University of Wisconsin-Platteville Institute for Study Abroad Programs SELF-STUDY REVIEW Spring 2006

I.

Program Mission, Goals, and Context If some of these questions are answered in your assessment plan, there is no need to reiterate them in this section. A.

What is the mission of the program? How does the program mission support university/college missions and strategic plans? (see Appendix I)

B.

What are the goals and objectives of the program? Have any of the goals/ objectives changed since the last review? If so, briefly explain. (see Appendix I)

C.

What relation does the program have with other academic programs in the UW System? In 2005, ISAP entered into cooperative agreements with UW-LaCrosse and UW-Stout thereby allowing students to remain registered and receive financial aid from their home institution while participating in a study abroad program sponsored by the host institution. ISAP hopes to expand these cooperative agreements to include other UW institutions in the future.

II.

Assessment of Educational Goals and Objectives Attach the current assessment plan for the program as Appendix I. This must include: • • •

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mission statement program goals and objectives with measurable student learning outcomes assessment tools and how they are related to the student learning outcomes (preferably in matrix form), and how these tools are used (form and frequency) to determine whether or not program goals are being met how the outcome of this assessment is being used to improve the program.

Results will be used to modify pre-departure orientation content/emphases at UWP and will also be shared with On-Site Program Coordinators and InCountry Directors for modification of Cross-Cultural Understanding course, excursions, and other programmatic elements, such as living arrangements. 1

A.

Have there been any significant changes in the assessment plan since the last review? If so, briefly describe the changes. The program evaluation has been retooled to assess only programmatic elements (i.e. courses, housing, pre-departure materials, orientation, ISAP staff, in-country staff). Effective with the Fall 2005 Pre-departure, student outcomes are now being measured using the pre-departure and reentry assessment tools found as electronic attachments.

B.

Provide evidence that the assessment plan is being implemented on a continuous basis and outcomes of the assessment are being used for program improvement. Program evaluations are mailed to all participants with their reentry packets at the end of each term. Students now have the option of completing the program evaluation online as well. Evaluation results are then summarized and shared with the on-site directors. Any “red flags” are discussed with the on-site directors and modifications made as needed. Program evaluation results from the past three years are available upon request.

III.

Faculty (Do not attach individual faculty vitae) A.

Summarize the activities in which faculty members have participated to improve teaching effectiveness and professional competence since the last review. Donna Anderson, Director, attended the NAFSA: Association of International Educators Management Development Program in Seattle, Washington, May 29-31, 2005.

B.

Summarize the professional activities of faculty members since the last review. (Including publications, presentations, consulting, shows, concerts, etc.) Donna Anderson, Director, presented at the following conferences: 1. NAFSA Region V Conference, Co-Presenter: ACIREMA: A CrossCultural Simulation, Springfield, Illinois – November 2005 2. NAFSA State Conference, Co-Presenter: Study Abroad 101 Workshop, Madison, Wisconsin – April 2005 3. Institute for Global Studies Conference, Co-Presenter: Fostering International Education through Short-Term Study Tours Abroad, Lake Geneva, Wisconsin – October 2004 4. NAFSA State Conference, Presenter: Short-Term Study Abroad: Assessing Student Outcomes though Journaling and Critical Portfolios, Trego, Wisconsin – April 2004

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5. Association for Integrative Studies, Presenter: Short Term Study Abroad: Assessing Student Outcomes – Continuing the Conversation, Detroit, Michigan – October 2003 Suzanne Grebe, Associate Outreach Specialist, co-presented at the following conference: 1. NAFSA Region V Conference, Co-Presenter: ACIREMA: A CrossCultural Simulation, Springfield, Illinois – November 2005 Donna Anderson and Joyce Clifton presented at the following conference: 1. NAFSA State Conference, Co-Presenter: Online Resources and Online Applications for Study Abroad, Madison, Wisconsin – April 2005

C.

List the honors and awards faculty members have received since the last review. None to our knowledge.

D.

