ISSS offers to them and their sponsoring units.

As ISSS prepares for its new home in H.J. Patterson in early 2017, it is creating a new array of services via technology for the international population that it supports, and it continues to meet the challenges of a vibrant and engaged global university. To assist with achieving its mission this past year, ISSS worked with partners across campus to implement these new information technologies and close down older systems. Students and scholars can now use the internet to 4 6 AC AD EMIC YEAR 201 4 - 2 0 1 5

& SCHOLAR SERVICES request services and meet regulatory requirements; academic programs are participating in the creation of non-traditional academic calendars to improve the openness and accountability necessary to meet U.S. Federal requirements; new student categories are being created to enhance the diversity of the campus community; and programs for students, faculty and staff continue to promote an inclusive campus committed to fostering dialogue within our community.

ISSS INTERNATIONAL STUDENT PROGRAMS • International Coffee Hour is offered every Wednesday of the Fall and Spring Semesters for international students and scholars visiting UMD to come and meet faculty, staff and other students of the University.

Average number of participants: 50 • International Student Orientation is scheduled at the beginning of every Fall and Spring semester to assist students in their arrival to the University. During the fall semester, ISSS gives orientation across one week to more than 1,000 students. The program is five days in length and some sessions are given multiple times to accommodate student schedules.

See Appendix 3, Chart 3 for Fall Orientation Numbers • “Somewhere Over the Rainbow: Conference on Sexual Orientation and Gender Identity in International Education” June 12, 2015. This conference was jointly hosted by the Education Abroad office, International Student and Scholar Services office, and the UMD LGBT Equity Center. A post-conference survey revealed that more than 90 percent of the attendees said they would recommend the conference to others and that they learned something that made attending the conference worthwhile. A large majority (approximately 75 percent) indicated that they would like to see the conference take place again next year.

Number of participants: 100+ • Workshops: ISSS offers a variety of recurring workshops to international students to assist them with understanding and applying for the employment benefits related to F-1 immigration status, re-entry to home-country culture, or career planning for U.S. culture. See Chart 4 for workshop content and attendance numbers for Fall 2014 and Spring 2015.

Number of participants: 2,596 Chart 4: ISSS Workshops Workshop

2014

2015

Grand Total

CPT Workshop

- 108 108

CPT Workshop for MS in Business

7 65 72

Life After F-1/J-1 Workshop

58 58 116

Off- Campus Work Authorization for F1 Students: OPT/CPT in Review OPT Workshop

- 6 6 1087 830 1917

OPT Workshop for MS Business Students 365 - Volunteer Training - International Student Orientation Grand Total

365

12 - 12 1529

1067

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INTERNATIONAL STUDENT • Collaborations with other campus groups for International Student Services: > Maryland English Institute (MEI) > Brazilian Mobility Program > Language Partner Program > Counseling Center –ESL Conversation Tables > Graduate Student Association > UMCP Diversity Task Force > Residency Classification Appeals Committee > Faculty Affairs Committee

INTERNATIONAL STUDENTS AND EMPLOYMENT AFTER GRADUATION In 2008, the U.S. immigration service began authorizing F-1 students with STEM degree for an additional 17 months of employment following graduation. For the past 7 years, immigration has continuously increased the reporting requirements on this population. ISSS is required to report on any such post-UMD student employment to the Department of Homeland Security, and to track these alumni’s residential and employment addresses, dates of employment, changes in employer and termination of employment. This is ISSS’s fasting growing category of student (Chart 2d).

Chart 2d: International Student on Employment Authorization*

*This chart represents students that have received an employment authorization card from immigration. ISSS is required to report on student employment to the Department of Homeland Security and to track the student’s residential and employment address. Additionally, this group of students receives services from ISSS for 12 to 29 months following the completion of a UMD degree program. This is our fasting growing category of student.

4 8 AC AD EMIC YEAR 201 4 - 2 0 1 5

& SCHOLAR SERVICES INTERNATIONAL FACULTY AND SCHOLAR SERVICES AND PROGRAMS In AY15, the university also hosted 1,341 visiting Scholars, Faculty and Trainees (J-1 status); 274 Faculty in non-immigrant employment visas (H1B status); and an additional 25+ Permanent Residency applications (Chart 5). The ISSS Faculty and Scholar Advising team processed all immigration related documents and filings for these Scholars, Researchers, and Trainees.

Chart 5: International Faculty & Scholars to ISSS Scholar

• J-1 Scholar Orientation is held every Thursday, 10 am – 12 pm and covers immigration regulations associated with the J-1 status, including time limits, health insurance, keeping SEVIS information current, travel outside the United States, restrictions on employment, and applying for a Social Security number.

Total number of J1 scholars attending orientation (August 2014 to May 2015): 292 • International Spouses Organization – ISSS supports the international Spouses Organization every year for the Thanksgiving holiday by providing a traditional Thanksgiving meal.

Number of attendees for 2014: 20 • ISSS Brown Bag Seminars are offered exclusively to faculty and staff at the University of Maryland, College Park. This seminar series offers resources and professional development for departmental administrators and faculty as they seek to educate and serve UMCP’s diverse international community.

Appendix 3, Chart 6a – Brown Bag Sessions 2014 (# of sessions: 25, # of attendees: 337) Appendix 3, Chart 6b– Brown Bag Sessions 2015 (# of sessions: 5, # of attendees: 93)

Admissions and Recruitment of International Students Fall 2015 will be the second semester ISSS has been processing forms using the iTerp software program. ISSS will issue more than 1,500 I-20 forms and 90 J-1 forms for exchange students during this term. ISSS has seen improved communiO FFI C E O F I N TER N ATI O N A L A F FA I RS

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INTERNATIONAL STUDENT cations with newly admitted degree and non-degree seeking students due to iTerp. iTerp has also led to greater efficiency in the process; ISSS now responds only to international applicants who confirm their intention to attend the university.

