Offices of International Programs and
Study Abroad & Global Learning 2015-2016 Annual Report
Front Cover Photo Credit: Drew Tingle, B.S. Managaement, WKU 16'; WKU Faculty Led: Economy of South Africa Winter, 2016.
WKU Chief International Officer Dear WKU Community: The 2015-16 Annual Report from the Office of International Programs (OIP) and the Office of Study Abroad & Global Learning (SAGL) provides a wealth of information regarding the successes and institutional trends related to the pursuit of comprehensive internationalization at WKU. Internationalizing an institution is a lot like farming or growing a garden. There are things that you can control and things you cannot. While the gardener may control or at least influence the preparation of the soil, the planting of seeds, and regularity of weeding, factors like weather and blights remain firmly out of the gardener's control. Similarly, OIP and SAGL invest substantial resources to prepare WKU to be a productive place where international initiatives sprout and grow, but the ever-changing environment, both domestic and international, can create complications (and opportunities) that can affect the best of initiatives and strategic plans. In terms of preparing WKU for continued internationalization, 2015-16 was a great year. As we know, the heart and soul of any university is the faculty, so OIP continues to invest substantially in supporting faculty to participate in meaningful international professional development opportunities. For some faculty, OIP’s support led to their first international professional experience, while for others, it helped expand or enhance their international reach. The primary vehicle OIP uses to assist faculty with internationalizing their professional skill sets is the Zuheir Sofia Endowed International Faculty Seminar (ZSEIFS). Now in its third year, the 2016 ZSEIFS to South Korea enabled eight WKU faculty to internationalize their teaching and research (p. 25). As you will read within, there have been impressive returns on investment for the first two ZSEIFS, and South Korea shows all the signs of being equally enriching for both the faculty participants and the institution overall. The companion program to the ZSEIFS is the “International Year of…” (IYO), where, as a university, we explore the target country to help the campus community develop a deeper and more nuanced understanding of the country and our shared place in the world. Together, these two programs are having a tremendously positive impact at WKU. In a recent campuswide survey, one faculty member described the programs as “a fantastic way to focus internationalization. The level of integration and saturation of information really brought two cultures together.” Another faculty credited the programs for her receipt of a prestigious J. William Fulbright research grant. With Bosnia Herzegovina (2017-18) and Cuba (2018-19) as the destinations for the next iterations of the ZSEIFS and IYO programs, there is growing excitement about international opportunities for faculty (p. 23).
As a result of these international seeds being cultivated, a host of courses are being expanded and updated with international content, attendance is up at internationally themed events, and faculty are creating more international partnerships. For example, this year saw a 15% increase in the number of new international agreements, several of which were connected to IYO countries. As an institution, we are 24% above the WKU 2018 Action Plan goal for number of international partnerships (p. 16). Additionally, applications for the OIP sponsored internationalization grants are up, as is the number of programs and attendance at the U.S. Department of Education/Department of State sponsored “International Education Week” at WKU (p. 21). These and other programs are helping prepare (and plant additional seeds) for further comprehensive internationalization at WKU. Education abroad is a direct outcome of campus internationalization, and can be seen as the “harvest” of seeds previously planted. This past year, the Institute for International Education (IIE) announced that WKU had again ranked in the Top 20 nationally for 2014-15 education abroad participation. However, the 2015-16 academic year saw a drop in four of the eight education abroad program types that we track, which led to a corresponding overall decline in total education abroad participation (p. 5). Even with this decrease, compared nationally, WKU’s “education abroad participation rate” is still significantly higher than the national five-year average. More importantly, WKU is still at the 2018 Action Plan target for education abroad enrollments (p. 6). Part of the reason for continued high levels of education abroad participation is a combination of strong SAGL advising and expanding financial support for students. SAGL has significantly invested in enhancing access to education abroad for all students. Especially noteworthy is the $80,000-plus invested annually through the Diversity Abroad Grant, Pell Grant Scholarships, Alternative Gilman, and Supplemental Gilman grants to expand access to and diversify education abroad at WKU (p. 10). In sum, the international future for WKU remains bright due to the efforts of WKU faculty and staff. Therefore, on behalf of the OIP and SAGL team, I want to thank the campus community for another great year as WKU moves closer to achieving the goal of comprehensive internationalization. Enjoy the 2015-16 OIP and SAGL Annual Report. Sincerely,
Craig T. Cobane Craig T. Cobane, Ph.D. Chief International Officer
2015-2016 $250k+
418
Education Abroad Scholarships
Education Abroad Participants
At a Glance
2
Fulbright Scholars
20
th
in the U.S. for Education Abroad
20
Internationalization Grants
5000+
Global Learning Event Attendees
14
Gilman Recipients
Photo Credit: (Top) Nathan Read, Heather Carpenter, and Dalton Harshbarger; Chinese Flagship Program, Princeton in Beijing, Summer 2016. (Middle) Jordan Miller, Mathematical Economics, Arabic, ISA: Arabic Language, Culture, & Society, Spring 2016. (Bottom Left) Daniel Aroh, Finance, Semester at Sea, Spring 2016. (Bottom Right) Olivia Scheper, Recreation Administration, Harlaxton College, Fall 2015.
Background Photo Credit: Maddie Pierce, Visual Arts, KIIS: Berlin, Germany, Summer 2016.
Table of Contents Education Abroad Participation Location Academic Discipline Demographics Financial Support Spotlight: Semester at Sea Student Outreach Spotlight: Faculty-Led South Africa Spotlight: University of East Anglia
5 7 8 9 10 11 12 13 15
International Programs International Partnerships Internationalization Grants Diplomat-in-Residence International Education Week Fulbright Scholars International Year of South Africa Zuheir Sofia Endowed International Faculty Seminar to South Korea College Internationalization
Glossary/Endnotes
16 17 20 21 23 25 27 31 32
Education Abroad Participation Short-term programs led by WKU faculty remain the most popular type of education abroad program for WKU students, mirroring a national trend towards shorter education abroad programs. The appeal of studying with familiar faculty and students and the ease of receiving WKU course credit likely contribute to this trend at WKU. Because of the strong student preference for facultyled programs, WKU education abroad participation numbers often increase or decrease in response to the number of faculty-led program offerings. The decline in education abroad participation in 2015-2016 corresponds to eight fewer faculty-led opportunities during the year. The “other� category in the table below includes students who study abroad through direct enrollment at international institutions, program providers, or independentlyarranged experiences. The Institute of International Education (IIE) classifies students as enrolled in education abroad programs if they are: degree-seeking students of that university enrolled in credit-bearing education abroad opportunities. Non-degree seeking students or students visiting from another institution, domestic or foreign, are not counted. Students participating in multiple education abroad opportunities in the same academic year are
Education Abroad Participation by Academic Year
600
544
558
533
500 427
418
400 300 200 100
11-12
12-13
13-14
14-15
15-16
counted only once in the total participation number for that academic year. An additional 102 Gatton Academy, non-degree seeking, and international students studied abroad in 20152016 but are not included in these numbers.
