INTERNATIONALIZATION AT SAINT MARY S OLLEGEcwil.saintmarys.edu/files/cwil/images/bbreviated_report_as... · 07/12/2009 · campus international curricula. In addition, low numbers

Internationalization at Saint Mary’s College: Final (Abbreviated) Report Dated 12-7-09

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INTERNATIONALIZATION AT SAINT MARY’S COLLEGE

Final Report to the President December 7, 2009

Executive Summary: This report provides analysis and evaluation of the current state of internationalization at Saint Mary’s College. In consultation with and as part of the ACE International Initiatives cohort, members of the Saint Mary’s Internationalization Lab Team committee (Lab Team) gathered data for assessment. Methods included 1) surveys of faculty, staff, and administration, 2) individual discussions with the Chair of each academic department, 3) inventorying curricular and co-curricular programs, 4) review of data from prior surveys and reports, and 5) comparisons to our Aspirant Peer group institutions. Results of data analyzed show the College below the President’s stated strategic goals and lagging aspirant peer institutions with respect to international diversity of students and on-campus international curricula. In addition, low numbers of international faculty, staff, and administration contribute to a non-global campus climate. Members of the Saint Mary’s community share no consensus understanding as to what internationalization entails. Positive results include strong enrollments in study abroad programs on target to achieve strategic goals, solid academic infrastructure in place in the Center for Women’s Intercultural Leadership (CWIL), and core faculty and staff interest in advancing global education outcomes. The Lab Team concludes that current strategies and tactics will not achieve the strategic goals expressed in The Path to Leadership 2012, in particular Recommendation 8 Educate for a Global Community; Recommendation 16 Diversify the Student Body; and Recommendation 17 Diversify the Faculty and Staff. Leadership action is required. The Lab Team recommends focus on transformational change to achieve broad-based internationalization; we must change what we do, who we are, and how we do things. The Lab Team proposes the following mission and vision statements, and offers recommendations and discussion on achievement of Transformational Internationalization.

Internationalization at Saint Mary’s College fosters a learning environment that prepares students to fully participate in the global community.

Saint Mary’s College is recognized as a leading liberal arts college where internationalization

permeates the climate of learning and promotes diversity.


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Recommendations toward Transformational Internationalization

Change What We Do: 1. Develop major and minor international studies programs. 2. Promote integration of international content within the curriculum. 3. Identify and address barriers to study abroad.

4. Explore co-curricular options to expand international programs.

Change Who We Are:

5. Adequately fund international student recruitment. 6. Build international expertise through faculty and staff development. 7. Continue to diversify faculty, administration and staff.

Change How We Do Things:

8. Improve the campus climate for international students. 9. Take advantage of technologies to advance internationalization. 10. Fully incorporate internationalization into messaging systems.

11. Adopt financial planning and management best practices.

The Lab Team considered various administrative models to implement the recommendations, and this report presents the pros and cons of each. We recommend that the mission of CWIL be re-focused to emphasize its central and leadership role in implementing global learning across the campus. The report includes the charge to the CWIL Director and a discussion of committee structures that would enable the Director to reach across all divisions of the College to promote change. Several limitations of the Lab Team’s work require discussion. First, the collected data lacks robust response rates, notably those from the internationalization surveys of faculty and administration and staff. Results may be biased in favor of internationalization and present a picture that is better than current reality. The report does not attempt to cost out recommendations. We assume that in the short-run, College resources can be redirected to fund international initiatives. Developing long-run cost and benefit estimates was beyond the scope of the Lab Team’s work. Finally, the Lab Team timetable ends in December 2009. Several ideas expressed within the report require further exploration and consideration. Lab Team members consider our work as a starting point only; we fully expect that the plan to advance transformational internationalization at Saint Mary’s College will undergo further refinement in the future.


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TABLE OF CONTENTS Executive Summary……………………………………………….…………… 1 President’s Charge and Members of the International Lab Team……………… 5 Sub-committees and Members………………………………………….. 6 Why Broaden and Deepen Internationalization? ……………………………… 7 Proposed Mission Statement ………………………..…….…………… 8 Successful Transformation: Picturing the Future …………………………….. 9 Proposed Internationalization Vision Statement … …………………… 10 Recommendations for Transformational Internationalization..………………… 10 Change What We Do………………………………………………….... 11 Change Who We Are…………………………………………………… 13 Change How We Do Things…………………………………………… 15 Implementation of Transformational Internationalization……………………… 18

Models considered……………………………………………………… 18 Re-focus the mission of CWIL…………………………………………. 19

The charge for the CWIL Director……………………………………… 19 Review of Goals for the Strategic Plan………………………………………… 20 General Education ……………………………..………………………. 21 Learning Outcome #3…………………………………………... 22 Progress toward Achieving Strategic Goals and Aspirant Comparisons……… 22 Students’ attitudes about internationalization..………………………… 22

Study abroad participation ……..……………………………………… 23 International curricula…………………………………………………. 24

International alumnae and employees…………………………………. 25 International student enrollments……………………………………… 25

International student inquiries…..……………………………………... 27 Recruitment strategies…………………………………………………. 28 Internationalization at Saint Mary’s College: Analyses and Data……………. 30 Internal Assessment: Strengths and Weaknesses……………………... 30 External Assessment: Opportunities and Threats…………………….. 32 Internationalization in Academic Departments……………………….. 34

Main results……………………………….. …………………. 34 Department Summaries………………………………..………. 35

Internationalization at Saint Mary’s: Faculty and Courses…………… 41 Key findings from the survey of faculty members……………. 41

Courses with international content……………….……………. 42 International experience of Saint Mary’s faculty……………… 42

Internationalization at Saint Mary’s: Administration and Staff ……… 44


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Study Abroad Programs………………………………………………... 44 Financial results………………………………………………… 45 Study abroad administration and oversight……………………. 46

Co-curricular Programs and Services………………………………….. 47

Appendices

A. Internationalization Survey of Faculty: Instruments and Responses B. Internationalization Survey of Administration and Staff: Instruments and Responses C. Study Abroad Learning Outcomes D. International Co-curricular Programs and Events E. International Services

F. Graduation Rate Comparison G. Primer on Grant Funding Available for Study Abroad H. The Internationalization Laboratory


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Introduction

In October, 2007 the College adopted the President’s strategic plan, A Path to Leadership 2012. Recommendation 8, Educate for a Global Community, states that “we must expand their [students] opportunities for international study and further internationalize the College community and its curriculum.” The plan also calls us to increase the number of international students on campus and “to expand our curricular offerings in the core international studies areas.” In the Spring of 2008, President Carol A. Mooney committed the College to take part in the American Council on Education (ACE) Internationalization Laboratory, a community of higher education institutions dedicated to improving internationalization on their respective campuses. President Mooney formed a committee charged with strengthening campus-wide internationalization. The committee, as a member of the 2008-2009 cohort of seven institutions, hosted representatives from ACE to initiate the process. Additionally, co-chairs Tom Fogle and Jill Vihtelic each traveled twice to ACE central offices in Washington, DC during the seventeen month planning period to report on their progress, gather information and exchange ideas. A two day site visit was held on November 11-12, 2009. The reviewers included Barbara Hill from ACE, Betsy Brewer from Beloit College, and Joe Brockington from Kalamazoo College.

President’s Charge to the Internationalization Lab Team The group will serve as a leadership team for the ACE Internationalization Lab at Saint Mary’s College; they will also liaise with other groups on campus that are responsible for some aspect of the College’s internationalization, including the President’s Council on Multicultural Affairs, CWIL’s Faculty Advisory Committee on Global Education, the Admission Office, and Multicultural Services and Student Programs. The team’s charge includes:

1. Review our current array of Saint Mary’s College international initiatives and assess international expertise of our faculty.

2. Review our strategic plan’s global education goals and tactics as well as the newly-articulated Learning Outcomes and sub-outcomes and recommend refinement as appropriate.

3. Evaluate our progress towards achieving these goals and outcomes. 4. Make further progress by developing a plan to broaden and deepen internationalization

which include four key areas: 1) improved financial strategies; 2) increased international student population; 3) strengthened curricular initiatives, e.g. upper-level international studies programs, and an examination of our current policies and practices related to our on campus curriculum; 4) outcomes based and mission-centered study abroad programs.

5. Share the results of the Team’s efforts.

Internationalization Lab Team Members Co-Chairs:

Tom Fogle, Professor, Biology Jill Vihtelic, Professor, Business Administration & Economics


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Team: Marc Belanger, Chair, Associate Professor, Political Science Jessica Ickes, Director of Institutional Research Dan Meyer, Vice-President of Enrollment Management Elaine Meyer-Lee, Director of CWIL Larisa Olin-Ortiz, Director of Multicultural Services and Student Programs Daniel Party, Assistant Professor, Music Adriana Rodriguez, President, Student Diversity Board Siqin Yang, Assistant Director for Global Education Jennifer Zachman, Associate Professor, Modern Languages, and Women’s Studies

Program Director

Subcommittees and Members (*leader)

Curricular: Marc Belanger, *Tom Fogle, Jessica Ickes, Daniel Party, and Jennifer Zachman Co-curricular: Jessica Ickes, Dan Meyer, *Larisa Olin-Ortiz, Adriana Rodriguez, Alice Yang Finance: Ed Ackerley, Debby Kelly, Dan Meyer, Laurie Stickelmaier, Elaine Meyer-Lee, and

*Jill Vihtelic


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Why Broaden and Deepen Internationalization? The need for greater internationalization of the Saint Mary’s College community is recognition of the increasing interdependence of people, nations, and cultures on our planet. A citizenry that has the tools and understanding to think and act globally will be essential for meeting the challenges of the future. To effectively prepare Saint Mary’s College students for these many challenges calls us to offer our students opportunities to move beyond the U.S. border, to communicate with people of other cultures, and to critically reflect on the array of issues facing a global community. The present document provides a framework for the international focus that supports this need. At Saint Mary’s College we have made steady strides in recent decades to develop and strengthen our international awareness and opportunities for academic growth. Courses, grant opportunities, travel and immersion programs, academic development opportunities, international faculty fellows on campus, speakers, an annual campus-wide celebration of International Education Week and much more have contributed to supporting a lively and active community of learners. There is much to be proud of our accomplishments to date. Now, however, we wish to propose a more ambitious agenda that realizes the importance of embedding a global perspective more deeply into our campus culture. Perhaps the word that best captures our goal is transformation. We see the possibilities in the students whose lives were changed through their internationalization experience, students who have come to value the wisdom of different cultures, who hunger to further enrich their own international experience, and who want to contribute in their own way to making a positive difference globally. If we wish to nurture transformation in our students we must nurture transformation at Saint Mary’s. We are proposing that the structures and academic components of our programs be more thoughtfully integrated into the lifeblood of the College. Our intent is to promote connections and support structures that encourage, enhance, sustain, and improve the current condition. In our recommendation section, we outline a plan to achieve these goals. The active involvement and cooperation of many will be essential. More specifically, success will depend on carefully structured leadership, open communication among stakeholders, and embracing contributions from across the entire Saint Mary’s community. Why is this important? Perhaps an example will help. One of the president’s strategic goals is to expand the number of international students from one-half percent to four percent. These students need services that are different from traditional students. They will, at some point, interact with members of the business office, dining hall, residence hall, library, registrar, department chairs, among others. Will we be prepared to effectively communicate with them? Will their interactions with us help them achieve their goals and ours? Do we have the resources? Faculty, staff, and students will need to be prepared to assist and support this group of students to make their transition as seamless as possible. As a community, we need to become more aware of the problems common to these students and have mechanisms in place to assist them.


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But building community is much more than this. We want to maximize the gifts from those knowledgeable about other cultures and share that knowledge and perspective with us. We want students to feel as if internationalization is an important value, that international experience is an asset toward their goals. We want faculty, staff, and administrators to value working together as we move forward. Success hinges on a broad and deep infiltration of the critical role played by internationalization. Proposed Mission Statement:

Internationalization at Saint Mary’s College fosters a learning environment that prepares students to fully participate in the global community.


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Successful Transformation: Picturing the Future

Outcomes serve as a benchmark for measuring success. What will Saint Mary’s College look like five years from now if we are successful at deeply embedding internationalization into the campus culture? How will we be different and how will we know? Faculty, students and staff will have a common understanding of the term “internationalization.” The increase in the number of international employees and students will be one measure that Saint Mary’s College values diversity. The decision making criteria for resources, hiring, and new course development will reflect international goals and outcomes. There will be a solid infrastructure for oversight and implementation for all facets necessary to promote and sustain internationalization. This includes financial commitment, curricular development, faculty investment in the curriculum, greater student participation in curricular, campus, and study abroad programming, increased diversity, and increased staff involvement. An outcome of this campus-wide commitment will be recognition of Saint Mary’s College as a leader among our peer institutions. Strong oversight, continued administrative support, and faculty leadership will be in place to under gird the academic enterprise. The curriculum will have activated Learning Outcome 3 (LO3) in the General Education curriculum and it will have a solid base of courses and committed faculty. A major and minor in International Studies will be in place and at least one concentration within the major will be operational, with more in the works. The success of the International Studies curriculum will be measurable by the number of students enrolled in the programs of study. A follow-up survey of faculty will indicate a greater number of courses with international content and the database of vested faculty will have higher counts than at present. Saint Mary’s College will have improved its campus climate for students. International students will report a positive view of their experience from application submission to graduation. The web site will reflect the prominence of internationalization by the position and ease of access for information by both U.S. and international students. Students will consider global learning, study abroad, and on-campus programming an important value. At least 50% of students will experience study abroad. The College will be able to gather metrics on the number of students who choose a higher fluency in a foreign language than is required (or a second language), choose an immersion experience, and elect to attend graduate programs or work in key areas demanding these skills. Prospective students will recognize the strong commitment by the College for internationalization through effective messaging. The number of surveyed students that seek to enroll at Saint Mary’s because of these efforts will be measurable. At least four percent of our students will be international. Staff surveyed will indicate greater involvement in their contribution to the campus climate. Saint Mary’s College will be a welcoming place for international employees and an inviting institution for international faculty fellows and scholars.


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Proposed Internationalization Vision Statement:

Saint Mary’s College is recognized as a leading liberal arts college where internationalization

permeates the climate of learning and promotes diversity.

Recommendations for Transformational Internationalization

Lab Team members devised internationalization strategies to build on internal strengths and take advantage of external opportunities, recognize and defend against external threats and diminish internal weaknesses. From the full list of strategies generated, we ranked the strategies into our Top 11 recommendations. This section discusses proposals to accomplish transformational internationalization.

Recommendations toward Transformational Internationalization

Change What We Do: 1. Develop major and minor international studies programs.

2. Promote integration of international content within the curriculum. 3. Identify and address barriers to study abroad.

4. Explore co-curricular options to expand international programs.

Change Who We Are:

5. Adequately fund international student recruitment. 6. Build international expertise through faculty and staff development. 7. Continue to diversify faculty, administration and staff.

Change How We Do Things:

8. Improve the campus climate for international students.

9. Take advantage of technologies to advance internationalization. 10. Fully incorporate internationalization into messaging systems.

11. Adopt financial planning and management best practices.


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Change What We Do

Transformational Internationalization requires us to do new things in order to achieve global learning outcomes for all Saint Mary’s College students. The first group of recommendations centers on curricular and co-curricular transformations.

Recommendation #1:

Develop major and minor international studies programs

Working through the Academic Affairs Council, we suggest that the President charge the Senior Vice-President and Dean of Faculty to form a committee to develop major and minor international studies programs. As an interdisciplinary program we suggest that the committee be broadly comprised of faculty members from various disciplines including the Director of CWIL. We envision that the programs would function similar to other interdisciplinary programs (i.e., Women’s Studies, Intercultural Studies, Film Studies) with a committee of participating faculty members and an appointed faculty coordinator. Components of the major could include an intermediate language proficiency requirement, a study abroad immersion experience, and international core courses already offered by various academic disciplines such as Political Science, History, Anthropology, and Business and Economics. Given our current faculty’s expertise and interests in Western Europe, we imagine that European Studies could be implemented as a concentration area within the International Studies major. Strong faculty interest also exists in Latin American Studies, and we foresee that it too could be implemented as a concentration area with minimal if any additions to the faculty. Longer-term strategic tactics could include development of additional concentration areas in Asian, African, and Mideast studies according to student interests and availability of resources to develop the requisite expertise within the existing faculty or by hiring new faculty members.