As a result, ISSS anticipates that the University will see a higher yield ratio on its F-1 international students. ISSS also anticipates that the new process will create better efficiencies by requiring fewer cancelled records and providing a more accurate estimation of F-1 students intending to attend the university. By comparison, in AY13 ISSS issued an I-20 to every F-1 student admitted to the University. ISSS had to cancel 40 percent of these 2,500 issued forms after the fall freeze was run.

NEW TECHNOLOGIES iTerp: ISSS launched this new case management software system, which allows for the management of international student and scholar information, in July 2014.

Scholar Departments: In October 2014, ISSS piloted iTerp with select departments. After a successful pilot program iTerp trainings have been conducted campus wide, and departments are now using iTerp exclusively for submission of their H1B and J-1 applications and processing.

• Total number of University Staff Trained on iTerp: 110 • Total number of University Departments with iTerp-trained staff: 80 Student Module: Over the past year, 13 international student services have been streamlined and transitioned from paper processing to electronic processing. The office is currently transitioning an additional 7 services for students to electronic processing, which will allow students to log into iTerp and submit applications and requests directly to ISSS advisors. iTerp creates better access to the international office for students via Customer Relationship Modules for ISSS advisors and international students. It not only improves the service ISSS is providing, but also enhances compliance with government regulations by creating shorter response times to UMD’s reporting requirements.

12 services have been implemented across campus for international faculty and scholar case work, and the feedback on the system has been positive. Two additional services will be launched in the coming months. Scholars are enjoying the on-line access provided in the system; ISSS staff are benefiting from system automation and Customer Relationship Modules; and departmental administrative staff have noted the streamlined data entry and the ease of use provided by the system.

In August 2014, ISSS began using the ITERP online Front Office check-in module, which allows students to sign in and indicate the purpose of their visit. ISSS advisors are then able to “check-in” students for their advising appointment.

The system is giving ISSS new insight into its work volume, the services requested by students, and the office’s ability to meet students’ needs.

Metrics from the iTerp system • 5,472 – Number of advising sessions between August 2014 and May 2015 > 396 – Average number of monthly walk-ins (May 2015 was the highest volume: 1,012 walk-ins) > 151 – Average number of scheduled appointments > Advisors reported having an average of 10-20 appointments per week • 42 percent – Visits are Employment Related (OPT, CPT, STEM) • 27 minutes – Average length of scheduled appointments 5 0 AC AD EMIC YEAR 201 4 - 2 0 1 5

& SCHOLAR SERVICES • 14 minutes – Average length of walk-in appointments

iTerp Challenges While iTerp has greatly helped automate and streamline many of ISSS’s processes, it has not been without its challenges. ISSS has four concerns with the system: • Checklists: iTerp has a “checklist” module that allows for automation of workflow practices. It has been in release for approximately 3 years but contains many programming bugs that ISSS has had to work closely with the vendor (Indiana University) to resolve. It uses the checklist for our Spring 2015 admission term.

• J-1 Interns: iTERP does not include a category for J-1 interns.

• Scheduler: iTERP’s event management module has a number of programming issues that ISSS is continuing to work with IU on.

• Data consolidations between Student Information System (SIS) and the Payroll Human Resources System (PHR) and iTERP have allowed the University to close down the Academic Resource System. Although the transition has had its challenges, it has resulted in a normalized data environment that provides the University with better access to data for decision-making.

COMMUNICATIONS • The number one complaint ISSS receives is that “it never answers the phone.” The ISSS Main Phone Line received 7,112 incoming calls in a 6-month period between January–June 2015. This volume is beyond ISSS’s current capacity to provide good service. ISSS is beginning to document incoming call volume to plan for its needs. A second full-time receptionist is required in order to enable ISSS to meet the demands of students and scholars.

• ISSS CHAT is offered Monday – Friday, 10:30 am – 12:30 pm (students and scholars) > 24 – Reported number of average chats (students) in a daily session. During the month of May 2015, some chat sessions reported numbers between 60 and 80 sessions—unfortunately, greater volume then one student advisor could manage.

• ISSS Weekly Newsletter: ISSS sends a weekly newsletter to approximately 4,300 subscribers, including international students/ scholars and individual subscribers. Content includes immigration regulations, ISSS O FFI C E O F I N TER N ATI O N A L A F FA I RS

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INTERNATIONAL STUDENT announcements, and campus events. The “open rate” for this newsletter averages 50 percent, well above the 26 percent average for the Education industry.

• 2013 ISSS Office Survey: In October 2013, ISSS sent to current international students and scholars its biennial survey to evaluate ISSS services. The survey was sent to 4,191 individuals. 1,358 completed the survey (1,142 – students; 215 – scholar/faculty). Some of the findings (See Chart 7) were: > Preferred Method of Communication: Email > Type of Device Primarily Used for Communication: Laptop > Primary Operating System: Windows > Most Common Feedback: Chart 7: 2013 ISSS Biennial Survey Results Services Used

Students

Scholars

In-Person Appointment with an Advisor

43%

48%

In Person Walk-Ins

65%

71%

Live Chat

26%

9%

Main Phone Line (301) 314-7740

22%

13%

Online Check-In (i.e. uploading your Immigration Document via the ISSS Website)

33%

18%

Student – Satisfaction Levels

Excellent

Very Good

Good

Fair

Poor

In-Person Appointment with an Advisor

52%

30%

15%

2%

1%

In Person Walk-Ins

40%

34%

19%

6%

2%

Live Chat

35% 36% 20% 7% 2%

Main Phone Line (301) 314-7740

22%

27%

18%

15%

18%

Online Check-In (i.e. uploading your Immigration Document via the ISSS Website)