Students Participating in Credit-Bearing Education Abroad Programs by Program Type 2011-12
2012-13
2013-14
2014-15
2015-16
135
268
227
257
153
CCSA
7
19
9
25
22
KIIS
66
56
55
59
48
Exchange
26
19
24
11
12
Harlaxton
47
52
55
47
62
Semester at Sea
8
4
5
6
10
Student Teaching
*
*
88
58
50
138
126
95
70
80
427
544
558
533
437**
Program Type Faculty-Led
Other
Total
*Note that prior to 2013-14, students participating in international student teaching were included in the "other" program type. **Prior to 2015-16, students were only reported once under program type although some participated in multiple programs of various types. In an effort to more accurately identify (and learn from) trends, now program type now reflects each education abroad experience, including students participating in multiple programs.
5
Education Abroad Participation WKU’s undergraduate participation rate of 13.2% remains higher than the national average of 10% despite the downturn in education abroad participation in 20152016. In 2012, as part of the Challenging the Spirit Action Plan, WKU set a universitywide goal for “education abroad enrollments,” defined as the number of individual courses taken by WKU degree- and non-degree seeking students and KIIS and CCSA students from other institutions on education abroad programs. The University continues to align closely with this annual target (below).
Undergraduate Education Abroad Participation Rate 20% 18% 16% 14% 12% 10% 8% 6% 4% 2% 0%
17.4%
17.3%
16.8% 13.2%
12.9% 9.4%
9.4%
9.9%
10%
2011-12
2012-13
2013-14
2014-15
2015-16
WKU Undergraduate Participation Rate U.S. Undergraduate Participation Rate Students who studied abroad multiple times in an academic year are counted only once in calculating the undergraduate participation rate. The Open Doors undergraduate participation rate is calculated by dividing the number of undergraduate education abroad participants by the total number of undergraduate degrees conferred in the same academic year. The total number of undergraduate degrees includes both baccalaureate and associates degrees and in 2015-2016 was 3,015 according to the Office of Institutional Research.
WKU Target Education Abroad Enrollment
2000 1800 1600 1400 1200 1000 800 600 400 200 0
1814 1628
1593
1353 1353
1400
1450
2010-11
2011-12
2012-13
1692 1500
1550
1572 1575
1600
1600
2013-14
2014-15
2015-16
2016-17
2017-18
Actual Enrollment
Target Enrollment
6
Education Abroad by Location
Multiple Countries
Caribbean & Latin America
3%
Middle East & North Africa
Europe
2015-2016
Sub-Saharan Africa
Asia
Oceania
7.1% 57.4% 4.8% 13.7% 10.8% 3.2%
Countries that have consistently made the top ten list of most popular destinations over the past three years include the United Kingdom, Spain, and Germany. Other destinations fluctuate annually based, in large part, on WKU facultyled program offerings. South Africa, for example, ranked as the third most popular destination in 2015-2016 due to an increased number of faculty-led programs offered in conjunction with the International Year of South Africa.
Top Destination Countries
#1 #2 #3 #4 #5 7
United Kingdom
84 Participants Ireland
41 Participants South Africa
40 Participants Germany
24 Participants Spain
23 Participants
#6 20 #7 19 #8 18 #9 16 #10 13
Taiwan Participants
China Participants
Czech Republic Participants
Iceland Participants
Morocco Participants
Program Duration Short Term Programs less than 8 weeks in length.
130 (30%)
Mid-Length Full Semester programs, summer programs more than 8 weeks
Long Term Academic year programs
5 (1%)
302 (69%)
Education Abroad by Academic Discipline Students Participating in Credit-Bearing Education Abroad Programs by Academic College 1
Academic College
2011-12
2012-13
2013-14
2014-15
2015-16
College of Education and Behavioral Sciences (CEBS)
64
90
96
75
54
College of Health and Human Services (CHHS)
44
64
73
77
74
Exploratory Studies (ES)
7
5
4
14
3
Gordon Ford College of Business (GFCB)
44
52
67
57
61
Potter College of Arts & Letters (PCAL)
139
224
198
200
129
Ogden College of Science & Engineering (OCSE)
124
103
103
96
90
5
6
17
14
7
427
544
558
533
418
University College (UC)
Total
84
College Enrollments & Education Abroad Enrollments 2 35%
degree programs represented by education abroad participants in 2015-2016.
30.9%
30% 24.1%
25%
21.5%
20% 15%
18.4%
17.7% 11.2%
14.6%
13.6%
12.9%
15.3%
Top 5 Majors
10.3%
10%
7.1%
5%
1.7%
0.7%
0% CEBS
CHHS
ES
GFCB
PCAL
Approximate % of total WKU Enrollment % of Education Abroad Enrollment
OCSE
UC
#1 Biology #2 Elementary Education #3 International Affairs #4 Nursing #5 International Business
8
37 34 22 20 17
Education Abroad Demographics One of SAGL’s strategic goals is to increase the number of diverse and underrepresented students who participate in education abroad programs. Our goal is to mirror university-wide demographics. With the introduction of the Diversity Abroad Grant in 2014, WKU has seen a increase in the participation rate of African American students and students of two or more races. However, ethnic/racial minorities and male students (in general) continue to be significantly underrepresented in education abroad both at WKU and nationally. SAGL's strategy to draw more underrepresented students to education abroad is through collaborative outreach to underrepresented students and campus organizations.
Students Participating in Credit-Bearing Education Abroad Programs by Gender 80% 70% 60% 50% 40% 30% 20% 10% 0%
32.6%
27.9%
2011-12
74.9%
72.8%
72.1%
67.4%
27.2%
2012-13 Male
27.8%
25.1%
2013-14
72.2%
2014-15
2015-16
Female
2015-2016 Study Abroad Participants Non-Traditional
2.4 %
1st Generation
21.8%
Underrepresented Minority 3
11.7%
Appalachian Region
9.6%
Students Participating in Credit-Bearing Education Abroad Programs by Race/Ethnicity Race/Ethnicity
2011-12
2012-13
2013-14
2014-15
2015-16
African-American
13
15
44
28
21
American Indian/Alaskan Native
2
1
2
1
2
Asian/Pacific Islander
4
8
6
5
11
Hispanic/Latino
14
14
10
19
16
Non-reported
6
8
6
4
4
Two or More Races
12
12
9
16
10
White, Non-Hispanic
373
486
481
460
354
427
544
558
533
418
Total
9
Education Abroad Financial Support Students report that funding education abroad is their primary barrier to participation. At WKU, students have access to a wide range of funding sources, both internal and external, to help make studying abroad a reality. SAGL offers numerous student scholarships as described below.
Pell Grant Scholarship4 In 2016, SAGL implemented a new scholarship for Pell Grant recipients which automatically awards an additional $150 scholarship, essentially waiving the $150 study abroad application fee.
World Topper Scholarship All degree-seeking students planning to participate in a credit-bearing program abroad are eligible to apply for a World Topper Scholarship. In the last five years, every student who completed an application received at least some funding.
Diversity Abroad Grant The Diversity Abroad Grant (DAG) was established to improve education abroad accessibility for students with high financial need from traditionally underrepresented groups which include: African American/Black, Hispanic/Latino, American Indian/ Alaskan Native, two or more races, first-generation college students, non-traditional (age 25 or older undergraduate at the time of enrollment), Appalachian students, students with a registered disability, and LGBTQ+ students.
