Study Abroad

What is the program’s mission statement or statement of purpose? Why does the program exist?

The Office of Study Abroad is dedicated to providing affordable, high quality international academic experiences to eligible students, allowing them to develop the knowledge and cross-cultural skills necessary for leadership in an increasingly global economy. These experiences include approved short and long-term study, intern, field and practical opportunities throughout the world, contributing to a student’s EIU degree and grade point average. The program exists to facilitate these arrangements between students and international partners.

How does the program mission align with the university mission?

Study abroad aligns with the university mission as a rigorous academic pursuit and an applied learning experience.

Whom does the program serve?

Undergraduate and Graduate students, faculty and parents.

What are the services provided? How do these services align with the university mission and program mission?

The Office of Study Abroad provides a wide variety of academic opportunities worldwide, including but not limited to study, intern, practical and field experiences for both EIU and non-EIU students that have a 2.0 GPA or higher, and no judicial background. This includes faculty-led, exchange, one-way, consortia and third-party provider programs. The Office of Study Abroad, in consultation with the International Education Council, establishes and monitors policies and procedures for credit-bearing activities and programs that take place outside of the United States. These services align with the mission as they deliver applied learning experiences.

Describe the program’s origins (e.g. year established, purpose, expectations).

Originally operated as individuals programs in separate academic departments, the Office of Study Abroad became its own entity in 2003. The purpose was to create a centralized service for the sending of students to different academic programs abroad. Since 2009, the office has seen over 1,000 students participating in academic programs abroad. From year to year the expectation has been to increase enrollment and program offerings to suit the student population.

How has the unit changed or adapted over time?

In an open letter to the university community in January 2008, President Bill Perry identified enhancing study abroad opportunities as a university-wide priority for EIU. The study abroad office has had several transitions in terms of staffing and in enrollment. At our peak, we had one director, two coordinators and 350 students going abroad. In 2012-13 we closed the year with two full time staff (one coordinator, one interim director) and 211 students abroad. The office has received significant monetary support from the university, most notably an annual contribution of $100,000 to our scholarship fund. This contribution has aided in the recruitment of students to study abroad, as well as the support of university faculty in development grants.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data, if available, on the numbers of students, faculty, staff, or others served by the program during the past four years. If no data are available, please estimate the numbers served annually.

On average, the office will see 400 students annually for advising appointments. In the busiest times, this can equate to 20 students a week. The majority of students (90%+) are undergraduates. Due to constraints with graduate tuition waivers, we advise a small amount of graduate students.

Three year totals for total students abroad include: AY10-11: 316, AY11-12: 254, AY12-13: 211.

Each year between 12-15 faculty-led or customized programs are approved by the office and involve 1 or 2 faculty per program. Faculty are also invited to participate in visiting professorships abroad.

Three year totals for faculty and staff participation in programming or visiting professorships include: AY10-11: 28, AY11-12: 26, AY12-13: 22.

The Office of Study Abroad consults with various internal university staff in its daily operations, including but not limited to academic advisors, faculty and staff from the Offices of Financial Aid, Student Accounts, Registrar, General Counsel and Academic Advising.

Does the program offer any co-curricular opportunities for students (e.g., internships, RSO support, service-learning activities)? Please describe.

By nature, the Office of Study Abroad is co-curricular. All activities abroad are credit-bearing, and with the exception of internships, they all contribute to a student’s grade point average and degree. Internships are CR / NC and are becoming quite popular with summer study abroad students. In Summer 2013 we had 3 students interning overseas.

The Office of Study Abroad also advises a Registered Student Organization, the Study Abroad Society. This group is composed mainly of undergraduate students who have returned from study abroad and wish to share their experience with the campus.

Does the program contribute to the delivery of academic programs (e.g., providing professional expertise, serving as adjunct faculty)? Please describe.

Each year between 12-15 faculty-led or customized programs are approved by the office and involve 1 or 2 faculty per program. Faculty are also invited to participate in visiting professorships abroad. These experiences contribute to their CU’s and salary, and for many departments teaching abroad is an important consideration in promotion and tenure.

Three year totals for faculty and staff participation in programming or visiting professorships include: AY10-11: 28, AY11-12: 26, AY12-13: 22.