41%

36%

20%

2%

1%

Website

26% 45% 25% 4% 0%

None of the Above

0%

0%

0%

0%

0%

Scholar/Faculty – Satisfaction Levels

Excellent

Very Good

Good

Fair

Poor

In-Person Appointment with an Advisor

59%

28%

4%

3%

6%

In Person Walk-Ins

41%

34%

16%

8%

2%

Live Chat

64%

18%

5%

9%

5%

Main Phone Line (301) 314-7740

18%

23%

27%

18%

14%

Online Check-In (i.e. uploading your 38% Immigration Document via the ISSS Website)

50%

10%

3%

0%

Website

20% 40% 30% 11% 0%

None of the Above

0%

5 2 AC AD EMIC YEAR 201 4 - 2 0 1 5

0%

0%

0%

0%

& SCHOLAR SERVICES - - - - - - - - -

Respondents want the ISSS office to be more centrally located and to add more Chat Hours More details on the ISSS website More employment services/assistance More on regulation, less on social Improve service on main phone line More Walk-In Appointments/Emergency Walkins More support prior to U.S. Arrival Faster Email Replies Better Appointment System

ISSS STAFFING As ISSS prepares for the 2015-2016 Academic Year, its most pressing challenges are budget and staff (See Appendix 3, Chart 9). The recent growth in the population that ISSS serves has not led to a corresponding increase in ISSS staff. The table below, which compares international student to advisor ratios at UMD and other CIC institutions, demonstrates this challenge: Institution

Number of Nonimmigrant Students Fall 2014

Total Number of Student Advisers

Ratio of students to advisers

University of Maryland 5138

5

1000+:1

Penn State University 7024

8

878:1

University of Minnesota 6621

6

University of Illinois, Urbana-Champaign

12

10843

Michigan State 7704 University

1000+:1 903:1

17 453:1

Moreover, current university plans call for an expansion of the international undergraduate student population from its current level of 3.8 percent of all undergraduate students to a target of 8 percent. In real numbers, this will mean approximately 1,400 additional students, which will further tax ISSS’s capacities. The new case management technology, which will allow students to access information via the web, will only partly address the situation, since the reduction of student wait-times for advising services is only part of the challenge. Additional staff is also needed to create and maintain welcoming environment for UMD’s international students and scholars (See Appendix 3, Chart 5 and 8). Because ISSS does not receive any programming funds for its activities, commitments of staff time are essential to their delivery – even small supply expenses are covered by staff. ISSS is expected to develop more programming and services for International undergraduate students as a result of the recent campus task force. ISSS’s current staffing and budget limit event marketing and communications, logistics and transportation. If the university intends to increase the population that ISSS serves, and the Student Life Office wants ISSS to offer programming to international students on a larger scale, the issue of budget will need to be addressed.

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A PPEN DI X 3 :

INT E R NAT IONAL S T UD EN T & S C HOL AR S E R V IC E S

Chart 1a: 2014 Fall Statistics

Chart 1b: Non-Immigrant Enrollment

Chart 1c: Top 10 Countries with Highest Enrollment

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Chart 2b: Total International Undergraduate Student Enrollment

Chart 2c: Total International Graduate Student Enrollment

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A PPEN DI X 3 :

INT E R NAT IONAL S T UD EN T & S C HOL AR S E R V IC E S

Chart 3: Fall Orientation Sessions and Number of Attendees (August 2014) Session

5 6 AC AD EMIC YEAR 201 4 - 2 0 1 5

# of Attendees

# of Group Sessions

Adjusting to American Culture

373

1

Becoming A Washington, DC “Insider”

501

4

Being Academically Successful

399

1

Clarice Smith Performing Arts Center Tour

249

2

Coffee Hour

423

2

Dinner Meet Up

279

1

Eppley Recreation Center Tour

417

4

Finding On-Campus Employment

399

1

Getting a Maryland Driver’s License

348

1

Getting Around: Transportation & Parking

379

2

Having Fun & Getting Connected at UMD

419

1

IKEA Shopping Trip

433

5

Important Grad School Policies & US Classroom Culture

257

1

Improve Your English Skills With English 101x

89

1

International Spouses Orientation & Welcome

25

1

ISSS Immigration Session

1077

13

J-1 Exchange Student Orientation

110

1

J-1 Exchange Student Welcome Dinner

77

1

Lunch Meet Up

447

2

MAKE-UP ISSS Immigration Session

10

3

McKeldin Library Mobile Scavenger Hunt (with iPads)

293

4

McKeldin Library Tour

455

4

On-Campus Housing Survival Guide

87

1

Renting Off-Campus Housing & Understanding Leases

153

1

Safety & Security

277

2

Social Security & Payroll Issues

288

1

Trip to Baltimore for Baseball Game

104

1

Trip to Washington, DC

545

4

Undergraduates -New Student Orientation

109

2

Understanding US Health Care

401

1

Welcome Lunch Reception

398

1

Chart 6a: Brown Bag Sessions 2014 Session

# of Attendees

2014-2 34 Brown Bag - Export Compliance in Research Administration

20

Brown Bag - International Student Statistics at the University of Maryland

14

2014-3 124 Brown Bag - Appropriate Use of the B-1/B-2 Visa Brown Bag - Employment Visa Options

12 8

Brown Bag - H-1B Processing and the Evaluation of Foreign Credentials

22

Brown Bag - Integration Programming for International and Domestic Students

15

Brown Bag - International Student Statistics at the University of Maryland (Rescheduled)

23

Brown Bag - Off-Site Employment and Other Visa Sponsors

10

Brown Bag - Permanent Residency: Labor Certification vs. Outstanding Professor/Researcher

6

Brown Bag - Play the BaFa BaFa Game!

