ANNUAL REPORT AY 2012-2013 - UMD

ANNUAL REPORT

AY 2012-2013

OIA Annual Report 2012-2013 P a g e | 1

TABLE OF CONTENTS

Executive Summary 2

Office of International Affairs 4

Confucius Institute 8

Education Abroad 11

International Student and Scholar Services 18

Maryland China Initiative 22

Appendix 1: Office of International Affairs Data 26

Appendix 2: Confucius Institute Data 30

Appendix 3: Education Abroad Data 37

Appendix 4: International Student and Scholar Services Data 69

Appendix 5: Maryland China Initiative Data 89


EXECUTIVE SUMMARY

International operations at the University of Maryland have undergone significant changes in AY 2012-2013. At its outset, the five units that comprised what was then designated the Institute for International Programs (central office; Confucius Institute at Maryland; Education Abroad; International Student and Scholar Services; Maryland China Initiative) gained new leadership in Ross Lewin, who became Associate Vice-President for International Affairs (AVPIA) on August 1, 2012. Under Lewin’s leadership, the unit, renamed the Office of International Affairs (OIA), has refocused its efforts around three major themes: Global Citizenship, Innovation and Entrepreneurship, and Professional Development.

During the course of AY 2012-2013, OIA launched a series of new initiatives around these themes. A new “Global Semester in Washington, DC” program was created and will be launched in the fall semester in partnership with the Office of Undergraduate Affairs to offer UMD students a unique opportunity to develop themselves professionally by seeking and then working in globally oriented internships in embassies, international organizations and federal offices in our nation’s capital while still pursuing their degrees on the College Park campus. The first cohort will be composed of 44 students from across the university. The first cohort of the Maryland Social Entrepreneur Corps, composed of 12 students from across the university, worked for eight weeks in Nicaragua with local entrepreneurs to start and sustain micro-businesses, such as energy-efficient stoves, water filtration systems, and reading glasses that positively impact not only the local entrepreneurs but also the consumers in their communities by providing them essential products and services at affordable rates. The Maryland Global Leaders Lecture Series was launched, to bring internationally prominent figures from DC to interact with the College Park Community. The first visitor was the Ambassador from the Republic of Ireland. Select campus and international partners were brought into conversation to enhance the creation of virtual global classrooms. We anticipate launching three to five of these courses in the coming year, which will revolve around international teams of students from UMD and partner universities from around the world working on real world projects designed and led by faculty from both institutions. We believe that this Global Classroom program will place UMD on the cutting edge of international education. Toward that same end, UMD was invited into and joined the most prominent global network of leading research universities, Universitas 21 (U21), which will provide the university with a set of key international partners with which it can develop unique global opportunities that would not be available otherwise through bilateral relationships. The benefits of U21 membership are already being felt. This summer, three of UMD’s top undergraduate students, accompanied and guided by one faculty member, traveled to the University of Amsterdam, where they presented their research on a global stage, either through a poster or paper, at the annual U21 undergraduate research conference. In addition, five UMD students, along with one faculty member, joined more than 100 U21 students from around the world for a ten day U21 summer school on Human Rights, organized by the Institute for Human Rights at the University of Connecticut. In cooperation with the Council of Deans, OIA established and convened a new International Advisory Council to shape and execute the ongoing, campus-wide international agenda. Work began to create a “Global Professional Certification Program in China” that will graduate students from across the campus capable of engaging professionally in China, Hong Kong and Taiwan, by equipping them with a high degree of linguistic competency, area knowledge about China and work experience. To better showcase and promote UMD’s internationalization, OIA planned a renovation of its website, which will be re-launched in January 2014 as a new portal for the university, “Global Maryland.”


UMD’s Confucius Institute (CIM) continued its mission of promoting the study of Chinese language and culture, both through non-credit course offerings to students of all ages, and lectures, seminars, and discussions on aspects of Chinese society, art, education, history, ethics, and politics. CIM also continued its leadership in the national capital region, organizing forums for Chinese teachers, including the first Chinese as a Second Language Conference, in conjunction with the UMD School of Languages, Literatures, and Cultures.

Education Abroad gained new leadership in October, 2012 when Graham Hettlinger became the Director. EA is in the process of reorganizing its operations and adapting its staffing to better serve the university community in light of the enormous growth in UMD study abroad participation over the last five years. More than 2,000 UMD students studied abroad during AY 2012-2013, the majority participating in 61 short term programs led by UMD faculty and staff. To encourage greater participation in longer term programs, EA reviewed UMD’s suite of international student exchange partners, producing a revised and longer list better tailored to the needs of UMD students and the academic profile of our world class university. EA enhanced its risk management by revising its emergency protocols for faculty directors overseas and conducting new, comprehensive trainings for faculty directors of short-term programs. EA also identified a provider for comprehensive overseas insurance coverage, which was made mandatory for students participating in UMD study abroad programs. Outreach and marketing efforts included three study abroad fairs attended by more than 1,600 people. At the same time, EA continued its ongoing work to integrate study abroad more fully into the university curricula, and began to develop new, innovative programs that incorporate experiential opportunities that offer hands-on training in concepts of innovation and entrepreneurship and civic engagement. Increasing UMD program activity in under-represented regions, particularly Africa, the Middle East, and Latin America remains a priority.

International Student and Scholar Services assisted record numbers of visiting students and scholars. The 4500 students at UMD mark a 14% increase from the prior year and a 29% increase over the past five years. UMD also hosted 916 Scholars, Faculty and Trainees on exchange visitor status (“J-1”), and 428 Faculty on non-immigrant worker status (“H-1B”). In addition to individual academic services, ISSS organized for these visitors a variety of cultural orientation programs and opportunities, including visits to DC events from the Smithsonian Folk-life Festival to the Spring Cherry Blossom Festival. An airport pickup service was inaugurated, one of many recommendations implemented from the 2011 UG International Student Task Force. ISSS also facilitated the renewal of UMD’s special authorization from the U.S. Department of State to offer training programs for international groups, tripling the number of categories under which UMD can now offer these programs.

The Maryland China Initiative (MCI) completed its fifteenth year as a training center for Chinese officials seeking to learn about American best practices. MCI is now the top-listed foreign training center for the People’s Republic of China, attracting high quality groups from important institutions. Beyond enhancing UMD’s strong “brand” in China, MCI contributed to the overall OIA vision by providing opportunities for UMD personnel to improve their understanding of China, and to develop academic and research collaborations with Chinese universities. MCI also recorded another year of sound financial health.

OIA Annual Report 2012-2013 - P a g e | 4

Office of International Affairs (OIA)

AY 2012-2013 was a period of intense activity for the Office of International Affairs. The overall unit embraced a new vision: to be a hub connecting the vast amount of international activity and resources already at UMD, and to refocus UMD’s international efforts around the themes of Global Citizenship, Innovation and Entrepreneurship, and Professional Development. Together, these changes will ensure that UMD students, and the larger campus community, will be prepared to succeed in and benefit the global world of the 21st century. This vision is in keeping with UMD’s Land Grant heritage and mission of teaching and research in service to our state, region and world. OIA launched a series of new campus initiatives, involving joint efforts with a variety of campus units, to begin to realize this vision. Two new Assistant Director positions were created towards this same end, to lead new projects, such as the internationalization of the campus’s internship efforts, and the globalization of student learning experiences through partnering, via technology, with peers around the world. Jennifer Precht assumed one of the new posts in May; Raluca Nahorniac took up the other position on July 1st.

In pursuit of the University’s oft-expressed goal of taking full advantage of our proximity to Washington D.C., as well as of developing global experiences on campus and in the immediate area, the Global Semester in Washington, DC was created. With financial support from the Office of the Provost, this program will extend the existing Federal Semester program run by the Undergraduate Studies Division into the rich array of foreign embassies, internationally oriented governmental, non-governmental, and business enterprises in our nation’s capital. Global Semester students, like their Federal Semester peers, will spend the Fall Semester in theoretical and practical training for an internship which they will then carry out during the Spring Semester.

The Maryland Social Entrepreneur Corps was established in collaboration with the Robert H. Smith School of Business and the University Honors College to offer UMD students the chance to gain hands on experience with innovative community based entrepreneurs in an international setting. The first of its anticipated annual cohorts was selected and trained for an eight- week immersion experience in Nicaragua, in partnership with “Community Enterprise Solutions,” an internationally recognized leader of social entrepreneurship. Participants will work with local entrepreneurs, learning to use a unique model for business—“Microconsignment”—that has positive impacts both for entrepreneurs and consumers.

To further enhance campus engagement with international viewpoints on global issues, the existing Ambassadorial lecture series was re-launched as The Maryland Global Leaders lecture series. Working in tandem with the Maryland School of Public Policy and other campus units, the series will include DC-based or visiting figures from international business, non-governmental agencies, et al., in addition to its traditional emphasis on the diplomatic community. The first speaker was Irish Ambassador Michael Collins, who drew a campus audience of over 100 for his November 12th talk, “Towards Economic Recovery: Ireland’s Story.” Talks were scheduled for Spring term by the ambassadors to the US of Nicaragua and Turkey, but were postponed until Fall term 2013 when each was unexpectedly called home for consultations.

Select campus and international partners were also brought into conversation about creating Global Classrooms that will link students, faculty and programs at UMD with peers around the world. A delegation that included UGST Dean Hamilton, Honors College Director Dorland and the AVPIA traveled to the Netherlands, where plans were initiated with honors colleges at the University of Amsterdam, the University of Utrecht, and Maastricht University, to build combined student teams, utilizing IT and social media, to pursue project based learning aimed at grappling with pressing problems jointly faced by

Office of International Affairs


global society. Work is continuing across summer 2013 with the goal of launching the first three to five of these Global Classroom courses in the coming year.

These efforts were part of a larger strategy to begin focusing resources and energies on relationships with select key international partner institutions, with which UMD can develop extensive collaborations across its mandate of teaching, research, and global engagement. Toward that end, UMD sought and gained admission to the most prominent network of international research universities, Universitas 21, opening to UMD students and faculty the wide variety of opportunities for collaborative learning and research that U21 offers its 27 members on six continents (see Appendix One, Table 1: Universitas 21 Member Institutions). In July, 2013, three of UMD’s most talented students traveled to the University of Amsterdam along with a UMD faculty member to present their findings through poster sessions or talks at the annual U21 undergraduate research conference (topic: Urban Challenges). A separate group of five undergraduate students and one faculty member participated in the annual U21 Summer School (held this year at the University of Connecticut, on the topic of Human Rights).

A university delegation to Israel and Jordan offered the opportunity to enhance UMD’s engagement in that region. Existing UMD relationships with the Technion and the University of Haifa were extended, and UMD’s first agreement in Jordan was established, with the University of Jordan. Undergraduate student exchange agreements were signed with Tel Aviv University, University of Haifa, and University of Jordan, the former two the first of their kind for UMD in Israel, the latter the first UMD exchange with a university in an Arabic-speaking country. TAU and UMD also joined in a three way partnership with the University of Maryland, Baltimore to develop joint research under the MPower Maryland initiative.

Draft proposals and budgets were drawn up for a Global Professional Certification Program in East Asia. This program will prepare students from across the university to engage professionally in East Asia, and especially China. Successful participants will emerge with superior skills in Mandarin, deep knowledge about China’s politics, economy, geography and culture; and work experience with an organization engaged or headquartered in China. Parallel modules for other key global regions or countries will be added in the future.

In cooperation with the council of Deans, a new International Affairs Advisory Council was established and convened, to help shape and execute the campus’s ongoing international agenda. Their first task will be to craft an updated Strategic Plan for Internationalization for UMD.

OIA assumed management of the long-running Maryland Study Centre at Kiplin Hall, which forms an international and historical bridge between UMD, the State of Maryland, and the ancestral home of their founding family, the Calverts, in North Yorkshire, Great Britain. OIA moved to expand the roster of programs, both at UMD, around Maryland, and beyond, that access the unique experience of living and studying at the Centre. High school programs from the Anne Arundel schools are among these new members of the Study Centre family of users and, by extension, of external beneficiaries of OIA’s new vision.

To better showcase UMD’s internationalization, and further promote it, OIA developed a plan to create a new website, “Global Maryland.” This portal, which will have a prominent link on the University of Maryland homepage, will provide a convenient central point where web visitors both on and off campus can quickly and easily explore and access the myriad exciting and innovative international activities, programs and services offered throughout the university community. OIA has secured the services of Canton/LMD—which has designed sites for UMD’s Robert H. Smith School of Business, School of



Architecture, Planning and Design, School of Music, and Office of Extended Studies, among others—to carry out the makeover. Staff from this firm met with OIA leadership and staff to determine goals and expectations, conducted 20 one-on-one, half-hour interviews with campus OIA stakeholders (faculty, administrators, graduate students, and program directors), and did a competitive analysis of the current OIA website against sites for similar units at the University of Michigan, the University of Pennsylvania, and the University of Pittsburgh. Recommendations—e.g., unification of “brand,” streamlining of page design, simplification of content, re-crafting of messaging to attract and intrigue users—were presented to OIA in June. Work to implement the resulting redesign will take place over coming months, with a target completion date of January 2014. The renovated site will also include a number of interactive databases and other features, all designed to create better coordination between the many UMD units and programs that have global facets. The result will be a web presence that more fully demonstrates UMD’s stature as a dynamic, globally networked university.

Along with these new initiatives, OIA maintained existing initiatives and performed its ongoing functions. One of these is to facilitate communication of UMD’s international activities. Towards this end, OIA again produced four issues of its 16-page full color newsletter, Maryland International (hard copy circulation of 4,000). Its format was updated, however, to align better with the unit’s new vision. Each issue now includes specific sections on Civic Engagement, Economic Development, Global Research, Study Abroad, International News in Brief, and Campus News. Fall 1 2012 featured the UMD theatre department’s production of A Midsummer Night's Dream in collaboration with Chinese peers; Fall 2 2012, UMD’s Engineers without Borders student chapter’s work in Ethiopia; Spring 1 2013, the launch of the Maryland Social Entrepreneur Corps; and Spring 2, 2013, the Maryland connection to Kiplin Hall, UK. OIA also continued to maintain listserv lists for campus international events, faculty/staff with India interests, and faculty/staff involved in sub- Saharan Africa.

These communication resources were among a number of services OIA provided to the wider campus. It assisted in the finalization of over 50 international agreements linking UMD to global partners, involving some 30 campus units, and posted on its website revised guidelines on how to initiate such agreements. OIA’s International Visitors Program organized campus itineraries for 19 delegations from 13 countries, involving more than 100 delegates (see Appendix One, Table 3). OIA advised over 20 UMD faculty and staff who applied to Fulbright Scholars programs for AY 2013-2014, (at least four of whom won grants), and organized with the Division of Research the annual workshop for the 2014-2015 competition. OIA also helped advertise new international opportunities for students, such as the Thought for Food Challenge, which asked student teams to propose solutions to feeding a world population of nine billion by 2050 (three UMD teams entered).

OIA continued, as well, to organize ongoing campus internationalization events, such as the annual International Education Week calendar of activities (see Appendix One, Table 2). OIA also supported events organized by other campus units (ARHU’s talk by Chimamanda Ngozi Adichie; CEAS’s March conference, “The Rise of Divorce in East Asia.”).