Recommendation #2

Promote integration of international content within the curriculum

Internationalization compels us to weave global issues and perspectives into the curriculum. We appreciate and affirm the Gen Ed Committee’s work to reform general education, especially as it relates to LO3 and global education learning outcomes. However, internationalization also requires us to integrate international content within each of our major and minor programs of study as appropriate. Through its departmental survey the Lab Team was encouraged to find broad support and considerable momentum toward internationalization. Still, more needs to be done. To foster change within existing courses, academic leadership must assess needs and provide resources to individual members of the faculty as well as entire academic departments. Faculty annual reporting and reward systems will need modification to recognize individual efforts toward internationalization. At the departmental level, annual reporting, planning, and program assessment should likewise record progress toward global education goals.


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Recommendation #3 Identify and address barriers to study abroad

The strategic plan aims to increase the percentage of students taking part in study abroad to 50% from the 42% level at the time the strategic plan was written. To assure that programming continues to meet the needs and desires of our students, it will be important to survey students every 3-5 years. A survey conducted in 2004 found that academic major and friends present the top two barriers to Saint Mary’s students’ participation in study abroad. Systematic data gathering will provide valuable feedback toward determining the need for new programs. The Lab Team’s survey of academic departments suggests broad support for study abroad. However, to make study abroad possible within each and every major requires tailor-made models. No one model will fit all majors. As each department plans for the future, it should develop plans to address barriers to study abroad participation in a manner that best suits the needs of their students and that is consistent with the larger goal of making study abroad accessible for all students. The current capital campaign is working to develop support for study abroad. Student stories from study abroad and their transformational journeys offer opportunities to build connections with potential donors. For many students, cost is a big factor in their decision to take part in a study abroad program. Until recently, there was strong support from the Lilly grant. Now that those funds are expended, individual grants for study abroad have dropped from a maximum (based on financial need) of $2400 to $2000. With rising travel costs and a number of programs with expenses considerably higher than the maximum individual grant, the College needs to attend to ways to make study abroad affordable, including raising the maximum support, containing overhead charges, and expanding scholarship opportunities. Full “study abroad” scholarships for selected incoming students could be an attractive tool for student recruitment. The scholarship could be established for either a dollar amount or full-support for an in-house study abroad program of their choice, and would encourage and attract internationally minded students to consider Saint Mary’s College.

Recommendation #4

Explore co-curricular options to expand international programs

Some academic departments partner with CWIL and Multicultural Services and Student Programs to offer considerable campus programming relevant to internationalization (see Appendices C, D, and E). We propose to raise awareness of the wealth of other models that could support and extend ongoing efforts in new ways. The listing is not intended to be exhaustive. Each proposal is only briefly introduced and would require careful evaluation of the financial and personnel resources required for implementation. However, we counsel that if Saint Mary’s College expects to advance its international profile, it will need new/expanded programming similar to those discussed below. Summer camp for internationally-minded girls. The program would invite high school girls to dialog on international issues, and might, for example, enable participants to learn customs and dances, and interact with members of the local community who are from a foreign country.


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Another possibility would be for the College to direct a summer study abroad program targeted to high school girls. The program could also be linked to intensive on-campus language study. Intensive English language study courses. This program would serve adults from the community and college-aged students who require intensive English courses to bring up their average on the TOEFL exam. By reaching out to provide a service to the local community, Saint Mary’s will have positioned itself as a welcoming environment for prospective students. Co-curricular international programs for Saint Mary’s students. Athletic teams, choir, academic club members or other groups may have opportunities to travel internationally. Partial funding could be justified if the travel includes a clearly defined educational module (trip extension for cultural experience, moderated dialog with students from another country, lectures on local culture, etc). Defined guidelines could assure quality control for these non-credit experiences. Experiential and service learning models. The success of the Pilgrimage to Mexico sponsored by Division of Mission could serve as a model for other divisions of the College. Student Affairs is currently considering developing a trip to a border state to focus on immigration. Short-term service work opportunities during semester break or summer add more options for international exposure to our students and would increase service-learning opportunities. A different model would be to promote a service trip for students, faculty, administrators, staff and alumnae working together as a team. The intentionality of building connections among campus constituencies could be valuable for uplifting the campus climate. Sister institution(s). Some models of connection depend on networking globally to build relationships. The College could establish an international sister institution that leads to a group exchange of students during the summer or pen pal communication or dedicated video conferencing equipment for both informal interaction and collaborative teaching. The collaboration with international sister institutions could be at different levels, including faculty or administrator exchanges. We recommend a centralized location on campus to display the international gifts and brochures, and to promote the international relationships.

Change Who We Are Transformational internationalization requires us to change who we are as a faculty, staff, and administration, and whom we serve as a student body.

Recommendation #5: Adequately fund international student recruitment

Saint Mary’s College has recently taken a step in the right direction by hiring an international student/scholar services and recruitment coordinator. At least one third of her responsibilities and time will be directed toward recruitment. Also, policies and practices have been updated to reflect that many international students have the capacity to pay for some if not all of the costs of attending the College. This represents a big change from the way that we formerly positioned ourselves in foreign markets. Unfortunately, the change in policy has been implemented at the same time as travel and international recruitment budgets went to zero. The new hire has been


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charged with creating an international enrollment plan to achieve 4% enrollment in the most cost-effective way possible. The Lab Team supports additional funding to achieve this goal. However, it is important to understand that we do not expect to see immediate results on the investment; we need to redefine ourselves within international markets and spend the requisite time and effort to build lasting relationships with feeder institutions and professionals. This process may take several years, which will in turn delay achievement of the President’s goal for 4% international student enrollment beyond 2012.

Recommendation #6 Build international expertise through faculty and staff development

Transformational internationalization obliges that we collectively build and enhance our international expertise and skill sets. Where appropriate, we encourage CFAI to incorporate an international focus in its selection processes for teaching and research grants. CWIL’s faculty and staff development grants should continue to support international travel and course development. In addition, the College should offer a higher annual spending limit to support faculty travel and participation at conferences containing international course or research content (distinct from conferences located outside the US). New training and development programs should be created and funded with the specific intent to strategically assess and rectify gaps in requisite international skill sets. For example, on campus international development sessions such as language immersion or cultural sensitivity training should be sponsored and available for wide dissemination to members of the faculty, staff and administration. In addition to members of the faculty, administrators and staff should also be included in development processes for co-curricular international programming such as mission trips abroad.

Recommendation #7 Continue to diversify faculty, administration and staff

As part of the effort to invigorate a campus-wide outcome for increased internationalization of the campus, it will be important to rearticulate the President’s diversity hiring directive to include international applicants for new hires in administrative, faculty, and staff positions. Immigration policies and hiring practices need review to make sure that they reflect and support internationalization goals. To assess progress, it will be important to establish appropriate metrics by collecting data in Human Resources and periodically reviewing and reporting progress to the Saint Mary’s community. The College should continue to recruit visiting faculty fellows and place greater emphasis on faculty exchange/faculty hosting of international scholars through programs such as the Council for International Exchange of Scholars (which administers the Fulbright program). A major barrier for our participation in many excellent faculty exchange programs is the cost and logistics for housing. To establish Saint Mary’s as a welcoming environment for hosting international scholars, we recommend that the College identify an appropriate space for and establish an on-campus studio apartment.


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Change How We Do Things Finally, transformation dictates that we change how we do things on an institutional as well as personal level.

Recommendation #8: Improve the campus climate for international students

We recommend development of best practices and communication strategies to help ease the transition and foster academic and social success of international students. Establishing a warm and welcoming climate for international students requires clear, thoughtful, and sensitive communications. All offices and individuals that interact with international students need to be cognizant of the challenges faced by non-English native speakers. For example, further discussion among faculty members should address the impact on academic expectations, pedagogies and outcomes of teaching to non-English native speakers. Academic support systems such as the Writing Center and Math Center may need to be strengthened in anticipation of greater demand. Student life training programs such as those for Resident Assistants should incorporate Intercultural communication techniques. Across the entire campus, all student communication touch points should be evaluated from the perspective of an international student and her family. To name a few, the Business Office, Registrar, Book Store, Athletics, First Year Studies, Dining Hall, Security, Health and Wellness, and Campus Ministry should articulate communication plans for international students and their families, and periodically assess the plan’s effectiveness. Where feasible and without imposing the burden of serving as a token, committee memberships should include representation by international students, faculty, and/or staff.

Recommendation #9 Take advantage of technologies to advance internationalization

New technologies present potential to do things in different ways. Internet video conferencing, for example, facilitates international collaborations without travel or border crossings. At Saint Mary’s we have the technology in place for video conferencing (SUH #136, Video Conference Room), but few outside of CWIL have taken advantage of it. It has been used for foreign affairs briefings of the U.S. Department of State, an outreach program for college students. At present, we have a compatible link to the Rome program that offers many potential opportunities for language and cultural dialog that could greatly benefit students. We encourage Information Technology (IT) to develop information and training sessions and a system for access to the facilities that result in wider use of this cutting edge technology. One of the challenges of video conferencing is that both partners must have compatible technology and support. The opportunities are limitless and, at the same time, the technological pitfalls are barriers. Faculty should be encouraged to network with colleagues at foreign universities to develop collaborative teaching models using digital technology. Strong support from IT will be crucial. Success will require faculty to team with a staff member from Information Technology throughout the planning and implementation of the course.


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Lab Team members envision many possibilities such as collaborations with international colleagues on teaching and/or research projects, long-distance guest lectures, and peer dialog between students at Saint Mary’s and students at a foreign university.

Recommendation #10

Fully incorporate internationalization into messaging systems All of our communications should reflect the core value we claim for internationalization. As an initiative that cuts across the entire campus we suggest that internationalization have a deliberate and thoughtful public profile. The purpose is to portray internationalization as omnipresent at Saint Mary’s, important to all students, faculty, and programs. Admissions materials, campus signage, banners and symbols should all express international transformation. We also advise that internationalization have a more prominent presence as either a link or tab accessible from Saint Mary’s College home page. All facets of internationalization should be easy to access. For example, international co-curricular events on the College master calendar should be highlighted and promoted on the website. Certain sections of the homepage should have different language options, initially with Spanish and perhaps expanded to others, to make it a friendly place for foreign parents and potential students to explore.

Recommendation #11 Adopt financial planning and management best practices

The Lab Team recommends several financial practice changes in support of transformational internationalization. Eliminate the 10% overhead requirement on summer study abroad programs. The College’s price structure for summer programs should encourage student participation. Students have no financial aid support for summer travel abroad tuition and expenses. Add to that the opportunity costs of lost wages, and the student’s total cost can soar beyond expensive to exorbitant. The Lab Team endorses the financial directive that program revenues should cover program costs. However, we point out that summer school revenue is marginal revenue; as such it should only have to cover the marginal costs associated with the particular travel program and not overhead. Develop budgeting best practices and actively manage currency risk. Lab Team members concur that semester-long study abroad programs should operate in the black to be sustainable. Short-term unforeseen circumstances, however, may prevent particular study abroad programs from meeting this target. We encourage financial leadership to determine best practices that allow short-term individual program cost overruns within a context of total study abroad net income. One suggestion might be to implement 12 quarter rolling average spending policies that would operate much like endowment spending does. Further, budgeting and accountability should be based on anticipated enrollments, exchange rates, and program income rather than across-the-board percentage increases. Other best practices include continuing to budget in local currencies, however the College Business Office should take responsibility for active management of associated currency risks. Finally, international program application fees should increase automatically each year with tuition and other fee increases.


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Adopt a long-term price strategy that encourages and promotes study abroad. To be both affordable and accessible for all students, the Lab Team advises that the student’s out-of-pocket tuition, room and board costs of study abroad should be the same as those charges on campus. For quite some time the Rome Program has implemented a surcharge to cover expenses; at this point the surcharge amounts to $3,000 per semester per student. Lab Team members worry that surcharges present additional barriers to participation for students with financial need. We view surcharges as a threat to the program’s long-term viability and urge that from a distributive justice perspective surcharges be employed only in extraordinary circumstances and not as a long-term solution. Several tactics should be explored regarding the Rome Program:

• The Director of that program has extraordinary experience and know-how; she and her staff should be charged with finding potential long-term solutions that could include increasing revenues through partnerships with other institutions or cost containment measures such as leasing less expensive facilities in different locations.

• The CWIL operating budget funds a limited number of need-based grants for up to $2,000 to individual students to help pay study abroad fees including the Rome Program surcharge. Unfortunately, these funds are increasingly insufficient each year. Saint Mary’s College’s development professionals should explore and develop additional sources of funding for study abroad programs in general, and the Rome Program in particular. Given their positive experiences as students in the Rome Program, some alumnae donors may want to contribute directly or endow funding for its maintenance. (See Appendix G for a primer on sources of funding for internationalization.)

• Financial leadership should take measures to recognize and account for the value added benefits of the Rome Program. As one example, the Office of Institutional Research found a significantly higher graduation rate for the group of students who studied abroad for one semester compared to those who did not study abroad (see Appendix F). Other data could be collected to quantify the Rome Program’s beneficial impact on students’ decisions to attend as well as stay at Saint Mary’s College.

• Recognition of the Rome Program’s contribution to the College’s overall status as a premier “top 100” liberal arts college could give College leadership justification to abandon current financial practices to fully cover direct program costs. That is, given its long history and recognized position as a leading study abroad program in Rome, perhaps we should change our thinking about it from being a cost center to thinking about it as a central component and indivisible part of the College’s liberal arts program, much the way we think about other core programs such as music or chemistry and physics.

Discontinue lost contribution calculation and analysis. Following full implementation of the College’s revised residential policies, campus room occupancy nears capacity. Thus, it is no longer appropriate to think of study abroad participation as a drag on auxiliary room and board income. Indeed, given current campus occupancy rates one can make the argument that study abroad participation facilitates the residential living requirements; without it the College would have a housing shortage crisis.


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Implementation of Transformational Internationalization

Successful implementation of transformational internationalization and its long-term success necessitates that Saint Mary’s College build on its strengths and leadership. Lab Team members considered several administrative models, each briefly outlined below with strengths and weaknesses identified. We propose that refocusing CWIL provides the most promise for achievement of transformational change. Models considered Rotating committee This plan would assure on-going faculty and administrative/staff involvement, invigorating the program through an interdepartmental exchange of ideas. Membership turnover would generate a steady infusion of new ideas. The shortcoming of this plan is that the power structure places emphasis on yearly and short-term planning. Rotating chairs limits the ability of the group to follow through on goals that require a longer period than the tenure of the members. With diverse avenues for Intercultural connections – academic courses, campus climate, co-curricular programming, funding, and more – a process that is transformational demands long-term continuity and leadership. Rotating faculty committee restricted to an academic mission Faculty would have a clearly defined focus that would privilege internationalization in the curriculum. The proposed committee would promote/review/develop academic structures. If the charge for this committee focused solely on academic issues, with CWIL retaining its mission as currently structured, neither group would have responsibility for the overall campus climate. Moreover, communication may be impeded by having two related but different structures tasked with pieces of internationalization that, together, fail to bring all components under one umbrella. Academic administrator We considered the creation of a new position, such as associate dean, to coordinate and direct academic activities and serve as a liaison to the other wings of the College. There is great value in having one person who is responsible for interlacing the many avenues of internationalization. Here again, we believe that the campus-wide nature of our proposals suggests a different structure, particularly because internationalization crosses many dimensions of College activity beyond the academic. New academic department The College inaugurates a new department tasked with building and staffing expertise that cuts across disciplinary lines and centers its mission on internationalization. Saint Mary’s College has always had strong academic departments. Giving a “home” to internationalization would give it the clout to develop courses and majors/minors that would embed internationalization into the curriculum. The main concern with this approach is that it would further Balkanize internationalization rather than encourage cross-disciplinary growth among faculty. Moreover, there are some of the same concerns mentioned earlier, namely that academic issues are only one aspect of the process for transformational change.


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Refocus the mission of CWIL We recognize and value that CWIL’s success is a significant strength of the College. CWIL has increased on-campus and off-campus opportunities for faculty and students, dramatically improving the profile of internationalization, and built a richer more cohesive study abroad program. Building on this momentum, CWIL could continue to be a conduit for future change. However, CWIL, as currently structured, is designed for a mission that originates with the Lilly grant proposal and is not equipped to take on the full range of responsibilities required to implement the recommendations we propose. The charge for CWIL then and now deeply intersects with the strategic goals outlined by President Mooney. Therefore, we suggest that now is the time to reflect on CWIL’s mission, reaffirm its many strengths, and bring it in line with the next phase of Saint Mary’s development as a vibrant institution of higher learning. If Saint Mary’s is to transform, we recommend that CWIL’s mission take on a new focus. We propose that CWIL take on a more targeted role emphasizing global learning and expanded internationalization of the campus. CWIL (perhaps renamed) would retain its current responsibilities as they relate to internationalization (study abroad, programming, faculty fellows, and faculty/student/and staff support, for example). We propose that the College retain the placement of local outreach as a unit that reports to CWIL. In the last several years, greater emphasis has been placed on internationalization than community connections as is appropriate. However, we do believe that the College should retain community relations in support of Intercultural leadership education as part of CWIL’s work. The charge for the CWIL Director

1. Expand support for the academic components of the College by: a. working closely with academic departments to assure a diversity of course

offerings with international content, b. nurturing cross-disciplinary bridges that could lead to new international,

interdisciplinary programs, c. encouraging and supporting internationalization of courses and programs of study

across the curriculum. 2. Take an active role in the Gen Ed development, implementation, and assessment,

especially of LO3. 3. Work closely with all divisions of the College to cultivate a richer international climate. 4. Develop programming that has campus-wide impact toward transformation. 5. Create committee structures relevant to the new CWIL charge, including one group to

liaise with the other divisions of the College (the Internationalization Working Group, see below) and another to work with faculty members on academic programs presently configured as the Faculty Advisory Committee on Global Education (GEO).