STA4000G Study Abroad Capstone, embedded in the general education curriculum in Spring 2013 and first offered in Fall 2013, delivers course content. The course is currently taught by CAH dean Dr. Bonnie Irwin and attended by Interim Director Kelly Holland. This 1 credit course is part of the following formula: 1) any student with a study abroad experience + 2) at least 75 credits hours or junior standing + 3) enrollment in this 1 credit course = meets the senior seminar requirement for graduation. Going forward, the IEC will collect faculty nominations from the deans and qualified candidates will be encouraged to apply to teach the course for one academic year.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The Office of Study Abroad is a member of two national organizations: NAFSA Association for International Educators and the Forum on Education Abroad. Both groups hold high standards for members to deliver quality international education programming. While not accrediting bodies, these groups are highly noted in the field.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

As an office at a state institution, the Office of Study Abroad is subject to all rules and governance within the state. Specific to our daily activities this includes attention to procurement and purchasing laws as well as university standards for partnership agreements.

External expectations include participation in aforementioned international groups: NAFSA, FORUM and also International Educators of Illinois (IEI) at the state level. Participation includes but is not limited to attendance at conferences, presentations and papers given at said conferences, and serving in leadership positions on boards or within special interest groups.

What are the most important outreach or public service activities supported by the program?

The Office of Study Abroad works with the Office of Admissions to spread the word about international experiences to incoming freshmen, transfers and high school students. Community outreach includes public events such as the Study Abroad Fair and the Holi Festival of Colors. Guest students are welcome to participate in EIU Study Abroad programs and we often work with students outside of the immediate community.

How do the local community and the region benefit from the program?

The community and region benefit from the experiences of the university students as they work and live in the same area. Some of our students go on to intern or work locally and share their study abroad experience. Bringing this knowledge to a small community in central Illinois helps younger students and local families recognize the importance of an international education.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

What are the two or three more important measureable outcomes tracked to assess program quality? Does the program conduct an outcomes assessment, and if so, what has been the impact?

The Office of Study Abroad conducts evaluations for frequent activities and events such as classroom presentations or the Study Abroad Fair. These evaluations are conducted online via Surveymonkey or Qualtrics and can also be conducted verbally with students and faculty. We collect a large amount of qualitative data in follow up appointments with these groups.

The main study abroad survey is currently under review thanks to a College Student Affairs graduate course focused on methods. The goal is to conduct a mid-term survey as well as a final survey for returning students to assess their experience with all aspects of the program. This includes but is not limited to: academics, housing, safety, social and cultural issues, travel and money. The impact from this survey feedback directly effects faculty-led programming, as all feedback is reviewed by the office staff. If a program is performing well, faculty are notified and a report is filed. Likewise, if a program has some concerns, a meeting is held and next steps are determined.

What are the two or three most effective best practices that the program has implemented? What benefits have been gained from implementing these best practices?

The Office of Study Abroad has improved relations with the Office of Financial Aid, and streamlined the scholarship review process. Study Abroad works with one point person in the Office of Financial Aid and allows students to have a single contact rather than a group of people to assist in their personal budgeting and planning for study abroad. With her assistance, the office has created a Financial Aid worksheet that all students must complete for the sake of clarity in their budgeting. Students benefit from seeing exactly how much aid they have, versus what aid is available, and the amount of money they are projected to need to complete a term abroad.

The scholarship review process includes four deadlines annually, where qualified students can apply for funds to study abroad. This includes an application with a 500 word essay, two letters of recommendation, a resume and a program application on file. These applications are now read by two faculty who serve on the International Education Council and one staff member from the Office of Study Abroad. Specific rubrics have been developed to speed up the review process, and a detailed formula has been created to distribute both financial need based and merit based awards. Students benefit from quick, easy application and a swift award decision, allowing them to make informed decisions about their study abroad programs.

What external recognitions (e.g., awards, accommodations, professional certifications, references in trade publications) have the program and its staff received in the past three years?

Is the program active with any regional, national, or international professional organizations?

The Office of Study Abroad is a member of two national organizations: NAFSA Association for International Educators and the Forum on Education Abroad, and one state organization: International Educators of Illinois.

Note any presentations, publications, or offices held in the last three years.

Presentations by Kelly Holland include:“From Experience to Interview: A Career Services session,” Lessons from Abroad Re-Entry Conference. DePaul University, Chicago, IL, October 2013.

“Study Abroad Re-Entry: From Casual to Classroom,” IEI Summer Institute workshop. Chicago, Illinois, June 2013.

“Student-led Re-Entry: EIU Study Abroad Society,” Enhancing Learning Before, During, and After Education Abroad poster fair. NAFSA National Conference. St Louis, Missouri, May 2013.