Internally, Central Office staff maintained and expanded administrative services for all OIA units. For Education Abroad, a comprehensive financial responsibility training packet was created for Education Abroad faculty; mandatory Faculty Training Workshops (“Managing University Funds Abroad”), were developed and conducted (October and April) for all faculty and staff leading Education Abroad programs, to mitigate financial risks to the department and faculty while conducting due diligence; over 40 budget meetings were held with short-term faculty to ensure accurate, adequate fee-setting process for Education Abroad; instituted a more efficient process for program finance that allowed the reconciliation and return of 100% of the program advance funds prior to the State’s deadline date, and



did so while reducing the number of signature documents going to short-term faculty from up to five, to a maximum of two. The Administrative Director also reviewed the position descriptions for all positions for OIA offices, and oversaw the updating of descriptions more than three years old; and managed both the immediate, temporary move of OIA from Holzapfel to Susquehanna Hall, and advance work for the ultimate, permanent relocation of OIA to H.J. Patterson Hall.

Challenges and opportunities lie before OIA as it pursues these recent and recurring initiatives and activities, and embarks on new ones. The University of Maryland is a famously decentralized institution. That fact is a strength in that it favors creativity and innovation across UMD’s mandate of teaching and research in service to the good of the people of MD, the US and the world. It is also a weakness, however, in that the various tentacles of the beast often do not share--or even know of—the others’ activities. At best, opportunities for synergies are regularly missed; at worst, initiatives that could be complimentary instead work at cross purposes and in direct conflict. The challenge and opportunity for OIA’s units is to help “centralize decentralization”—i.e., to develop a “toolkit” of resources available to all UMD colleges, schools, departments, units and personnel that will help them learn from and work with each other, without stifling the entrepreneurial ethos at UMD that fosters innovative thinking and action.

Two of OIA’s new initiatives offer a great chance to begin this process. The transformation of the OIA website into a Global Portal for UMD will bring together and visualize for the campus the vast amount of international activities and resources that are already here on campus. The Portal will then also become the natural place for the campus to learn of new resources and initiatives, as OIA and other units develop them and bring them online. A prime example is the Global Classroom initiative. Many, many individual UMD faculty, programs, and units have and continue to dabble with the creation of virtual learning communities, utilizing emerging IT and social media. OIA’s initiative will bring them together as a more coherent campus presence, allowing them to share with each other and the rest of the university their accrued wisdom , to push the envelope of this emerging pedagogy, and to make it a fundamental element of the student experience at UMD. The visibility and breadth of the initiative, in turn, will bolster efforts to obtain additional funding—especially from external sources—to sustain and expand the resources we are able to put at the disposal of the UMD community to equip our students for the world that awaits them.


The Confucius Institute at Maryland (CIM) CIM this year continued its work of teaching non-credit Chinese language courses for professional and personal use and enrichment, to children and adults, at several levels and in various content areas, as well as conducting a variety of lectures, seminars, and discussions on aspects of Chinese society, art, education, history, ethics, and politics. CIM’s mission of promoting the study of Chinese language and culture, and advancing the understanding of China today, is a natural fit with the OIA vision of enhancing the ability of UMD students and the larger campus community to thrive in the modern, Global world, given China’s prominence in that world. Specifically, CIM’s resources and programs will play an important role in the new Global Professional Certification Program in East Asia (see page 5). CIM’s regional reach also gives it great potential as a resource in OIA’s efforts to extend its work beyond the College Park campus.

CIM Activities (see Appendix Two)

Chinese language instruction was offered to adults at the Beginning, Beginning-Plus, Intermediate, Intermediate-Plus, and Advanced levels. Chinese language instruction for children, offered on weekends, was grouped both by general age categories (ages 4-6, 7-10, and youth) and also by proficiency (Beginning I-II, Intermediate I-II). These programs served about 60 children and 180 adults during the past year.

Confucius Classrooms have been established at area K-12 schools with support from and coordination by the Confucius Institute. These schools gained funding for this Chinese language and culture instruction through competitive application, including for STEM or immersion approaches. Participating schools include Paint Branch Elementary School (College Park); Garrison Forest Middle-High School (Owings Mills); Centennial High School (Ellicott City); Rockville High School (Rockville); and Washington Yu Ying Public Charter Elementary School (Washington, DC). More than 1,000 students now benefit from Confucius Classrooms; in addition, through CIM, the Chinese National Office for Teaching Chinese as a Second Language (Hanban) sends 4 teachers to elementary schools in the Baltimore area to teach Chinese language immersion programs, reaching more than 200 students. CIM also partnered with the Allegany County public school system, which last year launched “Chinese for Beginners” classes in 3 schools. The initial lone Chinese teacher gained a colleague from Hanban, teaching in elementary as well as high schools. CIM hopes to expand the program further in the coming year.

CIM Public programs continue to draw a wide audience from the university and surrounding areas, including Washington, D.C. In AY 2012-2013, CIM again offered about 25 such public programs, including seasonal celebrations (Moon Festival, Christmas, Chinese New Year events); performances, academic lectures, conferences, teacher-training events, and school visits with cultural content. In November, 2012, CIM joined with the UMD School of Languages, Literatures, and Cultures, and Beijing Language and Culture University, to organize the inaugural Chinese as a Second Language Conference at UMD.

Activities geared toward students at UMD included a Chinese Culture and Conversation Corner on Friday afternoons that provides language partner opportunities and colorful cultural tidbits.

Travel and learning trips to China continued, including Study Abroad in China through the Language House on campus; the Chinese Bridge tour to China for winners from the annual Chinese Bridge language competition; and annual trips to China for area educators. 20 UMD students participated in a one-month intensive Chinese language program at Nankai University in Summer 2012. That same

Confucius Institute at Maryland


summer CIM programs sent 35 high school students to China; an additional 15 high school students traveled to China in June.

Annual language competitions, such as the Chinese Bridge, again brought a number of school-based teams to UMD. Middle & High School level competitors included Centennial High School, Ellicott City, MD (Howard County) ; Crossland High School, Temple Hills, MD (Prince George’s County); McDonogh High School, Owings Mills, MD (Baltimore area); Walter Johnson High School, Bethesda, MD (Montgomery County); Westland Middle School, Bethesda, MD (Montgomery County); Wheaton High School, Silver Spring, MD (Montgomery County) ; Quantico Middle-High School, Quantico, VA; and Georgetown Day School (Washington, DC). College level teams included UMD; University of Nebraska-Lincoln; Wofford College, SC; Brigham Young University, UT; Utah Valley University; George Mason University; Northern Virginia Community College; College of William and Mary; George Washington University; and Georgetown University. Winners again went on to compete in China. CIM has developed a new teacher training program titled “Seeds for Chinese Language Teachers,” that will help CIM become a regional center for Chinese language teaching and teacher training. Included in the program is a Confucius Institute (CI) Directors Forum, which was held for the first time in the National Capitol Region with visiting CI directors delivering presentations to local teachers. CIM also hosted a Summer Chinese Institute and invited Chinese professionals to teach.

Regular workshops were organized with the Center for Chinese Language Teacher Certification and Development (CCLTCD) in the UMD College of Education, which provided forums where teachers could share and communicate. CIM has also become a practice teaching center for CCLTCD. Through the efforts of both the CIM and the CCLTCD, the number of students taking the CCLTCD certification program has continued to increase. From an initial group of 12 students the first year, the program grew to 30 students last year. In Fall 2013 that number will rise to about 40 students. Ten students graduated from the program in May, most of whom have found jobs teaching Chinese in public and private schools. Research by CIM visiting scholars continued, on curriculum, teaching methods, and teacher training for Chinese language learning in a non-native language environment.

CIM continued to offer the the Hanyu Shuiping Kaoshi (“HSK”) Chinese language proficiency test, which is useful for people applying for study or work in China. The test is offered four times each year. In 2012, CIM administered the test for about 150 takers; in 2013, the number grew to 200. CIM also administered the Youth Chinese Test (YCT) four times during AY 2012-2013. The number of young students taking that test jumped, from 425 in the previous year, to 700 this year.

Challenges and opportunities await CIM in the coming year. The budget of the Confucius Institute of Maryland comes from at least four different sources. The two largest contributors are the central government of Hanban, and the University of Maryland. Hanban provides a yearly budget based on an annual plan submitted in the fall. Their contribution usually amounts to between $200,000 and $225,000 yearly. Hanban also supplies the salary of the assistant director and the salary and travel for Chinese language teachers, appointed to CIM from its sister institution, Nankai University, in China. The campus supports the CIM budget by providing salaries and salary supplements (I.e. administrative overtime for the current director, a portion of the office coordinator’s salary) and other in-kind contributions to maintain the office.

Confucius Institute at Maryland


Several challenges are embedded in the current budget numbers. Hanban has provided a $1 million gift, with the condition that it be matched by gifts and the total endowed for perpetuity. The current level of gifts is about $700,000. The interest accrual level of the endowment has been very low during the past few years, amounting to a current accumulation at the end of this year of $28,000. Finally, the fees for Chinese language classes bring an addition to the CIM budget of less than $20,000 per year. Furthermore, the amount provided by Hanban annually is solely dependent upon the yearly activity plan and can vary based on approval of the plans by Hanban. Moreover, Hanban expects that the campus will begin to absorb more and more of the costs of the CIM. As an example, this is the first year that Hanban is not providing the office coordinator’s salary. The revenue from the Chinese language classes was designated as one way to pay for the office coordinators’ salary, but the total amount is not enough. There is no campus plan for increasing the amount of campus contributions, leaving the budget somewhat in question. Furthermore, at the current time, there has been no long term planning for the endowment. These issues are themselves symptomatic of a larger question about how precisely CIM can best support UMD goals and initiatives.

These unanswered questions about CIM also offer an opportunity to renew the campus’ ongoing conversation about the relationship of its various initiatives connected to China. CIM was an important element in the thinking of the most recent committee to explore this issue, and CIM’s “Seeds for Chinese Language Teachers” initiative models the way that CIM could develop further as both a campus and regional resource on China.


Education Abroad (EA)

This past year, 2053 UMD students studied abroad, including 1730 undergraduates. 42 of these students participated in more than one program. By comparison, in 2011-2012, 2,168 UMD students went abroad for study, including 1660 undergraduates and 79 multi-program participants. While total participation, therefore, declined between 2011-2012 and 2012-2013 by approximately 5%, undergraduate participation continued to rise, increasing by more than 4%. (Appendix Three Tables 1-2) The decline in total participation can be pegged to a decline in the number of Winter Term programs offered to graduate students in the Robert H. Smith School of Business. Even given that drop, however, total participation for 2012-2013 still represents the second highest number in the history of UMD (Appendix Three Table 3 and Chart 1). The percentage of UMD undergraduates who study abroad, compared to total number of degrees granted—a key statistic in the definitive annual national survey, Open Doors—has continued to rise. (Appendix Three Chart 1a). EA continued its ongoing work with UMD personnel and units, as well as external partners, to maintain and expand the range of high quality options available for UMD students.

53 percent of UMD undergraduates who studied abroad in 2012-2013 (921/1730) joined short term programs of one to three weeks, during the summer, winter-term, or spring break. (Appendix Three Table 4a. For a complete list of sponsoring departments and programs, see Appendix Three, Tables 14-16.) Of these students, 88 percent (812) participated in 61 short term programs led by UMD faculty and staff. By comparison, in 2011-2012 54 percent of UMD undergraduates who studied abroad (904/1660) participated in short term programs, 89 percent on UMD faculty led programs.

44 percent of UMD undergraduates who studied abroad participated in semester programs, the same percentage as in the previous year. Of these, 11 percent (195) studied abroad for the fall semester: 102 in UMD programs, 40 in affiliated programs, 19 in non-affiliated programs, and 34 on bilateral exchanges. 33 percent (574) enrolled in spring semester overseas programs: 272 on UMD programs, 80 on affiliated programs, 161 on non-affiliated programs, and 61 on exchanges. In 2011-2012, nine percent (142) studied abroad for the fall semester: 81 in UMD programs, 32 in affiliated programs, 15 in non-affiliated programs, and 14 on bilateral exchanges. 35 percent (582) enrolled in spring semester overseas programs: 252 on UMD programs, 119 on affiliated programs, 165 on non-affiliated programs, and 46 on exchanges

40 students (about 2.5 percent) studied abroad in 2012-2013 for an academic year or more. These numbers and percentage reflect a 20 percent rise from 2011-2012. Of those in 2012-2013, 20 students joined UMD-affiliated programs, 12 participated in exchanges, five enrolled in non-affiliated programs, and three joined UMD programs. In 2011-2012, 15 students joined UMD-affiliated programs, 6 participated in exchanges, 6 enrolled in non-affiliated programs, and 5 joined UMD programs. (Appendix Three, Table 4, Charts 2-4).

By region, about 58 percent of 2012-2013 participants studied abroad in Europe; 13 percent in Asia; eight percent in Australia and the Pacific Islands; nine percent in Latin America; six percent; in the Middle East; four percent in sub-Saharan Africa, and two percent in the Caribbean. This compares with 55 percent in Europe; 10 percent in Asia; 12 percent in Australia and the Pacific Islands; 10 percent in Latin America; seven percent; in the Middle East; four percent in sub-Saharan Africa, and two percent in the Caribbean in 2011-2012. (Appendix Three, Tables 5a-b and Charts 5a-b) Short term programs remained predominant in most regions of the world in 2012-2013, accounting for 62 percent of enrollments in Africa, 69 percent in Asia, 64 percent in Australia, 75 percent in Latin

Education Abroad


America, and 77 percent in the Middle East. Semester and yearlong students outnumbered short-term participants only in Europe, where 59 percent of all participants were studying for a semester or academic year. By comparison, in 2011-2012 short term programs accounted for 84 percent of enrollments in Africa, 65 percent in Asia, 65 percent in Australia, 84 percent in Latin America, and 69 percent in the Middle East. Semester and yearlong students again outnumbered short-term participants only in Europe, with 61 percent of all participants. Study abroad participants represented all of the University’s colleges and schools in 2012-2013. Among the largest senders of students were the Smith Business School (802, including graduate students, 32%), the College of Behavioral and Social Sciences (485 students, 19%), the College of Arts and Humanities (431 students, 17%), and the School of Engineering (209 students, 8%). (Appendix Three, Chart 6a) In 2011-2012, the top student sending divisions were the Business School (770, including graduate students, 29%), Arts and Humanities (545, 20%), Behavioral and Social Sciences (489, 18%), and the college of Computer, Mathematical and Natural Sciences (183, 7%). (Appendix Three, Chart 6b)

As in past years – and in keeping with current trends nationwide – women continued to comprise the significant majority of study abroad participants, making up nearly two-thirds (64 percent) of overall enrollments. During the period of this report, the overall percentage of male participation in study abroad declined, from 39 the previous year to 36 this year. Male participation exceeded female on bi-lateral exchanges (62 male participants compared to 45 females), and nearly matched that of females on year-long programs (19 male participants compared to 21 female). (Appendix Three, Chart 7a, Table 8a.) These two categories marked significant changes from 2011-2012, when women exceeded men both on year-long programs (23 female participants compared to 9 males) and on bi-lateral exchanges (35 female participants compared to 31 males). (Appendix Three, Chart 7b, Table 8b.)

Undergraduate participation in study abroad programs in 2012-2013 was 67 percent white, 11 percent Asian American, seven percent Hispanic, six percent African American participation. This represents a change from the previous year, when participants were 71 percent white, 12 percent Asian American, six percent Hispanic, and four percent African American. (Appendix Three, Chart 8, Tables 8-11.)