Summarize significant service to the university/college/program and community by faculty since the last review. Donna Anderson, at UWP: Chair, Academic Staff Professional Development Committee (2004 – 2006) Member, HLC Engagement & Service Committee (Fall 2004 – Spring 2006) Ex-Officio Member, University International Education Committee Member, International Program Coordinators Work Group Donna Anderson, at UW System/State level: NAFSA SECUSSA (Section on U.S. Students Abroad) Representative for the State of Wisconsin (Spring 2004 – Spring 2006) NAFSA State of Wisconsin Chair-Elect (2005-06) UW Council for International Education (CIE) Member (hosted meeting Fall 2004)

IV

Students A.

Review and analyze the enrollment data that is provided pertaining to program enrollment and graduates. Discuss any enrollment trends and possible implications on the program. Enrollment data can be found in the electronic attachments entitled “Numbers by Program” and “Program Self-Study Review.” The ISAP has seen a steady drop in enrollment in the London program since the spring of 1999 and in the Seville program since the spring of 2003. The 3

declining enrollment in these programs can be attributed to a number of factors: 1) an increasing number of programs and program-providers in these locations competing for students; 2) more US institutions starting their own programs in these locations and requiring their students to participate on their own program; 3) more US institutions affiliating with major thirdparty providers (e.g. CIEE, IES) and requiring their students to participate on these “approved” programs; 4) a dramatic increase in the number of students participating in “short-term” programs (programs less than 8 weeks in length) and decrease in the number of students participating in semester and year-long programs (see “Open Doors Report,” page 11); 5) in the case of Seville, a trend in recent years toward Barcelona instead of Seville as the preferred study abroad location in Spain; 6) increased interest in nontraditional study abroad destinations including China (up 90%) and India the top destinations saw smaller increases: UK (up 2%), Italy (up 16%), Spain (up 6%), France (up 5%), Australia (up 7%) (see “Open Doors Report,” page 11). Enrollments in the Nagasaki program average 6 students per semester. Enrollments in the Rome program average 14 in the fall and 30 in the spring. (We are limited in numbers of students we can accept in the spring due to housing and classroom capacity.) In response to declining enrollments in Seville and London, and the trend toward non-traditional study abroad destinations and serving nontraditional majors, the ISAP has developed new programs in Suva, Fiji (focus on biology and marine studies) and Wuhan, China (focus on ethnic minority studies and modern China) beginning in the spring of 2006 with 10 and 3 students respectively. The ISAP plans to launch a new Engineering in Australia program in Newcastle, Australia for the fall of 2006. In addition to the seven programs administered directly by the office, ISAP is a member of the College Consortium for International Studies (CCIS) allowing UWP student to study abroad for a semester, academic year or summer program in more than 50 destinations in more than 30 countries. ISAP also has affiliate agreements with UW-LaCrosse and UW-Stout allowing UWP students to remain registered at UWP while participating on their programs and allowing UW-LaCrosse and UW-Stout students to remain registered at their home institutions while participating on UWPlatteville programs. B.

Attach requirements for graduation in the major (courses, credits, GPA, writing requirements, etc.) Discuss how these requirements relate to the students learning outcomes.

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Participation requirements for semester and academic year programs sponsored by the ISAP include: 1) completion of at least one full-time semester of college at the time of application; 2) sophomore standing at the time of participation; 3) minimum cumulative grade point average of 2.5 on a 4.0 grading scale; 4) in good academic standing at the time of participation; 5) no prior knowledge of a foreign language is required. Application requirements for summer programs sponsored by the ISAP include: 1) completion of at least one full-time semester of college at the time of application; 2) sophomore standing at the time of participation; 3) minimum cumulative grade point average of 2.0 on a 4.0 grading scale; 4) in good academic standing at the time of participation; 5) no prior knowledge of a foreign language is required. All programs require students to be registered as full-time students (min. of 12 credits per semester and min. of 6 credits per summer program), attend class regularly, complete all required coursework and exams, and, when applicable, participate in program/course-related excursions. C.