6. Serve as a member of the committee charged with development and oversight of international studies major and minor programs.

7. Activate and sustain approved recommendations. The CWIL Director would continue to report to the Senior Vice President and Dean of Faculty. We believe that serious consideration for this project requires the authority to promote change. The Director will need to have assurance that she has leverage and support. Therefore,


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appropriate to the campus-wide role of the Director, we propose a matrix model of organization for implementation. The Director would have a direct report within each division who also reports to his or her respective Vice President. The Internationalization Working Group, chaired by the Director, would include the direct report from each division, a faculty representative, and a representative from Information Technology. The function of this group would be to oversee the campus climate, recommend improvements, and effect change within all divisions. The re-imagined GEO, chaired by a member of the faculty, would support and facilitate academic aspects of internationalization. Recently GEO has recommended a new model to improve the relationship between academic departments and study abroad by establishing a faculty liaison in each academic department. The advantage of this arrangement would be to strengthen the bonds between academic departments and the administration of campus-wide internationalization. We endorse this new model that improves study abroad academic advising and assists each department with plans for curricular internationalization. The new focus on internationalization adds responsibilities and expectations to an already full agenda for CWIL. It will be difficult to successfully assume a broader role without additional hiring. It is beyond the scope of our proposal to assess the administrative staffing needs within CWIL to meet the goals set in this report. We recommend a careful review of the administrative needs of CWIL to assure adequate resources.

Review of Goals for the Strategic Plan

Lab Team members reviewed and discussed the Path to Leadership 2012 goals and recommendations. Regarding Goal #1, Recommendation 8, members indicated confusion about the meaning of the phrase “core international studies areas.” Members also noted that the parenthetical reference within the last sentence was incorrect. To clarify and strengthen the strategic plan, members recommend the following revisions (changes in bold):

RECOMMENDATION 8

Educate for a Global Community …During the same time period, it is our goal to increase the presence of international students on the campus (see Recommendation 16) and to expand our international curricular offerings. in the core international studies areas.

Discussion of Goal #3, Recommendation 16 centered on the stated goal: to increase the enrollment of international students to at least 4%. Questions arose as to how we should categorize students to “count” as international. For example, should undocumented students be counted as international? How do we honor a student’s right to confidentiality? Should students holding US passports who were raised or schooled in foreign countries be included as international students? Questions about hiring policies and practices as related to international faculty and staff surfaced during the discussion of Recommendation 17. Members expressed strong interest in hearing annual updates on the status and results of the President’s diversity hiring initiatives.


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Tactics The internationalization survey results indicate that members of the faculty and staff have much confusion around the meaning of internationalization and its place at the College. We therefore recommend immediate adoption and wide dissemination of statements articulating the Mission and Vision of Internationalization at Saint Mary’s College.

General Education

Lab Team members had differing views on whether there was need for a specific international requirement. One approach would be to expand the positioning of internationalization without a requirement. In this model, it would be possible that not all students would satisfy a specific global learning outcome. By casting internationalization in this way, it would serve to attract students and, ultimately, create a deep and mature impact among those participating. This schema emphasizes that the student is responsible for her learning and acknowledges that not all students will equally value development of their global awareness. Part of the argument here is that internationalization is qualitatively different from an academic discipline; it is more like experiential learning. As a practical matter, it may be more feasible to improve the campus climate than to ensure enough courses to satisfy a requirement. A further argument is that if we had a requirement satisfied by a variety of course options drawn from many disciplines, there is no assurance that students would receive a coherent academic experience.

The alternative model, a specified requirement, however defined, assures that global awareness is

part of the experience for all students. Here, a broad mix of options could be generated including course choices, study abroad, portfolio development or some mix of options. With broad flexibility, the requirement could be structured to offer many choices that tap into different student styles. By having a variety of choices, students will better internalize the experience to reduce the “get-it-out-of-the-way” thinking that so often accompanies requirements. Members noted that there are many existing courses on campus that could tie into this type of plan. An advantage of a requirement is that it would be more straightforward to conduct assessment if all students are participants. A further point in support of a requirement is that it can be a source of new-found discovery for those who were not previously focused on or interested in global awareness.

There was broad consensus that if a requirement is added to the general education plan it should not

simply consist of a sweeping course for all students - “Internationalization 101”. The sentiment was that this would be an ineffective blunt instrument.

What we want to accomplish is often reflected in our travel abroad students. For example, it is evident from conversations with some of our students returning from study abroad programs that they have become more delocalized in their thinking, realizing that there is much more they want to experience and learn beyond their national border and their culture. In other words, they have become globally aware. We need to position internationalization with a thoughtful and rich set of opportunities if we are to be effective. Whether or not a requirement is put in place, it will be important to strengthen the campus climate. The point is to implement change and improve the base metric. By doing so, internationalization becomes more valued by students and integrated into learning.


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Lab Team members recognized four important points regarding internationalization. We need to:

• improve the campus climate quite independent of a general education requirement; • emphasize outcomes without narrowly defined structures; • expand buy-in and promote high value for global awareness; and • provide multiple avenues for satisfying a general education requirement, if one is proposed.

Learning Outcome #3 Lab Team members engaged in a long discussion of the implementation of LO3 proposed by the General Education Committee. In some sense it is difficult to address the current state because there is as yet no definition for a “unit”. There was concern that the A/B distinction for global learning requirements may be too fine-grained. Some courses might be both intra- and inter-cultural and a student might want to count it under one or the other category, for example. Therefore, we recommend that the two units of global learning not be further differentiated. There was some concern about not allowing students to satisfy the global education requirement based on those courses taken in their major. For example, foreign language majors might satisfy the global education requirement as a product of their extended engagement with another culture or cultures through their in-depth language learning. (However, it does not follow that all students, i.e. non-language majors, would satisfy the LO3 requirement because they take a language.) There might be advantages to having students satisfy some LO3 within the major because it provides incentive for the faculty to develop courses appropriate for both the major and LO3. Therefore, we counsel against having a maximum number of courses in LO3 that can be satisfied in the major. Further, we recommend rewording LO3 outcome II as follows: A Saint Mary’s student explains global interdependence and other complex issues that cross national boundaries.

Progress toward Achieving Strategic Goals and Aspirant Comparisons Students’ attitudes about internationalization When making their enrollment decision, eighty-two percent of admitted students reported on Saint Mary’s Survey of Admitted Students that it was likely or very likely that they would study abroad while in college. There was not a statistical difference on this variable between students who enrolled at Saint Mary’s and those who did not. Additionally, fifty-four percent of admitted students indicated that the study abroad opportunities were important or very important in making their college decision. There was not a statistical difference on this variable between students who enrolled at Saint Mary’s and those who did not. Enrolling students were most interested in studying abroad in Italy (Rome) and Ireland while students who did not enroll were more frequently considering Italy, Spain, Ireland and Australia.

At orientation, first year students are administered the CIRP Freshmen Survey. Fifty-five percent of these first year students indicated that it was essential or very important to improve their understanding of other cultures and countries.


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At the end of the first year, fifty-two percent of first year students indicated that Saint Mary’s had helped them develop a global perspective. On average, first year students at peer women’s colleges were more likely to agree with this statement (65%). This difference does not exist for the seniors who took NSSE. Seventy-five percent of SMC seniors indicated that Saint Mary’s had helped them to develop a global perspective, while seventy three percent of peer women’s college seniors agreed. Study abroad participation Among our Aspirant Peer Group Saint Mary’s College ranks 16th out of 21 in study abroad participation as a percent of graduates in 2008.

Saint Mary’s College Study Abroad Participation

Ranking among Aspirant Peer Group (2009)

College % of ’08 graduates Kalamazoo College (MI) 83% Centre College (KY) 83% Earlham College (IN) 76%

St. Olaf College (MN) 68% DePauw University (IN) 60% Macalester College (MN) 56% Oberlin College (OH) 55%

Connecticut College (CT) 53% Southwestern University (TX) 51% Scripps College (CA) 50% Gettysburg College (PA) 48%

Mount Holyoke 47% Kenyon College (OH) 47% Whitman College (WA) 45% Agnes Scott College (GA) 45%

Saint Mary's College (IN) 42% Beloit College (WI) 40% Occidental College (CA) 27% Lawrence University (WI) 25%

College of Wooster (OH) 9% Rhodes College (TN) NA Mean of aspirant peers: 51% Median of aspirant peers: 50%

Source: http://colleges.usnews.rankingsandreviews.com/best-colleges/liberal-arts

http://colleges.usnews.rankingsandreviews.com/best-colleges/liberal-arts�


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The following graph depicts Saint Mary’s total student enrollment in study abroad programs. Note that the President’s goal is expressed as 50% of graduates. Thus, based on our current projection for participation in study abroad, we anticipate meeting that goal by 2012.

International curricula The following chart summarizes international studies programs at our Aspirant Peer Group institutions. Note that without exception, each school has a major in International Studies, International Relations, or Asian Study. In comparison, Saint Mary’s offers no internationally focused major programs other than those in Modern Languages and the International Business concentration. Recently and as a result of the external review of Political Science, a joint appointment between Women’s Studies and International Relations (in Political Science) has been approved for academic year 2009-10.


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International Study Programs at Saint Mary’s College Aspirant Peer Group Institutions

International Studies International Relations Asian Study Area Studies Major Minor Major Minor Major Minor

Agnes Scott yes yes Afr, Russ, LAS Beloit yes Eur. Studies Centre College yes Connecticut yes yes Afr,LAS, Slavic DePauw yes yes yes LAS, Europe Earlham yes yes Gettysburg yes Global Studies Kalamazoo yes yes Afr, LAS Kenyon yes yes Africa Lawrence University yes yes yes LAS Macalester yes yes yes yes Afr, LAS, ME Mount Holyoke yes yes yes LAS, Europe

Oberlin yes yes E.

Asia LAS, Russ-E. Euro Occidental yes yes Rhodes College yes yes LAS Scripps yes yes yes Southwestern Univ yes yes LAS St. Olaf yes yes yes LAS, ME, Russ Whitman yes LAS

Wooster (College of) yes Cultural Area

Studies International alumnae and employees Overall, there are 209 alumnae of record currently living abroad. These alumnae live in forty-five countries including Australia, Canada, and various countries in Central and South America, Africa and Asia.

Additionally, the number of international employees is small, although this may be in part a factor of the definition of international. We are currently only counting faculty and staff as international if they have an active visa. This excludes employees who were born, have lived in, or were citizens of other countries if they currently have US citizenship.

International student enrollments The next chart contains data comparing the international student population at Saint Mary’s to those at our Aspirant Peer Group institutions. We sit at the bottom of the list with fewer than 10 international students enrolled in 2008-09, which equates to half of one percent of our total student population. As a group our peers average international enrollment of 4.2 percent.


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Saint Mary’s College International Student Population Ranking among Aspirant Peer Group (2008-2009)

College

2008-09 Student

Population

International Student Enrollment

2008-09 Percent Mount Holyoke (MA) 2231 379 17% Earlham College (IN) 1184 142 12% Macalester College (MN) 1900 209 11%

Lawrence University (WI) 1503 120 8% Oberlin College (OH) 2839 170 6% Beloit College (WI) 1388 69 5% DePauw University (IN) 2298 115 5%

College of Wooster (OH) 1884 94 5% Connecticut College (CT) 1845 74 4% Kenyon College (OH) 1644 66 4% Agnes Scott College (GA) 813 33 4%

Whitman College (WA) 1458 44 3% Gettysburg College (PA) 2457 49 2% Occidental College (CA) 1846 37 2% Kalamazoo College (MI) 1387 28 2%

Centre College (KY) 1197 24 2% Rhodes College (TN) 1664 33 2% St. Olaf College (MN) 3073 31 1% Scripps College (CA) 954 10 1%

Southwestern University (TX) 1270 NA NA Saint Mary's College (IN) 1628 Under 10 .5%

Source: http://colleges.usnews.rankingsandreviews.com/best-colleges/liberal-arts The following graph depicts first-year international student enrollments at the College over the last twenty years. Notice that even at the height of international student enrollment and assuming 100% retention, our recruitment strategies have not yielded enrollments anywhere close to the President’s strategic plan goal of 4%. Based on total enrollment of 1,600, we need to enroll 16 international students per year to achieve a total international enrollment of 64.

http://colleges.usnews.rankingsandreviews.com/best-colleges/liberal-arts�


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International student inquiries In the past five years, the number of international prospective students has declined to less than one hundred in 2007-08 and 2008-09 with on average between 25 and 30 applicants. The number of international students in the first year class has remained low, one to two per year, with the exception of the 2008 cohort, which included five international students. The overall international enrollment has declined over the past seven years from fifteen students (0.9%) to seven students (0.4%) from 5 countries.


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Recruitment strategies

In some respects, Saint Mary’s experience in international recruitment is not that different from the pattern many small, liberal arts colleges adopted in an attempt to increase their enrollment of international students. In the late 80’s and early 90’s, many institutions invested heavily in sponsored lead trips as a means to increase international enrollment. It was a belief at that time that simply participating in a recruitment trip would bring Saint Mary’s a drove of international students. For a period of nearly a dozen years, the College participated in a minimum of two international recruitment trips on an annual basis.

Unfortunately, the results for Saint Mary’s and for many other institutions were similar – success was inconsistent at best, and not sustainable when evaluated on a return for investment basis. In 2004, Saint Mary’s discontinued its participation in international trips. Since that time, much of our international efforts have moved to an “arm chair” response – we wait for international students to inquire and then we respond. If students can find us on the web, or through limited advertisement that we have been able to occasionally place, we send them information informing them of the one full-tuition, fees, room, board and books international scholarship we sponsor, and hope they complete their application for admission. Without resources to sustain our efforts and no clearly developed international recruitment plan, the number of international students enrolled at Saint Mary’s has dropped from 20-25 students to seven the past two recruitment cycles.

As part of the anticipated work of the Internationalization Lab and in an effort to determine the viability of developing a sustainable international student population, the College hired an international consultant, JoAnnWallace, to conduct a review of Saint Mary’s current and possible future international efforts. Ms. Wallace was on campus for two days in late August, 2008, meeting with a wide range of campus officials in an effort to develop objectives that fit the overall character and composition of the College that would support a strong campus-wide international recruitment effort. Another recent and notable development concerns the College’s new agreement and initiative with the Soong Ching Ling Foundation to sponsor a scholarship program for five Chinese students. This may provide a model which could be taken to other countries in the future. Building an International Inquiry PoolAs noted earlier, much of the College’s current recruitment efforts consist of simply responding to the various inquiries that come our way through the following: our web inquiry response forms, U.S. News & World Report, familiarity with the College, and the limited targeted marketing the Office of Admission has been able to devote to international recruitment in an effort to build our inquiry pool. At present, Saint Mary’s has utilized Hobson’s International Guide and American Colleges and Universities international magazine as our primary means of bringing more international names into the recruitment funnel. The latter two sources have been successful in generating a sufficient number of international inquiries; however, the College has not been able to enroll any international students as a direct result of our participation in these two marketing venues.

Before the past three recruitment cycles, our international inquiries had generally been in the 1,000 – 1,500 range. We still rely on self-generated inquiries as our primary source of international applications, and the Office of Admission has recently experienced some success


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with mailings to Department of Defense School and State Department schools. It should be noted that in the past two years, the College enrolled seven American students who had been educated overseas. While not “technically” international students, these students bring to campus an international perspective that enriches our campus and is another potential source of students Saint Mary’s should actively pursue. The Office of Admission also has recently begun the process of annually asking high school counselors to recommend international students who are participating in exchange programs in an attempt to attract additional students to campus.


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INTERNATIONALIZATION AT SAINT MARY’S COLLEGE: ANALYSES AND DATA The Lab Team assessed key organizational factors related to internationalization.