38 percent of all UMD participants in 2012-2013 were juniors when they went abroad; 34 percent were seniors, and 9 percent were sophomores. MA students accounted for 14 percent of total enrollments, almost exclusively through participation in short-term programs. (Appendix Three Chart 9a, Table 12a) By contrast, in 2011-2012, seniors were the largest contingent (40 percent of all participants), while juniors were only 27 percent, and sophomores were 9 percent. MA students accounted for 16 percent of total enrollments, again predominantly in short-term programs. (Appendix Three Chart 9b, Table 12b.)

With substantial assistance from the Office of the Provost, EA provided more than $371,000 in scholarships to 432 students during the period of this report. This support continued to be a key factor in the ability of UMD students to join overseas programs. Awards ranged from $250 to $1,500 and were made on the basis of financial need; 48 percent of the 831 students who applied for aid received an award. In addition to the Provost’s office and EA, the School of Arts and Humanities and several private donors, including Steven and Andrea Levy, Valerie Woolston, and the Robert Kendall family contributed to scholarship funds supporting UMD students on study abroad. (Appendix Three, Table 13, Chart 10). Despite this generous support, however, EA’s total scholarship awards in 2012-2013 were 35 percent fewer than those for 2011-12, when the office dispersed a total of $577,720 to 674 applicants – almost 80 percent of the 848 students who sought assistance. This reduction resulted from an anomalous

Education Abroad


circumstance in 2011-2012. In that year, the Provost’s Office did not provide any funds for scholarships, due to an apparent significant surplus in EA reserves. Disbursements for 2011-2012 were made from these reserves, as well as ongoing contributors. In 2012-2013, the Provost’s Office resumed its contribution to Study Abroad scholarships ($125,000), which EA matched as in the past and supplemented from ongoing contributors. EA’s reserves, however, were no longer sufficient to maintain the level and amount of support EA had offered in 2011-2012. During the period of this report, increased collaboration between Education Abroad and the National Scholarships Office significantly increased the number of UMD students competing for – and winning –external awards. During the spring, summer, and fall 2012-13 application cycles, 32 UMD students received Gilman awards ranging from $2,000 to $5,000 for study in such countries as Chile, China, Egypt, India, Japan, Russia, and Tajikistan. Gilman scholarships for UMD students totaled $127,000, an increase in overall funding of almost 50 percent over 2011-12 awards. In addition, six UMD undergraduates received Boren scholarships for language study (in China, Ghana, Japan, Jordan, and Tajikistan [two awards]). The Institute for the International Education of Students (IES) awarded six scholarships of $1,500 and two scholarships of $1,000 to UMD students studying in Dublin, London, Madrid, Rabat (two awards), and Tokyo. Two UMD students received William Clinton Scholarships in fall 2012 to study Arabic and Middle Eastern Studies at the American University of Dubai. And four students were awarded GAIN scholarships from the Council for International Educational Exchange for yearlong studies in South Africa (two awards), South Korea, and the United Arab Emirates.

EA carried out two important initiatives in AY 2012-2013 to strengthen emergency support for students abroad. In spring of 2013, the office revised its emergency protocols and conducted new, comprehensive trainings for faculty directors of short-term programs. During the trainings, representatives of University Council, the Student Counseling Center, the Sexual Assault Response and Prevention Program, and the Student Health Clinic spoke with directors about ways to help students stay safe overseas, signs that students may be in distress, and constructive responses to student crises.

After extensive consultation with the Office of Risk Management and other university partners, EA also selected an international health insurance provider, Cultural Insurance Services International, to provide comprehensive overseas coverage to all students participating in UMD study abroad programs. At reasonable cost, the plan provides comprehensive coverage for illness or accident abroad; evacuation during medical emergencies, natural disasters, or civil unrest; and travel for a parent or guardian to join a student overseas if he/she requires prolonged hospitalization. The new insurance coverage has markedly improved the ability of EA administrators to ensure the health and safety of their students overseas, already providing for the emergency evacuation of several students suffering potentially severe medical crises.

EA conducted extensive outreach efforts during the period of this report. It organized two campus wide study-abroad fairs plus an additional gathering specifically for language programs, with a total attendance of more than 1,600 people. EA representatives visited 100 classrooms; participated in 123 campus events; delivered nine information sessions dedicated to programs in London, Rome, and Copenhagen; and performed more than 60 days of tabling around campus to promote overseas studies. Despite these considerable efforts, study abroad enrollments nevertheless declined during the period of this report, as noted above. While recognizing that economic concerns – particularly the effects of sequestration – may have factored heavily in this result, EA is committed to re-evaluating and improving its outreach efforts in order to ensure a return to growth in overseas studies.

Education Abroad


Administratively, this was an important transitional year for Education Abroad. Mr. Graham Hettlinger became Director of EA at the end of October 2012 in place of Dr. Michael Ulrich, who left the University in June. Under this new leadership, the EA office was restructured. Areas of overlapping responsibility among staff were eliminated, to foster a greater sense of individual ownership for discrete programs, and to encourage long-term professional growth among all advisors. Two new positions – Applications Coordinator and Program Management Specialist – were created to carry out a wide range of important administrative tasks that previously had been neglected or assigned piecemeal to already over-taxed staff members, leading to inconsistency and confusion within the office. A third new position, Assistant Director for Advising and Outreach, will provide regular supervision and mentoring to all program advisors and expand EA’s efforts to recruit students for study abroad. Importantly, this new assistant director position will also allow a second staff person, whose time is currently dedicated primarily to outreach, to begin working full time on short-term, faculty-led programs, which have been severely understaffed for more than a year. These changes will enable EA to administer its programs with a new degree of efficiency, responsiveness, and accuracy. At the time of this report, searches are still underway for several of the newly created positions. Their completion will mark a significant step forward for the office.

This new staff and adjustments in its organization will afford EA new opportunities to advance the OIA vision, but a variety of challenges must be tackled in the process. As noted above (p. 11), the majority of UMD undergraduate students who study abroad do so on short-term programs of one to three weeks. While valuable, the international experiences on these programs do not compare to those of semester and year-long programs. Second, a review of data on recent enrollments reveal that key UMD colleges and schools that should lead in the percentage of their students who study abroad compared to the number of degrees granted annually instead lag behind other units. While degree totals for 2012-2013 are not yet available, data for the previous two years (see Appendix Three Chart 6c) show that the College of Behavioral and Social Sciences, the largest at UMD, while raising its number of students on study abroad, still has one of the lowest rates of participation (24%) of all UMD colleges and schools The second largest college—Arts and Humanities—which should be a powerhouse for participation, also raised its raw numbers, but still only achieved 31% participation. Similarly, while the overall growth of study abroad participation at UMD since the mid-1990s has been substantial, we still have not reached a 25% rate for undergraduates. (Appendix Three Tables 2-3, and Chart 1-1a)

These figures suggest great potential for further growth in UMD overseas programming. They also point to the equally great need for even closer collaboration between EA and the University’s diverse academic units if we are to continue our advance. Specifically, EA must work even more closely with academic departments in order to better understand their requirements for successful study abroad and to integrate the concept of overseas studies more fully into their curricula (see new initiatives below).

A persistent challenge within UMD’s study abroad enrollment numbers is their failure to match the diversity of the UMD campus. UMD Hispanic participation in study abroad programs was seven percent in 2012-2013, African American six percent of participation; Asian American participation was 11 percent. While these ratios are not atypical against national norms, the comparable figures for the UMD campus population are eight, 12 and 15 percent. White students, on the other hand, comprise just 55 percent of the total UMD student body, but 67 percent of study abroad enrollments. (Appendix Three, Chart 8a, Tables 8 -11) EA and the Office of Multi-Ethnic Student Education (OMSE) are already embarked on a broad collaboration to promote study abroad to minority students. During the period of this report, EA staff held regular advising sessions at OMSE offices, attended parents meetings for

Education Abroad


under-represented students, and conducted study abroad workshops for such organizations as the Louis Stokes Alliance for Minority Participation (LSAMP) and the Center for Minorities in Science and Engineering. In addition, the EA Diversity Outreach Coordinator received a grant from Diversity Abroad in 2012 to produce a short documentary film about students of color on overseas programs; the film will air on the UMD campus this fall, bringing new scope to EA’s outreach efforts. New initiatives will be added in 2013-14, including outreach to involve minority alumni in study abroad recruitment, expanded communication between EA advisors and student minority groups, the design of promotional materials that more fully reflect the diversity of our campus, and greater outreach to minority faculty, who play a key role in mentoring students.

An increase in study abroad scholarships would certainly aid these efforts. For reasons explained above (pp. 12-13), the total number of scholarships awarded, and the amount of support disbursed, fell steeply in 2012-2013, to below the level even of 2010-2011. (Appendix Three Table 13) While it is difficult to say precisely what role this decline in scholarships played in the overall decline in EA enrollments this year, students regularly cite financial concerns when declining to join programs to which they have been accepted. Greater financial support for students will be but one element in future EA efforts to significantly increase study abroad enrollments, albeit a vital one. To address its various challenges and opportunities, in the coming year EA will focus on the following initiatives: Fuller course integration into the university curricula. With crucial help from individual faculty and academic departments, EA has made important progress in facilitating study abroad participation, gaining pre-approval of UMD resident credit for more than 1,000 courses taught overseas in recent years. These efforts are essential to study abroad participation. Students are reluctant to join any overseas program that may not carry a full semester’s academic credit and, therefore, could delay their graduation. On a larger scale, overseas studies appear to have remained disconnected from certain academic departments. Students often seem to view a semester abroad as a ‘break,’ rather than an extension or a deepening of their studies. Some departments appear to lack clear and comprehensive information about which overseas programs can best serve their majors and minors. A critical component of EA’s increased outreach efforts will, therefore, be greater communication with individual academic departments, in order to understand fully their needs and to collaborate with them in the development of programs that are organically linked to their curricula.

To that end, individual EA advisors have been appointed as liaisons to the schools of Education, Public Health, Journalism, Public Policy, Arts and Humanities, Behavioral and Social Sciences, Information Science, Business, Engineering, and Computers, Mathematics, and Natural Sciences as of spring 2013. Liaisons to remaining schools and colleges will be announced as soon as EA is fully staffed. Each liaison will serve as an immediate point of contact for the advisors, faculty, and students of his or her designated college and will regularly attend meetings of the advising staff. Liaisons will also research and deliver comprehensive information about study abroad opportunities to the faculty, advisors, and students of their designated school or college, and develop easily accessible web page materials to help students quickly locate programs that fit well with their major fields of study.

In May, EA also established an Education Abroad Committee to strengthen its ties with university departments. Comprised of faculty from each of UMD’s 12 colleges and schools, the committee will play a key role in reviewing and approving semester study abroad programs and faculty proposals for short-term overseas study. (See Appendix Three, Chart 11 and Table 14, including a list of the committee

Education Abroad


members). The committee will also help coordinate programs between campus units, so that they do not undercut each other. Its fundamental goal will be to ensure a high percentage of successful, high-quality programs.

Development of new, creative programs that incorporate concepts of innovation and entrepreneurship in experiential studies, and maximize student engagement with the local communities who host them. A prime example is the Maryland Social Entrepreneur Corps, noted above (p.4). Launched this Spring with significant support from EA, the program is bringing Maryland students to rural areas of Nicaragua for eight weeks, to work with local entrepreneurs and development professionals in support of small business committed to improving local living conditions. Students completed intensive coursework in Spanish and social entrepreneurship before beginning their fieldwork. The Maryland Social Entrepreneur Corps combination of increasing mutual understanding across cultures, bringing tangible benefits to local communities, and providing UMD students uniquely valuable, hands-on experiences that will set them apart in the competition for successful careers will serve as a template for EA in the development of future programs.

As noted, the Education Abroad Committee will play an important role in developing these new programs. Committee members will be asked to review each proposed new program by the criteria of academic rigor, the level of student involvement it promises to foster with local communities, and the degree to which its field of study is inherently linked to its proposed location. The committee will begin to review faculty proposals during the summer of 2013 and conduct its first meetings in the following fall semester.

Increase in participation in semester bilateral exchange programs by UMD students. Bilateral exchanges offer UMD students the opportunity to study at some of the best universities in the world while paying UMD tuition. Direct exchanges also foster students’ full immersion in the host-country culture and increase the likelihood that participants will develop lasting relationships with local students (rather than spending much of their time with fellow Americans on ‘island programs’ run by study abroad providers). These outcomes align well with the goals of the OIA vision. Exchanges serve the same ends on the College Park campus, bringing students from around the world into sustained encounters with the UMD community (and vice versa). This year, 132 international exchange students—from 24 countries—joined UMD students in their classrooms and dormitories. (See Appendix Three, Chart 13)

One of the most effective study abroad formats for achieving the goals of the overall OIA vision is direct exchange. EA, therefore, has made a strong commitment over the past year to expand opportunities for UMD students to participate in exchanges. In AY 2013 EA reviewed and revised its list of exchange partners, and ensured that all agreements were up to date. Approximately 45 legally expired exchanges have now been renewed or are well on their way toward renewal. These agreements will enable UMD students to attend classes at such institutions as Science Po in France, The Free University of Berlin, University of Bristol in the UK, Uppsala University in Sweden, and Waseda University in Japan. In recent months, EA has also signed agreements with a host of exciting new partners, such as the University of Amsterdam, Tel Aviv University, the University of Jordan, the University of New South Wales, and University College, Dublin. Finally, UMD’s recent entrance into Universitas 21 guarantees our students the chance to enter a remarkable new community of leading, global research universities through bilateral exchange.

Increase program activity in under-represented regions, particularly sub-Saharan Africa, the Middle East, and Latin America. In order for UMD students to keep pace with their peers in such fields as economic development, international relations, conflict resolution, and diplomacy, it is imperative that they gain

Education Abroad


hands-on experience in developing countries. While these locations present challenges to overseas studies, they also offer remarkable opportunities for students to develop skills and experiences that will set them apart in the competition for graduate schools, fellowships, and employment. EA will therefore collaborate with such campus partners as the Latin American Studies Center and the Center for International Development and Conflict Management to develop new programs in these areas. In addition, UMD’s future membership in the Consortium on Institutional Cooperation will provide important access to the high-quality programs it offers in these regions.


International Student and Scholar Services

International Student and Scholar Services (ISSS) is a key element in OIA’s vision of a more thoroughly internationalized UMD. ISSS supports the approximately 4,500 international students and 1,400 international faculty and scholars on campus—representing 137 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. The personal concern that ISSS staff shows for those who come to campus from other countries can play a significant role in UMD’s international students and scholars achieving their academic and personal goals. The services and activities that ISSS provides to help students and scholars are also a multiplier for the achievement of the OIA vision. The more that ISSS can help international students and scholars assimilate and integrate into the campus community, the more these students and scholars will access the opportunities available and developing around the OIA vision. In doing so, however, they also will help their American counterparts towards these goals, by bringing their respective worlds to College Park. The extensive network of campus units with which ISSS collaborates and interacts in the course of its activities also models for OIA the role of campus hub for internationally oriented activities that is part of the new overall OIA vision. A good example is the 2011 campus task force convened by the Division of Student Affairs to explore the experience of undergraduate international students. In 2012-2013, ISSS continued to work with members of that task force to complete the implementation of its 21 recommendations. In Fall 2013 ISSS will establish an advisory committee from those campus units involved, in order to institutionalize the collaboration that the task force created between the Division of Student Affairs and that of Academic Affairs.