Gilman International Scholarship5 The Gilman Scholarship is a U.S. government-sponsored program that offers nationally-competitive scholarships to students with limited financial means. Priority is given to underrepresented students and to students planning to study abroad in non-traditional destinations. WKU students have enjoyed a high success rate thanks to the comprehensive advising and guidance provided by the Office of Scholar Development.
Alternate Gilman & Gilman Supplemental Grants6 For students who applied for the Gilman and either were not awarded a scholarship or whose Gilman award did not fully cover their need the Office of Scholar Development provides funding through the Alternate Gilman Grant and the Gilman Supplemental Grant.
46 Recipients $6,900 341 Recipients $194,510 41 Recipients $44,700 35 Applicants 14 Recipients $45,500 9 Recipients $8,500
Photo Credit: James Graham, Geoscience, WKU Faculty Led: Perspectives and Realities of Climate Change, Iceland, Summer, 2016.
10
Spotlight: Semester at Sea
“
Studying abroad gave me not only the confidence to be a traveler, but it gave me the ability to understand how to relate to people around the world – to not just see a one-sided perspective. Instead, I learned how to understand other peoples’ perspectives, be respectful of their opinions, and understand where they come from. Justin Hobbs Meteorology Semester at Sea, Fall 2015
”
Semester at Sea (SAS) is its own category of study abroad: participants travel by ship around the world so they may learn about similarities, differences, and connections between and among world regions. SAS classes focus on helping students develop a global comparative lens by connecting course content to the places they travel. Students from a wide range of U.S. universities gather on the M.V. World Odyssey, a floating university that circumnavigates the world every semester. They take classes while on board that
11
prepare them for their ports of call. When docked, students participate in field experiences and also have time to explore locations of their choosing. Each term, the ship visits approximately 10 countries, providing students with a truly global worldview. Justin Hobbs, a meteorology major and broadcasting/geographic information systems minor, sailed with Semester at Sea during the fall of 2015 and was one of 10 WKU students to participate in the program during 2015-2016.
Photo Credit: Justin Hobbs, Meteorology, Semester at Sea, Fall 2015.
Education Abroad Recruitment & Outreach
SAGL's Student Representatives play a vital role in promoting education abroad opportunities and preparing students for an experience overseas. Comprised entirely of WKU education abroad alumni, this dedicated group of students volunteer their time to contribute to SAGL efforts including: peer advising, presenting the benefits of studying abroad to WKU classes, staffing dozens of events, developing new and creative international educationrelated activities, and mentoring incoming exchange students from partner universities around the globe.
Education Abroad Outreach Includes: Semi-annual Study Abroad Fairs Open Houses Hundreds of Individual Advising Meetings
Study Abroad Fair Attendance
7
Classroom Presentations
2000 1,734
1800
1,540
1600 1400
Office of Admissions Events
1200 1000 800
910
976
International Education Week Events Information Sessions for faculty
600 400 200 0
Daily Walk-in Peer Advising
Visits from representatives of affiliated study abroad program providers
204 2011-12
2012-13
2013-14
2014-15
2015-16
12
Spotlight: Faculty-Led in South Africa 4 Faculty-Led Programs 38 WKU Students During the 2015-2016 International Year of South Africa, four faculty-led study abroad programs were offered in South Africa, enabling students to explore the country’s rich cultural heritage first-hand and gain disciplinespecific knowledge and experience. The faculty leading the programs came from four different colleges and a total of 38 WKU students traveled to South Africa through these programs.
Economy of South Africa
During this Winter 2016study abroad course taught by Brian Strow, Ph.D., Economics, and Claudia Strow, Ph.D., Economics, students examined economic theory in the context of South Africa, exploring issues of poverty and discrimination and drawing comparisons with the United States.
Conservation and Management of African Wildlife
The hands-on wildlife management course gives pre-veterinary students the opportunity to work with animals in reserves and learn humane
13
techniques for wildlife capture. The program ran for the 13th time in 2016 and was led by Michael Stokes, Ph.D., Biology, and Fred DeGraves, Ph.D., Agriculture.
Biology in South Africa
The Biology in South Africa program was led by Biology Department Head Bruce Schulte Ph.D., Biology, and provided an additional opportunity for biology majors to learn about animal species in South Africa. The program was offered immediately following Dr. Stokes’ program, thus enabling students to take both courses back-to-back for an extended experience, additional credit and an increased return on investment.
Resistance, Cultural Diversity, and Education Political Science Department Head Saundra Ardrey Ph.D., Political Science, and Dr. Nubian Sun, Ph.D., Social Work, led this program during the summer 2016 term. The program focused on exploring the political struggle for civil rights in both the United States and South Africa.
Background Photo Credit: Megan Hamberg, Marketing, WKU Faculty Led: Economy of South Africa, Winter 2016.
“
Choosing to study abroad was one of the best decisions I have ever made in my life. From traveling alone to
immersing myself in a culture I was completely unfamiliar with, I challenged myself and grew as a result. Studying abroad gave me a new perspective on just how diverse and breath-takingly beautiful the world is. Storm Dutton, Biology WKU Faculty Led: Biology in South Africa, Summer, 2016
Students assisted with the capture and relocation of a giraffe on the WKU Faculty-Led: Field Biology- Conservation and Management of African Wildlife program. Photo Credit- Annalise Thomason.
�
Students on the WKU Faculty-Led Resistance, Cultural Diversity, and Education program visited the famous township in Johannesburg where Nelson Mandela lived before he was incarcerated. Photo Credit- Dr. Saundra Ardrey.
14
Spotlight: University of East Anglia The University of East Anglia (UEA) in Norwich, England is WKU’s newest student exchange partner. Because exchange students pay the WKU instate tuition rate, it is now the most affordable semester program in the United Kingdom. UEA is recognized as one of the Top 30 Universities in the UK by U.S. News and World Report, and the Top 1% by The Times of London Higher Education World Rankings 2016. After visiting the university in 2015, WKU faculty members Provost David Lee Ph.D., History, Associate Provost Cheryl Davis, Ph.D., Biology, Dean Cheryl Stevens, Ph.D., Chemistry, Nancy Rice, Ph.D., Biology, and Chief International Officer Craig T. Cobane, Ph.D., Political Science, created the
Because exchange students pay WKU in-state tuition, it is now the most affordable semester program in England. exchange because of the broad range of courses available to students. The UEA campus takes pride in its diverse group of students. Over 25% of its students are international students. Consequently, WKU students who study at the UEA will be able to further expand their worldviews by interacting with people from around the globe. Only a 2.5-hour train ride northeast of London, the medieval city of Norwich houses several attractions including the Norwich Castle built in 1100, the medieval Dragon Hall, the Norwich lanes—cobblestoned streets and walkways lined with local shops -- and the River Wensum which flows through the city. It is a hub for the arts and prides itself on its music, literature, and theater attractions. UEA also welcomes a host of award-winning authors, journalists, and
15
Photo Credit- University of East Anglia.