2

Brown Bag - Students in Distress

12

Brown Bag - Working in the US: An International Perspective

14

2014-4 62 Brown Bag - Chinese Pronunciation Brown Bag - Integration Programming for International and Domestic Students (Rescheduled) Brown Bag - J-1 or H-1b?: What’s the difference?

Brown Bag - Play the BaFa BaFa Game!

22 8 29 3

2014-5 25 Brown Bag - International Student Orientation Preview

25

2014-9 27 Brown Bag - Appropriate Use of the B-1/B-2 Visa

12

Brown Bag - Integration Programming for International and Domestic Students

15

2014-10 50 Brown Bag - H-1B Processing and the Evaluation of Foreign Credentials

13

Brown Bag - Integration Programming for International and Domestic Students (Rescheduled)

16

Brown Bag - Play the BaFa BaFa Game!

10

Brown Bag - Students in Distress

11

2014-11 9 Brown Bag - Off-Site Employment and Other Visa Sponsors

9

2014-12 6 Brown Bag - Permanent Residency: Labor Certification vs. Outstanding Professor/Researcher # of 2014 Sessions: 25

6 337

O FFI C E O F I N TER N ATI O N A L A F FA I RS

57

A PPEN DI X 3 :

INT E R NAT IONAL S T UD EN T & S C HOL AR S E R V IC E S

Chart 6b: Brown Bag Sessions 2015 Session

# of Attendees

2015-2 8 Brown Bag - J1 Intern

8

2015-4 60 Brown Bag - Communication Techniques for English as Second Language Learner

20

Brown Bag - International Student Admissions: Newly Admitted International Students using ITerp

18

Brown Bag - Transcendence of Time and Space-the Lived Experiences of Chinese International Graduate Students in the United States

22

2015-5 25 Brown Bag - International Student Orientation Preview

25

# of 2015Sessions: 5

93

Chart 8: International Students to ISSS Student Advisor

5 8 AC AD EMIC YEAR 201 4 - 2 0 1 5

Chart 9: ISSS Staffing

O FFI C E O F I N TER N ATI O N A L A F FA I RS

59

OFFICE OF CHINA AFFAIRS OVERVIEW AY15 was a major year of transition and expansion for the Office of China Affairs (OCA). In response to increased demand across campus and in order to address many of the colleges’ interests, OCA now serves as a focal point for China-related activities at the University of Maryland and as a resource for students, faculty, staff, and the community.

The establishment of the Office of China Affairs represents the next leap forward in deepening the university’s ties with China. OCA’s work falls into six distinct areas: 1. Coordinating existing relationships between various academic units and China; 2. Facilitating new relationships with China by helping academic units translate documents, negotiate agreements, prepare documents, learn etiquette, and become versed on a range of issues with regards to Chinese politics, economy, culture, and higher education; 3. Creating more training programs to meet the evolving needs of China; 4. Developing exciting and innovative student programs in China that will help prepare UMD students to engage professionally with the soon-to-be largest economy in the world; 5. Developing major China initiatives that cross disciplines and interest areas; 6. Assisting the Confucius Institute to further promote Chinese language and culture throughout Maryland and Greater-Washington, D.C. In order to accomplish this work, OCA greatly expanded its responsibilities in AY15. OCA began by realigning management and administration to fit its new mandate. It absorbed the Maryland China Initiative, now OCA’s China Training Division. OCA also provided a wide range of services to students, faculty, and staff, as detailed below. Finally, it initiated work on a number of major projects, including the U.S.-China Charity Center, a new fee-based 1+2+1 program for visiting students from Beijing; and a broad collaboration with the Chinese Academy of Sciences. OCA also published a history of UMD and China.

OCA MANAGEMENT AND ADMINISTRATION With a new Director and new mandate, OCA began the year with a new strategic plan and top-to-bottom financial review. At the end of this process OCA created an operating budget for the year. OCA also reduced costs by eliminating a position through restructuring.

OCA is currently in the final stages of developing a new website, with entirely new content for students, faculty, and Chinese trainees. A faculty advisory board was established to increase participation and transparency in decision-making. Green Certification for its office was also attained.

TRAINING OF CHINESE GOVERNMENT OFFICIALS AND PROFESSIONALS OCA continues to run one of the oldest Chinese-government-approved overseas experts training facilities in the United States. Established in 1996, its training programs are a major reason for the University’s very strong reputation 6 0 AC AD EMIC YEAR 201 4 - 2 0 1 5

in China. Almost 10,000 Chinese officials and professionals have spent extended periods of time on campus, learning best practices in public administration, environmental protection, and higher education administration.

OCA’s training programs for Chinese professionals have also benefitted the university in four ways. They have strengthened relationships with the Chinese government. They have also facilitated academic and research collaboration between UMD and Chinese universities. Specifically, one of OCA’s programs has led to the new 1+2+1 visiting student program with the City of Beijing. Typically these programs connections are also made between individual UMD faculty and their Chinese counterparts, which enable them to follow up on mutual interests. OCA programs have increased UMD faculty and staff’s knowledge of China, by giving them opportunities for in-depth engagement with Chinese officials and university faculty and administrators that would otherwise be unlikely. Finally, OCA has compensated both faculty and academic and administrative units for teaching, room and equipment rentals, and catering.

Long-term prospects are still bright, as OCA’s Training Program continues to enjoy a strong reputation in China. The overall China training environment has deteriorated over the last year-and-a-half. Chinese anti-corruption policies have reduced the number of overseas training sessions permitted. All of OCA’s 2014 long-term programs were being cancelled, leaving OCA to rely on shorter 2-3 week programs that are less lucrative. Even many of those short-term programs were cancelled or not approved by the government.

The 2013 Dalai Lama visit to UMD also continues to negatively impact OCA’s programs. This past year, five OCA programs that were cancelled gave as the reason the Dalai Lama visit. Most likely there are several additional programs that did not materialize due to its continuing repercussions.