During the 2012/2013 academic year, the University of Maryland enrolled approximately 4500 international students. This represents a 14% increase from the prior year, and a 29% increase over the past five years (See Appendix Four, Tables 1-4 and Charts 1-7). The 10.6 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 15 years. To date, over 2506 applicants have been admitted for Fall 2013, and Graduate Admissions and Undergraduate Admissions offices have not yet completed the admissions cycle for Fall 2013.

In 2012/2013 the university also hosted 916 visiting Scholars, Faculty and Trainees (J-1 status); 428 Faculty in non-immigrant employment visas (H1B status); and an additional 30+ Permanent Residency applications. (See Appendix Four, Tables 5-10 and Charts 8-13) The ISSS Faculty and Scholar Advising team processed all immigration related documents and filings for these Scholars, Researchers, and Trainees.

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.

Each semester, ISSS organizes a beginning of term orientation program for new international students. Campus partners, including Resident Life, the University Health Center, the Department of Public Safety, and the University Career Center, join with ISSS in providing sessions. Student interns and trainees at UMCP received separate orientations specific to their requirements and needs; this past year the university hosted 240 international trainees and interns on campus. Fall 2012 Orientation involved approximately 100 volunteers.

International Student & Scholar Services


One of the new initiatives that came from the UG international student task force was to provide an airport pick up service on the day the dormitories opened for the Fall 2012 semester. This service was provided via a partnership between Resident Life, ISSS and DOTS. Approximately 45 students benefited from the free transportation between BWI Airport and Dulles Airport to College Park. Three buses went to Dulles Airport throughout the day and 2 buses went to BWI airport. This service will continue for August 2013 with a new partner, Graduate Student Government. A hospitality suite in the Stamp was also made available to international students and their family members throughout the day. Shuttle buses ran from the Stamp to dorms at 4PM when the dorms were opened on campus. This service was very well received by families. ISSS staff was available to respond to questions for the duration.

Orientation programs for incoming international scholars and family members in the J-1 status are provided by ISSS every Wednesday during the year. Each session is approximately 2 hours, and covers new employee issues, immigration issues, and an introduction to the College Park community. All such scholars are required by regulation to attend one of these orientation sessions, which are, accordingly, well-attended (6 to 12 each week).

ISSS also provides conversational language opportunities for international students and scholars. With Learning Assistance Services, ISSS runs a conversation session for scholars. Approximately 15 scholars attend this biweekly event. With the School of Languages, Literatures, and Cultures, ISSS brings UMD international students together with other members of the campus community in a Language Partner Program. ISSS assists with the administration, interviews of language partners, and selection of the students for the program.

These language opportunities are among the many activities and events that ISSS offers in partnership with other UMD units. The most popular is the weekly International Coffee Hour, which ISSS hosts in the lounge of the Global Communities Living and Learning Program during Fall and Spring semesters. Campus departments and offices assist by sponsoring the program and preparing brief presentations for the students and scholars. 50 to 100 students and scholars attend each week. ISSS and the UMD Career Center and President’s Promise programmed workshops on writing a résumé; preparing for a job interview; and returning to your home country after living abroad. With the Robert H. Smith School of Business ISSS ran special workshops on employment during and following studies, and hosted a presentation by the Maryland Department of Motor Vehicles on applying for a Maryland driver’s license and registering a car in Maryland. In partnership with Letters and Sciences, ISSS taught a UNIV 100 orientation course to first semester international undergraduate students. 14 students completed the course and the survey responses were very positive. ISSS is planning to offer the section again in Fall 2013. A new partnership is beginning between ISSS and the LGBT Equity Center, with the first activities planned for 2013.

ISSS also plans and delivers several solo outreach activities for the international campus community every year. The beginning of the semester tour of Washington DC is the most popular, with approximately 100 people attending. Other outreach activities average 50 to 75 participants. These include trips to the Smithsonian Folk-life Festival, Haunted Houses of DC, the National Christmas Tree, the Cherry Blossom Festival, and a major league Baseball Game. ISSS also advises a recognized campus international student organization, International Community Channel, IC2 on its activities. This past year they included an ice cream social; group dinners; a Georgetown trip; a Halloween party; trips to area restaurants that offer a group discount; bowling at Terp Zone ; Game Night; and an End of Year BBQ, funded by Stamp Union, Global Communities and Terp Exchange. ISSS staffers also act as liaison to an International Spouses Organization with a membership of 60. Group organized and coordinated



activities included a Thanksgiving meal prepared by ISSS staff; a holiday party for families, trips to DC for Cherry Blossom Festival, a summer BBQ, and volunteering on-campus.

ISSS also provided important assistance to the international operations of UMD and its units. In 2012 ISSS reactivated the Roberta Ma Scholarship for undergraduate students with a financial need. $50,000.00 was dispersed to 10 recipients. 35 students applied. In the course of developing and implementing its own case management system for the university, ISSS assisted with the database merger of the Academic Resource System and the Payroll and Human Resource. Both projects will be completed next year. The new case management system will allow international students and scholars, as well as UMD departmental staff, to access and submit information on their cases via a web-based system. The new system will improve office efficiency and customer service, moving ISSS significantly closer to being a paperless office. In conjunction with the larger redesign of the OIA website, ISSS has worked on its segment to make it more informative and accessible on university services. ISSS is also now found on Facebook (https://www.facebook.com/umdinternationalservices?fref=ts) , Twitter and ISSS News list serve.

Perhaps the most important service ISSS continues to play is as UMD liaison to the U.S. Department of State on issues relating to international students, scholars, and programming. Among the new DoS guidance and regulations ISSS has shared with campus units during the past year are requirements for cultural components in all training programs; new immigration rules allowing Permanent Residency (and, eventually, citizenship) for certain students in STEM fields, expedited PR consideration for undocumented students, protection of prevailing wages at institutions of higher education, and work authorization for dependents of employment based visas (H1-B). ISSS also co-hosted Deputy Assistant Secretary of State Robin Lerner’s visit to the University’s Confucius Institute for a general discussion of the use of the Exchange Visitor Program (J-1 visa) for Chinese language teachers in public and private K-12 schools throughout the U.S. ISSS guidance to CIM has been adopted by the Department of State as a national model.

ISSS played a key role in the DoS’s decision to continue its special authorization that allows UMD to offer campus-based training programs for international visitors. ISSS exercises oversight of all programs offered by UMD units under this authorization, to ensure compliance with its strict guidelines on both participants, and the content of these programs. DoS was sufficiently impressed by ISSS’s oversight that it not only re-authorized UMD programming in the two existing areas (Engineering, and Business), but also permitted UMD to sponsor J1 visas for international training in four additional areas: Education, Social Science, Library Science and Social Services.

ISSS also advised and assisted UMD in complying with new guidance from the Department of Homeland Security (DHS) on Bridge Programs and Conditional Admission. New guidance from the DHS states that the issuance of an immigration document is not permitted for a provisional admission, such as UMD has previously offered to international students whose scores on English language tests are near but below university standards. ISSS is helping both UMD’s undergraduate and graduate admission officials to revise their procedures to reflect these new guidelines.

To assist with the more general internationalization of UMD staff, ISSS continued to offer its monthly brown bag lunch series. Sessions provide information and informal training on a wide variety of topics, from intercultural communication to employment based immigration regulations. Some 30 such sessions were offered; staffers who attended at least 13 were given a certificate to document their efforts to internationalize. It is an indication of the value of this program around campus that university

https://www.facebook.com/umdinternationalservices?fref=ts



employees regularly cite participation in their PRD reviews. 220 staff attended Brown Bag Lunches from ISSS in the past year, mirroring on a smaller scale the goals set by OIA for the entire campus.

As ISSS prepares for the 2013-2014 AY, a number of challenges face it. The most pressing is inadequate staffing. 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 its peer institutions, demonstrates this challenge:

Institution Number of Nonimmigrant Students

Fall 2012

Total Number of Student Advisers

Ratio of students to advisers

University of Maryland 4500 5 900:1

University of California, Berkeley

5004 11 455:1

University of California, Los Angeles

6703 11 609:1

University of Illinois, Urbana-Champaign

8997 12 749:1

University of Michigan, Ann Arbor

6382 9 709:1

Moreover, current university plans call for an expansion of the international undergraduate student population from its current level of 3% of all undergraduate students to a target of 8%. In real numbers, this will mean approximately 1400 additional students—who 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. 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. And 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, then the issue of budget (including staffing) will need to be addressed.


Maryland China Initiative MCI is the University of Maryland’s training center for Chinese officials sent to the United States to study American best practices. MCI is now the Chinese Foreign Expert Bureau’s (the agency responsible for overseas training) top-ranked foreign training center and remains, to the best of our knowledge, the only university-based training center exclusively for Chinese leaders in the United States. This past year some 35 delegations totaling 725 Chinese national, provincial, local, and university leaders came to MCI to learn how their American counterparts do their work. Over the course of its existence, MCI has hosted 134 such delegations, totaling nearly 3,000 trainees. Along with the Confucius Institute at Maryland, MCI is thus a multifaceted campus resource on China, and so a potentially important piece of the OIA vision. MCI programs improve UMD personnel’s knowledge of China, enhance the university’s reputation in China, and provide a platform for the development of academic and research collaboration between UMD and Chinese universities. A self-support unit, MCI’s revenues also benefit academic and administrative units of the university through overload and JV payments to faculty members and departments, room and equipment rentals, catering, and other payments. AY2013 has been another successful year for MCI. To date, MCI has revenues of $1,280,850, with an additional $54,000 in training fees anticipated, which will yield an annual “profit” of approximately $277,000. Solid finances have allowed MCI to create a new Associate Director position, the search for which recently concluded. This position will allow MCI to make its office operations more efficient and will allow the office to play a more active role as a university- (and state-) wide consultancy on collaboration with China, in accordance with the findings of the recent campus China Task Force. Training Programs

The quantity, quality, and variety of MCI training clients continued to rise in AY2013 (See Appendix Five, Table 1). Delegation types were as follows: Training Theme Delegations Number of Trainees Higher Education 12 274 Public Administration 7 154 Economic Development 5 105 Law 1 19 Primary and Secondary Education 1 33 Housing and Urban Development 1 22 Culture 1 18 Training delegations came from 15 locations in China, with a majority of trainees hailing from Jiangsu, Shandong, Anhui, Sichuan, and Guangdong provinces, and from the cities of Beijing and Chongqing. Delegations stayed with MCI for from two weeks to three months. Approximately half of the sending institutions were repeat clients and half were new business. The roster of higher education delegations included such highly ranked institutions as Northwest Agriculture and Forestry University, the Communications University of China, and Beijing University of Science and Technology. Among the Public Administration programs were groups from the municipal governments of Beijing, Nanjing, and Wuxi, and the Provincial governments of Anhui and Jiangsu. Jiangsu—located in China’s industrial and commercial heartland—sent a group from its State-owned Assets Supervision and Administration Commission (SASAC), as well as executives from the Nanjing Investment Promotion agency, for training

Maryland China Initiative


in Economic Development. The Housing Fund Management Center in Beijing, and the Jinan Public Transport Corporation, arranged for courses on best practices in Housing and Urban Development. Consulting In addition to designing and running training programs, MCI is also charged with serving as an in-house consultancy for all UMD colleges, departments, faculty members, and administrative units that work with China. This work is done primarily by the MCI director, although MCI coordinators help UMD personnel with Chinese-language name cards, institutional research, and event planning. In AY2013, MCI worked with the following UMD units: 1. Education Abroad (student advising)

2. International Student & Scholar Services (troubleshooting with Chinese students)

3. The Confucius Institute

4. The Clarice Smith Center for the Performing Arts (Midsummer Night’s Dream performance)

5. The Department of Communications (new master’s program in interpretations and translation)

6. The Smith School (training for administrators working with Chinese students)

7. The School of Public Policy (individual faculty consultations)

8. The Maryland English Institute (teacher training)

9. The Arboretum at UMD (lectures on Chinese horticulture)

10. The Office of the President (advising on China policy)

11. The Office of International Affairs (MOU translation)

12. The College of Engineering (trip planning for the dean)

13. The College of Education (advising on China teacher training)

MCI also consults on China strategic planning for Maryland state government offices. Currently it is working on upcoming China trips by the Montgomery County Executive, and the Maryland Secretary of State. MCI is also reaching out to the University of Maryland Baltimore through the MPower Program. Discussions are under way with the UMD College of Law and the UMD College of Medicine on collaboration on AY 2014 China training programs. While MCI is thus playing an important role as a resource for the campus, the region, and the State of Maryland, challenges remain. Facilities MCI continues to host Chinese mayors, county executives, university presidents, and CEOs in a “training room” of painted cinder block in the un-refurbished basement of one of the older buildings on campus. The restrooms these trainees use are among the worst on campus. The impression this gives them of UMD and the importance it places on international training can well be imagined. This problem should be solved when MCI moves into the Patterson Building in several years. Until then, poor facilities will continue to be unimpressive to our delegations and, possibly, cause MCI to lose their business.



Having only one designated training room is another source of difficulty for MCI. During MCI’s high season, when as many as ten delegations are on campus simultaneously, it must beg, borrow, and rent training rooms across campus, shifting and equipping training sites day-by-day, at great inconvenience to our trainees. In sum, while university leaders, faculty, and administrators are unfailingly courteous and welcoming to MCI trainees, the low quality of MCI’s training environment puts it at a competitive disadvantage with other American universities. Off-campus facilities are also a major problem; there are no good housing options for international trainees or other short-term visitors in College Park. All UMD units that host international guests face this problem. The Marriott is too expensive for most international visitors, and Route 1 hotels are badly managed and sometimes dangerous. MCI trainees have even been robbed in their hotel rooms. While there is no quick solution to this problem, university and local leaders should be aware that poor conditions in College Park hamper the university’s efforts to become a national and international academic center. It’s tough to have to begin each training program by apologizing for the accommodations. Seasonality Because of the way that the PRC administers overseas training, most MCI delegations come to College Park in the summer and fall, while relatively few trainees travel in winter and spring. As a result, while MCI’s annual workload is well suited to its staffing level and the training capacities of the university, MCI’s staff is under-utilized from January through May, and often grossly overtaxed from July through November. During the high season, when MCI is over-capacity, it frequently makes excessive demands on the Office of International Affairs and other UMD partners. Long-Term Concerns: MCI’s Role in the University of Maryland MCI’s work, especially over the past five years (see Appendix Five) clearly has enhanced the university’s reputation in China and contributed to a more stable and productive U.S.-China relationship. Looking forward, however, there are two major concerns. The first is that MCI has been warned by well-placed friends in China that the era in which large numbers of training delegations travel from the PRC to the U.S. may be drawing to a close. Training budgets are being cut and China is less willing than before to present itself as needing to learn from foreign experts. Any decline in training programs will be gradual, but several factors could result in a sudden decrease that would be catastrophic for MCI. These include an austerity campaign or natural disaster in China, a downturn in U.S.-China relations, or a worldwide pandemic.

The threat of MCI’s business suddenly slowing to a trickle or drying up altogether compels consideration of a second long-term challenge. After 15 years in operation, MCI remains isolated from the rest of the campus. Put another way, no matter how well MCI performs its assigned tasks, those tasks are not germane to the core mission of the university. This, no doubt, is one reason for the poor quality of MCI facilities noted above.