Describe activities provided for students outside of coursework (clubs, organizations, events, service learning and community engagement). Each program provides a variety of activities to students including multiple day excursions, cultural visits, club sports, homestays, and volunteer opportunities. Here are examples from each program: Seville: Program fee includes two excursions to places such as La Rabida, Metalascanas, Jerez, and Italica. Two weekend excursions to places such as Granada, Ronda, and Portugal are provided at an additional cost. Weekly cultural visits are offered to places such as: Barrio Santa Cruz, Flamenco dance performance, the Cathedral and Alcazar, Universidad de Sevilla, the bullring, museums, sporting events, Triana Ceramic shops. Students can also play club soccer and basketball weekly. London: Program fee includes two excursions to places such as Stratford, Warwick and Canterbury. Optional day trips available to: Stonehenge, Avebury, and Marlborough; Windsor Castle and the Chiltern Hills; Bath and lacock Village; King Arthur’s Winchester; Dickens’ Rochester and Caterbury Cathedral; Shakespeare’s Stratford. An overnight trip to Wales is also 5

available. Club sports are available at St. Mary’s as are a wide variety of student clubs and organizations. Rome: Optional excursions are offered to Venice, Florence and Pompeii. Nagasaki: Program includes bus tour of Nagasaki City, one full-day trip outside of Nagasaki, and an overnight excursion to a hot-springs resort. The program also takes advantage of festivals such as Okunchi, Take Unge, and Hata Age as well as plays, concerts, exhibits and performances throughout the year. Suva: Program includes Fijian village stay, Indo-Fijian settlement stay, Fiji Museum, Tavuni Hill Fort in Sigatoka, Colo-I-Suva Park, Sigatoka Sand Dunes, and other excursions. As members of the University of the South Pacific student body, participants are also able to join student clubs and organizations on campus. Volunteer opportunities are possible. Wuhan: Program includes excursions to minority villages, Xi’an, Beijing, Shanghai, and other locations. As members of the South Central University for Nationalities student body, participants are also able to join student clubs and organizations on campus. Newcastle: Program includes excursions to places such as Glenrock Lagoon, Sydney Harbour Bridge and Opera House, Wollombi and Vineyards, Port Waratah Coal Services, Hunter Valley Mining Industry, Canberra and the Snowy Mountains Hydro Scheme. As members of the University of Newcastle student body, participants are also able to join student clubs and organizations on campus. V.

Program Evaluation A.

Are the program needs adequately covered by the present faculty/staff and support personnel? Briefly discuss. The needs of the ISAP are adequately covered by the present staff members: Director, Interim Associate Outreach Specialist, University Services Associate, and Graduate Assistant (10 hours/week funded through Graduate Studies office). Discussions are currently underway to determine the continuation of the Associate Outreach Specialist on a permanent full- or part-time basis.

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B.

Discuss the physical facilities, capital, equipment, library resources, and supplies that sustain the program. The ISAP is 100% funded by self-generated dollars (128-funds). These dollars currently support three offices in Royce Hall, computers, printers, a copier, supplies, and a small resource library. These funds also support a laptop and printer for our on-site program coordinator in Fiji and will likely support laptops and printers for on-site coordinators in Wuhan and Newcastle.

C.

Discuss whether the current operating budget is adequate to assure program quality. The financial health of the ISAP depends upon our ability to generate revenue lost on the Seville and London programs through new and existing programs. We have not yet had to dip into our reserve account to fund the general operating budget and we believe that our efforts to start new programs, size our staff to maintain program quality, and write grants to fund some travel and marketing will have us heading back in the other direction within the next year or two. However, new program development and start-up costs are great and we may need institutional assistance in the future if that becomes necessary.

D.