AY15 PROGRAMMING OCA’s China training division executed 20 training programs in AY15, serving 373 people.

AY15 Program Data (July 2014-June 2015)

Number

Number Number of Sessions of Trainees of Programs

Lectures Professional/ Cultural Visits Government and Corporate Executive Training Programs

12

208

102 73

Higher Education Administration Programs

6

101

78 57

Training Programs Total

18

309

180 130

Summer Camp

2

64

28 36

All Programs Total

20

373

208

196

Revenues were approximately $600,000 (compared to $669,545 the previous year), resulting in the year’s loss of $120,000, significantly less than the loss of $288,891 predicted at the beginning of the year. This loss was expected due to the aforementioned Chinese government policies and adverse effects from the Dalai Lama visit, but mitigated by the sale of new programs and reduction of expenses. OCA’s fund balance is still in the black at $240,000.

O FFI C E O F I N TER N ATI O N A L A F FA I RS

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OFFICE OF CHINA AFFAIRS OCA has redoubled its efforts to make up for the reduction in programs by reducing costs (staff reduction and expense management) and by building new training programs. OCA undertook significant business development efforts, visiting over 30 institutions in China in order to promote training programs for next year and to introduce OCA’s new team and mission. OCA met three times with the State Administration of Foreign Experts Affairs (SAFEA), the government organ responsible for approving all Chinese overseas training programs.

New programs included one on charity and philanthropy, and another on “Global Leadership Development” for outstanding Shanghai youth. New programs were also designed on corporate social responsibility, government procurement, and “doing business” in the United States, though they have not yet been executed.

OCA also launched three summer programs targeting Chinese students. Two programs are for Chinese high school students that emphasize American culture, the education system, and how to prepare for life and studies in an American university. The other is for students from four Chinese universities that offers two tracks: media/journalism and engineering.

STUDENT ADVISING OCA has become a resource for UMD students. It now advises individual students on issues relating to the study of Chinese at UMD, career paths, and student organizations related to Chinese. On behalf of the Chinese Department, the OCA director also gave a presentation to students on why they should study Chinese. OCA also took two UMD students to Beijing to participate in the State Department’s U.S.-China Young Think Tank Dialogue, part of the U.S.-China High-Level Consultation on People-to-People Exchange.

FACULTY CONSULTATIONS In order to introduce its new services and mandate and to listen to campus needs, OCA met with various deans. The OCA director gave a faculty/staff presentation on Chinese culture and how to host Chinese guests. OCA processed a large number of visa invitation letters on behalf of faculty and staff. It advised several academic units, including the Smith School, School of Agriculture, and School of Languages, Literatures, and Cultures on their China programs.

OCA also advised the President’s Office on a number of strategic issues related to China, including drafting talking points for a number of speeches and meetings.

COMMUNITY ENGAGEMENT OCA engaged the local community, including PG County government and the State government. OCA’s director joined the Maryland-Anhui Sister State Committee, met with DBED and provided them with interpreting services, met with the Baltimore-Xiamen Sister City Committee, talked to a Chinese delegation on behalf of PG County, and engaged with the Maryland-China Business Council.

OTHER MAJOR ACTI VITIES • Drafted a proposal for a U.S.-China Charity and Philanthropy Center, a collaborative project between with China Charity Alliance and UMD. Likely to be housed at the School of Public Policy, this partnership will foster philanthropic activity between the U.S. and China, potentially giving UMD a unique advantage to raise China-sourced philanthropic gifts in the United States.

• Coordinated the China portion of President Loh’s trip to Asia. Despite a short timeline, OCA facilitated the signing 6 2 AC AD EMIC YEAR 201 4 - 2 0 1 5

•

•

of an MOU with the Chinese Academy of Sciences, a meeting with the Vice-Minister of Science and Technology, an MOU with the City of Beijing on sending Beijing students to UMD on a fee-paying basis, and subsidiary agreements with two of Beijing’s top schools, who will send students via the City of Beijing’s program.

OCA’s training programs resulted in an approach by the Beijing Municipal Education Commission, which manages 89 provincial universities, to fund Beijing students to study at UMD on a non-degree 1+2+1 program. This program will commence in Fall 2016 with 20 students coming from three different Beijing universities.

Researched and produced the first comprehensive history of UMD-China engagement, dating back to 1915.

Advised the Confucius Institute on a strategic plan, the coordination of the 10th anniversary event, hosting a visit from the State Department, the “Model CI” proposal, and the Hanban art exhibit and dinner with the President’s Office.

Aside from the training delegations, many Chinese delegations visited UMD, including the Anhui Government, Shanghai Jiaotong University, Nankai University, Xiamen University, Changzhou University, Chengdu Sports University, Xi’an Jiaotong-Liverpool University, Beijing University, and South China University of Technology. OCA hosted these groups and, in most cases, underwrote their expenses at UMD. Worked with the UMD soccer team and Shanghai Overseas Chinese Foundation to put together summer youth soccer world cup program (program was ultimately cancelled due to changes in regulations by the Chinese).

Generated greater visibility for UMD’s Office of China Affairs in Washington D.C. through public speaking events at the State Department, the Brookings Institute, the Center for Strategic and International Studies, and the East-West Center.

1958

刘霍成为第一个在马里 兰大学获得博士学位的 中国学生，其毕业论文 的题目为《肥料对烟草 的化学组成及物理特性 的影响》。

Ho LIU becomes the first Chinese student to earn a Doctor of Philosophy from the University of Maryland with the dissertation “The Effect of Fertilizers on the Chemical Composition and Physical Properties of Tobacco.

1930

The delegation also was honored with a meeting with Deng Xiaoping.

1940

1982

UMD student Zhigang AN reportedly becomes the first Chinese national to receive a Ph.D. in the United States after normalization of relations. He graduates with a degree in Physics.