Internal Assessment: Strengths and Weaknesses Strengths Lab team members view several aspects of College tradition and policy as key strengths. President Carol Ann Mooney adopted internationalization as a goal in her strategic plan, The Path to Leadership 2012. Her stated commitment to internationalization and that of the Senior Vice President and Dean of Faculty show crucial leadership support. Importantly, internationalization aligns with the mission, vision, and values of our founders and sponsors, the Sisters of the Holy Cross. In addition, the College enjoys a long history of study abroad programming with strong student participation. Within the past several years the President’s diversity hiring initiative included internationals among those who are historically underrepresented on our faculty and staff. The College’s new written immigration policies provide partial VISA support for employees and green card support to new non-resident alien faculty. Others strengths relate to the faculty at the College. Response to the faculty survey indicated a viable core of faculty with international teaching and scholarship experience; 35 respondents currently teach a course with an international focus and 31 indicated that they have conducted research on international topics. As a group they extensively focus on Western Europe. Further, respondents indicated broad interests in international topics that include teaching English as a new language. Lab team members identified several facets of the program, both curricular and co-curricular, as plusses. General Education reform includes new global learning outcomes for all students; this change will mandate international content beyond our present modern language requirements. Many prospective and recent incoming students express high interest in study abroad programs. This year’s participation rate already approaches the 50% goal. Our flagship Rome Program remains vital and continues to attract a large number of students. At the same time the expanded study abroad program inventory includes a variety of programs with differing learning objectives, locations, and faculty involvement. Many co-curricular activities focus on global themes and reflect international diversity. Features of our infrastructure give us a competitive advantage. Without a doubt, Saint Mary’s College owes much to the Lilly Foundation’s generous gift that established the Center for Women’s Intercultural Leadership. Although the grant’s funding ended last year, its legacy remains in the CWIL organization and staff. The College has continued funding (albeit at lower levels) many of CWIL’s internationally targeted grants. Another center of distinction, The Center for Academic Innovation (CFAI), also provides important faculty development funding. Overall, the College’s small size allows it to make nimble adjustments to redirect resources to internationalization. Finally and significantly, the portfolio of study abroad programs operates in the black. All study abroad programs use operating budgets and have financial goals.


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Weaknesses Several key weaknesses relate to Saint Mary’s culture and traditions. We have no common understanding of the term “internationalization” or what it means to internationalize the campus. As an institution we have little international collaboration and we neither offer nor accept online courses. Despite the President’s diversity hiring initiative we collect no data on international employees and applicants. Further, staff immigration practices and attitudes may diverge from written policies. Saint Mary’s College students typically study abroad during sophomore year after only one year of college-level foreign language instruction; therefore most have not achieved intermediate foreign language fluency prior to study abroad. The strong community (and football) culture promotes a stay-at-home bias. Even with encouragement from our ACE consultants and cohort institutions, we continue to be concerned about the faculty’s 27% response to the internationalization survey. We worry that it may indicate low overall interest in internationalization among members of the faculty. Also, we do not feel comfortable generalizing the survey results to the entire faculty population. Thus we can only look at the number of responses which are very low in many categories. For example, of the 60 faculty respondents only 8 members of the faculty speak a language other than English as their native language. Western Europe dominates the respondents’ area and scholarship interests, leaving many diverse regions of the world covered by just a handful or no faculty members at all. Beyond Western Europe it is hard to say whether or not we have the requisite faculty expertise to build new global academic programs. Given that current faculty hiring practices and reward structures do nothing to recognize and promote international expertise, we feel that little incentive exists for our faculty to internationalize in their respective fields. Lab Team members note several weaknesses in our current academic program and outcomes. We do not offer English as a new language instruction; this presents a hurdle to non-English native speakers for completion of the “w” and “advanced w” requirements. With the exception of students who major or minor in modern languages, few others achieve fluency in a foreign language. Study abroad programs do not achieve uniform integration and reflection on the experience when students return to campus following study abroad immersion. International content is not broadly distributed throughout the curriculum. Within the current General Education curriculum, global learning outcomes occur predominantly within the Modern Language course requirements. Other than French, Italian, Spanish, and the International Business concentration, the College offers no internationally focused major programs. Within the inventory of minor programs the Bulletin lists Latin American studies; however, Lab Team members note that in actuality the program does not exist at the present time. With no designated administrative focal point for internationalization across the campus, it is difficult to decipher who has the responsibility and authority to implement broad-based change. For example, despite the President’s stated internationalization strategic goals, strong academic departments have the ability to block integration of study abroad opportunities for their students by adhering to rigid and lock-step course pre-requisites. Even finding offices and programs related to internationalization at Saint Mary’s presents challenges due to its low web profile; it takes several “clicks” to reach. Several communication breakdowns have occurred. International students have often been on the short end of communication and administrative snafus in part due to understaffing (in comparison to peer institutions) within the Office of


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Global Education. During summer and winter breaks international students often scramble to deal with non-existent and/or insufficient housing and food services. While Lab Team members appreciate the President’s stated commitment to internationalization, they question the College’s financial commitment to the cause. Under current leadership the international student recruitment budget went to zero; only recently (during the fall of 2009) has one third of a full-time position been redirected to include international recruitment activities. Tight budgets produced a ban on all staff travel, further constraining internationally focused training and development. While not eliminated, faculty travel expense has been frozen for several years at $1,200 per year which is not adequate to pay for expenses associated with travel to and registration at many international conferences. Several financial practices hamper study abroad program participation and development. A 10 percent above costs profit expectation presents an arbitrarily determined yet real hurdle for launching new international summer programs. Fixation on study abroad expenses has often resulted in failure to consider actual program revenues and student retention benefits. The mandate for each semester-long study abroad program to operate in the black every year has resulted in a substantial surcharge in excess of the current tuition, room and board for students studying in Rome; since financial aid does not apply to the surcharge Lab Team members worry that the Rome Program is increasingly inaccessible to students with financial need.

External Assessment: Opportunities and Threats Opportunities Several economic and demographic factors present opportunities for advancement of internationalization at Saint Mary’s College. There are many women’s high schools and colleges around the world, and English is the predominant language of education and business activities. International communities have sprung up, prospered and grown in the Midwest and the national trend points to an increasingly diverse US population. Muslim women may particularly prefer an all women’s college setting. A stronger US dollar makes travel and study outside the US more affordable. Holy Cross relationships reach around the world. Sisters of the Holy Cross focus their mission and services on international populations and locations. For many years novices have almost exclusively hailed from foreign regions. Every five years sisters travel from all around the world to attend the General Chapter at Saint Mary’s as the site of the order’s mother house. On an annual basis The University of Notre Dame attracts scholars and students from around the world to South Bend. The university’s size and scope offer Saint Mary’s faculty, staff and students access to many on-campus international studies programs and events. Trends in education and new teaching and learning models favor internationalization. Globalization is “in”; many high schools (even one within the South Bend community) offer international study curricula such as the International Baccalaureate (IB). At the college level general education reform incorporates global awareness. Interdisciplinary models facilitate development of international major and minor programs across disparate academic disciplines.


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General interest around the globe in US education delivery has returned. Some foreign countries such as those in the Mideast have unmet demand for liberal arts degrees for women. Internet technologies allow educators from different countries to connect their classrooms without travel. Business and professional employers appreciate international credentials as they hire for a global workforce. National initiatives such as the Senator Paul Simon Study Abroad Foundation Act encourage students to spend part of their undergraduate careers studying abroad. Other funding sources and resources support home-campus international programs. Improved economic prosperity, especially in Asian countries, supports sending students to college in the US. Threats Worldwide, economic recession threatens college enrollments. In addition, currency fluctuations add substantial risk to maintaining programs that operate in foreign currencies. Costs of higher education, especially private education, continue to escalate at rates exceeding inflation; in the long-term costs will have to be managed for sustainability. Given that the number of traditional aged students in the US is declining, competition for students and the resources they bring to a campus will be fierce. The Sisters of the Holy Cross founded the College over 150 years ago and remain our Catholic sponsor today. The College has benefitted from the proximal relationship to the congregation’s leadership team and mother house. With each passing year the congregation becomes more internationally diverse; eventually the leadership may change and so may the location of the order’s headquarters. What impact such future changes may have on the College remains unknown. Changes at The University of Notre Dame also impact Saint Mary’s. For example, over the years changes in ND’s study abroad policies have directly and often negatively affected enrollments in our study abroad programs. Resistance to change can also threaten progress toward achievement of internationalization. Many Saint Mary’s alumnae have strong ties to the College and fond memories of their time spent here. Emphasis on culture, tradition and legacy could prevent us from taking bold steps toward transformational change. As a “late comer” to campus-wide internationalization, we are already behind much of our competition. Since we’re playing catch up to our aspirant peer group, we will have difficulty forging a distinct competitive advantage from our time, efforts and expenditures on internationalization. At the same we face increasing competition from community colleges. We expect many families to manage the increasing costs of higher education through completion of the first two years at community college, followed by transfer to a four-year institution. Increasing enrollments in online courses also threatens the residential model that we exclusively offer. As Catholic high schools close across the nation, we expect the pool of students predisposed to attend a Catholic college to shrink likewise. World events remain outside our control but impact our strides toward internationalization. Health scares such as H1N1 swine flu and other pandemics could close borders. So too can political instabilities, war, famine, extreme weather and other natural disasters. The threat of terrorism keeps safety and security issues at the forefront of many people’s thoughts, effectively creating a mental border closing founded on fear.


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Internationalization in Academic Departments

Lab Team members began this review by meeting with academic department chairs. We raised four principle issues in these meetings: 1) How many of your departments’ course offerings include globally oriented learning objectives?; 2) What presence, if any, does international or global curriculum have in your department’s curricular goals as articulated to students in brochures, bulletin descriptions, and websites?; 3) Does internationalization play any role in your assessment process?; 4) Do students in your major have opportunities for study abroad while at Saint Mary’s? We were interested to learn about programs housed in the department as well as the degree to which major requirements influenced a student’s ability to pursue a study abroad opportunity. Main results Departments vary greatly with respect to the level of international content in their curriculum. The extent to which internationalization is embedded in the curriculum differs by department and discipline. Only a few departments indicated that international or global issues were explicitly mentioned as part of goals and objectives they present to students. Several departments have recently moved towards establishing these objectives and are working to create curriculum to realize them. These departments include Social Work, Business Administration, and Sociology.

Resources and expertise also vary widely. Many departments have at least one faculty member actively involved in or directing a study abroad program and most departments report that students can generally spend at least one semester abroad and still finish the major requirements. Several departments in which this has been a challenge in the past, including Social Work, Education, Nursing, and Business Administration are making active efforts to increase international travel opportunities for their students.

There is considerable support for increased internationalization across academic departments. Lab team members noted little to indicate resistance to further internationalization. Department chairs were often quick to point out their initiatives in support of internationalization as well as possibilities for the future. Some of these possibilities are further examined in the next section. The tenor of our conversations suggested that faculty development initiatives focused on internationalization would be welcomed.


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Department Summaries The commentary of each department reflects snapshot views as of fall 2008. The purpose was to gauge departmental involvement in internationalization. Please note that changes since that time are not included in this report. We did not attempt to review individual courses or programmatic details. Some curricular information is included here, but much of that information was more comprehensively collected through the survey. As a result, there is considerable variation in length and detail in the summary statements. These differences reflect the direction of the conversation. Length should not be construed as differences in support or commitment by individual departments regarding internationalization. Art Many art majors study abroad. The Rome program is particularly popular because majors can take 2 courses that count for the major (Italian art survey). The department is also involved in other international programs: Marcia Rickard offered courses in and led the Summer in China program (4 majors went); in Costa Rica (not run by Art department, but with 4 courses approved for the major). Majors tend to go abroad in the sophomore year. The department offers a couple of courses that include international content: Marcia Rickard’s Asian art, Julie Tourtillotte’s Fibers (deals with Silk Road, Japanese Shibori, and Africa). Several members of the department incorporate international techniques and ideas into their artwork. Biology The Department has offered a major-specific program in Marine Biology in the past. It is currently pursuing options to continue that opportunity at an international site. The Department also directs a travel program for student research to Nicaragua for eight weeks in the summer. The three year grant, now in its second year, enables a select group of 2-4 junior majors to conduct research that supports their senior comprehensive requirement. A third summer program, “Environments of Ecuador,” is a two-week summer travel program open to both majors and non-science majors which is offered every other year. A member of the Department coordinates the semester-long South Africa program, which is open to students of all majors. The Department encourages semester-long study abroad programs for students and works closely with them to schedule their science/math courses to enable their travel. Four year planning with a member of the Department is essential. Students may have to take summer sequence courses (particularly calculus, organic chemistry, and physics) required for professional programs. These courses usually must be completed by the end of the junior year to allow preparation for entrance exams to a professional program such as medical, dental school, and others. Despite the constraints, many students have taken advantage of the Rome and Ireland programs. A small number of students have participated in other semester based programs including Seville, Australia, and South Africa. An occasional student has spent a year in study abroad. The best semester for travel is fall of the junior year, but often students go in the sophomore year. This is possible with good planning.


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The Department is open to science courses completed in study abroad programs and has approved them on an individual basis in the past. One student completed a 1 ½ credit bioinformatics course in Ireland, for example. Students are limited to taking one course in the major that does not have a lab. This limitation could restrict which or how many courses count for the major. The Chair recommends that approved courses be kept on file to make approval smoother for future students who wish to take the same course. Business Administration and Economics The Department lists “developing a multicultural/international perspective” as one of eight fundamental curriculum goals in its Bulletin description and in the syllabi of all its course offerings. Not all 8 goals are present in every course, however, and most of the current offerings do not have an international aspect. There is an international business concentration for interested students. They have sponsored short international study programs in the past and work with their students to make study abroad possible. Chemistry/Physics The Department has had students participate in semester and summer study abroad programs. They have found scheduling difficult for semester programs given that a number of the required courses for the major are sequential and much of the curriculum is hierarchical. Students who study abroad for a semester need to take summer courses to compensate. First semester of the sophomore year is typically the best for majors since the first semester of a sequence (often organic chemistry in the sophomore year) is easier to get in summer school elsewhere and to connect with our second semester organic. Generally, biochemistry concentration students have an easier time making this work than standard chemistry track students because the latter also need calculus three which is usually taken first semester of the sophomore year. A student in the fall of 2008 semester took organic chemistry on the Ireland Program. The success of students in science courses taken on study abroad programs will be used by the Department for future advising. The Department is also open to considering other semester programs that offer appropriate science/math courses. Recently, the American Chemical Society, the accrediting body for chemistry curricula, has recommended changes that would allow greater flexibility. The Department is investigating the curricular implications and may propose alterations that would make their tracks easier to connect with semester abroad programs. The engineering track is growing rapidly. The current first year class has more than 20 intents. The five-year engineering program has even more constraints on math/science/engineering sequences than either chemistry track. For these students, summer abroad programs may be the only option. The Department is strongly supportive of summer programs. Often the summer between first and second year is best for chemistry majors because they do off-campus summer research or industrial internships between sophomore/junior or junior/senior year. Recognizing the limitations on study abroad for its majors, the Department is interested in finding ways to bring globalization to campus, perhaps through seminars, a forum, or other mechanisms.


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Communication Studies, Dance and Theatre Many communication majors study abroad. The department does not run an international program, but the faculty members are very open to accepting abroad courses for the major: Two from Ireland program, four in Australia, one in Rome (a core course). The department does not offer courses that deal with international issues specifically, and there’s no international requirement for majors. A couple of faculty members are interested in international issues, but their research is largely focused on the USA. Education The Education Department regularly offers ED372 Education in England, Ireland, and Scotland in conjunction with the European Study Abroad Program. The course has been taught by several of the faculty. The department developed a program in Uganda. Students teach in the school run by the Sisters of the Holy Cross. Students in Education have participated in many semester-long travel programs. Of special note, secondary education students with a minor in education and a foreign language major have completed semester programs in Spain and France. Insook Chung has developed a partnership with Catholic University of South Korea. The Education Department believes the sophomore year is the best year for their majors to travel and still be able to complete the program in 4 years. English Students are exposed to global themes and issues in several courses but there are no explicit goals or requirements at this time. The Department has offered courses centered on multicultural literatures in which global issues such as immigration and Diaspora communities have been addressed but not on a regular basis. English Majors can quite easily fit a semester abroad into their studies and many do so. They can get major elective credit for courses taken in Ireland and Rome and the Department is open to courses from other programs on a case by case basis. A student going during her junior year would need to work with the Chair or her Advisor to work on her Advanced W requirements during that year. It is not common for students to go abroad as juniors but it can be done with proper planning. History David Stefancic leads two European study programs: Poland to Prague (every other year) and the European Summer Study Program. Majors can fulfill core requirements abroad: in Rome there is one course (Western Civilization), and there are several offered in Ireland too. History majors have also gone to archaeological study abroad in Romania and Greece. The department is very open to considering abroad courses for the major. In the major there is a required course in the history of a third-world region (e.g., Africa, Asia, Latin America, or the Middle East). They offer a minor in the history of the third world. Edith Miguda’s research is on international issues, and she teaches a course that deals directly on international issues: International Women’s Movements.