What are the principal strengths of the program? The ISAP at UWP is known nationally for offering quality study abroad programs at an affordable price. ISAP consistently receives high marks on program evaluation for customer service, organization, communication, availability, courtesy and follow through. ISAP programs in Seville, London, Rome and Nagasaki receive overall ratings of “good” or “excellent” from more than 90% of evaluation respondents. UWP is the only four-year, accredited, undergraduate US institution to now hold a semester-length program at the University of the South Pacific in Suva, Fiji. This gives UWP a “corner on the market” in one of the “up and coming” regions of the world for study abroad. Since 2003, the ISAP has also become more actively involved on the UWP campus by collaborating with the International Program Coordinators to unify the exchange programs with ISAP programs, assisting with the creation of guidelines and planning tools for faculty-led programs abroad, and providing support to faculty and academic staff leading short-term program abroad.

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The ISAP has successfully obtained a Chancellor’s Opportunity Grant to assist with marketing costs during 2006-07. A successful Academic Staff Professional Development Grant has also been awarded to assist with costs associated with attending the 2006 NAFSA: Association for International Educators Conference in Montreal, Canada. These grants show institutional support for ISAP and its programs. E.

Describe any serious problems that the program faces and provide recommendations for resolving them. The greatest challenge facing the ISAP is the ability to continue to support the office solely through 128-funds while also reaching out to serve the needs of UWP students, faculty and staff as we continue to internationalize our campus. Competition in the study abroad industry has increased dramatically in the past five years. UWP is no longer able to compete with large, well-funded private operations such as Boston University, Arcadia, Butler, CIEE, AIFS, IES and CEA who not only have enough staff to effectively recruit in every region of the US, but also can provide scholarships, grants and incentives to partner institutions. ISAP will need to find new avenues to reach these markets through incentive programs, joining consortiums, and/or focusing more intensely on smaller regions/markets or specific institutions.

VI. Future Plans A.

Indicate any plans/trends that may affect the program in the future. As discussions regarding centralization of international programs on the UWP campus progress, the ISAP may become the “one stop shop” for students, faculty and staff seeking information about “all things international.” Adding responsibilities to the ISAP office, such as administration of the exchange programs, will require reassignment of staff time and/or addition of new positions. This will need to be done carefully to assure that the quality of current study abroad programs does not suffer. The ISAP will also need to continue to monitor national trends in study abroad by staying involved in NAFSA, The Forum on Education Abroad, and by consulting with its External Advisory Board. The External Advisory Board was formed in 2005 and is comprised of study abroad professionals from the following institutions: UW-Madison, UW-Milwaukee, Indiana University, University of Illinois-Chicago, University of Mary Washington, Washington and Jefferson College, and Bucknell University.

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B.

Discuss the impact of these plans/trends on curriculum, personnel needs, budget and facilities. In order to successfully centralize international programs in one location on campus, additional resources will need to be committed by the institution to help fund any additional positions to address campus needs. For example, if we centralize the administration of exchange programs in the ISAP, additional funding will be needed to support this position. This may be in the form of a part-time position or ½ of a position with the other half funded by 128-funds through the ISAP.

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Appendix I MISSION STATEMENT INSTITUTE FOR STUDY ABROAD PROGRAMS THE UNIVERSITY OF WISCONSIN-PLATTEVILLE

The Institute for Study Abroad Program’s (ISAP) mission is to ensure access for students to quality study abroad programs that strengthen academic learning and promote intercultural understanding. In fulfilling the University of Wisconsin-Platteville’s mission to “enable each student to become broader in perspective… ethically more sensitive, and to participate wisely in society as a competent professional and knowledgeable citizen,” ISAP encourages and assists students who wish to participate in study abroad opportunities. Guiding Principles of ISAP: ¾ Promote study abroad opportunities that are in keeping with the educational aims of the University of Wisconsin-Platteville. ¾ Provide study abroad opportunities with quality academic content and instruction, and appropriate evaluation of students. ¾ Ensure that study abroad opportunities accommodate a wide range of disciplines. ¾ Provide opportunities in diverse regions of the world. ¾ Ensure that programs are well integrated into the local community, encourage immersion of the student into the local culture and encourage study of the local language, while affirming that the formal academic component of study abroad is retained. ¾ Integrate study abroad into the student’s academic program to the fullest extent possible, including developing the means by which returning students can actively contribute to international awareness and programming on campus. The Institute for Study Abroad Programs adheres to the NAFSA: AIE Code of Ethics and Statements of Principles in International Educational Exchange and also supports the “Responsible Study Abroad: Health and Safety Guidelines” developed by the Interorganizational Task Force on Safety and Responsibility in Study Abroad.