The pending departure of the current MCI director offers an opportunity to re-examine MCI’s role within the University of Maryland. A range of interesting options is available, from transforming MCI into a



UMD China Office, as suggested by the China Task Force, to folding it into a University of Maryland International Training Center, as envisioned in the Strategic Plan.


APPENDIX ONE

Central Office Data

Table 1: Universitas 21 Member Institutions

Australia Canada Chile

University of Melbourne McGill University Pontificia Universidad Católica de Chile

University of New South Wales University of British Columbia

University of Queensland

China Hong Kong India

Fudan University University of Hong Kong University of Delhi

Shanghai Jiao Tong University

Ireland Japan Mexico

University College Dublin Waseda University Tecnológico de Monterrey

New Zealand Singapore South Africa

University of Auckland National University of Singapore University of Johannesburg

South Korea Sweden The Netherlands

Korea University Lund University University of Amsterdam

United Kingdom United States

University of Birmingham The Ohio State University

University of Edinburgh University of Connecticut

University of Glasgow University of Maryland

University of Nottingham University of Virginia

http://www.universitas21.com/member/details/4/university-of-melbourne

http://www.universitas21.com/member/details/8/mcgill-university

http://www.universitas21.com/member/details/33/pontificia-universidad-cat-lica-de-chile

http://www.universitas21.com/member/details/33/pontificia-universidad-cat-lica-de-chile

http://www.universitas21.com/member/details/5/university-of-new-south-wales

http://www.universitas21.com/member/details/7/university-of-british-columbia

http://www.universitas21.com/member/details/6/university-of-queensland

http://www.universitas21.com/member/details/9/fudan-university

http://www.universitas21.com/member/details/11/university-of-hong-kong

http://www.universitas21.com/member/details/12/university-of-delhi

http://www.universitas21.com/member/details/10/shanghai-jiao-tong-university

http://www.universitas21.com/member/details/13/university-college-dublin

http://www.universitas21.com/member/details/14/waseda-university

http://www.universitas21.com/member/details/15/tecnol-gico-de-monterrey

http://www.universitas21.com/member/details/16/university-of-auckland

http://www.universitas21.com/member/details/17/national-university-of-singapore

http://www.universitas21.com/member/details/34/university-of-johannesburg

http://www.universitas21.com/member/details/18/korea-university

http://www.universitas21.com/member/details/19/lund-university

http://www.universitas21.com/member/details/20/university-of-amsterdam

http://www.universitas21.com/member/details/21/university-of-birmingham

http://www.universitas21.com/member/details/36/the-ohio-state-university

http://www.universitas21.com/member/details/22/university-of-edinburgh

http://www.universitas21.com/member/details/24/university-of-connecticut

http://www.universitas21.com/member/details/23/university-of-glasgow

http://www.universitas21.com/member/details/35/university-of-maryland

http://www.universitas21.com/member/details/25/university-of-nottingham

http://www.universitas21.com/member/details/26/university-of-virginia

OIA Data


Table 2: International Education Week Calendar of Events

OIA Data


Table3: International Visitors

COUNTRY VISITORS

Australia Australian Sports Commission;

University of Melbourne

(4)

France University of Poitiers and French Embassy, DC

(2)

Germany German-American Fulbright Commission (Representatives from various universities)

(16)

Greece Agricultural University of Athens

(2)

India Indo-US Scienc e and Technology Forum;

Indian Institute of Technology, Madras

(2)

Israel University of Haifa

(2)

Korea Keimyung University;

Seoul National University;

(25)

Laos Representatives of Ministry of Education, plus heads of 3 universities

(5)

OIA Data


COUNTRY VISITORS

Nicaragua Heads of 5 universities

(5)

Russia Two delegations from National University of Science and Technology;

Two delegations with representatives from various Russian universities

(37)

Taiwan Representative of Ministry of Education

(1)

Vietnam Representatives from Bac Lieu Province

(4)

Yemen Heads of 6 universities

(7)


APPENDIX TWO

Confucius Institute at Maryland (CIM) Data

TABLE 1: 2012-2013 CIM Chinese Language Programs

Chinese Language Teaching：

Number Name of Program

Target Group Instruction Hours Enrollment

1 Beginning level Chinese

American adults Sp course 40 hours. Fall course 56 hours.

21

2

Intermediate 1 Chinese


20

3 Intermediate II Chinese


16

4 Advanced Chinese


6

5 Advanced Conversational Chinese


5

6 Zhongguo Wenhua Rumen

Paint-Branch Elementary School Confucius Classroom children

All year 330

7

Chinese for

Pre-K through 3rd grade

Center for Young Children at UMD

All year 120

CIM Data


TABLE 1: 2012-2013 CIM Chinese Language Programs (cont’d)

8

Beginner and Intermediate Intensive Chinese

American adults 2 intensive sessions, each 40 hours.

15

9 High school classes

CC at Centennial HS,

CC at Garrison Forest school , Allegany County High School Confucius Classrooms

6 hours per week 130

10

Chinese language teacher training

Americans Workshop ２４ hours／

３次（３times） 164

11

Chinese Culture Summer Camp

American children

50 hours per child per week

52 total

12 Credit classes

American students 40 hours 15

13 Other classes

5 Hanban teachers teach in

Allegheny County、Baltimore County and City.

Immersion Chinese Programs

177

14 Chinese Classes for children

CC at Washington Yuying Public Charter School

Immersion Chinese Program

350

Total (Note: the above does not include other cultural activities, such as martial arts, calligraphy, and art classes)

1257

(not include item# 10)

CIM Data


TABLE 2: 2012-2013 CIM Chinese Cultural Activities

Number Name of Activity and Brief Description Target Group Number of

Participants

2013

1 January 31. Chinese New Year celebration with Chinese calligrapher ZHAO Hong, and musician DING Xue’er.

World Bank, D.C. Adults

60

2 Feb 10. Chinese New Year celebration with Chinese calligrapher ZHAO Hong, and musician DING Xue’er.

Adults and children

80

3 Feb. 13. Lunar New Year event at Discovery Chanel, Silver Spring, MD. Culture Display.

Adults 50

4 Feb. 15. School visit with Chinese student group from Shijiazhuang.

15

5 Feb. 22. School visit from Howard County Community College students.

12

6 March 1. Symposium, “The Rise of Divorce in East Asia.” Co-sponsored with Center for East Asian Studies.

Faculty and students

100

7 7 March 26 & 27. Chinese Culture Day at Paint Branch Elementary School. Crafts and activities.

Children 300

CIM Data


TABLE 2: 2012-2013 CIM Chinese Cultural Activities (cont’d)

8 March 28. Chinese Pipa player, Wu Man, at CIM.

public 35

9 April – May. China Lecture Series at Leisure World, 7 events.

Adults 100 each event

10 April 13. Chinese Bridge Language Competition for College students.

College students 80

11 April 19. Talk by Prof. Ying Wu from China on “Complementaries, Competition, and Cooperation in U.S.-China Relations.” Co-sponsored with Gov’t and Politics Dept.

faculty 50

12 April 20. Chinese Bridge Language Competition for Elementary, Middle, and High School.

middle/high school,

elementary school

students

100

13 13 April 23. School visit by Reid Temple Middle School.

15

14 14 April 25. Chinese Culture Appreciation breakfast event at Paint Branch School.

children 80

15 April 27. Maryland Day. Chinese culture displays during the day.

public 1,000

CIM Data



16 May 3, 5. Chinese Film, “The Emperor Visits Hell,” with director Li Luo. May 3 – Art Building, UMD, 12 people. May 5 – Smithsonian Institution, Sackler Gallery, D.C.,

College teachers

and staff

100

17 May 6. Public talk by Mr. ZHOU Jingxing, “US – China Relations.”

UMD faculty and students

100

18 May 8. International Coffee Hour, UMD. CIM hosted, and provided Chinese display and snacks.

UMD students 80

19 May 14. Culture Day at Marriott Hotel Headquarters, Bethesda, MD. Chinese culture displays.

public 100

20 May 24. Chinese Culture table for Chinese Culture Day at Paint Branch School.

children 300

21 June 6. Lecture on Chinese art by visiting professor, at China Culture Center in Rockville, and school visit to Garrison Forest School’s Confucius Classroom.

faculty and students

60

22 January – June on Fridays, Chinese Culture and Conversation Corner. About 15 students on average each week.

College

teachers,students,

staff and scholars

100

2012

1 Chinese Film series organized with Confucius Institute at UCLA & GMU and the Smithsonian Institution

Various audiences –

public, students

200

2 MCCSL Conference on Chinese as a Second Language

Local and

international

students and

scholars

100

CIM Data



3 Confucius Classroom at Paint Branch Elem. School – Lab opening Ceremony and China Day

Public program 550

4 Co-sponsored performance with Chinese Student and Scholar Association (CSSA) for the Chinese New Year /Yuan Xiao.

Public program 570

5 Mid Autumn Festival - art exhibition and reception

Faculty and

students

120

6 Christmas event Faculty and

students

100

7 Chinese Language Teachers Assoc. – National Capital Region (CLTA-NCR) regional Seminar

Chinese language

students, teachers,

and scholars

100

8 CI Directors Forum in Washington, D.C. area Chinese language

students, teachers,

and scholars

100

9 School visit for culture day at Eastern Middle School in Silver Spring

Middle school

students

50

10 CIM 8th anniversary event – Art Exhibition public 430

11 Lecture on Confucius’ Thought by Beijing Language and Culture University professor

public 63

12 Lantern Festival at Garrison Forest Confucius Classroom

public 1000

13 Co-sponsorship of Chinese music performance at Clarice Smith Center for Performing Arts

public 760

14 Co-sponsor Chinese Story Recitation Contest Elementary and

middle school

students and

parents

530

15 Confucius Classrooms annual regional meeting CC principals and

teachers

20

Total 6,990

CIM Data


TABLE 3: Local Chinese Teacher Training Programs

Number Name and Duration Number of Participants

1 work with CCLTCD：AP workshop (Advanced Placement) 55

2 work with CCLTCD：Chinese Immersion workshop 57

3 work with CCLTCD：Class Management workshop 52

Total 164

TABLE 4: Other Programs

Number Name of projects Number of Participants

1 HSK language testing 205

2 YCT language testing 720

3 Chinese language Competition 200

4 CI Scholarship 5

Total 1,130

TABLE 5: Local Chinese Teacher Training Programs

In-China Programs ( including summer camps, educator delegation, and teacher training, etc.）

Number Name of Program Primary and

Secondary School

Heads/Educators

Teachers Students

1 Chinese Bridge Trip for

High School Students

2 35

Total 37


APPENDIX THREE

Education Abroad Data

Notes:

Program Types

The range of programs Education Abroad currently administers to meet the diverse academic needs of Maryland students who are seeking to study overseas includes:

UMD short-term programs led by faculty or staff during winter-term, summer, or spring break;

Bilateral semester or academic-year exchange programs administered by EA in collaboration with overseas universities, who send their students to College Park in exchange for visiting UMD students (for visiting exchange students 2012-2013, see Chart 12);

UMD semester and academic year programs in England, Denmark, France, Germany, Israel, and Spain;

UMD affiliated programs administered by vetted study-abroad providers and overseas universities with whom EA has direct billing agreements. These allow UMD students to apply federal, state, and university financial aid toward costs;

Non-affiliated programs conducted during the summer, winter-term, semester, or academic year, for which students pay directly to the program provider.

Education Abroad Data In AY 2011-2012 EA began to use the Studio Abroad enrollment management system offered by the software company, Terra Dotta, to collect its data about UMD study abroad, including destination, program type, term and duration, home university, additional majors and colleges, and self-reported financial data. Before then, this information was collected in a fashion that did not produce data that was reliably consistent. EA’s recent reorganization includes the creation of an operations team with dedicated responsibility for data integrity. Spring and summer 2013 participation data should be considered tentative until November 2013, as students may retroactively seek to withdraw or add credits for this period through October. Demographic data for students enrolled at the University of Maryland is taken from published reports by the Office of Institutional Research, Planning and Assessment (IRPA). (https://www.irpa.umd.edu/menus.cfm?action=ccenrollments) Data on Race/Ethnicity, Class Standing, and College of Primary Major was provided by IRPA. Figures for total US student abroad are taken from the Institute of International Education Open Doors Reports, reflecting data through 2010-2011 reporting year. (http://www.iie.org/en/Research-and-Publications/Open-Doors/Data/US-Study-Abroad/Student-Profile/2000-11)

Tables and charts include only those students who participated in credit-bearing programs. Tables and charts dealing with program enrollments count students who studied abroad multiple times during the reporting period more than once. Tables and charts dealing with demographic data count students only once.

https://www.irpa.umd.edu/menus.cfm?action=ccenrollments

http://www.iie.org/en/Research-and-Publications/Open-Doors/Data/US-Study-Abroad/Student-Profile/2000-11

http://www.iie.org/en/Research-and-Publications/Open-Doors/Data/US-Study-Abroad/Student-Profile/2000-11

EA Data


Table 1: UMD Total Study Abroad Participants 2012-2013 vs 2011-2012

1A. Count of students with those who participated in multiple programs counted more than once.

1B. Count of students with those who participated in multiple programs counted only once.

Academic Year University of Maryland Students Abroad

2012-2013 2,011

2011-2012 2,089

Table 2: UMD Undergraduate Study Abroad Participants by Term, 2011-12 vs 2012-13

Fall Full Year Winter Spring Semester

Spring Break

Summer Total

2011-2012

142 32 458 582 58 388 1660

2012-2013

195 40 443 574 111 367 1,730

Trend +37.32% +25% -3.28% -1.37% +91.38% -5.41% +4.22%

Academic Year University of Maryland Students Abroad

2012-2013 2,053

2011-2012 2,168

EA Data


Table 3: Total UMD Study Abroad Participation (Includes graduate students)

Academic Year

Total U

MD

Stud

ents A

bro

ad

Percen

t Ch

ange U

MD

from

previo

us

year

Total U

S stud

ents ab

road

(IIE Op

en

Do

ors)

Percen

t Ch

ange

Total U

S (IIE Op

en D

oo

rs)

UM

D N

ation

al IIE Op

en D

oo

rs R

ankin

g for Stu

dy A

bro

ad

Particip

ation

2012-2013 2,053 -5.26% n/a n/a n/a

2011-2012 2,168 7.17% n/a n/a n/a

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%

EA Data


Chart 1: Total UMD Students Abroad per year since 1995

Table 3a: UMD Undergraduate Study Abroad Participation 2006-2012

Year 2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

Undergraduate Study Abroad Participants

1075 1345 1445 1440 1555 1660

EA Data


Chart 1a: Undergraduate Study Abroad as Percentage of Degrees, 2006-2012

Table 4a: UMD Undergraduate Study Abroad by Term and Program Type 2012-2013.

PROGRAM TYPE

TERM

UM

D-A

dm

inistered

Exchan

ge

Affiliated

No

n-A

ffiliated

Total UMD Undergraduate

Study Abroad by Term, 2012-2013

Fall 102 34 40 19 195

Spring 272 61 80 161 574

Spring Break 111 111

Summerterm 279 52 36 367

Winterterm 422 5 16 443

Year (Fall-Spring) 3 12 12 4 31

Year (Spring-Fall) 1 1 2

Year (Su+Fall-Spring) 7 7

Total UMD Undergraduate Study Abroad Participants by Program Type, 2012-2013

1,189 107 197 237 1,730

EA Data


Table 4b: Total UMD Undergraduate Study Abroad by Term and Program Type 2011-2012.