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Humanistic Studies The department has discovered that many students become interested about pursuing the HUST major after they study abroad. Using endowed funds from their department, they now offer study abroad travel grants to any major wishing to travel in the summer between junior/senior years. Their first student traveled to Romania to participate in an archeological dig. They also provide a sum of $100 per semester to all students in the Ireland Program (non-majors as well as majors). The funds are intended to support additional cultural experiences (such as theater) that students might not otherwise be able to afford. They offer HUST courses in Rome and, this year, will be in the fourth year of their revival of the Christian Culture Lecture, which generally focuses on European culture. Travel for HUST majors is feasible either sophomore or junior year, and students do not typically have scheduling problems as they combine international study and the HUST major. Intercultural Studies ICS 201 presents global issues as core subject matter in the field. The requirements focus on theoretical issues (culture and power) so there is not an explicit international requirement but most of the courses offered are global in part and the program identifies the development of global awareness as a fundamental Intercultural skill. Most ICS students spend time abroad at some point while at Saint Mary’s. The program offers a course for students returning from study abroad. It is also the credit granting program for the Greece, Honduras, and Korea programs. Justice Education Many of the courses offered by the program, as well as courses from other disciplines which are cross listed, have a strong international component. The department website tells students that the program will explore “the reality of social conflicts and injustice in America and around the world.” There are no explicit goals or requirements. The program has sponsored semester break trips to Brazil and Haiti in the past and granted credit for the Honduras Program. Mathematics Many students in the major have taken part in international travel programs. The department works closely with students to help with their scheduling to make this possible. Students in the Ireland program have taken math courses for the math major. Through a CWIL fellow the department developed a program in Math & Art in Spain. However, there were insufficient numbers of students for the program to proceed. There is interest in developing a course in Mathematics History as part of the European Summer Study Program, but no formal plans are in place. Modern Languages Over the years, the study of culture has taken on greater importance in the teaching of language. The Department incorporates culture in all courses, and notes that literature and culture are not separable in their program. The Department considers immersion in the culture, building proficiency where the language is spoken, as the ideal. And, even for language faculty, there is need for regular re-immersion to remain current with the fast pace of cultural change. Four total immersion programs are overseen by the Department (Dijon, Seville, Córdoba, and Innsbruck). The Rome program, which is currently coordinated by a member of the Department, is an international program of the College with a broader focus that does not require total immersion. It offers students the opportunity for language learning and general education. The Department


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has summer programs in Seville and Córdoba, and is exploring the development of other summer programs. The recent addition of Arabic and Chinese opens new language/culture learning possibilities for students. Because these programs are new, it is uncertain whether they will be more fully developed or lead to new international language/culture programs in the future. Another option is for students interested in Arabic and Chinese to self-design a major or minor. Music Majors have historically gone abroad in the sophomore year, but the department is starting to recommend going in the junior year. BAs in Music often go abroad. Music Ed students (61 credits) have a harder time, but they do go abroad with good planning. The Music Department offers one course abroad (Rome’s Music Appreciation), which counts as an elective for majors. Because of the department’s focus on Western Classical music, a large number of courses deal with European music. However, these courses do not approach musical pieces as international per se. Two courses do deal with international content: Latin American Music (a new course, but likely to be offered every spring), and World Music (in the books, but hasn’t been offered recently). The music department has no specific “international” requirements or goals in the major. Several faculty members have international interests that impact their work. Nancy Menk regularly selects international pieces for the choirs she conducts (by contemporary foreign composers and in foreign languages). Jeff Jacob has a longstanding interest in Spanish language and Latin American culture: he’s taken Spanish courses at SMC, has travelled to Latin America several times, and has collaborated with MODL and Latin American artists. As a pianist Jeff continues to perform abroad regularly. Laurel Thomas has an interest in foreign languages: her sabbatical project (2008) was to study Russian to be able to sing in Russian and also teach our students Russian songs. Daniel Party’s research interests are international: he has published on Latin American popular music and is currently working on Spanish popular music. Nursing The Nursing Department does not offer electives; all their courses are required for the major. They previously proposed developing a plan to explore developing an elective on palliative care. The course would be taught as a summer course with both an on-campus and travel component to England. The English approach to managing patients with chronic illness is distinct from the American tradition. The course has not been fully developed and would require an investment of faculty time to proceed. The department still has interest in creating the program which would serve primarily nursing and social work majors. The Nursing Department developed a program in Uganda where the Sisters of the Holy Cross have an active ministry. The previous Chair, Linda Zoeller, directed the Australia program. That program was designed for students of all majors, but was specifically set up as a semester exchange program. Because semesters of the Saint Mary’s and its Australian counterpart have very different calendar years, there were no nursing students taking part in that program. There is also the possibility of considering Intercultural experiences locally via Latino and Amish populations as well as exploring other international opportunities. Cultural sensitivity is a vital component of all clinical courses.


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Philosophy About half of all our philosophy majors go abroad. In Ireland two courses can count for the major, and in Rome they can take electives for the major. Kevin McDonnell taught in the European Summer Study Program for a while, but not anymore. A couple of courses include international content. Ann Clark’s “American Philosophy” defines American broadly, as Americas, including Canada and Latin America. Patti Sayre’s “non western philosophy” is an all-international course: includes India, China, Japan, and Africa. The Chair suggested that she would love to have a faculty exchange program with international institutions for a semester or a year, for example. Political Science Two of the nine required courses introduce students to the international subfields in the discipline: International Relations and Comparative Politics. The explanation students are given is more discipline-oriented than international in rationale. Additional electives may be taken at the discretion of the student. It is easy for POSC majors to spend a semester abroad and roughly half of every graduating class has done so. A student can receive elective credit in the major for courses offered in South Africa, Spain, and Italy. Most students go abroad during the second year but going as a junior would still be quite possible with proper planning. The faculty coordinator for the Honduras Program is a member of the department. There has been student interest in a Model UN program over the past year and this may be more fully developed. Psychology and Communicative Disorders Some classes include cross cultural perspectives and case studies that are international, but there are no explicit goals or requirements currently. While it is difficult to get PSYC credit for courses taken abroad, the department has been open to looking at outside courses and approved one from the Ireland program. Students can travel in the sophomore year and easily finish the major. Juniors can also study abroad if they take a couple courses during the second year, though this is a slightly more difficult route because courses normally taken in the junior year must be taken earlier. The coordinator of the Ireland Program is a member of the faculty. Religious Studies Many RLST majors go abroad to Rome, Ireland, Australia. Because the RLST major is only 27 credits, the department does not allow for courses taken abroad to count as core courses for the major. They have made exceptions when students need to take a RLST course abroad in order to double major. J. Fotopoulos runs the Greece Summer Study Program (now part of ICS). There is one elective course that deals directly with international issues: “World Religions and Christianity” (RLST 380), but it is not taught on a regular basis. International content shows up in most courses (Catholic Faith, for example, deals with issues in Rome and the Dominican Republic). Social Work There are no current international goals but the department is seeking to develop curriculum opportunities in this area. One of their members served as co-leader of the trip to Honduras. They are also exploring links between Saint Mary’s and a program in the Dominican Republic.


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Sociology They are considering altering the content of their intro course and there is international content in several courses but no goals and requirements. Study abroad is quite feasible though, as with the Psychology Department, it is generally considered best to go during the second year so that courses in research methods and statistics can be taken during junior year. The department has given elective credit for courses from Australia, Ireland, South Africa and many other study abroad programs. The department had a faculty person who taught and did research on third world gender issues but left the College two years ago. It would like to recruit another such person. Women’s Studies Intro to Women’s Studies (WOST 207) presents global women’s issues and movements as an important part of the discipline. There are a growing number of international electives that students can choose to take. The program is affiliated with a semester abroad program in Europe run by Antioch College, though so far only 2 students have participated. The WOST committee is still considering whether to recommend formal elimination.

Internationalization at Saint Mary’s: Faculty and Courses In order to get a more specific and more quantitative look at what faculty and staff currently do in the area of internationally oriented curriculum, team members developed a survey to which faculty and staff were invited to respond. The survey was carried out by the Office of Institutional Research Office. The survey was intended to establish an inventory of the international content of existing courses as well as to gauge the level of international experience, expertise, and interest among staff and faculty. Appendix 1-B contains the survey documents and summary results. Our response rates were lower than we had hoped for though they were similar to the experience of other ACE Lab participants. Slightly more than a quarter of faculty responded (27.8%) while less than one fifth of staff responded (15.3%). Key findings from the survey of faculty members

We began the survey by asking participants to provide their own definition of internationalization. These definitions help the Lab Team put the responses into a context. As would be expected, respondents offered varied understandings and definitions of the concept of internationalization. Multiple respondents indicated that they did not know how to define it or that it was too vague. This suggests that an effective internationalization initiative will need to present a clear view of goals and objectives. Nearly 60% of respondents reported teaching at least one course with international content. While many departments were represented in this tally, the most fully internationalized courses were still heavily concentrated in a few departments. Overall, the survey suggests that Saint Mary’s has a core of international courses which is small but vital and growing. In the survey, respondents reported a wide array of latent forms of international experience and knowledge. While these may not yet have played a strong role in the respondents’ work at Saint


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Mary’s, well designed faculty and staff development programs could be developed to draw upon this expertise more fully in the future. These findings are explained in more detail in the next two sections. Courses with international content 58.3% of responding faculty members indicated they teach courses with some international content. Respondents were asked to assess the level of international content in each course on a scale of 1-4, with Level 1 indicating courses with an entirely international focus and Level 4 being the course contains occasional international elements. The frequency and percent within each level for the 101 self-rated courses follow:

Course Level Frequency Percent 1 53 52.3% 2 23 22.8% 3 15 14.8% 4 11 10.9%

Total 101 100.0% The courses reported represented nearly all academic departments (see Appendix 1-B). Almost 40% of the Level I courses were located in the Modern Languages Department, and another 40% among three departments (English, Anthropology and Political Science). Still, there is clearly some international content in the course offerings of a large majority of academic departments. 43.6% of faculty responding indicated that they would like to infuse international content into a course they are currently teaching or are developing. These faculty members are from a wide range of departments which include, but are not limited to, Art, Business, English, Modern Languages, and Nursing. International experience of Saint Mary’s faculty The responses to questions about expertise revealed that a significant plurality of respondents had international experience of one kind of another. These included study abroad during graduate study (33.3%), teaching experience outside the U.S. (39.7%), and publications with an international focus (43.1%). Other experience included:

• 36.2% studied abroad as a college student • 31.6% studied outside of the US as part of an educational study tour • 52.5% have done research outside of the US • 43.1% have received funding from a grant with an international focus • 43.9% have developed publications with international content • 10.7% have developed performances with international content • 44.1% have developed student activities with an international theme • 17.5% have worked as a consultant outside of the US • 71.2% have attended a conference outside of the US • 59.3% have attended a conference with an international focus • 43.1% have worked closely or collaborated with an international colleague • 23.2% of respondents were born in a country outside of the United States


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• 17.5% have participated in service outside of the US • 56.9% have lived outside of the US for an extended period of time

These findings provide a strong indication there is untapped experience and interest among many Saint Mary’s faculty who may not currently be teaching courses with significant international content. Some of the ways this latent knowledge and experience might be brought into Saint Mary’s international curriculum are suggested by faculty responses to a list of suggested means that might assist faculty interested in internationalizing one or more of their courses.

• 45.3% were interested in international curriculum development projects • 76.4% opportunities to attend seminars or conferences on international topics related

to their disciplines • 65.5% faculty exchange program in another country • 66.0% short term research or curriculum development projects in another country • 59.6% short term training in another country • 40% Opportunities to lead a short-term study abroad program • 36.7% Opportunities to teach (or learning about teaching) English to non-native

speakers.


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Internationalization at Saint Mary’s: Administration and Staff

As was the case with faculty, staff understandings of the concept of internationalization varied. Support for further internationalization was widely expressed, as reflected in the following tabulation of their interests in participating in internationally focused activities:

Many respondents reported some level of proficiency with another language (11 different languages represented) and 7% percent reported having some experience teaching English as a New Language (ENL). Staff members indicated a wide range of international professional experience. Viewed as a whole, these responses provide further evidence of untapped skills and interest.

• 30.2% studied abroad as a college student • 18.6% have taught outside of the US • 32.6% have developed student activities with an international theme • 23.8% have attended a conference outside of the US • 27.9% have attended a conference with an international focus • 46.5% have worked closely or collaborated with an international colleague • 25.6% have participated in service outside of the US • 31.0% have lived outside of the US for an extended period of time • 59.5% have attended events at Saint Mary’s that focused on another country • 48.8% have attended events in the community that focused on another country

Study Abroad Programs

The Lab Team reviewed the current portfolio of study abroad programs as well as current student learning outcomes for each program as articulated by those involved with the programs (see Appendix C). The portfolio contains a broad selection of programs that differ with respect to location, length of program, format, student learning outcomes and program objectives. We note that several new initiatives such as faculty exchanges and semester-based programs in China are currently in development.

Percent “Yes” Orientation for international students 65.9% Internationalizing the curriculum 64.1% Presentations on international affairs, cultures, issues 73.2% Development of student activities with international themes 66.7% Opportunities to teach (or learning about teaching) English to non-native speakers 38.5%


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Semester & full year programs Rome, ITALY Fremantle, AUSTRALIA Maynooth, IRELAND Dijon, FRANCE Innsbruck, AUSTRIA Seville, SPAIN Women’s Studies in Europe Pietermaritzburg, SOUTH AFRICA Córdoba, ARGENTINA Seoul, SOUTH KOREA

Semester break programs

El Salvador Poland to Prague Honduras Spring Break Haiti

Summer programs China Summer Study South Korea Ecuador Honduras European Summer Study Greece Internship in the European Union Uganda Summer Practicum with the Sisters France Summer Program Spain Summer Program Argentina Summer Program

Financial results The net income for study abroad programs utilizes discounted tuition as revenues for semester-based programs and adds 10% of total expenses to short-term programs as overhead. Over the last two academic years, the portfolio of programs finished in the black as shown in the chart below. Note that we have not included financial data prior to 2007 since those reports were prepared using different revenue and cost assumptions.

Saint Mary’s College Study Abroad

Net Income Summary Year Total Net Income

2007-2008 $247,517 2008-2009 $227,320

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Study abroad administration and oversight At Saint Mary’s College several programs independently developed and evolved in an entrepreneurial spirit under faculty leadership. The inauguration of CWIL provided a home for locating a central office for study abroad, and under the current leadership the portfolio of study abroad programs quickly grew. Although most of our in-house programs are faculty initiated, others arose from partnerships established through a variety of channels, including the Sisters of the Holy Cross. The diverse origins for successful programs suggest that we will be most successful by being flexible and open to many different models for program initiation. Saint Mary’s College study abroad programming must be consistent with the values and the mission of the College, operate in a fiscally responsible fashion, and have strong faculty and administrative support. To sustain and expand study abroad, the College will need to remain nimble and flexible to assemble geographically diverse options for both service and academic learning outcomes and ideals. The future health and growth of study abroad will require continued close collaboration with academic departments. Partnerships with the Sisters of the Holy Cross offer another avenue for expansion. To satisfy the needs and interests of students, it will be important to retain both short-term and long-term study abroad options that broadly represent the many academic pursuits of our students. Geographical areas of emphasis should continue to be discerned. Study abroad programming requires regular monitoring to best suit the needs of the College and our students. No simple formula will succeed for evaluating proposed programs or the proper mix. Global changes in regional politics, economics, and security add additional dimensions for consideration in planning. Each program needs to be evaluated in the context of our identity as a small Catholic women’s liberal arts College, other available programs, the changing international situation, assessed academic quality, College mission, and financial viability. Just as study abroad programs differ in their length, target audience, degree of cultural immersion, student learning goals, and educational tactics, so too should we expect diversity in program leadership models. Faculty-led study aboard programs are closely wed to the professor who leads them. Such a program should not necessarily be expected to continue when the professor chooses to stop leading it. Instead, there will be need for ongoing recruitment of faculty for either replacement or development of new programs. With the new model for study abroad administration proposed by GEO, and endorsed by the Internationalization Lab Team, faculty involvement will still be essential for continued growth and excellent quality study abroad programs. In recent years CWIL has unified the study abroad process, for example, by initiating an online admissions form, contracting with a single health insurance company, developing a pre-departure program, conducting a comprehensive budgeting process, assembling a learning outcomes matrix for its programs, and coordinating study abroad fairs. Centralizing some of the processing of study abroad, while allowing a diversity of faculty engagement, appropriately embeds the ownership for study abroad as a shared administrative and faculty partnership.