4月17日，尼克松总统历史性的访华不久，马里兰大学乒 乓球队在科菲尔德体育馆迎来了中国国家乒乓球代表队一 行28人，被视作中美关系一个重要的分水岭。此举后来被 称作“乒乓外交”，可谓中美关系的破冰之旅，对两国关系 的正常化做出了突出贡献。当时到场的观众达到了一万两 千人，是美国历史上观众人数最多的乒乓球比赛。

1972

On April 17, following Nixon’s historic trip to China, UMD and its table tennis team host the 28-member Chinese national ping-pong team—a watershed moment in U.S.-China relations. A key part of what has since been dubbed ‘Ping-Pong Diplomacy,’ the event contributes greatly to a thawing of relations between the United States and China, and is a critical step in normalizing ties between the two countries. The matches at UMD are attended by over 12,000 people, making it the largest ping pong audience in U.S. history.

1955

UMD hosts the “Round Table Conference on Chinese American Cultural Relations.” This becomes an annual event focusing on strengthening cultural ties between the United States and China. The conference is labeled ‘a first of its kind’ and expanded in scope each year.

1920

Collection of the Maryland State Archives

中国学生安志刚成为中美邦 交正常化之后第一个在美国 获得博士学位的中国学生。 他于1982年在马里兰大学获 得了物理博士学位。

1956

After a 40-year hiatus from UMD, Chunjen C. CHEN begins teaching Chinese language at UMD, kick-starting UMD’s Chinese language program and laying the groundwork for future language study.

马里兰大学举办了首届中美文化关系圆桌会议，讨 论如何加强中美文化纽带关系，开创了此类会议的 先河。该会议每年举办一次，规模逐年扩大。

•

President Toll, along with Governor Hughes, visits China with the assistance of Dr. Chuan-Sheng LIU. This is the first U.S. state delegation to visit China after normalization and makes Governor Hughes the first U.S. governor to visit China. The delegation sets a precedent for collaboration between Chinese universities and UMD. The immediate results of these visits included an agreement with the University of Science and Technology of China.

在离开马里兰大学40年后，陈纯 钧重返母校教授中文课程，创建 了马里兰大学中文专业，并为其 他语言课程的开设奠定了基础。

1925

1950

1960

1951

UMD hosts the fifth ‘Roundtable Conferences on Chinese American Cultural Relations’—the first year of collaboration with the American Association of Teachers of Chinese Language and Culture. Participants collaborated on expanding Chinese language programs in universities.

1985

Anhui Governor WANG Yuzhao visits Maryland to celebrate the 5th anniversary of the sister state relationship. The delegation spends Halloween at UMD and dines with President Toll.

1978

Chunjen C. CHEN, the first Chinese student enrolls in the Maryland Agricultural College, earning his M.S. in Agriculture in 1920. All four of his sons later attend the University of Maryland.

Chen would eventually teach Chinese at UMD from 1956-1967.

•

• •

马里兰大学登记 在册的中国学生 达到354名，参 与各类科研项目 的中国学者达到 94名。

1989

UMD Chinese student enrollment reaches 354; Chinese scholars participating in a variety of research projects reach 94.

A delegation from the Scientific and Technical Association of China visits UMD. ZHOU Peiyuan, former President of Peking University and pupil of Albert Einstein, leads the delegation. The success of these visits leads to continued collaborative efforts in the field of science and technology at UMD.

Source: http://zt.cast.org.cn/n435777/n435799/ n11464260/n11464359/n11464389/11511042.html

1979年初，当时的马里兰大学校长约翰∙托尔博士向马里兰州州长哈里∙休斯建议，探讨邀请当时的安徽省省长万里（后担任 中国国务院副总理）访美的可行性。当年5月，休斯州长致函万里省长，提议马里兰州与安徽省结成中美两国之间的第一个 姊妹省州关系。随后，马里兰大学物理系的刘全生教授代表托尔校长将信交给了万里省长。1979年9月，万里省长率代表团 访问马里兰州两周，参观了马里兰大学、农场、工厂、历史古迹、科研中心。约翰∙托尔校长亲自陪同万里省长参观了马大 校园。万里省长一行还参观了美国最高法院和白宫。

1915

1979

In early 1979 UMD president Dr. John Toll approaches Governor Harry Hughes to explore the possibility of inviting then-governor of Anhui WAN Li (WAN Li would go on to be Vice-Premier of the PRC) to visit the United States. In May, Governor Hughes writes an invitation to WAN Li with a proposal that they set up a sister state relationship. This is the first such proposal to be initiated between China and the United States. Dr. Chuan-Sheng LIU of UMD’s physics department then delivers a letter to Governor WAN Li on behalf of President Toll.

In September 1979 Governor WAN visits Maryland for two weeks. He tours UMD, farms, factories, historic sites, and research centers.

He receives a personal tour of UMD led by President John Toll. Governor WAN also visits the Supreme Court and the White House.

Collection of the Maryland State Archives

President Kirwan visits China.

He confers an honorary Doctor of Public Service on WAN Li in the Great Hall of the People in Beijing and meets with LI Lanqing, Vice-Premier of the State Council in charge of national education policy. One result of these conversations was the decision to establish a training program at UMD focused on China’s emerging policy education needs (this would commence operation in 1996 as the Institute of Global Chinese Affairs).

马里兰大学的著名社会学家、 经济学家曼瑟尔∙奥尔森博士， 与上海社科院国家经济研究院 合作进行其名著《集体行动的 逻辑》一书的翻译。

1995

Mancur Olson, famed UMD social scientist and economist, collaborates with the Institute of National Economy at the Shanghai Academy of Social Sciences to translate his wellknown work: The Logic of Collective Action. 马里兰中国商会成立。作为 一家非营利机构，马里兰中 国商会致力于增强区域内机 构与中国的纽带关系，并在 对华投资和贸易代表团等事 宜上与马里兰大学的教职员 工密切合作。

1995

The Maryland China Business Council is established as a nonprofit organization to support regional institutions with ties to China. The Council works with UMD faculty and staff on investment and trade missions to China.