Chart 2a: UMD Undergraduates Abroad by Program Type, 2012-2013

PROGRAM TYPE

TERM

UM

D-

Ad

min

istered

Exchan

ge

Affiliated

No

n-A

ffiliated

Total UMD Undergraduate Study Abroad Participants by Term, 2011-2012

Fall 81 14 32 15 142

Spring 252 46 119 165 582

Spring Break 58

58

Summerterm 300

46 42 388

Winterterm 443

7 8 458

Year (Fall-Spring) 5 6 7 4 22

Year (Spring-Fall)

1 2 3

Year (Su+Fall-Spring)

7

7

Total UMD Undergraduate Study Abroad Participants by Program Type, 2011-2012 1,139 66 219 236 1,660

EA Data


Chart 2b: UMD Undergraduate Students Abroad by Program Type, 2011-2012

Chart 3a: UMD Undergraduate Students Abroad by Term, 2012-2013

EA Data


Chart 3b: UMD Undergraduate Students Abroad by Term, 2011-2012

Chart 4: UMD All Students Abroad by Term, 2008-2013

EA Data


Table 5a: Destination of UMD Undergraduate Students Abroad by Region, Term 2012-2013

TERM

REGION

Fall

Sprin

g

Sprin

g Break

Sum

merte

rm

Win

terterm

Year (Fall-Sp

ring)

Year (Sp

ring-Fall)

Year (Su

+Fall-Sprin

) Total UMD

Undergraduate Study Abroad

by Region

Africa 4 13 12 9 21 2 7 68

Asia 24 35 84 73 12 1 229

Australia/Pacific Islands 15 33 1 85 1 135

Caribbean/ West Indies 9 33 42

Central America 8 5 22 45 1 81

Europe 132 455 52 214 132 12 997

Middle East 5 15 46 10 23 3 102

Multiple 1 1 5 7

South America 6 17 1 13 31 1 69

Total UMD Undergraduate Study Abroad by Term

195 574 111 367 443 31 2 7 1,730

Chart 5a: Undergraduate UMD Study Abroad Participation by Destination, 2012-2013

EA Data


Table 5b: Destination of UMD Undergraduate Students Abroad by Region, Term 2011-2012

TERM

REGION

Fall

Sprin

g

Sprin

g Break

Sum

merte

rm

Win

terterm

Year (Fall-Sp

ring)

Year (Sp

ring-Fall)

Year (Su

+Fall-Sp

ring)

Total UMD Undergraduate

Study Abroad by Region

Africa 2 3 17 29 15 7 73 Asia 17 32 66 41 7 1 164

Australia/Pacific Islands 12 55 22 108 2 199 Central America 8 7 56 1 72 Europe 101 440 6 214 135 12 908 Middle East 3 28 33 16 25 2 107 Multiple 4 4 South America 7 11 2 6 67 93 Caribbean/ West Indies 1 28 11 40 Total UMD Undergraduate Study Abroad by Term

142 582 58 388 458 22 3 7 1,660

Chart 5b: Undergraduate UMD Study Abroad Participation by Destination, 2011-2012

EA Data


Chart 6a: UMD Study Abroad by College of Major, 2012-2013 Students who participated in multiple programs are counted only once. First, second and third majors are included in totals.

EA Data


Chart 6b: Comparison, Study Abroad by College of Major, 2011-2012 Students who participated in multiple programs are counted only once. First, second and third majors are included in totals.

EA Data


Chart 6c: Comparison, Study Abroad as percentage of undergraduate degrees by college/school, 2010-2012

EA Data


Table 6a: Gender of UMD Undergraduate Study Abroad Participants, 2012-2013, Distribution by Term

Gender

Term Female Male Total UMD Undergraduate Study Abroad Participants by Term, 2012-2013

Fall 117 78 195 Spring 388 186 574 Spring Break 71 40 111 Summerterm 232 135 367 Winterterm 277 166 443 Year (Fall-Spring) 16 15 31 Year (Spring-Fall) 1 1 2 Year (Su+Fall-Spring) 4 3 7 Total UMD Undergraduate Study Abroad Participants by Gender, 2012-2013

1,106 624 1,730

Chart 7a: Gender of UMD Study Abroad Participants, 2012-2013

EA Data


Table 6b: Gender of UMD Undergraduate Study Abroad Participants, 2011-2012, Distribution by Term

Gender

Term Female Male Total UMD Undergraduate

Study Abroad Participants by Term, 2011-2012

Fall 90 52 142

Spring 343 239 582

Spring Break 37 21 58

Summerterm 234 154 388

Winterterm 285 173 458

Year (Fall-Spring) 17 5 22

Year (Spring-Fall) 2 1 3

Year (Su+Fall-Spring) 4 3 7 Total UMD Undergraduate Study Abroad Participants by Gender, 2011-2012

1,012 648 1,660

Chart 7b: Comparison: Gender of UMD Study Abroad Participants, 2011-2012

To compare with campus enrollment: https://irpa.umd.edu/CampusCounts/Enrollments/enroll_race_gender.pdf

https://irpa.umd.edu/CampusCounts/Enrollments/enroll_race_gender.pdf

EA Data


Table 7a: Gender of UMD Study Abroad Participants, 2012-2013, Distribution by Program Type

GENDER

PROGRAM TYPE Female Male Total UMD Undergraduate Study

Abroad Participants by Program Type, 2012-2013

UMD-Administered 749 440 1,189

Exchange 45 62 107

Affiliated 145 52 197

Non-Affiliated 167 70 237

Total UMD Undergraduate Study Abroad Participants by Gender, 2012-2013

1,106 624 1730

Table 7b: Gender of UMD Study Abroad Participants, 2011-2012, Distribution by Program Type

GENDER

PROGRAM TYPE Female Male Total UMD Undergraduate Study

Abroad Participants by Program Type, 2011-2012

UMD-Administered 682 457 1,139 Exchange 35 31 66 Affiliated 135 84 219 Non-Affiliated 160 76 236

Total UMD Undergraduate Study Abroad Participants by

Gender, 2011-2012

1,012 648 1,660

EA Data


Table 8a: Race/Ethnicity/Citizenship of UMD Undergraduate Study Abroad Participants, 2012-2013

UMD Students Only

Race/ Ethnicity/ Citizenship Participants

American Indian or Alaska Native: U.S. 2 Asian: U.S. 183 Black or African American: U.S. 111 Foreign 31 Hispanic: U.S. 122 Native Hawaiian or Other Pacific Islander: U.S. - Two or More: U.S. 61 Unknown: U.S. 69 White: U.S. 1151 Grand Total 1730

Chart 8a: Race/Ethnicity/Citizenship of UMD Study Abroad Participants, 2012-2013

EA Data


Table 8b: Race/Ethnicity/Citizenship of UMD Study Abroad Participants, 2011-2012

Race/ Ethnicity/ Citizenship Grand Total

American Indian or Alaska Native: U.S. 2

Asian: U.S. 198

Black or African American: U.S. 71

Foreign 18

Hispanic: U.S. 92

Native Hawaiian or Other Pacific Islander: U.S. 1

Two or More: U.S. 42

Unknown: U.S. 58

White: U.S. 1178

Grand Total 1660

Chart 8b: Race/Ethnicity/Citizenship of UMD Study Abroad Participants 2011-2012

EA Data


Table 9a: Race/Ethnicity/Citizenship of UMD Undergraduate Study Abroad Participants, 2012-2013, Distribution by Term

TERM

Race/ Ethnicity/ Citizenship

Fall

Year (Fall-Sp

ring)

Year (Sp

ring-Fall)

Year (Su

+Fall-

Sprin

g)

Win

ter te

rm

Sprin

g

Sprin

g Break

Sum

mer term

Total UMD Study Abroad Participants by Race/ Ethnicity, 2012-2013

American Indian or Alaska Native: U.S. 1 1 2

Asian: U.S. 26 5 50 41 24 37 183

Black or African American: U.S. 13 2 26 16 22 32 111

Foreign 5 1 5 2 5 13 31

Hispanic: U.S. 13 4 30 32 8 35 122

Native Hawaiian or Other Pacific Islander: U.S.

Two or More :U.S. 7 1 13 15 3 22 61

Unknown: U.S. 9 1 4 15 28 3 9 69

White: U.S. 121 17 2 3 304 439 46 219 1151

Total UMD Study Abroad Participants by Term, 2012-2013 195 31 2 7 443 574 111 367 1730

EA Data


Table 9b: Race/Ethnicity/Citizenship of UMD Undergraduate Study Abroad Participants, 2011-2012, Distribution by Term

TERM


Fall

Year (Fall-Sprin

g)

Year (Sprin

g-Fall)

Year (Su+Fall-

Sprin

g)

Win

ter term

Sprin

g

Sprin

g Break

Sum

mer term


American Indian or Alaska Native: U.S. - - - - 2 - - - 2

Asian: U.S. 18 3 - - 64 33 18 62 198

Black or African American: U.S. 6 1 - - 22 14 7 21 71

Foreign 3 - - 7 2 1 5 18

Hispanic: U.S. 10 4 - - 26 29 4 19 92

Native Hawaiian or Other Pacific Islander: U.S. 1 - - - - - - - 1

Two or More :U.S. 6 - - 10 12 - 14 42

Unknown: U.S. 4 1 4 14 14 5 16 58

White: U.S. 94 13 3 3 313 478 23 251 1178

Total UMD Study Abroad Participants by Term, 2011-2012 142 22 3 7 458 582 58 388 1,660

Table 10a: Race/Ethnicity/Citizenship of UMD Undergraduate Study Abroad Participants, 2012-2013, Distribution by Program Type

UMD Students Only Program Type

Race/ Ethnicity/ Citizenship UM

D-

Ad

min

ist

ere

d

Exchan

ge

Affiliate

d

No

n-

Affiliate

d

Grand Total

American Indian or Alaska Native: U.S. 1 - 1 - 2 Asian: U.S. 121 28 20 14 183 Black or African American: U.S. 91 3 16 1 111 Foreign 17 5 9 31 Hispanic: U.S. 87 8 11 16 122 Native Hawaiian or Other Pacific Islander: U.S. - - - - - Two or More: U.S. 39 3 13 6 61 Unknown: U.S. 43 8 8 10 69 White: U.S. 790 52 128 181 1151 Grand Total 1189 107 197 237 1730

EA Data


Table 10b: Race/Ethnicity/Citizenship of UMD Undergraduate Study Abroad Participants, 2011-2012, Distribution by Program Type

UMD Students Only Program Type

Race/ Ethnicity/ Citizenship UM

D-

Ad

min

ist

ered

Exchan

ge

Affiliate

d

No

n-

Affiliate

d

Grand Total

American Indian or Alaska Native: U.S. 1 1 2

Asian: U.S. 149 20 12 17 198

Black or African American: U.S. 52 11 8 71

Foreign 15 2 1 18

Hispanic: U.S. 58 6 18 10 92

Native Hawaiian or Other Pacific Islander: U.S. 1 1

Two or More: U.S. 28 3 10 1 42

Unknown: U.S. 41 13 4 58

White: U.S. 794 35 153 196 1178

Grand Total 1139 66 219 236 1660

Table 11a: Race/Ethnicity/Citizenship of UMD Undergraduate Study Abroad Participants, 2012-2013: Distribution by Geographic Region where program occurred.


Africa

Asia

Au

stralia/Pacifi

c Island

s

Carib

bean

/West

Ind

ies

Cen

tral Am

erica

Eu

rop

e

Mid

dle E

ast

Mu

ltiple

Sou

th A

merica


American Indian or Alaska Native: U.S. - - 1 - - 1 - - - 2

Asian: U.S. 7 64 13 1 8 63 26 1 183

Black or African American: U.S. 7 16 2 10 13 49 9 - 5 111

Foreign - 13 - - 1 14 2 - 1 31

Hispanic: U.S. 2 14 7 1 7 70 7 14 122

Native Hawaiian or Other Pacific Islander: U.S. - - - - - - - - - -

Two or More :U.S. - 13 2 2 5 34 2 - 3 61

Unknown: U.S. 6 5 8 1 2 39 7 - 1 69

White: U.S. 46 104 102 27 45 727 49 7 44 1151

Total UMD Study Abroad Participants by Term, 2012-2013 68 229 135 42 81 997 102 7 69 1730

EA Data


Table 11b: Race/Ethnicity/Citizenship of UMD Undergraduate Study Abroad Participants, 2011-

2012, Distribution by Geographic Region of Study


Africa

Asia

Au

stralia/Pacifi

c Island

s

Carib

bean

/West

Ind

ies

Cen

tral Am

erica

Eu

rop

e

Mid

dle E

ast

Mu

ltiple

Sou

th A

merica


American Indian or Alaska Native: U.S. - - - - 1 - 1 - - 2 Asian: U.S. 11 44 12 4 11 78 20 - 18 198 Black or African American: U.S. 5 9 3 2 6 35 2 - 9 71 Foreign - 6 2 - 1 7 1 - 1 18 Hispanic: U.S. - 9 10 - 7 49 7 - 10 92 Native Hawaiian or Other Pacific Islander: U.S. - - - - - 1 - - 1 Two or More :U.S. - 7 4 1 3 22 1 - 4 42 Unknown: U.S. 7 5 3 1 1 32 8 - 1 58 White: U.S. 50 84 165 32 42 684 67 4 50 1178 Total UMD Study Abroad Participants by Term, 2012-2013 73 164 199 40

72 908 107 4 93 1660

EA Data


Chart 9a: Class Standing of UMD Study Abroad Participants, 2012-2013 Figures include Maryland students only; those who participated in multiple programs are counted only once.