University of East Anglia Available Disciplines Art Architecture Biology Economics Chemistry Communication Computer Science Ecology Education Engineering
Film Folk Studies/Anthropology Geography Geology Health Sciences History Information Technology Journalism/Broadcasting Literature/English Mathematics
illustrators to campus for the annual Literary Festival that showcases the world-renowned UEA Creative Writing program. WKU students can cheer for the Norwich City
Modern Languages Music Physics Philosophy/Religion Psychology Political Science Social Work Sociology
Football Club, go boating through the wetlands of the Broads or walk along the beaches of the North Sea, just 30 minutes to the east.
International Partnerships The continuation of existing and the development of new strategic and sustainable partnerships with institutions and organizations across the globe extends WKU’s scope far beyond the boundaries of our campus. These partnerships facilitate international study, research, and professional development opportunities for our faculty, staff, and students. The Offices of International Programs and Study Abroad & Global Learning offer assistance in the development and maintenance of WKU’s international partnerships
Nancy Rice, Ph.D., Biology, meets with Vice Chancellor Mbithi Peter Mulwa Felix of the University of Nairobi. Photo Credit- Jennifer King.
New Partnerships
Home Department/Unit
Country
African Lion & Environmental Research Trust
Biology
Zambia
American Councils for International Education
Chinese Flagship
China
Study Abroad & Global Learning
Bosnia-Herzegovina
School of Journalism & Broadcasting
Denmark
Teacher Services
Ireland
American Univeristy in Bosnia-Herzegovina Danish School of Media and Journalism Inspire Learning National Chengchi University
Political Science
Taiwan
University of East Anglia
Study Abroad & Global Learning
England
University of Limpopo
Study Abroad & Global Learning
South Africa
Biology
Kenya
Home Department/Unit
Country
Study Abroad & Global Learning
South Korea
Teacher Services
Spain
University of Nairobi
Renewed Partnerships Konkuk University St. Paul's School
Target International Partnerships8 65
62
60
50 45 40
20
54
55
37
37
39
41
42
43
45
44
25
Student Exchanges9
46
15
19
19.5 19
17.5 17
15.5
14 11 11
38
12
10
35 5
30 25 20
0 2010-11
2011-12
2012-13
Target Partnerships
2013-14
2014-15
2015-16
Actual Partnerships
2011-12
2012-13
2013-14
Inbound Exchanges
2014-15
2015-16
Outbound Exchanges
For a complete list of partners, visit https://apps.wku.edu/moa/index.php.
16
Internationalization Grants OIP’s five internationalization grants support a multitude of internationally-focused enterprises that span across colleges, enriching faculty members’ professional development and enhancing students’ global learning experiences both inside and outside the classroom.10
“
Working closely with artists from around the world through two artist residencies in Iceland enabled me to exchange ideas and strategies while building a dialogue that I know will have continued impact on my creative research and for my professional activities.
”
- Yvonne Petkus, MFA., Art, International Activites Grant
OIP Grant Awards by Year11 $35,000
2
2 2
1
$20,890
2011-12
2012-13
2013-14
2014-15
2015-16
5
17
$2,250
$1,200 $1,050 $350 $500
1 1
10
0
$12,340 CEBS
UC
CHHS
On-Campus Units
GFCB
Student Organizations
Number of Applicants
OCSE
Community Organizations
Number of Awards
PCAL
Total Amount OIP Awarded
$28,000
$3,200
10
9
$14,612
$0
20 15
14
$29,263
$5,000
16
13
$15,185
$10,000
19
$14,656
$15,000
21 19
$25,000 $20,000
25
23
21
$30,000
Grants Awarded and Total Amount Awarded by College
Cost-sharing from WKU departments, academic units, and colleges* *With an OIP grant, home departments and/or colleges partner with OIP to cost share and make available opportunities for faculty, staff, and students.
$6,500
Invested by external sources, including local businesses & community organizations
1400+
People attended Global Encounters Support Grant events
Internationalization Grants Office of International Programs Internationalization Grants Awarded 2015-2016 Applicant/Co-Applicant
Department/Unit
Program Title/Activity
Curriculum Development/International Programs (CDIP) Grant Marguerita DeSander/Thomas Stewart
Educational Administration, Leadership, and Research/CEBS
Visible Leading: Comparative Education Leadership in France, Scotland, and English
Ted Hovet/Dawn Hall
Film Studies/PCAL
Media and Gender: London and the Edinburgh International Film Festival (Study Abroad)
Ke Peng/Hua Wang
Modern Languages/PCAL
Curriculum Articulation with Internship Opportunities for Stud Abroad in China & Visiting/ Exchange Scholar Programs
Global Encounters Support (GES) Grant Jerry Daday/Senida Husic
Sociology/PCAL
Walk for Srebrenica Genocide
Yang Liu/Sara Moody
Chinese Flagship/Honors College
The Voyage of Tea: Engaging with China One Sip at a Time
Tony Norman/Vijay Golla
Educational Leadership Doctoral Program
India’s Open University Model and Reigniting WKU-IGNOU Partnership
Isabel Mukonyora
Philosophy & Religion/PCAL
Interfaith Dialogue on Earth Care
Judy Rohrer
University College
Heartfelt Citizenship: Neoliberal Rationalities and Religious Moralities
Yertty Vandermolen
Modern Languages/PCAL and WKU Glasgow
Festival Cultural Hispano: WKU Glasgow and high school Spanish students celebrate Spanish-speaking countries
Sonia Lenk
Modern Languages/PCAL
Tracing the Unexplored: Populism in the AmericasAssessing Leftwing Populism in Latin America
Ke Peng/WKU Chinese Club
Modern Languages/PCAL
Promoting Intercultural Competence through Holistic Learning Experiences: series of Chinese cultural events
Jeong-oh Kim
English/PCAL
Symposium on Neuro-culture
International Activities Grant (IAG) David Marquez
Art/PCAL
Solo Exhibition in Korea
Yvonne Petkus
Art/PCAL
Processing the Scape, SIM and Hvitahus Artist Residences, Iceland
Loup Langton
School of Journalism & Broadcasting/PCAL
Danish School of Journalism Agreement
Bruce Schulte
Biology/OCSE
Elephant Monitoring in a Human-Dominated Landscape in Livingstone, Zambia
Tom Richmond
Mathematics/OCSE
Prague Topology’s Symposium, Summer Topology Conference
International Education Week (IEW) Grant Kumi Ishii
Communication/PCAL
Developing Communication Skills: Cross-cultural Communication Workshops
Cheryl Kirby-Stokes
Office of Scholar Development/Honors College
Study Abroad Information Session: “I Wish Someone Had Told Me”
18
Seeding Internationalization While some investments from OIP-funded initiatives result in immediate outcomes, others may take longer to bear fruit. Below are outcomes deepening WKU’s international reach through faculty-led study abroad programs, co-curricular programming, and article publications.
Spring 2014 Andrew Rosa/CDIP* Recipient Ph.D., Diversity & Community Studies
Visited Trinidad & Tobago to explore potential budding partnership between WKU and the University of the West Indies and to lay groundwork for a faculty-led study abroad (FLSA) program.
Spring 2014 Eric Bain-Selbo & Nahed Zehr/GES** Recipients Ph.D.'s, Philosophy & Religious Studies Organized the Symposium on Peace, Islam, and Counter-narratives, a national conference covering the potential strategic role of Islam in American security policy and initiatives.