莫特博士出任马里兰大学校长。他致力 于推动对华交流，在很多学术领域与中 国建立了极强的合作关系。之后，他与 中国科技部部长徐冠华共同推动成立了 中美马里兰科技园。

1998

C.D. (Dan) Mote becomes President of the University of Maryland. Committed to promoting China-focused initiatives, President Mote built strong relationships across many areas of Chinese academia. He would later work with XU Guanhua, Minister of Science and Technology, to establish the University of Maryland-China Research Park.

柯万校长亲切接待来访的中国高校校长 代表团，对中国高校与其美国姊妹高校 合作学术项目协议进行了审议与续签。

马里兰州成为全美首个在中国设立贸易与投资办公室的州。

1992

Maryland becomes the first state to open a trade and investment office in China.

UMD President Kirwan hosts a delegation of Chinese university presidents to review and renew joint academic programs within sisterrelationship universities in the United States.

马里兰大学的企业孵化器——马里兰技术企业研究所—— 开始走向国际化，邀请了包括中国科技政策委员会委员董 桂兰在内的世界知名中国学者就马里兰州的第一个技术企 业孵化器——“技术进步项目”进行合作。在此之后，董桂兰 回到中国，成为在中国推广孵化器这一概念的先锋人物。

1990

UMD’s business incubator—Maryland Technology Enterprise Institute (Mtech)— goes international, inviting world-renowned Chinese scholars, including Director DONG Guilan of China’s Science and Technology Policy Commission, to collaborate with Maryland State’s first technology business incubator, the Technology Advancement Program (TAP). DONG Guilan would return to China and pioneer the concept of incubators in China.

中国委员会（前身为中国交流协调委员会）成立，致 力于促进马里兰大学与中国高校之间的学者互访。

托尔校长与中国国务院副总理万里共同促成了马里 兰和安徽的姊妹省州关系协议的签署，这也是中美 之间建立的第一个姊妹省州关系。哈里∙休斯州长和 当时的安徽省省长张劲夫共同签署了协议。

1989

The China Committee (previously the China Exchange Coordinating Committee) is established, dedicated to promoting the exchange of scholars between the University of Maryland and Chinese universities.

1980

President Toll and Chinese Vice-Premier WAN Li facilitate the sister state agreement between Maryland and Anhui—the first U.S.-China Sister State-Province agreement between the two countries. Governor Harry Hughes and Governor Zhang Jingfu, Wan Li’s successor in Anhui, sign the agreement.

马里兰大学中国学生学者联谊会（CSSA）的前身——中国研究 生协会成立，目前CSSA是马里兰大学规模最大的学生组织。

2014

President Loh establishes UMD’s first Office of China Affairs. The Office of China Affairs is a manifestation of UMD’s ongoing commitment to its productive relationship with China. From its origins as the Institute for Global Chinese Affairs to evolution into the Maryland China Initiative, the Office of China Affairs now serves as a focal point for the wide variety of mutually beneficial collaborations and initiatives across campus, from those involving incoming and outgoing students, to faculty and research collaborations, to continuing to serve as UMD’s SAFEA-approved training center for Chinese officials, experts, and administrators, to outreach to the community and State of Maryland.

1990

安徽省省长王郁昭率代表团 访问马里兰，庆祝安徽省与 马里兰州的姊妹省州关系建 立五周年。代表团在马里兰 大学欢度万圣节，并与托尔 校长共进晚餐。

前北京大学校长、爱因斯坦的学生周培源先生率中国科技协会代表团 访问马里兰大学，揭开了双方在科学技术领域合作的序幕。

陈纯钧是马里兰农学院（马里 兰大学的前身）录取的第一个 中国学生，于1920年获农学硕 士学位。在此之后，他的四个 儿子均在马大求学，其本人于 1956年至1967年间在马里兰大 学教授中文课程。

1994

A ‘Chinese cluster’, or immersive Chinese language living, is added to the UMD International House, enhancing UMD’s commitment to, and interest in, fostering programs that promote Chinese language and culture education.

1959

UMD Chinese student enrollment reaches 28.

1991

The International Conference on Overseas Chinese is held on the UMD campus. In collaboration with Chinese Historians in the United States, topics included ‘Changes in the Culture of Chinese Americans’ and “The Exclusion Policy and Chinese Students.”

1980

Source: www.amazon.cn

柯万校长率代表团访华，在北 京人民大会堂授予万里公共服 务荣誉博士称号，并与当时主 管国家教育政策的国务院副总 理李岚清会面。此次中国之行 成果颇丰，其中之一就是双方 决定在马里兰大学设立针对中 国新兴政策教育需求的培训项 目（1996年，全球华人事务中 心正式开始运行）。

1991

马里兰大学首次与美国高校中国语言文化教师协会合作，共同举办 了第五届“中美文化关系圆桌会议”，讨论如何在美国大学中扩展中国 语言项目。

马里兰大学登记在册的中国 学生数目达到28名。

海外华人国际大会在马里兰 大学召开。大会由马里兰大 学与旅美华人历史学家学会 共同举办，会议主题包括“ 华裔美国人的文化变迁”及“ 排华政策与中国学生”等。

马里兰大学国际部新增了提供浸入式汉语学习 生活的“中国集群”，进一步加强了马大对促进 中国语言及文化教育方面的承诺及兴趣。

1970

The first ‘Distinguished World Leaders’ conference is held at UMD. Organized by the China Committee, the conference highlights strengthening U.S.-China relations in the 21st century.