“HootSuite: Social Media Management for the Small Office,” Unique Uses of Technology and Social Media in International Education technology fair. NAFSA National Conference. St. Louis, Missouri, May 2013.

“The Euro Experience: Immersion in the Face of Technology,” FORUM: Reinventing the European Experience: Culture, Politics and Diversity in U.S. Education Abroad. Dublin, Ireland, December 2012.

“Blogging: Creating Opportunities for Outreach,” Region V NAFSA Conference. Madison, WI, October 2012.

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

None

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

The Office of Study Abroad has three endowed scholarships: William V. Weber, Dorothy Walden and Kate & Cliff Strandberg. Collectively, these competitive awards are responsible for approximately $1,500 in funding (~1.5% of total scholarships) on an annual basis. The Office of Study Abroad also maintains a gift account with a current balance of $2,000.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

The Office of Study Abroad has more than thirty international partnerships with schools around the world. Notable among these are Harlaxton College – a branch campus of the University of Evansville, located in Grantham, England; Lorenzo de Medici in Florence, Rome and Tuscany and Central Queensland University in Australia. These three are examples of partner schools who provide us with one-way (direct enroll), faculty-led and exchange programming for our students. These relationships were sought on the premise that they support the university mission for applied learning experiences and benefit the university by welcoming EIU students to their campuses and sharing their knowledge and cultures.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

Provide an executive summary of and link to any metrics or benchmarks that the program tracks to measure productivity.

The Office of Study Abroad utilized survey feedback to measure the productivity of its programs, as mentioned earlier. We benchmark with peer institutions in the state of Illinois and in our NAFSA region on topics such as re-entry programming, fiscal management, faculty-led programming and partnerships.

What initiatives has the program implemented to enhance staff productivity (e.g., access to training, workflow improvements)? Briefly describe the costs and benefits of these initiatives.

The Office of Study Abroad provides its staff with funding and support to attend and present at various regional and national conferences on behalf of the office and conduct site visits at international partner schools. On average, a Study Abroad Coordinator who is active in the field may spend between $5,000 – $8,000 on conference attendance and participation as well as site visits. The Director typically conducts most site visits and may spend between $8,000 - $10,000 depending on international travel. The benefits to this travel are significant: staff learn and familiarize themselves with programs and staff abroad, and present their findings and share their knowledge with colleagues at the regional and national level.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

How does the program seek to distinguish itself from similar programs at other institutions?

The Office of Study Abroad has focused on creating a broad portfolio of study abroad options, including different locations and different program types. This includes one-way, direct enroll programs for one semester or one year; exchange programs for one semester or one year; and short-term spring break or summer faculty-led programming. Variety in location is also important, and we work in over 30 countries.

Note any unique and/or essential contributions that the program makes to the university.

EIU is the only school in Illinois that is a part of the Consortium for Overseas Student Teaching or COST program. This competitive program allows for students to receive their Illinois teaching certification while completing a student teaching placement overseas, augmenting their EIU education and broadening their perspective in the classroom. Additionally, the Office of Study Abroad provides integrative, co-curricular opportunities for all students, and works with various financial models to secure affordable experiences.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

Program contributions are monitored by number of students going abroad, number of students advised and number of staff / faculty involved. In recent years the office has observed financial stress and monetary concerns of students and parents, and has worked to improve the scholarship process and create more cost-effective programming for students. In the same vein, actions are being taken to improve the placement of study abroad in the general education curriculum, ensuring that students in any major have access to and are encouraged to take advantage of study abroad programming.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

The Office of Study Abroad will increase participation numbers to 250 – 300 students total for the year. This is a satisfactory target for the amount of staff we have on hand, and the support that we are able to provide to advise and admit these students. The office is also committed to ensuring that more students take advantage of scholarship funds. In 2012-13 we awarded just over $60,000. In the coming academic year we will work to offer between $65,000 - $70,000 for an increased number of eligible students.

In the next two or three years, what best practices, improvements in operations, or other opportunities to advance the university’s mission are likely to be implemented?

The Office of Study Abroad will continue to build enrollment by focusing on matching programs to students and ensuring the best fit academically, and personally.

Additionally, the office will continue to benchmark re-entry programming success at partner institutions and other schools around the nature, continuing to nurture and build upon the new STA4000G capstone course.

Increased outreach to faculty will be necessary for our goal of creating transparent, accessible opportunities for faculty to get involved with new programs and ideas for international education in their classrooms and abroad.

If needed, provide supplemental comments to help the reader understand future opportunities for the program.