Spring 2015 Soleiman Kiasatpour/CDIP* Recipient Ph.D. Political Science
Conducted a site visit in Morocco to lay groundwork for an FLSA program in Morocco.
Spring, Summer 2015 Invited Gelien Matthews (lecturer from the University of the West Indies) to speak on campus, and led 11 students on an FLSA summer program to Trinidad & Tobago.
Fall 2015 Results of the symposium include essays published in Soundings: An Interdisciplinary Journal.
Summer 2016 Led 12 students on a 3 week FLSA summer program to explore the political landscape of the Middle East, using Morocco as a case study.
*CDIP- Curriculum Development/International Programs Grant **Global Encounters Support Grant
WKU students visit the European production facilities of Fruit of the Loom in Skhirat, Morocco as part of the summer 2016 faculty-led study abroad program led by Soleiman, Kiasatour, Ph.D., Political Science.
19
Diplomat-in-Residence WKU is home to the Commonwealth’s first and only diplomat-in-residence (DIR). Michael McClellan, a seasoned Foreign Service professional with more than 30 years of experience, mentors students who are interested in international careers; supports them in apply for internships, select foreign service-related scholarships, and government and GGO careers; and contributes to WKU’s comprehensive internationalization efforts by leveraging his professional network and experience to bring unique learning opportunities to the campus and community through the Diplomacy on the Hill series. The DIR is the result of a joint initiative from Potter College and OIP.
Diplomacy on the Hill
Faculty participants from the 2015 ZSEIFS to South Africa met with Deputy Chief of Mission Luti and her team of staff to discuss opportunities for lasting WKU-South Africa collaboration.
Anne C. Richard, Assistant Secretary, Department of State
Presented Educating Syrian Refugee Children in a Time of War and led a roundtable discussion with WKU students in October, 2015.
Nowetu Luti, Deputy Chief of Mission, South African Embassy to the U.S.
Presented The Legacy of Nelson Mandela as part of the International Year of South Africa; dined with WKU’s African Student Union; and met with ZSEIFS South Africa faculty participants to discuss avenues for WKUSouth Africa collaborations in February, 2016.
40
Students met with the DIR to discuss avenues for government-related careers, internships, and fellowships. The DIR collaborates with the Office of Scholar Development to help students identify, prepare and apply for many of these opportunities.
Visiting Scholar Residences The Visiting Scholar Residences (VSRs) are affordable, conveniently located, fully-furnished housing options available to both international and domestic guests of WKU. Departments or interested faculty looking to host a visiting scholar are encouraged to make reservations early, as space is available on a first-come, first-served basis and guests typically stay for a full academic year. For more information or to make a reservation, visit wku.edu/oip/vsrhousing.php.
2015-2016 VSRs
47 Tenants 81% Occupancy Rate
12
20
International Education Week International Education Week (IEW) is a joint initiative of the U.S. Departments of State and Education to promote the benefits of global learning and international exchange. WKU’s objective for the week is to provide opportunities for students, faculty, staff, and community members to engage in intercultural dialogue and experience firsthand diverse cultures and perspectives.
Students representing Saudi Arabia prepare for the annual Globe Trot, an event during International Education Week that transforms residence hall lobbies into spaces that feature cultures, traditions, activities, and cuisines of a country. Photo Credit- WKU University Photography.
IEW Event Sponsorship by Year 45
1,391
Participants at IEW events
50%
Increase in studentdriven events
50%
Of IEW events were organized by faculty members
41
40 35 30
25
24
25
24
23
20 15
14
13
11
13
12
10 5 0
2011-12 IEW Events
21
2012-13
2013-14
2014-15
2015-16
Contributing Units, Depts., & Community Orgs.
71%
Increase in number of contributing units, departments, and community organizations
International Education Week
“
Hosting this workshop not only facilitates IEW's objective, but it also fulfills our own mission of enriching lives through dance and creating opportunities for people to experience and learn about this global art form.
”
- Sara Pecina, President of National Dance Education Organization at WKU, Dance Major, May 2016
Students in WKU's National Dance Education Organization chapter organized the African Dance Workshop. Photo Credit- WKU University Photography.
2015 IEW Planning Committee
IEW Survey To assess the impact of IEW in light of its objectives, a survey was distributed at the end of events. 332 respondents completed the survey, revealing the 2015 IEW calendar across the board was successful in achieving the program’s goals.
88%
Felt the event they attended contributed to an increase in their awareness of other world views
88%
Said event contributed to an increase in knowledge of another culture
80%
Were able to engage in an intercultural dialogue and exchange of ideas during an IEW event
Lauren Bailes, Harlaxton, Spring 2014, Student Representative Josclynn Brandon, Student Activities Jill Brown, M.S., Geography and Geology Deweaker Dhandapani, English as a Second Language International Ginny Durakovich, Housing and Residence Life Kristina Gamble, Office of Institutional Diversity and Inclusion Kay Gandy, Ed.D., Teacher Education Andrea Garr-Barnes, Office of Institutional Diversity and Inclusion Ashley Givan, International Student Office Katherine Hale, Study Abroad & Global Learning Kumi Ishii, Ph.D., Communication Mindy Johnson, Student Activities Shannon Miller, International Student Office Cheryl Kirby-Stokes, M.S. Office of Scholar Development Brian Sullivan, Ph.D., Management Judith Szerdahelyi, Ph.D., English
IEW was supported in part by a generous donation from US Bank. OIP would like to thank US Bank for its contribution and for making intercultural and global learning opportunities possible.
22
Fulbright Scholars Two Fulbright Grantees Kay Gandy- Senegal Ed.D., Teacher Education
Received her third Fulbright-Hays award to explore religious and cultural diversity in West Africa and why Senegal has maintained a relatively peaceful society. Encouraged by OIP to apply, Dr. Gandy saw the Fulbright-Hays as a way to address an academic need without significantly tapping into university resources.
Kristin Wilson- South Africa Ph.D., Education Administration, Leadership & Research
Received Fulbright Scholar Award to conduct research on college student persistence. Used her time as a 2015 Zuheir Sofia Endowed International Faculty Seminar South Africa participant to lay the groundwork for her research on college student persistence in collaboration with the University of Limpopo.
Dr. Gandy was invited to break fast with a local family in Senegal during Ramadan. Photo Credit- Dr. Kay Gandy.
23
The U.S. Scholar Program offers a variety of opportunities for university faculty and administrators, as well as independent scholars and professionals to teach, conduct research, and participate in collaborative projects abroad.
“
The lessons I've gleaned from this experience will be shared with the teachers I train. They need to be able to support student diversity and create a learning environment of understanding and empathy. Only by participating in experiential activities and actively engaging with the culture can we expect to gain a deeper understanding of a very different culture. -Kay Gandy, Ed.D., Teacher Education
�
Fulbright Scholars
Provost David D. Lee, Ph.D., History, (Fulbright-Hays scholar, Yugoslavia, 1984) recognized WKU Fulbright Alumni and discussed the importance of their impact on the WKU community during Fulbright Week 2016. Photo Credit- WKU University Photography.