Robert Gluckstern, University of Maryland Chancellor, leads a delegation to China. The hosts are the Chinese Academy of Sciences (CAS) and the University of Science and Technology. Agreements are made with several leading Chinese universities, including Peking University, Fudan, and the University of Science and Technology. The following year CAS leads a reciprocal delegation to UMD.

1980

陆道逵校长设立了马里兰大学首个中国事务办公室。中国事务办公室是马里兰大学致力于深 化富有成果的对华关系的宣言。从全球华人事务中心起源，到转型为美华中心，如今的中国 事务办公室是马里兰大学全校各类中美互利合作项目的汇聚点，所辖事务包括往来中美的学 生项目、教学与科研合作、继续作为马大由中国外专局认可的中国官员、专家及管理人员的 培训中心，以及服务社区及马里兰州。

1994

1981

代表团受到邓小平的亲切接见。

The Association of Teachers of Chinese Language and Culture in American Colleges and Universities is officially announced at the University of Maryland at the Fourth Round Table Conference on Chinese American Cultural Relations.

由中国委员会主办的首届“杰出世界领袖”大 会在马里兰大学召开，会议强调了21世纪加 强中美关系的重要性。

当时的马里兰大学校长罗伯特∙格拉克斯登率代表团访华，受到中国科学院与中国科技大学 的热情接待，并与包括北京大学、复旦大学和中国科技大学在内的一批中国顶尖高校签署 了合作协议。次年，中科院代表团回访马里兰大学。

在刘全生教授的陪同下，休斯州长及托尔校长率代表团访华。这是中美邦交正常化以来首个 访华的美国代表团，休斯先生也成为了第一个出访中国的美国州长。此次访问期间，马里兰 大学与中国科技大学签署了合作协议，开创了中国大学与马里兰大学之间合作的先河。

在马里兰大学举办的第四届中美文化关系圆桌会议上， 美国高校中国语言文化教师协会正式宣布成立。

马里兰大学孔子学院屡获殊荣，这其中就包括孔子学院开 创者奖，以表彰其在汉语能力测试领域的世界领先地位。

2014 The Confucius Institute at Maryland wins a number of awards, including the Pioneer Award and an award for being a global leader in Chinese language proficiency testing. 出生于上海的华裔美国人陆道逵博士被任命为马里 兰大学校长。为了进一步拓展与深化与中国的大 学、政府及商业机构的伙伴关系，陆道逵校长专门 设立了一个中国事务工作组为此献计献策。

2010 Dr. Wallace Loh, a ChineseAmerican born in Shanghai, is appointed president of the University of Maryland.

Intent on broadening and deepening partnerships with China’s academic, governmental and commercial institutions, President Loh creates a China Task Force charged with developing recommendations to guide the University towards these goals.

2000

2010 6家中国高科 技公司落户 马里兰中美 科技园内的 马里兰国际 孵化器。

1996

前美国驻华大使李洁明在马里兰大学设立全球华人事务中 心，为关注公共利益的中美专业人士提供交流与合作平 台。它是最早一批经中国外国专家局认证的中国官员海外 培训机构之一，培训项目涵盖了公共管理、环境保护及高 等教育管理等核心领域，每年为超过600名中国官员提供培 训，为中国的改革与发展做出了直接的贡献。该培训中心 是新成立的中国事务办公室的一部分。

2009

1996

Former U.S. ambassador to China James Lilley founds the Institute for Global Chinese Affairs (IGCA) with the overarching mission of facilitating collaboration between American and Chinese professionals working in the public interest. Now subsumed into the Office of China Affairs, the training institute is one of the oldest government-approved overseas training programs for Chinese government officials (by China’s State Administration of Foreign Experts Affairs, or SAFEA).

It has trained around 600 Chinese officials and administrators every year, contributing directly to China’s reform and development. These programs have focused primarily on the key areas of pubic management, environmental protection, and higher education administration.

Half a dozen Chinese hightech companies set up shop at UMD’s Maryland-China Research Park in the Maryland International Incubator (MI2).

美国第一家孔子学院落户马里兰大学。目前，马里兰大学孔子学院为本地10所中小 学提供汉语教师，服务学生数目超过2000人。与此同时，马里兰大学孔子学院还与 马里兰大学教育学院密切合作，为马里兰学校中的汉语教师提供认证服务。马里兰 大学孔子学院是目前世界上历史最悠久的孔子学院。 陆道逵校长陪同马丁∙ 2004 奥玛丽州长率贸易代 表团访华。 The first Confucius Institute in the United States is established at UMD. The Confucius Institute at Maryland (CIM) currently provides teachers of Chinese language to 10 2011 area primary and middle schools, serving over 2000 students. Working closely with UMD’s College of Education, CIM also certifies Chinese language teachers to teach in President Loh joins Governor Maryland schools. It is now the oldest Confucius Institute in the world. Martin O’Malley on a trade mission to China.

1989

UMD’s Chinese Students and Scholars Association (CSSA) is established as the Chinese Graduate Student Association—now the largest student organization on UMD campus.

马里兰大学登记在册的中国学生数目达到2448名。

2013 Chinese student enrollment reaches 2,448.

LOOKING FORWARD As OCA’s responsibilities continue to expand, its challenge will be to find other sources of revenue. While the training environment for AY 2015-2016 will be challenging, the preparatory work of AY15 is likely to bear fruit, both over the summer and fall of 2015.

Over the coming year, OCA’s priorities will be to reach out to a greater variety of training clients to increase its revenue, establish the U.S.-China Charity and Philanthropy Center, prepare for the Beijing Municipal Education Commission visiting students program, build a Global Professionals Certification Program for undergraduates, ensure effective management of the Model Confucius Institute process, and execute at least one high-level sports diplomacy exchange.

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