EA Data


Table 12a: Class Standing of UMD Study Abroad Participants, 2012-2013, Distribution by Term

Term

Class Standing

Fall

Year (Fall-Sprin

g)

Year (Sprin

g-Fall)

Year (Su +Fall +

Sprin

g)

Win

ter term

Sprin

g

Sprin

g Break

Sum

mer term

Total UMD Study

Abroad Participants by Class Standing,

2012-2013

Freshman Abroad 15 15

Freshman Connection 1 1

Freshman (0-30 credits) 1 2 4 51 58

Sophomore (31-60 credits) 9 2 1 52 26 17 79 186

Junior (61-90 credits) 83 14 1 170 336 30 143 777

Senior (91+ credits) 88 15 7 219 210 60 94 693

Special UG 5 5

Adv Special Student 1 1

Post-bacc 2 2 2 2 8

Master 1 4 10 110 1 51 127 304

Doc Res Sch 4 1 5 Total UMD Study Abroad Participants by Term, 2012-2013 198 35 2 17 560 577 162 502 2,053

EA Data


Chart 9b: Class Standing of UMD Study Abroad Participants, 2011-2012

EA Data


Table 12b: Class Standing of UMD Study Abroad Participants, 2011-2012, Distribution by Term

Term

Class Standing

Fall

Year (Fall-

Sprin

g)

Year (Sp

ring-

Fall)

Year (Su

+Fall-Sp

ring)

Win

terterm

Sprin

g

Sprin

g Break

Sum

merte

rm

Total UMD Study Abroad

Participants by Class Standing,

2011-2012


Freshman (0-30 credits) 6 3 18 27

Sophomore (31-60 credits) 12 1 2 46 32 10 83 186

Junior (61-90 credits) 16 4 1 176 264 24 93 578

Senior (91+ credits) 104 17 7 230 286 21 194 859

Special UG 1 1

Adv Special 1 1

Post-bacc 39 3 48 12 12 23 137

Master 1 11 10 164 9 72 77 344

Doc Res Sch 1 3 2 6

Total UMD Study Abroad Participants by Term, 2011-2012

183 36 3 17 674 604 142 490 2,149

EA Data


Table 12c: Class Standing of UMD Study Abroad Participants, 2012-2013, Distribution by Program Type

PROGRAM TYPE

CLASS STANDING

UM

D-

Ad

min

istered

Exchan

ge

Affiliated

No

n-A

ffiliated



2012-2013


Freshman Connection 1 1

Freshman (0-30 credits) 48 3 7 58

Sophomore (31-60 credits) 150 7 18 11 186

Junior (61-90 credits) 509 47 88 133 777

Senior (91+ credits) 466 59 88 80 693

Post-bacc 6 1 1 8


Special UG 4 1 5

Master 286 2 13 3 304

Doc Res Sch 4 1 5

Total UMD Study Abroad Participants by Program Type, 2012-2013

1,490 116 211 236 2,053

EA Data


Table 12d: Class Standing of UMD Study Abroad Participants, 2011-2012, Distribution by Program Type

PROGRAM TYPE

CLASS STANDING

UM

D-

Ad

min

istered

Exchan

ge

Affiliated

No

n-A

ffiliated



2011-2012


Freshman (0-30 credits) 26 1 27

Sophomore (31-60 credits) 151 1 22 12 186

Junior (61-90 credits) 412 22 55 89 578

Senior (91+ credits) 540 43 142 134 859

Post-bacc 102 8 10 17 137


Special UG 1 1

Master 318 3 22 1 344

Doc Res Sch 5 1 6

Total UMD Study Abroad Participants by Term, 2011-2012

1,566 78 251 254 2,149

EA Data


Table 13: Scholarships awarded by Education Abroad since Fall 2008

Study Abroad Term

Total scholarship $ awarded

# completed applications

# awards offered

# awards accepted

# awards declined

# not awarded

Fall/FY 2008 51 29 22

Winter 2009 127 52 75

Spring 2009 79 22 57

Summer 2009 110 46 64

TOTAL 08/09 $171,250 367 149 218

Fall/FY 2009 46 46 0

Winter 2010 158 64 94

Spring 2010 122 52 70

Summer 2010 77 44 33

TOTAL 09/10 $217,900 403 206 197

Fall/FY 2010 $61,300 113 92 81 11 21

Winter 2011 $113,250 223 219 171 48 4

Spring 2011 $102,500 144 125 112 13 19

Summer 2011 $133,750 195 195 150 45 0

TOTAL 10/11 $410,800 675 631 514 117 44

Fall 2011 $40,700 80 64 ? ? 16

Full Year 11-12 $6,200 12 8 ? ? 4

Winter 2012 $197,750 289 242 188 54 47

Spring 2012 $161,000 205 152 136 16 50

Spring Break 2012

$11,000 31 23 15 8 8

Summer 2012 $161,070 231 185 142 43 35

TOTAL 11/12 $577,720 848 674 160

Fall 2012 $85,750 108 89 79 10 15

Full Year 12-13 $18,250 17 16 12 4 1

Winter 2013 $73,250 273 102 87 15 155

Spring 2013 $127,250 244 131 119 12 105

Spring Break 2013

$10,000 47 14 11 3 25

Summer 2013 $57,250 142 80 65 15 56

TOTAL 12-13 $371,750 831 432 373 59 357

EA Data


Chart 10: Education Abroad Scholarships, 2008-2013 Data includes all scholarship funds administered by Education Abroad. It does not include scholarship funds administered by the Smith School, study abroad provider organizations or national scholarships.

Chart 11: Education Abroad Advisory Committee Composition

AGNR 9%

ARCH 4%

ARHU 13%

BMGT 9%

BSOS 13%

CLIS 4%

CMNS 13%

EDUC 9%

ENGR 9%

JOUR 4%

PUAF 4%

SPHL 9%

Education Abroad Advisory Cttee Composition

EA Data


Table 14. Education Abroad Advisory Committee 2013

Michael Ambrose, Assistant Professor, School of Architecture, Planning and Preservation

Paula Beckman, Professor, Early Childhood Special Education

Johanna Birnir, Associate Professor, Department of Government and Politics; Research Director, Center

of International Development and Conflict Management

William Bowerman, Professor and Chair, Department of Environmental Science & Technology

Ann Carlson Weeks, Associate Dean, Academic Programs, Professor of Practice, College of Information

Sciences

Mary Choquette, Lecturer, College of Information Studies

Reid Compton, Director, College Park Scholars-Life Sciences

Michel Cukier, Associate Professor, Reliability Engineering

David Crocker, Senior Research Scholar, School of Public Policy

Judith Freidenberg, Professor, Department of Anthropology

Donna Howard, Associate Professor, Behavioral and Community Health

Melissa Landa, Assistant Professor, College of Education

David Lovell, Associate Professor, Civil and Environmental Engineering

Lis Maring, Faculty Research Associate & Family Life Specialist

John Merck, Senior Lecturer, Assistant Director, Earth, Life and Time Program

Susan Moeller, Professor of Media and International Affairs & Director, International Center for Media

and the Public Agenda

Thomas Moser, Associate Professor of English and Director of Undergraduate Studies

Dennis Nola, Assistant Director and Coordinator, Landscape Architecture Undergraduate Program

Kislaya Prasad, Director, Center for International Business Education and Research

Doug Roberts, Associate Professor and Associate Dean for Undergraduate Studies

Gabriele Strauch, Associate Professor, German; Associate Director, School of Languages, Literatures, and

Cultures

Susan White, Distinguished Tyser Teaching Fellow, Finance Department

Janelle Wong, Professor of American Studies; Director, Asian American Studies

EA Data


Chart 12: Incoming Exchange Students by place of origin

Argentina, 4 Australia, 8

Austria, 3

Belgium, 4

China, 6

Czech Republic, 1

Denmark, 9

Egypt, 2

France, 5

Germany, 8

Hong Kong , 9

India, 5

Italy, 20

Japan, 6

Korea, 7

Mexico, 1

Norway, 7

Singapore, 2 Spain, 2

Sweden, 3

Taiwan, 3

Thailand, 3

Tunisia, 2

United Kingdom, 12

Incoming Exchange Students 2012-2013 by Place of Origin


APPENDIX FOUR

International Student and Scholar Services Data

Table 1: Non-Immigrant International Students at UMD

Academic Year

2008/09 2009/10 2010/11 2011/12 2012/13

Countries Represented

139

133

134

137

137

Total UM Enrollment Graduate

10,525

10,653

10,719

10,805

10,710

Undergraduate 26,475

26,542

26,922

26,826

26,538

Total

37,000

37,195

37,641

37,631

37,248

% Change 3% 1% 1% 0% -1%

Non-Immigrants Undergraduate

541

595

632

732

807

Graduate

2,508

2,537

2,472

2,750

3,150

Maryland English Institute (MEI) 41 28

39

69

66

Practical Training (F/J) 390

370

371

373

469

Non-Immigrant Total

3,480

3,530

3,514

3,924

4,492

% Change 2% 1% 0% 12% 14%

Cumulative % Change 2% 4% 3% 15% 29%

Female

1,424

1,471

1,454

1,634

2,013

Male

2,056

2,059

2,060

2,290

2,479

ISSS Data


Table 2: Comparison of UMD International Enrollments to National and Peer Institution Data

Comparision of U.S.Total to International Student Enrollment *

2008/09 2009/10 2010/11 2011/12 2012/13

Total Student Enrollment U.S.

18,264,000

20,428,000

20,550,000

20,625,000 -

Total International Enrollment U.S.

671,616

690,923

723,277

764,495

-

% International 3.7% 3.4% 3.5% 3.7% -

State of Maryland - International

14,232

14,498

13,422

13,969

-

UMD - International

3,480

3,530

3,514

3,924

4,492

University of California, Berkeley - -

4,239

4,239

-

University of Michigan, Ann Arbor - -

5,995

6,382

-

University of California, Los Angeles - -

6,249

6,703

-

University of Illinois, Urbana-Champaign

- -

7,991

8,997 -

*Data is from OPEN DOORS 2012 Report, Institute for International Education, New York. Data for the Fall 2012 semester will not be published until sometime in 2013. It is for this reason that the chart is incomplete.

ISSS Data


Table 3: Non-Immigrant International Students at UMD by Visa Type

Visa & Exchange Types*

Non-Immigrant 2008/09 2009/10 2010/11 2011/12 2012/2013

F Visa: Student

2,723

2,768

2,813

3,246

3,881

J Visa: Exchange Visitor

217

332

275

262

216

A Visa: Diplomatic

58

51

53

54

46

G Visa: Int'l Organizations

86

80

88

83

84

H Visa: Employment- based

261

201

185

171

162

Other Visas

129

84

82

92

80

Unspecified

6

14

18

16

23

Immigrants

Refugees/Asylees/Other

43

50

43

42

32

Permanent Residents

2,244

2,249

2,223

2,152

2,059

*Breakdown by Program Level shown in International Students by Program level

Chart 1: Total UMD Enrollment

ISSS Data


Chart 2: Non-Immigrant Enrollment

2008/09 2009/10 2010/11 2011/12 2012/13

Practical Training (F/J) 390 370 371 373 469

Maryland English Institute (MEI)

41 28 39 69 66

Graduate 2,508 2,537 2,472 2,750 3,150

Undergraduate 541 595 632 732 807

Male 2,056 2,059 2,060 2,290 2,479

Female 1,424 1,471 1,454 1,634 2,013

Ge

nd

er

Stu

de

nt/

Sch

ola

r

Non-Immigrant Enrollment

Table 4: International Students by Program Level

Non-Immigrants PT MEI UG GR PT MEI UG GR PT MEI UG GR PT MEI UG GR PT MEI UG GR

F Visa: Student 374 40 297 2,012 361 26 376 2,005 360 39 419 1,995 356 68 503 2,319 453 66 571 2,791

J Visa: Exchange Visitor 12 1 36 168 7 - 45 280 6 - 46 223 14 1 58 189 14 - 63 139

A Visa: Diplomatic - - 47 11 - - 40 11 - - 39 14 - - 44 10 - - 37 9

G Visa: Int'l Organizations - - 55 31 - - 48 32 - - 52 36 - - 55 28 - - 60 24

H Visa: Employment- based 4 - 77 180 2 2 45 152 4 - 35 146 3 - 41 127 2 - 41 119

Other Visas - - 23 106 - - 27 57 1 - 24 57 - - 15 77 - - 13 67

Unspecified - - 6 - - - 14 - - - 17 1 - - 16 - - - 22 1

Total By Degree 390 41 541 2,508 370 28 595 2,537 371 39 632 2,472 373 69 732 2,750 469 66 807 3,150

Immigrants

Refugees/Asylees/Other - - 33 - - 26 24 - - 30 13 - 29 13 - - 27 5

Permanent Residents - - 1,696 2,126 - - 1,724 520 - 5 1,704 518 - 1,647 504 - - 1,648 411

Total By Degree - - 1,729 2,126 - - 1,750 544 - 5 1,734 531 - 1,676 517 - - 1,675 416

International Students by Program Level2008/09

2008/09

2009/10

2009/10 2010/11 2011/12 2012/13

2012/132010/11 2011/12

ISSS Data


Chart 3: Enrollment by Country (Top 10)

ISSS Data


Chart 4: Enrollment by Region

ISSS Data


Chart 5: Total UMD non-Immigrant Undergraduate Enrollment by Academic Level

ISSS Data


Chart 6: Total UMD non-Immigrant Graduate Enrollment by Academic Level

Chart 7: Non-Immigrant Enrollment by College

ISSS Data


Table 5: J-1 Visa Positions Held and Duration

2009 2010 2011 2012 Grand Total

<= 6 Months

Intern 134 149 129 111 523

Professor 2 3 6 11

Researcher 47 58 71 54 230

Trainee 46 100 135 111 392

Short Term Scholar 201 136 96 144 577

>=24 Months

Professor 1 1 1 1 4

Researcher 36 42 44 37 159

13 -18 Months

Professor 1 1 1 3

Researcher 40 28 28 41 137

19-24 Months

Professor 1 3 3 7

Researcher 73 80 89 97 339

7-12 Months

Intern 4 5 4 9 22

Professor 4 3 4 3 14

Researcher 222 241 279 298 1040

Trainee 8 4 2 14

Grand Total 817 851 888 916 3472

ISSS Data


Table 6: J-1 Visa Top 20 Departments

% of all J1s (3473) 2009 2010 2011 2012 Grand Total

Mechanical Engr 85 44 83 69 281 8%

Fire Protection Engr 4 1 9 14 28 1%

Aerospace Engineering 3 2 8 7 20 1%

Joint Quantum Institute 2 5 6 4 17 0%

Chemistry & Biochemistry 8 7 2 17 0%

Civil & Environmental Engr 4 4 4 1 13 0%

Chemical & Biomolecular Engr 3 3 2 2 10 0%

Inst Res Elec & Applied Phys 3 1 2 3 9 0%

Computer Science 7 2 9 0%

Inst Systems Research 2 1 3 2 8 0%

Maryland China Initiative 3 5 8 0%

Inst for Computer Studies 3 5 8 0%

Fischell Dept Bioengineering 1 2 2 2 7 0%

Materials Science and Engr 1 1 1 2 5 0%

Electrical & Computer Engr 2 3 5 0%

Physics 4 4 0%

Nutrition & Food Science 2 1 3 0%

ENGR-UG Recruit & Spec Progs 2 2 0%

Mathematics 1 1 2 0%

Atmospheric & Oceanic Science 1 1 2 0%

Environmental Science & Tech 1 1 2 0%

Biology 1 1 2 0%

A James Clark Schl of Engr 2 2 0%

Grand Total 133 82 132 117 464 13%

ISSS Data


Table 7: J-1 Visa Top 20 Countries of Citizenship

2009 2010 2011 2012 Grand Total % of all J1s

(3022)

China 256 331 376 363 1326 38%

So. Korea 75 73 62 75 285 8%

France 76 86 69 53 284 8%

Germany 46 49 58 62 215 6%

Italy 31 31 31 36 129 4%

Japan 35 31 25 34 125 4%

India 23 31 22 24 100 3%

Brazil 21 19 23 31 94 3%

Israel 19 15 20 23 77 2%

Russia 18 12 14 13 57 2%

Taiwan 13 12 14 16 55 2%

Mexico 14 12 12 12 50 1%

Spain 12 9 9 15 45 1%

Unitd Kingdm 8 7 11 14 40 1%

Turkey 8 10 11 11 40 1%

Canada 12 10 8 8 38 1%

Netherlands 9 6 7 12 34 1%

Argentina 15 6 5 6 32 1%

Lebanon 6 5 7 6 24 1%

Un Arab Emr 10 5 5 3 23 1%

Grand Total 707 760 789 817 3073 88%

ISSS Data


Chart 8: J-1 Visa Scholars

Chart 9: J-1 VISA Gender Count

Chart 10: J-1 Visa by Position

ISSS Data


Chart 11: J-1 Visa Visit Duration

2009 2010 2011 2012

<= 6 Months 428 445 434 426

7-12 Months 238 254 289 310

13 -18 Months 41 29 28 42

19-24 Months 73 81 92 100

>=24 Months 37 43 45 38

<= 6 Months

7-12 Months

13 -18 Months

19-24 Months

>=24 Months

ISSS Data


Table 8: H-1B Visa Top 10 Positions Held and Duration

2009 2010 2011 2012 Grand Total % of All

H1s Research Associate 164 200 239 245 848 52%

12 Month 167 206 214 587 36% 9.5 / 9 Month 1 3 2 6 0% Contractual 32 30 29 91 6% 2009- Data Not Available 164 164 10%

Assistant Professor 70 66 47 49 232 14% 12 Month 13 7 6 26 2% 9.5 / 9 Month 53 40 43 136 8% 2009- Data Not Available 70 70 4%