Fulbright Week April 4-8, 2016 Guest Fulbright Ambassador
Dr. Brian Sajko Fulbright Scholar Taiwan, 2002-03
Faculty Meetings
12 faculty representing 11 departments met with Dr. Sajko
Group Presentations
Campus Reception
2015-2016 WKU Fulbright Working Group The WKU Fulbright Working Group was established in Fall 2014 to raise faculty awareness of and interest in opportunities through the Fulbright U.S. Scholar Program. Addie Cheney, Office of International Programs
PCAL Brown Bag Lunch 5 faculty, 4 departments School of Kineseology, Recreation & Sport 8 faculty
35 faculty and administratorsamong them WKU Fulbright Scholar alumni and prospects.
At the conclusion of Fubright Week, OIP’s count of faculty or administrators interested in Fulbright opportunities exceeded 40.
Jerry Daday, Ph.D., Sociology, Center for Faculty Development Cecile Garmon, Ph.D., Communication, Fulbright Scholar, Mexico, 2000 Tony Harkins, Ph.D., History, Fulbright Scholar, Austria 2012-13, WKU Fulbright Scholar Liaison Laura McGee, Ph.D., Modern Languages, Kentucky Fulbright Association President, Fulbright Scholar, Germany, 2002-03 Anna Yacovone, Office of International Programs, Fulbright ETA, Laos, 2012-13
24
International Year of South Africa International Year Of... The International Year Of...(IYO) program is an annual, yearlong exploration of a single country or world region.
Provides constituents with a deeper and more nuanced understanding of the world around them and their place in it.
How it Works The IYO enables campus units, departments, and community entities to highlight the target country in ways most relevant to their audiences, resulting in a diverse and varied suite of curricular, co-curricular, and community events and learning opportunities.
Our Target Audience WKU campuses & surrounding community.
53
Total Iyo Events
42
39
Average Attendance per Event
71
77
NOTE: All data above was gathered through various means, including campus-wide surveys at the conclusion of the 2014-15 and 2015-16 academic years. OIP also internally tracks much of the data presented by compiling self-reports from the involved parties.
Dr. Weyl’s visit has generated discussions in my undergraduate classes; one student is even preparing a speech about South Africa for his communications course. I have discussed South Africa daily since his visit and as such, students are getting a deep exposure to the similarities and differences between Kentucky and South Africa. –Phil Lienesh, Ph.D., Biology hosted guest scholar and integrated South African content into his courses
25
IYO South Africa 2015-2016
Academic Courses Featuring IYO Content
38
Its Impact
“
IYO Ecuador 2014-2015
”
Students in Electrical Engineering Design, taught by Mark Cambron, Ph.D., PE, Engineering, construct proximity alarms for use in antipoaching efforts in South Africa.
International Year of South Africa
“
Partnering with the IYO these past two years has allowed [Spencer's Coffee] to promote the arts, education, and cultural awareness in ways we wouldn’t have been able to on our own. We’ve had the chance to broaden our customers’ views not just on coffee, but on the agriculture, economics, and cultures of other peoples. –Justin Shepherd, Owner/Proprietor Spencer’s Coffee
”
Amy Bingham, View from the Hill, interviews Tyler Essary, Photojournalism ’15, about After Apartheid, a collection of photographs taken in South Africa which was featured at Spencer’s Coffee during the IYO South Africa.
IYO South Africa Planning Committee Mark Cambron, Ph.D., Engineering Kay Gandy, Ed.D., Teacher Education Margaret Gichuru, Ed.D., Teacher Education Michael McClellan, OIP Diplomat-in-Residence William Mkanta, Ph.D., Public Health Bella Mukonyora, Ph.D., Philosophy & Religion Keith Philips, Ph.D., Biology Mike Stokes, Ph.D., Biology Brian Strow, Ph.D., Economics
ALL 39% 3000+
Academic colleges contributed to the IYO
Increase in courses featuring IYO country
Estimated total IYO event attendance
IYO South Africa Community Co-Sponsors
26
Zuheir Sofia Endowed International Faculty Seminar: South Korea The ZSEIFS is an intensive, interdisciplinary seminar focused on a single country, intended to internationalize the teaching, research, & service of faculty participants.
“
Being able to see and experience Seoul, South Korea in person makes a huge difference. Adding lectures and readings that brought nuance to the war, economic growth, educational opportunities (and challenges) enhanced the experience significantly
”
–Helen Sterk, Ph.D., Communication
ZSEIFS South Korea 2016 Faculty Participants Every fall semester faculty complete an intensive, competitive application process to participate in the annual ZSEIFS. The faculty selected for the ZSEIFS Korea were:
D’Lee Babb, Ph.D., Family and Consumer Sciences Kimberlee Everson, Ph.D., Educational Administration, Leadership, & Research Jooyeon Hwang, Ph.D., Public Health Samuel Kim, Ph.D., Psychology Tim Rich, Ph.D., Political Science, ZSEIFS Faculty Leader Jeffrey Samuels, Ph.D., Philosophy and Religion Helen Sterk, Ph.D., Communication Michael Ann Williams, Ph.D., Folk Studies and Anthropology
Top right: Faculty tour the Korea Foundation in Seoul, South Korea. Middle left: Helen Sterk, Ph.D., Communication, with students from Korea University.
27
Zuheir Sofia Endowed International Faculty Seminar: South Korea
“
The ZSEIFS to South Korea was an awakening experience on so many levels. Not only was I able to learn, first hand, about a country and region that I knew little about, but I also had the opportunity to establish a relationship with our partner institutions there so as to facilitate exchanges (both scholars and students) in the future. –Jeff Samuels, Ph.D., Philosophy & Religion
”
Jeff Samuels, Ph.D., Philosophy and Religion, at the Doseongsa Temple in Pocheon, South Korea.
ZSEIFS South Korea Outcomes
What’s Next
24 academic courses with new Korea-related content
2017 to Bosnia-Herzegovina
Faculty-led study abroad program on early childhood education in South Korea
ZSEIFS Co-Leaders Jerry Daday, Ph.D., Sociology Gina Dzelil, WKU Alumna, 2004
Emerging study on high-stakes testing in South Korea
2018 to Cuba
Comparative research on gender issues among Korean and U.S. women in academic leadership
ZSEIFS Co-Leaders
5 academic presentations by ZSEIFS participants at South Korean universities Coordinated efforts among participants to strengthen education abroad recruitment in East Asia
Jeanie Adams-Smith, MA,, Journalism & Broadcasting Andrew McMichael, Ph.D., History, Potter College of Arts & Letters For more information: wku.edu/zseifs
The Zuheir Sofia Endowment was created to facilitate the mission of the Office of International Programs, which endeavors to provide leadership in the development of a strong international profile. Zuheir Sofia, a 1969 WKU graduate and 2014 Honorary Doctorate recipient, is chairman, president, and CEO of Business Bank of Florida Corp.
28
International Year of South Korea 2016-2017 International Year of South Korea Together with the IYO South Korea Planning Committee, OIP has been preparing for the upcoming IYO South Korea since spring 2015. Thanks to the contributions of the committee along with other WKU faculty, staff, and community members, the IYO South Korea is slated to feature over 30 events and over 60 courses augmented with Korean content during the 2016-17 academic year.