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Co-curricular Programs and Services

Lab team members also reviewed the College’s co-curricular programming over two academic years, 2006-07 and 2007-08, to determine the extent to which programming incorporates international topics. College sponsored events and those offered by student clubs combined for 30 and 29 international events each year, respectively. On average, one international co-curricular event takes place on Saint Mary’s campus each week. Appendix D contains a table that describes each event or series and indicates event sponsorship. Study abroad (out-going) and international (in-coming) students require distinct services in addition to those offered to the entire student body. Appendix E contains a table that describes International Services at Saint Mary’s Collage as well as the source department.

APPENDIX A

Internationalization Survey of Faculty: Instruments and Responses

NOTE: The survey responses are not available to the public since they may contain personal and confidential information.

Internationalization Survey

This survey is designed to measure the international content of existing courses AND each faculty member's experience and expertise, broadly defined, with regard to international experience and incorporating that experience into the classroom. A Please describe in detail how you understand the term internationalization. _______________________________________________________________________________________

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Part I: The Level of Internationalization in your Courses

Are you currently teaching courses with international content?

Yes No

Description of the Levels of Internationalization of Courses

Level 1 The entire course has an international focus. Examples: *World language courses *Courses taught in English with all material and assignments geared to a specific culture/country outside of the U.S. *World history, geography, and philosophy (or others) whose main focus is to compare and contrast regions and cultures of the word (outside of the U.S.) *Sample Courses: Art History of Asia, French Literature, Politics of Latin America.

Level 2 International elements are integrated throughout the course. Examples: *Contrasting the international practices in aspects of business managements (finance, marketing, law, etc.) with those in the U.S. *Requiring students to consider an international viewpoint in each unit with reading or writing assignments that focus on countries other than the U.S. *Course material frequently has an international focus and/or include guest lectures or international visitors.

Level 3 One Unit in the course is internationally orientated. Examples: *Teaching a unit on international marketing in a marketing class. *Teaching a unit contrasting human development between or among different cultures. *Teaching a unit in a nursing class on medical practices in other parts of the world.

Level 4 Course contains occasional international elements. Examples: *Analyzing an international web site for information. *Converting values from British (U.S.) to metric systems. *Referring to developments in your field that come from outside the USA.

Using the guidelines and examples above please list the courses you teach that have international content and indicate the level of internationalization (1-4) that you feel best defines the course.

Course 1 Course Number _____________________________

Course Name

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Level 1, 2, 3, or 4

Level 1

Level 2

Level 3

Level 4

Brief Description

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Means Used to Ensure Mastery

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Course Name

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Level 1, 2, 3, or 4

Level 1

Level 2

Level 3

Level 4

Brief Description _____________________________________________________________

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Course Name

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Level 1, 2, 3, or 4

Level 1

Level 2

Level 3

Level 4

Brief Description _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


Course Name

_____________________________

Level 1, 2, 3, or 4

Level 1

Level 2

Level 3

Level 4

Brief Description

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


Course Name

_____________________________

Level 1, 2, 3, or 4

Level 1

Level 2

Level 3

Level 4

Brief Description

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Part II: Your International Experience

Language Background. Can you read, write, or speak any language other than English? What is your current level of proficiency in each skill listed below in the different languages that you know (i.e. novice, intermediate, advanced as you see it)?

Language 1 Language Afrikaans Galacian Luxembourgish Somali

Albanian Georgian Macedonian Sorbian

Amharic German Malay Spanish

Arabic Greek (Modern)

Malayalam Sutu

Armenian Greek (Ancient)

Maltese Swahili

Assamese Guarani Manipuri Swedish

Azeri Gujarati Maori Tajik

Basque Hausa Mapudungun Tamazight

Belarusian Hawaiian Marathi Tamil

Bengali Hebrew Mohawk Tatar

Bosnian Hindi Mongolian Telugu

Bulgarian Hungarian Nepali Thai

Burmese Ibibio Norwegian Tibetan

Catalan Icelandic Oriya Tigrigna

Cherokee Igbo Oromo Tsonga

Chinese (Hong Kong)

Indonesian Papiamentu Tswana

Chinese (PRC)

Inuktitut Pashto Turkish

Chinese (Taiwan)

Irish Persian Turkmen

Croatian Italian Polish Ukrainian

Czech Japanese Portuguese Urdu

Danish Kannada Punjabi Uzbek

Divehi Kanuri Quechua Venda

Dutch Kashmiri Romanian Vietnamese

Edo Kazakh Romansh Welsh

Estonian Khmer Russian Xhosa

Faeroese Kiswahil Sami Yi

Farsi Konkani Sanskrit Yiddish

Filipino Korean Sepedi Yoruba

Finnish Kyrgyz Serbian Zulu

French Lao Sindhi

Other (Please specify)

Frisian Latin Sinhalese

Fulfulde Latvian Slovak

Gaelic Lithuanian Slovenian

Other, please specify

_____________________________

Read (Proficiency level of language 1) Novice Intermediate Advanced

Write (Proficiency level of language 1) Novice Intermediate Advanced

Speak (Proficiency level of language 1) Novice Intermediate Advanced





Malayalam Sutu


Maltese Swahili











Chinese (Hong Kong)


Chinese (PRC)


Chinese (Taiwan)













French Lao Sindhi






_____________________________








Malayalam Sutu


Maltese Swahili











Chinese (Hong Kong)


Chinese (PRC)


Chinese (Taiwan)













French Lao Sindhi






_____________________________




What languages would you like to become more proficient in or begin to study?

Afrikaans Japanese Swedish

Albanian Kannada Tajik

Amharic Kanuri Tamazight

Arabic Kashmiri Tamil Armenian Kazakh Tatar

Assamese Khmer Telugu

Azeri Kiswahil Thai Basque Konkani Tibetan

Belarusian Korean Tigrigna

Bengali Kyrgyz Tsonga

Bosnian Lao Tswana

Bulgarian Latin Turkish

Burmese Latvian Turkmen

Catalan Lithuanian Ukrainian

Cherokee Luxembourgish Urdu

Chinese (Hong Kong) Macedonian Uzbek

Chinese (PRC) Malay Venda

Chinese (Taiwan) Malayalam Vietnamese

Croatian Maltese Welsh

Czech Manipuri Xhosa

Danish Maori Yi Divehi Mapudungun Yiddish

Dutch Marathi Yoruba

Edo Mohawk Zulu

Estonian Mongolian Other (Specify Below) Faeroese Nepali

Farsi Norwegian _____________________________________

Filipino Oriya _____________________________________

Finnish Oromo

French Papiamentu

Frisian Pashto

Fulfulde Persian

Gaelic Polish

Galacian Portuguese

Georgian Punjabi

German Quechua

Greek (Modern) Romanian

Greek (Ancient) Romansh

Guarani Russian

Gujarati Sami

Hausa Sanskrit

Hawaiian Sepedi

Hebrew Serbian

Hindi Sindhi

Hungarian Sinhalese

Ibibio Slovak

Icelandic Slovenian

Igbo Somali

Indonesian Sorbian

Inuktitut Spanish

Irish Sutu

Italian Swahili

Do you have experience or training in teaching English as a new language (ENL)?

Yes

No

A If yes, please describe your experiences in training or teaching ENL. _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Professional Experiences: Please select Yes or No for each of the following questions. If you answer yes, please indicate country(ies):

Yes No

(1a) Have you studied outside of the U.S. as a college student?

Yes No

(2a) Have you studied outside the U.S. as part of an educational study tour?

Yes No

(3a) Have you studied outside of the U.S. as part of graduate studies abroad?

Yes No

(4a) Have you taught outside the U.S.?

Yes No

(5a) Have you done research outside the U.S. (including sabbatical release & extended time projects)?

Yes No

(1a) Country(ies) ____________________________

____________________________

(2a) Country(ies) ____________________________

____________________________

(3a) Country(ies) ____________________________

____________________________

(4a) Country(ies)

____________________________

____________________________

(5a) Country(ies) ____________________________

____________________________

(

Yes No

(6a) Have you participated in or received funding from a grant(s) with an international focus?

Yes No

(7a) Have you developed publications with international content?

Yes No

(8a) Have you developed exhibits or performances with international content?

Yes No

(9a) Have you developed student activities with an international theme?

Yes No

(10a) Have you worked as consultant outside the U.S.?

Yes No

(11a) Have you attended a conference outside of the U.S.?

Yes No

(12a) Have you attended a conference in the U.S. that had an international focus?

Yes No

(13a)Have you worked closely or collaborated with an international colleague?

What is the longest continuous amount of time you have spent outside the U.S. in a professional capacity?

Less than 1 week

1 to 4 weeks

More than 4 weeks but less than 1 semester

One semester

More than 1 semester but less than 1 year

1 year

Greater than 1 year

In which country(ies) did you spend this time outside of the U.S.?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

(6a) Country(ies) ____________________________

____________________________

(7a) Country(ies) ____________________________

____________________________

(8a) Country(ies) ____________________________

____________________________

(9a) Country(ies) ____________________________

____________________________

(10a) Country(ies) ____________________________

____________________________

(11a) Country(ies) ____________________________

____________________________

(12a) Country(ies) ____________________________

___________________________

(13a) Country(ies) ____________________________

____________________________

Other International Experiences: The American Council on Education (ACE) has found that the collective experience of campus members is an indicator of internationalization. The following questions serve to more fully describe your international experience. Please consider responding to the optional questions below. If your answer is "Yes" to the following questions, indicate country(ies).

Yes No

(1b) Were you born in another country?

Yes No

(2b) Have you participated in service activities outside of the U.S.?

Yes No

(3b) Have you lived outside of the U.S. an extended period of time?

Yes No

(4b) Have you visited other countries on vacation?

Yes No

(5b) Do you plan to travel outside the U.S. in the future?

Yes No

(6b) Have you attended events at SMC that focused on another country?

Yes No

(7b) Have you attended events in the local community that focus on another country?

(1b) Country(ies) ___________________________

___________________________

(2b) Country(ies) ___________________________

___________________________

(3b) Country(ies) and how long

___________________________

___________________________

(4b) Country(ies) ___________________________

___________________________

(5b) Country(ies) ___________________________

___________________________

(6b) Country(ies) ___________________________

___________________________

(7b) Country(ies) ___________________________

___________________________

(8b) Do you have a current passport?

Yes No

Part III: Future Plans and Faculty Development

Are you currently teaching or developing a course into which you would like to infuse international elements?

Yes No

If yes, which course(s) are you interested in infusing international elements?

Course Name and Number

_____________________

_____________________

_____________________


_____________________

_____________________

_____________________


_____________________

_____________________

_____________________


_____________________

_____________________

_____________________


_____________________

_____________________

_____________________

What specific types of assistance would help you internationalize your courses? Check all that interest you. Resource information (books, journals, articles) on international education topics.

Identification or suggestions of global topics relevant to my courses or discipline.

Help with incorporating global learning outcomes in your teaching.

Examples of course materials incorporating global content developed by faculty at SMC and other institutions.

Opportunities to consult on an "as needed" basis with international specialists relating to your course and discipline.

Ongoing faculty development seminars on internationalizing your curriculum.

Grant funds to travel abroad to research ways to globalize your courses.

Guest speakers for your courses (specify country and topic area[s]):

Other, please specify.

Please specify

____________________________________________________________________________

___________________________________

Which of the following interest you?

Yes No

(1c)International curriculum development projects

Yes No

(2c) Opportunities to attend seminars or conferences on international topics related to your discipline

Yes No

(3c) Faculty exchange programs in another country

Yes No

(4c) Short-term research or curriculum development projects in other countries

Yes No

(5c) Short-term training in other countries

(1c) Specify area of interest

_________________________

_________________________

(2c) Specify topics and courses

_________________________

_________________________

(3c) Specify country(ies)

_________________________

_________________________

(4c) Specify country(ies)

_________________________

_________________________

(5c) Specify type of training you believe you could do.

_________________________

_________________________

Please indicate whether the following interest you. Yes No

Orientation for international students

Internationalizing the curriculum

Presentations on international affairs, cultures, issues

Development of student activities with international themes

Opportunities to teach (or learning about teaching) English to non-native speakers

Opportunities to teach discipline to ESL students

Opportunities to lead a short-term study abroad program

Opportunities to lead a semester study abroad program

Other interests

A

Faculty Name ___________________________________________________________________

J Are you willing to share your responses to this survey as part of an internationalization resource database? Yes No

A

Department ___________________________________________________________________

A

Rank ___________________________________________________________________

A

Year of Highest Degree ___________________________________________________________________

A

Specialization (within your discipline)

________________________________________________________________

A Sex Male Female

J Are you employed full-time or part-time? Full-time Part -time

A

Native Language ___________________________________________________________________

Thank you for participating in our Survey!

APPENDIX B

Internationalization Survey of Administration and Staff: Instruments and Responses

NOTE: The survey responses are not available to the public since they may contain personal and confidential information.

Internationalization Survey

This survey is designed to measure each staff member's experience and expertise, broadly defined, with regard to international experience. A Please describe in detail how you understand the term internationalization. _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Part I: Your International Experience

Language Background. Can you read, write, or speak any language other than English? What is your current level of proficiency in each skill listed below in the different languages that you know (i.e. novice, intermediate, advanced as you see it)?





Malayalam Sutu


Maltese Swahili











Chinese (Hong Kong)


Chinese (PRC)


Chinese (Taiwan)













French Lao Sindhi






_____________________________








Malayalam Sutu


Maltese Swahili











Chinese (Hong Kong)


Chinese (PRC)


Chinese (Taiwan)













French Lao Sindhi






_____________________________








Malayalam Sutu


Maltese Swahili











Chinese (Hong Kong)


Chinese (PRC)


Chinese (Taiwan)













French Lao Sindhi






_____________________________




What languages would you like to become more proficient in or begin to study?

Afrikaans Japanese Swedish

Albanian Kannada Tajik

Amharic Kanuri Tamazight

Arabic Kashmiri Tamil Armenian Kazakh Tatar

Assamese Khmer Telugu

Azeri Kiswahil Thai Basque Konkani Tibetan

Belarusian Korean Tigrigna

Bengali Kyrgyz Tsonga

Bosnian Lao Tswana

Bulgarian Latin Turkish

Burmese Latvian Turkmen

Catalan Lithuanian Ukrainian

Cherokee Luxembourgish Urdu

Chinese (Hong Kong) Macedonian Uzbek

Chinese (PRC) Malay Venda

Chinese (Taiwan) Malayalam Vietnamese

Croatian Maltese Welsh

Czech Manipuri Xhosa

Danish Maori Yi Divehi Mapudungun Yiddish

Dutch Marathi Yoruba

Edo Mohawk Zulu

Estonian Mongolian Other (Specify Below) Faeroese Nepali

Farsi Norwegian _____________________________________

Filipino Oriya _____________________________________

Finnish Oromo

French Papiamentu

Frisian Pashto

Fulfulde Persian

Gaelic Polish

Galacian Portuguese

Georgian Punjabi

German Quechua

Greek (Modern) Romanian

Greek (Ancient) Romansh

Guarani Russian

Gujarati Sami

Hausa Sanskrit

Hawaiian Sepedi

Hebrew Serbian

Hindi Sindhi

Hungarian Sinhalese

Ibibio Slovak

Icelandic Slovenian

Igbo Somali

Indonesian Sorbian

Inuktitut Spanish

Irish Sutu

Italian Swahili

Other, Please Specify

___________________________

___________________________

Do you have experience or training in teaching English as a new language (ENL)?

Yes

No

A If yes, please describe your experiences in training or teaching ENL. _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Professional Experiences: Please select Yes or No for each of the following questions. If you answer yes, please indicate country(ies):

Yes No

(1a) Have you studied outside of the U.S. as a college student?

Yes No

(2a) Have you studied outside the U.S. as part of an educational study tour?

Yes No

(3a) Have you studied outside of the U.S. as part of graduate studies abroad?

Yes No

(4a) Have you taught outside the U.S.?

Yes No

(5a) Have you developed student activities with an international theme?

Yes No

(6a) Have you worked as consultant outside the U.S.?

Yes No

(7a) Have you attended a conference outside of the U.S.?

Yes No

(8a) Have you attended a conference in the U.S. that had an international focus?