Faculty Research Assistant 62 51 57 50 220 14% 12 Month 39 42 40 121 7% Contractual 12 15 10 37 2% 2009- Data Not Available 62 62 4%

Assistant Research Scientist 35 23 28 30 116 7% 12 Month 23 28 29 80 5% 9.5 / 9 Month 1 1 0% 2009- Data Not Available 35 35 2%

Lecturer 8 16 17 17 58 4% 12 Month 6 6 6 18 1% 9.5 / 9 Month 7 10 11 28 2% Contractual 3 1 4 0% 2009- Data Not Available 8 8 0%

Research Assistant Professor 8 7 7 8 30 2% 12 Month 7 7 7 21 1% 9.5 / 9 Month 1 1 0% 2009- Data Not Available 8 8 0%

Visiting Assistant Professor 3 5 4 3 15 1% 12 Month 1 1 1 3 0% 9.5 / 9 Month 4 3 2 9 1% 2009- Data Not Available 3 3 0%

Associate Professor 3 4 4 4 15 1% 12 Month 1 1 1 3 0% 9.5 / 9 Month 3 3 3 9 1% 2009- Data Not Available 3 3 0%

Visiting Senior Research Scientist 1 2 2 4 9 1% 12 Month 2 2 4 8 0% 2009- Data Not Available 1 1 0%

Associate Research Scientist 1 3 3 2 9 1% 12 Month 3 3 2 8 0% 2009- Data Not Available 1 1 0%

Grand Total 355 377 408 412 1552

ISSS Data


Table 9: H-1B Visa - Top 20 Departments

2009 2010 2011 2012 Grand Total % of All H1s

Physics 34 36 32 23 125 8%

Mechanical Engineering 39 26 24 18 107 7%

Chemistry & Biochemistry 27 26 26 27 106 7%

ESSIC 20 33 34 87 5%

Inst Res Elec & Applied Phys 22 30 29 81 5%

Materials Science and Engr 28 23 28 79 5%

Astronomy 10 7 8 16 41 3%

Aerospace Engineering 13 10 8 8 39 2%

Inst Bioscience & Biotech Res 1 18 19 38 2%

Joint Quantum Institute 8 12 17 37 2%

Geography 8 7 9 13 37 2%

Mathematics 7 9 9 10 35 2%

Electrical & Computer Engr 7 11 11 29 2%

Cell Biol & Molecular Genetics 12 11 6 29 2%

Inst Systems Research 9 9 10 28 2%

Sch Language, Lit, & Cultures 10 9 8 27 2%

College of Information Studies 10 8 7 1 26 2%

Fischell Dept Bioengineering 9 8 9 26 2%

Civil & Environmental Engr 9 7 9 25 2%

Management & Organization 6 7 4 8 25 2%

Grand Total 154 271 298 304 1027

ISSS Data


Chart 12: Total H-1B Visas

Chart 13: H-1B Visa Gender Count

ISSS Data


Table 10: H-1B Visa -Top 20 Countries of Citizenship

2009 2010 2011 2012 Grand Total % of All H1s

China 20 108 128 128 384 24%

India 22 54 65 71 212 13%

So. Korea 22 30 28 30 110 7%

Canada 4 16 16 16 52 3%

Unitd Kingdm 6 18 12 7 43 3%

Germany 14 13 8 7 42 3%

Italy 3 10 12 16 41 3%

Russia 4 10 13 13 40 2%

Taiwan 6 9 11 10 36 2%

Japan 2 9 10 13 34 2%

Iran 6 8 10 9 33 2%

Turkey 8 11 6 7 32 2%

France 1 8 6 12 27 2%

Not Available 0 0 13 7 20 1%

Mexico 1 4 7 7 19 1%

Brazil 5 7 4 2 18 1%

Poland 4 6 2 2 14 1%

Ukraine 1 4 5 3 13 1%

Romania 1 3 3 4 11 1%

Israel 1 3 4 3 11 1%

Argentina 2 5 2 1 10 1%

Grand Total 133 336 365 368 1202 74%


APPENDIX FIVE

Maryland China Initiative Data

2012 Programs

Province Organization Number of Trainees

Subject

Anhui Environmental Bureaus, Provincial and Municipal

13 Environment

Anhui Provincial Govt. 21 Public Administration

Beijing Housing Fund Management Center 17 Housing and Urban Development

Beijing Institute of Surveying and Mapping 22 Public Administration

Beijing Municipal Government 22 Public Administration

Beijing Beijing University of Technology (BJUT) (two delegations)

25 25

Higher Education Higher Education

Beijing Zhongguancun Development Group 12 Economic Development

Beijing Communications University of China (CUC)

25 Higher Education

Chongqing Chongqing University (two delegations)

19 20

Higher Education Higher Education

Fujian Xiamen University 32 Higher Education

Guangdong Universities’ Presidents 19 Higher Education

Guangdong Guangdong University of Finance 20 Higher Education

Guangdong Guangzhou Medical University 17 Higher Education

Guangdong South China Agricultural University (SCAU)

24 Higher Education

Guangdong Southeast University (SEU) 23 Higher Education

Henan Henan Academy of Social Sciences 18 Culture

Hubei Huazhong University of Science and Technology (HUST)

30 Higher Education

Jiangsu Jiangsu High Court 21 Law

Jiangsu Jiangsu Price Bureau 25 Public Administration

Jiangsu Jiangsu Provincial Government 19 Public Administration

Jiangsu Jiangsu State-owned Assets Supervision and Administration Commission (SASAC)

25 Economic Development

Jiangsu Jiangsu University 22 Higher Education

Jiangsu Nanjing Investment Promotion Executives

16 Economic Development

Jiangsu Nanjing Middle Court 20 Law

Jiangsu Nanjing Municipal Government 17 Public Administration

MCI Data


Jiangsu Wuxi Municipal Government 24 Public Administration

Province Organization Number of Trainees

Subject

Jiangsu Zhangjiagang Municipal Government

25 Public Adminstration

National Inner-West Universities 19 Higher Education

Shaanxi Northwest Agriculture and Forestry University (NWAFU)

25 Higher Education

Shandong Jinan Municipal Government 19 Public Administration

Shandong Jinan Public Transport Corporation 19 Housing and Urban Development

Sichuan Chengdu K-12 Schools

33 K-12 Education

Sichuan Southwest University of Finance and Economics (SUFE)

14 Higher Education

Total Number of Trainees: 725 Total Number of Delegations: 35

Growth Statistics

0 5

10 15 20 25 30 35 40

Total Number of Delegations

Annually

(40.00)

(20.00)

-

20.00

40.00

60.00

80.00

100.00

2007 2008 2009 2010 2011 2012

Annual Growth Percentages

MCI Data


Programs by Category

Type Number of Delegations Number of Trainees

Public Administration 52 1,314

Higher Education 50 1,041

Economic Development 13 229

Law

Housing and Urban Development

6

6

140

108

Culture

Environment

4

2

73

23

Primary and Secondary Education

Total number of delegations

Total number of trainees

1

134

33

2,961

0 100 200 300 400 500 600 700 800

Total Number of Participants

Annually

-20

0

20

40

60

80

100

120

2007 2008 2009 2010 2011 2012

Annual Growth Percentages

MCI Data


Programs by Location:

Program Distribution

Public Administration

Higher Education

Economic Development

Law

Housing and Urban

Development

Culture

Environment

Primary and Secondary

Education

Province Number of Delegations

Jiangsu

Beijing

Guangdong

National Delegation

Shandong

Sichuan

46 (20 repeats)

20 (6 repeats)

18 (9 repeats)

10 (2 repeats)

9 (5 repeats)

8 (5 repeats)

Henan 7

Shaanxi 4 (3 repeats)

Anhui

Chongqing

Hubei

Shanghai

Tianjin

Fujian

Jilin

4 (2 repeats)

3 (1 repeat)

2

2

2

1

1

MCI Data


Programs by Year:

2006

China Sports Bureau

Chongqing Municipal Government

Guangzhou Municipal Government

Henan Finance Group

Henan Provincial Government

South China University of Technology (SCUT)

Shandong Provincial Government

Shanghai Municipal Government

Sichuan University

2007

China Aerospace Science & Industry Corp

China Council for the Promotion of International Trade

China Meteorological Administration

China Sports Bureau

Guangzhou University

Guangdong Universities’ Presidents

Jiangsu Construction Management Executives

Jiangsu Provincial Civil Defense Bureau


Sichuan University

Southern Yangtze University (SYU)

State Administration of Taxation

Suzhou-Kunshan Public Managers

MCI Data


2008

Baosteel Corporation


Human Resource Department, National People’s Committee of Beijing City Jiangsu and Shanghai Universities’ Students

Jiangsu Business Executives

Jiangsu Department of Information Industry

Jiangsu Provincial Government

Nanjing University of Aeronautics and Astronautics (NUAA)

Qinghua University and Beijing Municipal Government

Sichuan University

Southwestern University of Finance and Economics (SUFE)

2009

Beijing Hydraulic Engineering Executives

Beijing Municipal Government

Beijing Normal University

Cheung Kong Design Research Center


Guangzhou Sport University


Jiangsu Business Executives

Jiangsu Foreign Affairs Offices

Jiangsu Provincial Audit Department

Jiangsu Provincial Government (three delegations)


Northwest Agriculture and Forestry University (NWAFU)

Port Administration Offices, National and Provincial

MCI Data


Qinghua University and Beijing Municipal Government


Shanghai Media Executives

Taizhou Municipal Government

Tianjin University

2010

Beijing Municipal Office of Letters and Calls

Communication University of China (CUC)

Guangzhou University Guangzhou Medical University

Henan Woman’s Leadership Group Jiangsu Provincial Audit Department

Jiangsu High Court

Jiangsu Price Bureau

Jiangsu Provincial Government (three delegations)

Jiangsu Prosecutors

Jiangsu University

Jinan Municipal Government

Ministry of Human Resources and Social Security (MOHRSS)


Port Administration Offices, National and Provincial


South China Agricultural University (SCAU)

Southwestern University of Finance and Economics (SUFE) Water Resources Administrations, National, Provincial, and Municipal

Wuhan Municipal Government

MCI Data


Wuxi Municipal Government

2011

Anhui Provincial Government (two delegations)

Anhui University Presidents

Beijing Development Area (BDA)

Beijing Education Committee

Beijing University of Technology (BJUT)

Communications University of China (CUC)


Henan Department of Culture

Henan Province Bureau for Letters and Calls

Henan Provincial Government and Industries

Jiangsu Audit Bureau

Jiangsu High Court

Jiangsu Municipal Administration Bureaus


Jiangsu Taxation Bureaus, Provincial and Municipal

Jilin Provincial Government


Minzu University

Nanjing Middle Court



Qingdao Municipal Government


Southwestern University of Finance and Economics (SUFE)

Wuxi Municipal Government (two delegations)

MCI Data


2012

Anhui Environmental Bureaus, Provincial and Municipal

Anhui Provincial and Municipal Governments

Beijing Housing Fund Management Center

Beijing Institute of Surveying and Mapping

Beijing Municipal Government

Beijing University of Technology (BJUT) (two delegations)

Chengdu K-12 Schools

Chongqing University (two delegations)

Communications University of China (CUC)


Guangdong University of Finance

Guangzhou Medical University

Henan Academy of Social Sciences

Huazhong University of Science and Technology (HUST)

Inner-West Universities

Jiangsu High Court

Jiangsu Price Bureau


Jiangsu State-owned Assets Supervision and Administration Commission (SASAC)

Jiangsu University


Jinan Public Transport Corporation

Nanjing Investment Promotion Executives

Nanjing Middle Court Nanjing Municipal Government

MCI Data




Southeast University (SEU)

Southwest University of Finance and Economics (SUFE)

Wuxi Municipal Government

Xiamen University

Zhangjiagang Municipal Government

Zhongguancun Development Group

2013


Jiangsu Provincial Information Center

Ministry of Housing and Rural-Urban Development (MOHURD)

Nanjing Investment Promotion Executives

Tongling Municipal Government

Zhangjiagang Municipal Government

Full Program List

Advanced Enterprise Leadership

Advanced Leadership Development

Advanced Professional Communication

American Culture and Cultural Institutions

Antimonopoly Policies and Practices

Citizens’ Right to Petition Executive Training

Civil Defense

Comprehensive Urban-Rural and Transportation Planning

MCI Data


Construction Engineering Management

Corporate Management Executive Development

County Level E-Government Management

Cultural Industry Executive Development

Cyclic Economy Executive Training

Dam and Reservoir Management

“Digital City” System Development Executive Training

E-Government Executive Training

Engineering Education Administration Group Training

Environmental Management

Executive Development Program on Continuing Education

and Professional Development for Public Servants

Executive Development Program on High Court Administration

Executive Development Program on Middle Court Administration

Executive Development Program on Public Administration and Social Service

Executive Education Program on Aeronautics and Astronautics

Executive Program on Water Systems Finance

Executive Training Program on Hydraulic Engineering Management

Financial Management, Investment, Credit, and Taxation for International Businesses

Foreign Affairs

Globalization of World Steel Enterprises & Industry

High Technology and Innovation

Higher Education

Higher Education Executive Program

Higher Education Administration and Reform

Higher Education Administration Executive Training

Higher Education Administration Management

Higher Education Internationalization

MCI Data


Higher Education and Innovation

Housing Management

Human Resources

Industry and Information Technology

Industry Development Executive Program

Information Industry Department Training

Information Management Executive Training

Information Policy Management

Information Systems Management

Information Technology in Public Administration Management

Internationalization Leadership Executive Program

Investment Promotion Executive Program

Journalism and Media Management

Judicial System

Juvenile Justice Executive Development

K-12 Principals Leadership Development

Local Tax Executive Training

Meteorological Administration Leadership Development

Modern Enterprise Management

NGO Management Executive Development

Nuclear Power Plant Emergency Management Executive Education

Performance Auditing

Performance Management

Prosecutor Executive Development

Provincial Tax Executive Training

Public Administration and Urban Planning Executive Development

Public Administration Innovative Development

Public Administration Leadership Development

MCI Data


Public Administration Management and Training

Public Administration Management Executive Development

Public Information Executive Development

Public Policy Research

Public Sector Human Resource Development

Public Sector Reform Executive Training

Public Transportation Executive Development

Software Outsourcing

Strength and Conditioning Coaches and Sports Exchange Program

Teaching and Innovation Executive Training

Technology Innovation Management Executive Training

United States Port Administration

University Counselor Executive Development

University President Training Program

University Students Winter Camp Urban Solid Waste Management

Woman’s Leadership Executive Training

Work Safety

Documents

ANNUAL REPORT AY 2012-2013 - UMD