International Year of South Korea Planning Committee Kevin Cary, M.S., Geography & Geology Evelyn Ellis, Ed.D., Regional Chancellor, Elizabethtown/Fort Knox Campus Jeong Oh Kim, Ph.D., English Moon-Soo Kim, Ph.D., Chemistry Jieyoung Kong, Ph.D., Communications Minwoo Lee, Ph.D., Accounting Tim Rich, Ph.D., Political Science Joon Sung, M.F.A., Art Alison Youngblood, Ph.D., English
Branding the International Year of South Korea During the spring 2015 semester, OIP held a campus-wide logo contest for the IYO South Korea (IYO SK). The contest featured student-created logo designs, courtesy of Joon Sung’s, MFA (Art), Electronic Illustration course. Over 600 votes were cast overall, with Sierra Billingsley, Graphic Design ’16, emerging as the winner of the contest. Her logo design is the official logo of the IYO South Korea, and will be featured in various implementations both during and following the year long celebration.
30+ As part of our focus on South Korea, we anticipate:
50+
Augmented academic courses
100% 29
Co-curricular events
Of academic colleges contributing
Future of International Year of...
2017-18 International Year of...
Bosnia and Herzegovina
2018-19 International Year of...
Cuba
Q
2019-20 International Year of...
currently Accepting Proposals
2020-21 International Year of...
currently Accepting Proposals
Proposing IYO Countries of Focus OIP relies on groups of WKU faculty to propose countries for future IYO’s. For information on the criteria by which proposals are evaluated, as well as the deadlines for the next proposal cycle, please visit www.wku.edu/iyo.
“
“The IYO Cuba will provide WKU with a great opportunity to build a global learning agenda involving Cuba, enriching WKU’s international programs with a new and wider scope of academic strength that is consistent with the university mission.” -William Mkanta Ph.D., Public Health IYO 2018-2019 Review Committee
” 30
College Internationalization While the annual report provides a snapshot of our institution’s progress towards comprehensive internationalization as facilitated by OIP and SAGL, WKU’s academic colleges—through the independent scholarship and programming of faculty, students, and staff—actively and regularly contribute to our robust global education profile. In the summer of 2016, OIP and SAGL invited all academic colleges to submit select highlights from the 2015-16 academic year as facilitated by their faculty, staff, and students. Many of these successes were a result of collaboration with other units across our campus. For a full account of internationalization successes of each academic college, we encourage you to visit their college webpages.13
College of Education and Behavioral Sciences | wku.edu/cebs Cheryl Wolf, Ph.D., Counseling and Student Affairs was part of a WKU interprofessional team of scholars, including Saundra Starks, Ed.D., Social Work, and Dawn Garrett-Wright, Ph.D., Nursing. The team pursued grant-funded studies to assist refugees and case managers/ paraprofessionals who serve refugees in our local community. The project resulted in multiple presentations and publications for Dr. Wolf and her collaborators as well as experiential learning opportunities for
students in all three academic programs. Teacher Education faculty Martha Day, Ed.D., Lynn Hines, Ed.D., and Rebecca Stobaugh, Ph.D., and Lisa Murley, Ph.D., participated in portfolio reviews for Chinese teachers seeking certification through proficiency evaluation. Antonia (Toni) Szymanski, Ph.D., School of Teacher Education worked with another researcher in the Netherlands on a study looking at the social and emotional adjustment of gifted students in the
European Union using PISA data. Dawn Winters, Ed.D., successfully defended her dissertation in the fall of 2015 in the Educational Leadership Doctoral Program (Success and the Other(ed) Woman: Examining the Persistence of Female Students from Saudi Arabia). Dr. Winters’ team of advisors included: Provost Emerita Barbara Burch, Ed.D., Teacher Education; Alex Poole, Ph.D., English; Kristin Wilson, Ph.D., Educational Administration, Leadership, and Research.
Gordon Ford College of Business | wku.edu/business International business students have established a new student organization called Business Without Borders. They sponsored a presentation made by Steve Cesler, Vice President of Proctor & Gamble, and WKU alum with over 70 attendees. Dana Cosby, Ph.D., Management, serves as faculty adviser of the student group. Minwoo Lee, Ph.D., Accounting, presented a research paper entitled, “The Effectiveness of Information Revealing Inventive-Based Compensation Methods Under Information Asymmetry,” at the
2016 Annual Symposium on Management and Social Sciences. The conference is held in different countries each year with South Korea serving as the backdrop for the 2016 year. Dr. Lee also taught for the International Summer College program at Ewha Womans University. Jessica Canada (B.S., Management, B.A., Economics, WKU '16) completed a year-long internship where she worked in the corporate offices of Caterpillar, Inc., based in Peoria, Illinois. She served in Human Resources, where she assisted the manager of Global Labor Relations
and Human Rights develop effective communication strategies between the corporate office and its international affiliates. Afzal Rahim, Ph.D., Management, serves as founder and life president of the International Conference on Advances in Management. Dr. Rahim founded the conference in 1990 to encourage scholars to share their theory and research on management and administration. A host of GFCB faculty from across disciplines participated in the annual conference.
Ogden College of Science and Engineering | wku.edu/ogden Betsy Shoenfelt, Ph.D., Psychological Sciences, served as the chair and a presenter on a multinational symposium at the 14th European Congress of Sport Psychology in Bern Switzerland, July 2015. The symposium provided multiple perspectives and approaches to working with elite athletes to achieve performance excellence. Eric Conte, Ph.D., Chemistry, and Moon-Soo Kim, Ph.D., Chemistry,
31
traveled to South Korea with four WKU students to conduct research on sensing systems for pathogen detection. In 2014 Drs. Conte and Kim were awarded an NSF-IRES (International Research Experiences for Students) that funded this overseas research program. Nahid Gani, Ph.D., Geography and Geology received three grants (one external ACS-PRF UNI grant, and two internal RCAP grants) to investigate geo-
scientific problems in East Africa and in the Himalayas using cutting edge methods and techniques. David Keeling, Ph.D., Geography and Geology, continued his research in Argentina and added to his second edition of the Geography of Argentina monograph. He has also worked on the Argentine-U.K. conflict over the Falkland Islands recently published in a Routledge book.