Yes No

(9a)Have you worked closely or collaborated with an international colleague?

(1a) Country(ies) ____________________________

____________________________

(2a) Country(ies) ____________________________

____________________________

(3a) Country(ies) ____________________________

____________________________

(4a) Country(ies) ____________________________

____________________________

(5a) Country(ies) ____________________________

____________________________

(6a) Country(ies) ____________________________

____________________________

(7a) Country(ies) ____________________________

____________________________

(8a) Country(ies) ____________________________

____________________________

(9a) Country(ies) ____________________________

____________________________

What is the longest continuous amount of time you have spent outside the U.S. in a professional capacity?

Less than 1 week

1 to 4 weeks

More than 4 weeks but less than 1 semester

One semester

More than 1 semester but less than 1 year

1 year

Greater than 1 year

In which country(ies) did you spend this time outside of the U.S.?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Other International Experiences: The American Council on Education (ACE) has found that the collective experience of campus members is an indicator of internationalization. The following questions serve to more fully describe your international experience. Please consider responding to the optional questions below. If you answer is "Yes" to the following questions, indicate country(ies).

Yes No

(1b) Were you born in another country?

Yes No

(2b) Have you participated in service activities outside of the U.S.?

Yes No

(3b) Have you lived outside of the U.S. an extended period of time?

Yes No

(4b) Have you visited other countries on vacation?

Yes No

(5b) Do you plan to travel outside the U.S. in the future?

Yes No

(6b) Have you attended events at SMC that focused on another country?

Yes No

(7b) Have you attended events in the local community that focus on another country?

(1b) Country(ies) ___________________________

___________________________

(2b) Country(ies) ___________________________

___________________________

(3b) Country(ies) and how long

___________________________

___________________________

(4b) Country(ies) ___________________________

___________________________

(5b) Country(ies) ___________________________

___________________________

(6b) Country(ies) ___________________________

___________________________

(7b) Country(ies) ___________________________

___________________________

(8b) Do you have a current passport?

Yes No

Please indicate whether the following interest you. Yes No

Orientation for international students

Internationalizing the curriculum

Presentations on international affairs, cultures, issues

Development of student activities with international themes

Opportunities to teach (or learning about teaching) English to non-native speakers

Other interests

A

Staff Name ___________________________________________________________

F Are you willing to share your responses to this survey as part of an internationalization resource database? Yes No

A

Department/Office ___________________________________________________________

A

Highest Educational Degree

___________________________________________________________

A Sex Male Female

A

Native Language ___________________________________________________________

Thank you for participating in our Survey!

APPENDIX C

Study Abroad Learning Outcomes

Study Abroad Learning Outcomes 2009 X =

Standard Learning Outcome; O = Optional Learning Outcome

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UG Learning Outcome 1Students will increase and integrate their understanding of the host country history and culture through the classroom and/or community experience. X x X X x x x x x x x x x x x xStudents will reflect on academic encounters in archaeology, art, literature, history, philosophy, political science, economics, and theology within personal context. x X X O x x xStudents will be able to identify basic concepts in the dynamics of host country society: social movements including democratization movements, civic movements, educational reform movements, or labor movements. X X X x xStudents use religious inquiry to explore religious understanding, tolerance, and theological and moral issues. x xStudents will be able to articulate the role of gender in the host country. x O x x X

Students will be able to identify differences and similarities between host country and US families by understanding general information about the host country family structure, relationships and people. X X X X X x

Students can discuss the strengths and weaknesses of the host country education style, comparing it to US educational system X O xStudents can explain, compare and contrast the varied biological ecosystems of the host country and compare cultural and environmental issues O x xStudents will increase and integrate their understanding of academic and cultural perspective through service learning opportunities. O x O O X

Students will integrate classroom learning into a working business environment and express how this work experience is related to their career search. O xStudents will be able to articulate the history and concept of feminism and feminist theory. xUG Learning Outcome 2

Students will be able to show an increase in ability to solve problems on their own and to be creative in the solutions X x X X x X X

Students will analyze various approaches to economic development and personal and collective leadership. X xStudents will be able to communicate clearly and effectively both orally and in written form. x x X X

Students can articulate an understanding of discipline-specfic research methods and interpret research results responsibility.Students will develop critical perspective on her own culture x x x x x x x X X X

Students will show improved teamwork, organizational, self-assessment, and personal leadership skills.UG Learning Outcome 3Students develop understanding of and empathy for cultural minorities and tolerance for difference. x X X x X X x xStudents can express an understanding of US politics and world influence through the lens of the host country culture. x x x x x x X X X X

Students demonstrate significantly increased proficiency in multiple aspects of the host language X x x x x xStudents are able to demonstrate appropriate interpersonal behavior within the context of host culture x x X X X O X X X X

Students are able to articulate global awareness. x X O X x X X x

Students are able to explain how to encourage sustainability xStudents can demonstrate ethical business practices XStudents are able to express an understanding of social responsibility, in response to national concerns. x xStudents will articulate an understanding of the ethical dimensions of poverty and development as human rights in relation to their own assumptions about the causes and development solutions. X O x

H:\MyFiles\Int'l Lab\Final report\Appendices\Appendix C Study Abroad Learning Outcomes

Study Abroad Learning Outcomes 2009 X =

Standard Learning Outcome; O = Optional Learning Outcome

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Across UG Learning OutcomesStudents evaluate their experience with people from different cultures and other cultural perspectives to better understand themselves and their own cultural dimensions (1,2,3) x x x X x x x x X X X X

Students are able to reflect on their interactions with people from different cultures, from a mature worldview (1,2) x x x X x x x X x X X X X

Developmental OutcomesStudents will grow in personal maturity, independence, and self confidence x x x x x x x x x x x x x x xStudents will cultivate a more diverse network of friends, and develop a connection with a country outside the US x x x x x x x x x x x x x xStudents will gain a desire for lifelong cultural interaction and exploration x x x x x x x x x x x x x x xStudents will gain deeper spiritual development x X

Students will develop an appreciation for the study of foreign language X x X x x x xStudents will become more adaptable and flexible x x x x x x x x x x x x x x xStudents will develop a more thoughtful understanding of self x x x x x x x x x X x x x x x

H:\MyFiles\Int'l Lab\Final report\Appendices\Appendix C Study Abroad Learning Outcomes

APPENDIX D

International Co-curricular Programs and Events

College EventsDescription2006-2007

Diversity Speaker Series Engage participants in an open dialogue about issues of race, ethnicity, social justice, relationships, compassion and tolerance. Challenge participants to think about how different are the experiences of diverse groups. Expose students not only to different leadership styles, but also successful stories of women who have made history, who have been active and have become agents of change, and are now recognized internationally. Enriched the academic experience beyond the classroom

MSSP co sponsored by

CWIL/ICS/Multicultural Clubs

Lecture

Voice Recital for Modern Languages Week

The entire project was student-conceived and cross-disciplinary in nature. The three students who sang combined their training in phonetics for vocal music majors, their knowledge of music history and their language courses in MODL to sing in all for of the modern languages that we teach at Saint Mary’s. The highlight of the highlights was their ensemble performance of Professor Jeffrey Jacob’s ‘A Nosotros,’ a poem by Latin American poem María Alvarez that Jeff himself had set to music.

Modern Languages co sponsored by CWIL

Performance

Djaloki Dessables Lecture This was a very interdisciplinary program – combining politics, art, music and theater in a way which drew a broader audience that are often attracted to a lecture or more formal academic event

Justice Education co sponsored by CWIL

Lecture

Italian Major Inauguration This event served to publicize the new Italian major to all the students in Italian classes in order to get our major off to a good start (8 Italian majors will graduate in 2008). This added a broader dimension to the offerings of the Rome Program as the Rome Program will now offer upper division courses taught in Italian.

Modern Languages co sponsored by CWIL &

Library

Variety of Events

Celebration Artist: Maria Alvarez

A collaboration with the Venezuelan poet, Maria A. Alvarez and a concert by the New York Philomusica Ensemble and the Saint Mary’s Women’s Choir celebrating the 50th anniversary of O’Laughlin Auditorium.

Music Department co sponsored by CWIL and

Library

Performance

Social Work Dept. Global Leadership Seminar - Michelle Powell `05

This seminar served to bring the community and College together to collaborate with each other in ending human trafficking. Through knowledge and dialogue begun by Michelle Powell, students, community members, and faculty gained the knowledge necessary for continued discussion on human trafficking.

Social Work Department co sponsored by CWIL

Conference

Modern Languages The Goldoni conference brought together professors/scholars and graduate students from Italy, Germany and the U.S. They came together to pay homage to the work of Carlo Goldoni, Italy’s major 18th century dramatist.

Modern Languagues co sponsored by CWIL

Conference

Tres Vidas This was a very interdisciplinary program—combining politics, art, music, and theater in a way which drew a broader audience that are often attracted to a lecture or more formal academic event.

Intercultural Studies Program co

sponsored by Women Studies/MSSP/CWIL

Performance

WBL Women's Baseball Leadership

This program brought in many leaders from the world of women’s baseball to meet, discuss and share ideas as to how females of any age can impact the game of baseball on a local, national and international level.

Athletics co sponsored by CWIL

Conference

DescriptionWomen as Intercultural Leaders: Collaboration at the Crossroads

This well-attended 2007 event effectively showcased Saint Mary’s successes and created a unique space for dialogue among the intersecting fields of women’s studies, leadership education, and intercultural studies. The interactive conference brought together a very diverse group of theorists, scholars, professionals, educators, community activists, practitioners, alumnae, and students to network, share best practices, and present cutting-edge work on women’s intercultural leadership.

CWIL Conference

Wolfgang Schmidt Photography

These portrait photographs of women in diverse cultures were selected by CWIL Fellow Shannon Riley in cooperation with the photographer, Wolfgang Schmidt. The theme “Seeing Difference” encouraged the curator, photographer, and exhibit viewers to question preconceptions and assumptions about women in diverse cultures.

Library Exhibit

International Education Week

The goal is to expose American students to different cultures and traditions, international issues and globalization. The program integrated a variety of events including a CWIL Fellow panel, Intercultural Learning Showcase, Study Abroad information sessions, Pre-departure orientation and presentations by onsite study abroad directors, as well as an International Charity Ball.

CWIL Variety of Programs

Pilgrimage to Mexico The goal of the Mexico Pilgrimage is to draw students into deeper reflection on aspects of justice through interpersonal interaction with residents of Monterrey, Mexico and through dialogue with and witness of the work of the Congregation of Holy Cross in that area.

Campus Ministry & OCSE co sponsored by BOG,

Student Diversity Board & CWIL

Abroad Experience

Series Dr. Danufe Shulman, "Women's Roles in Israeli Society" Justice Education Lecture

Series Heidi Cerneka '86, "Brazilian Women and the Justice System" Justice Education LectureFilm Showing

"Dying to Live" a film on Mexican immigration issuesJustice Education

DepartmentFilm

Moreau ProgramLi-Young Lee poetry reading.

Moreau Center for the Arts Lecture/ Performance

Moreau Program Magbana Drum and Dance NYC is a group of fifteen percussionists and dancers with a large repertory of exciting West African pieces. Their work integrates martial arts, modern dance, and world percussion, making it truly unique. The sheer power of the drumming and the explosive energy of the dancers combined with innovative choreography, original costumes, and racial diversity puts Magbana in a class by itself.

Moreau Center for the Arts Performance

International Education Week This program include a variety of activities such as lectures, performances, showcase and panels.

CWIL Variety of Programs

Student-led Programs

Hispanic Heritage MonthThe program incorporates a variety of events including lectures, dances, bilingual worship services, films and traditional music, food and traditions from different regions of Latin America

La Fuerza/Co sponsored by MSSP, Student Diversity

Board and Sodexo

A variety of events

Immigration Week Presentation by the Coalition of Immakolee Workers, bilingual mass service, candle light and the Struggles of the Immigrant Display

La Fuerza A variety of events

Dia de los Muertos Celebration

Altar Display in the Student Center Atrium and a presentation about this Mexican celebration

La Fuerza/MSSP Display followed by

presentation

DescriptionChristmas Around the World

This program features how different nations such as France, Germany, Mexico, and others celebrate Christmas

Multicultural and Language clubs

Display

Chinese New Year Celebration The program included music, dance, crafts and more to celebrate this important Chinese event

PAC co sponsored by MSSP and Around the World Club

A variety of programs

Asian Desserts Night This program brought together students to taste desserts from different countries such as Philipines, China and more.

PAC Food Taste

Cinco de Mayo CelebrationThe program included a variety of Mexican performances, tournaments and Mexican food taste.

La Fuerza co sponsored by MSSP

Performance/Food Taste

Diverse Students' Leadership Conference

The Diverse Students’ Leadership Conference (DSLC) is a conference with the purpose to enrich participants's perspectives of the adversities and benefits within diverse academic, social and professional settings. Workshops include a variety of international topics.

Student Diversity Board/MSSP/SMC Faculty

co sponsored by RHA, Center for Career

Opportunities/CWIL

Conference

SDB Bonfire This is a production event that exposes the Saint Mary's community to a showcase of diverse cultural and talent acts from the South Bend/Notre Dame Community/International community. The event is intended to take place outside with an actual bonfire.

Student Diversity Board Performance

Hunger Banquet The purpose of this event is to create awareness of poverty and hunger issues on both the global and local level through an interactive experience. Students donate a meal to an organization such as Heifer International or the Hope Rescue Mission of South Bend.

Student Diversity Board Simulacrum/ FundRaising

World Books Service Project

The purpose of this event was to collect books to fund Literacy worldwide Student Diversity Board FundRaising

College EventsDescription2007-2008

Diversity Speaker Series The Diversity Series provides the opportunity for students to learn about different perspectives and leadership styles. By bringing national and internationally recognized leaders on campus to talk about some of the issues affecting diverse groups, we are enriching the learning environment for the development of culturally competent global leaders. The speakers serve also as role models to our current students, and bring resources on campus that increase the dialogue of different aspects such as immigration and privilege, inside and outside the class.

MSSP co sponsored by

CWIL/Women Studies' Program ICS/Multicultural

Clubs

Lecture

Salsa with Orquestra Caribe This segment is to educate the Saint Mary’s community about different Hispanic and Latin cultures during Hispanic Heritage Month. This is done by having a salsa night on campus and having a multicultural band.

MSSP/La Fuerza co sponsored by SDB and

Intercultural Floor

Performance

Kristallnacht Commemoration

Screened an Italian film about the Holocaust, “Life is Beautiful,” which was followed by a discussion led by genocide scholar, Dr. Ernesto Verdeja from Wesleyan University. The role of moral bystanders, international indifference, and intervention/prevention strategies were discussed and debated. Students were given resources to learn more about genocide awareness and prevention.

Psychology Department co sponsored by CWIL

Film

Voice Recital celebrating Modern Language Week

Three students in German who are also music majors organized and presented a voice recital of songs in all the languages we teach as a celebration of modern languages. A reception followed.

Modern Languages & SAC Performance

DescriptionSociology Week Guest Speaker Dr. Jacqueline Hogan

The presentation focused on the stereotypes that race and gender are portrayed in travel brochures of four countries (U.S., Japan, Australia, & Great Britain). The Sociology Club along with Sociology value respecting and appreciating equitable treatments of all groups of people.

Sociology Department & SAC co sponsored by CWIL

Lecture

Koshur Photo Exhibit The exhibit, entitled Koshur, documents the everyday lives of those living in Kasheer (Kashmir), located on the northwestern region of the Indian subcontinent.

Library co sponsored by CWIL

Exhibit

Cultural Education for World Peace by Fatemah Keshavarz

Fatemah Keshavarz, Iranian scholar and activist, will speak on campus on her work which blends literary analysis with social commentary. This “follow-up” to Shiran Ebadi last spring will deepen our awareness of the role of Muslim women in the wider world.

Justice Education Department co sponsored by

CWIL

Lecture

Multicultural Writers Series Imad Rahman, a Pakistani American writer, and Esi Edugyan, a black Canadian writer, populate their fiction with ethnically diverse characters who encounter personal and social conflicts as a result of their cultural identities. My students were amazed to hear that Esi Edugyan was only twenty-four-years-old when she published her first novel, THE SECOND LIFE OF SAMUEL TYNE. They were impressed by her writing itself, her intellectual voracity, and her commitment to literary fiction. She served as a positive role model to my students of how much an ambitious, gifted young woman can accomplish.

English Department co sponsored by CWIL

Lecture/ Performance

Italian Rare Book Exhibit The exhibit was part of the programs to celebrate the the initiation of the Italian major at Saint Mary's College. Library ExhibitPilgrimage to Mexico

The goal of the Mexico Pilgrimage is to draw students into deeper reflection on aspects of justice through interpersonal interaction with residents of Monterrey, Mexico and through dialogue with and witness of the work of the Congregation of Holy Cross in that area.