February 2004

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University of Wisconsin - Platteville Institute for Study Abroad Programs STUDENT LEARNING OUTCOMES JUNE 2004 “It’s not enough for international educators to know intuitively that study abroad impacts students’ consciousness and their awareness of ‘self and other’ abroad.” -William Anthony, Ph.D., Director Study Abroad Office, Northwestern University

¾ Students demonstrate that they have acquired knowledge of course material in ISAP courses and courses at local universities. o Assessment Tool(s): Program grades, written assignments, projects, exams ¾ Students develop the ability to critique their own value system and ways of knowing that are culturally shaped through contact with a variety of cultural perspectives in the host country. o Assessment Tool(s): Pre-departure & reentry self-assessment and/or Journal entries ¾ Students report their interactions with members of the host culture to ISAP staff. o Assessment Tool(s): Pre-departure & reentry self-assessment and/or Journal entries ¾ Students engage in self-evaluation of their communication skill in the language of the host culture during their course of study. o Assessment Tool(s): Pre-departure & reentry self-assessment and/or Journal entries ¾ Students develop an increased ability to recognize cultural difference. o Assessment Tool(s): Pre-departure & reentry self-assessment and/or Journal entries ¾ Students acquire a greater appreciation of and respect for persons with differing cultural values. o Assessment Tool(s): Pre-departure & reentry self-assessment and/or Journal entries ¾ Students are able to adapt to the culture of the host country. o Assessment Tool(s): Pre-departure & reentry self-assessment and/or Journal entries ¾ Students are more comfortable interacting with persons of different backgrounds. o Assessment Tool(s): Pre-departure & reentry self-assessment and/or Journal entries

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From http://opendoors.iienetwork.org

U.S. STUDY ABROAD INCREASES BY 9.6%, CONTINUES RECORD GROWTH More interest in non-traditional destinations; study abroad in China up by 90% WASHINGTON D.C., November 14, 2005 - With a growing recognition of the importance of international experience, U.S. students are heading abroad in record numbers. The number of American students studying abroad for academic credit increased by 9.6% in 2003/04, building on the previous year's 8.5% increase. This surge in interest brings the total number of U.S. students abroad to a record 191,321, according to Open Doors 2005, the annual report on international education published by the Institute of International Education with funding from the U.S. Department of State's Bureau of Educational and Cultural Affairs. Findings from the report will be discussed at a press briefing on November 14th at the National Press Club in Washington, DC, in conjunction with the nationwide observance of International Education Week. (See www.opendoors.iienetwork.org for additional statistics and analysis from Open Doors 2005). Although U.S. study abroad has been steadily increasing over the past few decades, the 9.6% increase reported for 2003/04 is the latest evidence of the greater importance of a study abroad experience in the post-9/11 world. Since the academic year 2000/01, the number of U.S. students studying abroad has gone up by almost 20%. In 2003/04, 61% of all U.S. students abroad studied in Europe (with 46% of the total going to the leading four destinations, all of which are in Western Europe.) However, there were significant increases in the number of students going to other host countries, including several nations in which English is not the primary language. "I am pleased that American students are studying abroad, which signals their keen interest in learning more about the people and nations beyond our borders," said Dina Habib Powell, Assistant Secretary of State for Educational and Cultural Affairs. "Department of State initiatives such as the Fulbright Program and Gilman Scholarship Program are at the forefront in helping American study abroad participants obtain the skills and experience they need for leadership and responsible action in our interdependent world." According to IIE President Allan E. Goodman, "Many U.S. campuses now include international education as part of their core educational mission, recognizing that increasing the global competence among the next generation is a national priority and an academic responsibility. To encourage more U.S. students to strengthen their language and intercultural skills, as well as their ability to collaborate across borders, business leaders need to demonstrate the economic value of study abroad by rewarding international experience in their hiring and advancement practices." Study abroad in non-traditional destinations is expanding rapidly, especially to countries where American students see potential career opportunities. Of particular note are large increases in the 12