Glossary American Indian or Alaska Native: A person having origins in any of the original peoples of North and South America (including Central America) who maintains cultural identification through tribal affiliation or community attachment. This is a race definition taken from the Integrated Postsecondary Education Data System (IPEDS) Reporting Requirements. (WKU Fact Book 2016) Appalachian Region: Kentucky counties considered to be in the Appalachian Region are: Adair, Bath, Bell, Boyd, Breathitt, Carter, Casey, Clark, Clay, Clinton, Cumberland, Edmonson, Elliott, Estill, Fleming, Floyd, Garrard, Green, Greenup, Harlan, Hart, Jackson, Johnson, Knott, Knox, Laurel, Lawrence, Lee, Leslie, Letcher, Lewis, Lincoln, McCreary, Madison, Magoffin, Martin, Menifee, Metcalfe, Monroe, Montgomery, Morgan, Nicholas, Owsley, Perry, Pike, Powell, Pulaski, Robertson, Rockcastle, Rowan, Russell, Wayne, Whitley, and Wolfe. Counties of other states within Appalachia can be found at www.arc.gov/counties. Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. This is a race definition taken from the Integrated Postsecondary Education Data System (IPEDS) Reporting Requirements. (WKU Fact Book 2016) Black or African-American: A person having origins in any of the black racial groups of Africa. This is a race definition taken from the Integrated Postsecondary Education Data System (IPEDS) Reporting Requirements. (WKU Fact Book 2016) Degree-seeking students: Students enrolled in courses for credit who are recognized by the institution as seeking a degree or formal award. (WKU Fact Book 2016) Full-time student: Undergraduate-A student enrolled for 12 or more semester credit hours. Graduate-A student enrolled for 9 or more semester credit hours. (WKU Fact Book 2016) Hispanic: A person of Cuban, Mexican, Puerto Rican, South or Central American or other Spanish culture or origin, regardless of race. This is a race definition taken from the Integrated Postsecondary Education Data System (IPEDS) Reporting Requirements. (WKU Fact Book 2016) IIE Open Doors Enrollment Standards: IIE classifies students as enrolled in education abroad programs if they are: degree-seeking students of that university enrolled in credit-bearing education abroad opportunities. Students participating in programs within the U.S. or U.S. territories are not counted, nor are non-degree seeking students or students visiting from another institution, domestic or foreign. Students participating in multiple education abroad opportunities in the same academic year are counted only once. (Institute of International Education) Native Hawaiian or other Pacific Islander: A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. This is a race definition taken from the Integrated Postsecondary Education Data System (IPEDS) Reporting Requirements. (WKU Fact Book 2016) Non-Traditional Student: A distinction made only at the undergraduate level based on the age of the student. Students age 25 or older are categorized as non-traditional. (WKU Fact Book 2016) Part-time Student: Undergraduate–A student enrolled for fewer than 12 semester credit hours. Graduate-A student enrolled for fewer than 9 semester credit hours. (WKU Fact Book 2016) Underrepresented minorities: Student with any of the following race classifications: American Indian/Alaskan Native, Black, Hispanic, Pacific Islander or Two or More Races. (WKU Enrollment Report, Fall 2016) White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa. This is a race definition taken from the Integrated Postsecondary Education Data System (IPEDS) Reporting Requirements. (WKU Fact Book 2016)
32
Endnotes 1. Education abroad participants are counted according to their first major, not by the discipline of their education abroad course(s). 2. “Approximate % of Total WKU Enrollment” by College was calculated by dividing the fall 2015 enrollment for each College by the total fall 2015 University-wide enrollment figure [n=20,068]. Data used in these calculations was provided by the Office of Institutional Research through Visual Analytics. 3. For the purposes of reporting, we use IIE's definition of underrepresented minority which includes students with any of the following race classifications: American Indian/Alaskan, Black, Hispanic, or Two or More Races. 4. The Pell Grant application fee scholarship data presented in this report is for students that received the award in the 2015-2016 academic year. The scholarship is placed on each student’s Topnet billing account to negate the $150 SAGL application fee once an application is submitted. 5. Data on the Gilman International Scholarship Program was taken from password-protected areas of the website for IIE, the organization that administers the scholarship. Data on the Alternative Gilman Grant and the Gilman Supplemental Grant was provided by the Office of Scholar Development. 6. Ibid. 7. In 2011-2012, only one fair was held whereas two fairs have been held in each subsequent year. Fall fairs have been hosted jointly with the Majors and Minors Fair since 2014-2015. 8. Target Partnerships from Challenging the Spirit: WKU Action Plan for 2012-2018. 9. The numbers reported in the Student Exchange data represent semesters of exchange undertaken by outbound WKU students and inbound students from partner universities. [1=1 semester of exchange (with the exception of Yonsei University, where 1=1 semester or summer exchange); ½=1 summer of exchange at select partner universities.] 10. OIP Grant Awards by Year - Grants for 2011-2012 include: Collaborative International Activities, Faculty Exchange Support, Global Encounters, International Research & Conference Support, FLSA Course Developments. These grants were then consolidated into the current OIP Grant offerings beginning in 20122013. Internationalization grants available to WKU faculty, staff and student organizations for the 2015-16 academic year include: Global Encounters Support, Curriculum Development/International Programs, Staff Internationalization Grant, International Education Week Grant, and International Activities Grant. 11. The apparent decline in funding provided through OIP’s internationalization grants during the 2014-15 academic year can be attributed to the launch of the International Year Of… (IYO) program. Colleges, departments, university offices, student organizations, and community entities may apply for funding from OIP to sponsor events connected to the IYO target country. When combined, OIP’s grant-funded initiatives and IYO-related sponsorship exceeded $30,000 in 2014-15, surpassing the total awarded in 2013-14 through internationalization grants alone. 12. The Visiting Scholar Residence occupancy reports are recorded by the number of units used each month divided by the total number of units available. Each unit is only calculated once in the records per month. For the 2015-16 academic year, 283 out of 348 available units were occupied. 13. The Offices of International Programs and Study Abroad & Global Learning received submissions from the colleges featured in this section.
33
Thank You
To the many units and individuals that assisted with the preparation of this report.
OIP Staff 2015-2016
SAGL Staff 2015-2016
Craig T. Cobane, Ph.D., Chief International Officer
Katherine Hale, Interim Assistant Director
Addie Cheney, Assistant Director
Krista Erickson, M.A., Study Abroad Advisor
Anna Yacovone, Coordinator
Brian Campbell, Coordinator
Katherine Paschetto, M.A.E. Programming Coordinator
Debra Hall, Office Associate
Stephanie Hammons, VSR Manager
Anna Williams, Graduate Assistant
Michael McClellan, Diplomat-in-Residence
Leslie Ford, Graduate Assistant
We want to thank the 2015-2016 International Education Advisory Council (IEAC) for their dedicated service and support for international education. IEAC Members Ingrid Cartwright, Ph.D., Potter College of Arts and Letters Dana Cosby, Ph.D., Gordon Ford College of Business Anthony Paquin, Ph.D., College of Educaiton and Behavioral Sciences Ron Ramsing, Ph.D., Chair, College of Health and Human Services Andrew Rosa, Ph.D., University College Mike Stokes, Ph.D., Ogden College of Science and Engineering Brian Sullivan, Ph.D., Gordon Ford College of Business Brittany Broder, B.A., Arabic, B.S., Physics, WKU '16, Student Representative Jody Dahmer, Politcal Science, Asian Religions & Cultures, Student Representative
Western Kentucky University Honors College/International Center 1906 College Heights Blvd #11066 Bowling Green, KY 42101-1064 Phone: 270-745-5334 Fax: 270-745-6144 Email: internationalization@wku.edu Website: http://www.wku.edu/oip/
Western Kentucky University Honors College/International Center 1906 College Heights Blvd # 11064 Bowling Green, KY 42101-1064 Phone: 270-745-5334 Fax: 270-745-2883 E-mail:Â study.abroad@wku.edu Website: http://www.wku.edu/studyabroad