Campus Ministry & OCSE co sponsored by BOG,

Student Diversity Board & CWIL

Abroad Experience

Lecture Series "Microenterprise Banking in Bangladesh" by Fr. Bill Christensen, Justice Education Department

Lecture

Film Series Four-part series of films on immigration issues, specifically examining immigration from Mexico and Central America

Justice Education Department co sponsored by

MSSP, multicultural clubs and Academic Departments

Film

Chinese New Year Celebration

This celebration offered a variety of programs including music, performance, food, crafts and served as a kick off event ffor the new China exchange summer program.

CWIL A variety of programs

Christian Culture Mary: From Jewish Maiden to Global Icon lecture by Miri RubinMiri Rubin, one of the world's leading historians of medieval Europe

Humanistic Studies Lecture

Student-led ProgramsDiverse Students' Leadership Conference

The Diverse Student’s Leadership Conference (DSLC) is a conference with the purpose to inform participants of the adversities and benefits within diverse academic, social and professional settings. This is done though different workshops and presentations.

Student Diversity Board/ MSSP/SMC Faculty co

sponsored by ICS, Social Work Club and CWIL

Conference

Goodness DayHenna Tatoo artist spent time with studens talking about this traditional form of art practiced in many countries.

Al Zahra co sponsored by MSSP

Lecture

RamadanPresentation by a member of the South Bend community about this religious celebration and they way it is observed in different Muslim countries of Asia and the Middle East

Al Zahra co sponsored by MSSP and Library

Lecture

Tour of the Middle East and North Africa

This event showcased countries from this particular region. At least 8 countries were represented including Egypt, Lebanon, Israel, Morocco, etc.

Al Zahra co sponsored by the Student Diversity Board

Display

Day of the Dead CelebrationPresentation about this Catholic/Indigenous celebration/ followed by lecture about the Spanish Conquest in the Latin American region La Fuerza/MSSP

Lecture/ Lesson

Description

Posadas Program to celebrate this Mexican tradition, people observe as they prepare for Christmas

La FuerzaSinging/ Display

Latin American MusicStudent-led discussion facilitated by guest speakers about the different Latin American music styles La Fuerza/MSSP

Carnaval/Te Amo PeruAfro-Peruvian Dance Lesson followed by a Peruvian dance and musical performance and conversation with Dr. Party about Latin American music

La Fuerza co sponsored by MSSP and Around the World

Club

Performance

Immigration WeekWeek to create awareness about issues around immigration worldwide and nationwide

La Fuerza A variety of events

Cinco de Mayo celebration The program included a variety of Mexican performances, tournaments and Mexican food taste. La Fuerza co sponsored by

MSSPPerformance/

Food Taste

Slave to Fashion- sweatshop fashion show

This fashion show invited the audience in a journey to discover how certain fashion brands continue unfair practices that exploit children and women in developing/poor countries in order to make a profit.

Aroud the World club co sponsored by the Student

Diversity Board

Fashion Show

SDB BonfireThis is a production event that exposes the Saint Mary's community to a showcase of diverse cultural and talent acts from the South Bend/Notre Dame Community/International

Student Diversity Board Performance

Hunger Banquet The purpose of this event is to create awareness of poverty and hunger issues on both the global and local level through an interactive experience. Students donate a meal to an organization such as Heifer International or the Hope Rescue Mission of South Bend.

Student Diversity Board Simulacrum/ FundRaising

Disabilities Awareness Week/New Eyes for the Needy Fundraising

This is a weeklong event with a primary focus of creating awareness on the Saint Mary’s campus about various issues that people with disabilities may face.

Student Diversity Board Simulacrum/FundRaising

Women's Appreciation Week/Hero Campaign

The purpose of this week is to celebrate all the accomplishments and contributions that women have made over the years. One of the events included was a fundraiser to the Hero campaign that raises money for women in sub-Saharan Africa.

Student Diversity Board FundRaising

APPENDIX E

International Services


Departments Services

Women's Health Center/Services for International Students

Immunizations including TB Screening, arrange appointmenst and provide transportation to local health service providers such as St. Joe County Health Department

Women's Health Center/Study Abroad Services Required Immunization for students going abroad.

Writing Center

Offers tutoring to students who speak English as a second language. The tutors are trained to work with this population. They use Irene Clark's book, Writing in the Center to discuss topics such as language acquisition versus language learning, integrative and instrumental motivation, cultural difference in rethorical patterns, typical ESL problems, strategies for working with non-native speakers, and ways to support and encourage ESL students.

Between August 2006 and December 2008 twenty two students have used the writing center out of 34 who are foreign born.

CWIL/Services for International Students/Scholars

Immigration services, international orientation and graduation dinner, care packages for suport and encouragement, social and cultural events, peer mentoring programs, lodging during winter and summer breaks, find host families for students, refer students to other departments, international student newsletter and handbook and serve as adviser for the Around the World Club

CWIL/ Services for Students going abroad

Advising, coordination and administration of twenty study abroad programs, application and acceptance procedure and forms, update study abroad database, study abroad intercultural learning assessment/research, study abroad events such as orientation, re entry event, study abroad fair, study abroad workshop; student travel grants, faculty, student and parent's handbook, newsletters, care packages, host external visitors, interaction with onsite staff, international insurance enrollment and tracking , scholarship advising and program promotions and publications.

CWIL (Other services)

Intercultural Workshops/Training for international program with Sisters of the Holy Cross/ Development of the New China Exchange Program, International Young Women's Intercultural Leadership Summer Program


CWIL/RestLife

The Intercultural Living Floor (ILF) is a unique living-learning community at Saint Mary's College. Open to all Saint Mary’s students, this community is distinctive because both international and American students help create the environment together instead of being two separate living-learning entities. Housed on the fourth floor of Regina Hall, some goals of the Intercultural Living Floor are to build a communal atmosphere where students are encouraged to express themselves, engage in cross cultural communication, develop new relationships, and learn about cultures other than their own. This is done by constructing a welcoming, communicative setting where students are accepted and appreciated and by engaging in educational and social activities that broaden and challenge perspectives.

APPENDIX F

Graduation Rate Comparison

Graduation Rate Comparison (Study Abroad vs. Not)**

2004 Cohort

# who studied abroad

# did not study

abroad Total

graduates 4yr grad.

Rate 5 yr. grad

rate 6 yr. grad

rate

Studied Abroad 130 121 93.1%***

Did not Study Abroad

176 138 78.4%***

Overall 130 176 259 84.6%

2003 Cohort

Studied Abroad 108 99 88.0% (95) 91.6% (99)


241 213 81.3% (201) 88.4% (213)

Overall 108 241 312 83.4% 89.4%

2002 Cohort

Studied Abroad 105 97 88.6% (93)* 91.4% (96) 92.4% (97)


215 185 79.1% (170)* 84.7% (182) 86% (185)

Overall 105 215 282 82.7% 87.4% 88.7%

2001 Cohort

Studied Abroad 115 110 90.4% (104)+ 94.8% (109)*

95.7% (110)*


246 215 82.5% (203)+ 86.6% (213)*

87% (214)*

Overall 115 246 325 86.7% 91.0% 91.5%

2000 Cohort

Studied Abroad 92 91 90.2% (83)* 95.7% (88)**

96.7% (89)***


261 222 78.2% (204)* 82.8% (216)**

83.9% (219)***

Overall 92 261 313 80.2% 84.9% 86.0%

Based on students retained from their first-year.

*p<.05, **p<.01, ***p<.001, + Approaches significance at the p<.05 level but not .05

This table examines the statistical difference in graduation rates for students who study abroad

while at Saint Mary’s compared with those who did not. This analysis is adjusted to remove

students who were not retained in the first year, as study abroad opportunities begin at Saint

Mary’s in the sophomore year and does not account for confounding variables that may affect

retention.

Of the five most recent cohorts available, four cohorts demonstrated significant differences in

retention between students who studied abroad and those who did not such that students who

studied abroad had higher four-year graduation rates than those who did not. On average,

students who studied abroad had four-year graduation rates of approximately 90% compared

with approximately 80% of those who did not study abroad. Of these five cohorts, three also

have six-year graduation rates available. Two of the three cohorts demonstrated significant

differences in retention between students who studied abroad and those who did not such that

students who studied abroad had higher four-year graduation rates than those who did not.

APPENDIX G

Primer on Grant Funding Available for Study Abroad

Primer on Grant Funding Available for Study Abroad

The following discusses funding opportunities available for study abroad programs as well as internationalization and international projects in a broader sense. Grants in context External funding in the form of grants, gifts, and contracts work best when:

1) The project being supported is something the grant recipient was already planning to accomplish;

2) The grant recipient has a plan for accomplishing the project without external support (in

terms of both funding the project in the short term and sustaining it in the future);

3) The external support being received is used to help accomplish the project sooner than would otherwise have been possible without external financial assistance.

Types of recipients Individuals There are literally hundreds of opportunities and programs available for students, faculty, and staff (basically all private individuals for that matter) to support their international research activities and study abroad interests. Support is available in the form of scholarships, fellowships, foreign exchange programs, internships, short term employment opportunities, “mission” trips, etc. Individuals must apply directly for these opportunities. The wide variety and differing eligibility requirements makes it difficult to be aware of all applicable and appropriate opportunities. The Global Education Office maintains a list of some of the opportunities that are available. It is likely that the College could do more to help students, faculty, and staff pursue these opportunities, but the process would be very labor intensive and in the end the support benefits the individual, not the institution. Institutions In reviewing the sources of grant funding and external support available for institutions, it is helpful to divide them into two categories, foreign and domestic. Foreign sources of support Foreign governments, organizations, and businesses will support study abroad programs and international projects. In general, these types of relationships are developed on a one-to-one basis and are conducted through contractual arrangements. Some of the more notable international/foreign foundation and grant makers include:

The J.F. Costopoulos Foundation (Greece) The Japan Foundation (Japan) The Oak Foundation (Switzerland) TK Foundation (Bahamas)

Domestic sources of support The domestic sources of support for study abroad programs and international projects can be further divided into two categories, public and private. Public Sources of Domestic Support While some local and state governments may operate programs that support study abroad activities and international projects, there are not many such opportunities in Indiana. The overwhelming majority of external public support for study abroad and international activities comes on the federal level and is provided by the following agencies:

US Department of Defense US Department of Education US Department of Homeland Security US Department of State

In general, earmarks and appropriations are not viewed as sources of support for study abroad and international education activities because these types of projects likely will take funds outside of the country (i.e., outside of the district or state of the sponsoring Congressperson). However, if a case can be made regarding the benefit the project will provide to the local area, an earmark or appropriation request could be considered. Private Sources of Domestic Support Private sources of domestic support for study abroad and international education activities can also be further divided into three categories, corporations/businesses, non-profit organizations/NGOs, and foundations.

• Corporations/Businesses. Individual corporations and businesses can be considered as viable sources of support for study abroad and international education projects. Their support obviously will follow along with their interest in a particular region or industry. General support is highly unlikely. International internships and site visit opportunities are the most prevalent types of assistance provided.

• Non-profit Organizations/NGOs. Non-profit organizations and domestic NGOs should

not be overlooked as possible sources of support for study abroad and international education projects. However, much like corporations and business, the types of support they most likely will be able to provide are partnerships, internship opportunities, information about and connections in specific regions, and international expertise.

• Foundations. Private foundations likely serve as the largest source of institutional

support for study abroad and international education activities. Funding strategy

1) Develop a plan/set of priorities for “internationalizing” the campus community and strengthening its study abroad programs

2) Identify strategies for both short and long term funding

3) Pursue grants and other forms of external support that fit with the College’s priorities

(i.e., do not chase external funding opportunities) Key point to remember Grant makers will be more open to support the development of programs rather than their ongoing operation and/or “subsidies” so students/faculty can participate in them.

APPENDIX H

The Internationalization Laboratory

• Formaninternationalizationleadershipteam

oncampus.

• Reviewcurrentinstitutionalinternationalization

activitiestoclarifyinstitutionalgoals,and

analyzethefindingsofthisreview.

• Developastrategicactionplanbasedonan

analysisofthestatusofinternationalization

oncampusandrecommendfuture

internationalizationgoalsandstrategiesto

achievethosegoals.

• HostsitevisitsbyACEstaff,involvinga

roundtablediscussionwiththeleadershipteam

andkeystakeholderstofacilitatedialogue,

definekeyquestionsandissues,clarifygoals,

buildsynergyamonginternationalactivities,

andbuildsupportfortheprocessacrossthe

campus.

• ParticipateinmeetingsoftheInternation-

alizationLaboratoryinlateAugust,January,

andthefollowingNovember,hostedbyACE

inWashington,DC,toreviewprogress,share

experiences,anddiscusspossiblenextsteps.

• Hostanoptionalpeerreviewvisitandreceive

areportfollowingthereviewprocess.

• Maintainregularcontactwithandreceive

guidancefromACEstaffasthecampus

conductsitsreview,analyzesthefindings,and

developsitsactionplan.

The Internationalization Laboratory

Benefits to institutions that join the Internationalization Laboratory include:

• Theopportunitytoparticipateinanationalinvitationallearningcommunity.

• Regularaccesstoexpertconsultation.• Theopportunitytolearnfromtheexperiences

ofapproximately120institutionswithwhichACEhasworkedoninternationalization.

• Acustomizedprocesstoaccelerateprogressoninternationalizationandensureconcreteoutcomes/deliverablesthattheinstitutionchooses.

TheInternationalizationLaboratoryofthe

AmericanCouncilonEducation(ACE)

isalearningcommunitythatassists

participatinginstitutionsindevelopingastrategy

forcomprehensiveinternationalizationand

assessingtheirprogresstowardtheirgoals.The

Laboratoryaimstoadvancecollectivethinkingon

thedifficultissuessurroundingtheadvancement

ofcomprehensiveinternationalization,including

thedevelopmentofstudentlearningoutcomes

toassesstheeffectivenessofinternationalization

activities.ACEdisseminatesthelessonslearned

fromtheseinstitutionstoawidehighereducation

audience.

Instillingbroad,deep,andsynergistic

internationalizationpracticesonU.S.college

anduniversitycampusesrequiresastrategic,

integratedapproach,notasetofdiscreteprograms.

Comprehensiveinternationalization,asitiscalled,

mustpervadeaninstitutionandaffectabroad

spectrumofpeople,policies,andprograms.This

approachissupportedbytheworkofKnight

(1994),whodefinesinternationalizationas“the

processofintegratinganinternational/intercultural

dimensionintotheteaching,research,andservice

functionsoftheinstitution.”1

1 Knight,J.(1994).Internationalisation: Elements and checkpoints.Ottawa:CanadianBureauforInternationalEducation.

To promote the process approach, members of the Internationalization Laboratory:

ACE is currently forming the 2009–10 cohort of the Laboratory. For more information, please contact Barbara Hill, Senior Associate, International Initiatives, at (202) 939-9414 or [email protected].

Additionalworkcanbedoneinarticulatinginternationallearningoutcomes,mappingthecurriculumandco-curriculumforopportunitiestoachievetheseoutcomes,anddevelopinganassessmentplan.Thefeeforthe2009–10Laboratoryis$23,000,nonrefundable.

continued on back

www.acenet.edu

2003–04California State University, Sacramento

Fairleigh Dickinson University (NJ)

Fordham Schools of Business (NY)

Kalamazoo College (MI)

Kansas State University

2004–05 Indiana University-Purdue University Indianapolis

Juniata College (PA)

Pacific Lutheran University (WA)

Park University (MO)

St. Mary’s University (TX)

University of South Florida

University of Wisconsin–Madison

2005–06Boise State University (ID)

Northern Virginia Community College

Pace University (NY)

University of Denver (CO)

2006–07Arcadia University (PA)

College of Charleston (SC)

New Mexico State University

Park University (MO)

University of Iowa

2007–08Appalachian State University (NC)

City University (WA)

Seton Hall University (NJ)

SUNY College at Cortland

SUNY University at Albany

University of Kentucky

University of Wisconsin–Stout

Western Kentucky University

2008–09Central Connecticut State University

Pacific University (OR)

Purdue University (IN)

Saint Mary’s College (IN)

Temple University (PA)

University of Colorado at Boulder

Western Michigan University

The Internationalization Laboratory continued

Launched in 2003, the Internationalization Laboratory has included these institutions:

www.acenet.edu

Documents

INTERNATIONALIZATION AT SAINT MARY S OLLEGEcwil.saintmarys.edu/files/cwil/images/bbreviated_report_as... · 07/12/2009 · campus international curricula. In addition, low numbers