number of Americans studying in China and India, two countries of growing economic importance to the United States. Study abroad in China increased by a dramatic 90% (4,737, up from 2,493 in 2002/03), making China the 9th-leading host destination for American students, up from #12 the previous year, while the number of students going to India increased by 65% to 1,157. The United Kingdom continues to be the leading destination for U.S. students (32,237, up 2%) followed by Italy, with a very strong increase of 16%, to 21,922. The remaining "top ten" host destinations saw increases in the range of 5 to 7%: Spain (20,080, up 6%), France (13,718, up 5%), Australia (11,418, up 7%), Mexico (9,293, up 6%), Germany (5,985, up 7%), Ireland (5,198, up 6%) and Costa Rica (4,510, up 5%), with the exception of China's 90% increase, described above. The dramatic increase in study abroad enrollment in China is an encouraging example of the rebound - and continued growth - in study abroad in East Asia following the SARS epidemic, which closed down many programs in Spring and Summer 2003. In 2003/04, overall U.S. study abroad in Asia (13,213) increased by 36%, with American student numbers in China exceeding pre-SARS levels (4,737, up 90%), and increases in students going to Japan, (3,707, up 7%), Korea (879, up 19%), Hong Kong (487, up 6%), and Taiwan (195, up 32%). However, even with all of these increases, only 7% of all Americans studying abroad selected Asia for their overseas academic experience. Open Doors 2005 data show that among the leading 20 destinations for study abroad in 2003/04, all but two saw increases. The two that declined -- Austria (down 13%) and Netherlands (down 6%) were in Western Europe; of the six destinations with double-digit increases, all but one (Italy) were outside of Western Europe. Study abroad in European countries increased by a total of 6% this year to 116,446, with a 6% increase in students going to Western Europe (110,948) and an increase of 10% in students going to Eastern Europe (5,498), including significant increases in Russia (up 18% to 1,797), Hungary (up 16% to 654), and the Czech Republic (up 5% to 2,089). The number of students going to Oceania remained very strong (up 11% to 14,113), due to the continued popularity of English-speaking host nations Australia (up 7% to 11,418) and New Zealand (up 24% to 2,369). The 2003/04 academic year also saw increased U.S. study abroad interest in destinations throughout the developing world. The number of students going to Africa increased 18% to 5,699. South Africa remained one of the 20 leading host nations worldwide, with an increase of 26% to 2,009, and there were significant gains (78%) in the numbers of students going to North Africa, especially Egypt (573, up 89%) and Morocco (up 56% to 298), although these large percentage increases reflected small base numbers. Increases in the number of students going to Cuba (2,148, up 46%), Chile (2,135, up 10%), Ecuador (1,678, up 7%), Brazil (1,554, up 16%), and Argentina (1,315, up 52%), contributed to an overall increase of 9% in the total number of students going to Latin America (29,053, or about 15% of all study abroad students). In 2003/04, the small number of Americans studying in the Middle East rose by 62% to 1,050, based primarily on a resurgence of students going to Israel (up 96% to 665), which hosts the 13

most U.S. students in the region. There were also large percentage increases in the very small number of students going to Jordan (65, up 124%), Lebanon (23, up 64%) and the United Arab Emirates (20, up 67%). The number of students going to Turkey declined by 12% to a total of 200. Open Doors 2005 data show that American students continue to study abroad in larger numbers but for shorter time periods, with a continued decline in popularity of traditional semester and year-long programs. Only 6% of students who studied abroad did so for a full academic year (compared to 14% a decade ago in 1993/94), while 38% studied abroad for a semester. The majority (56%) of U.S. students elected Summer, January term, and other programs of less than one semester. These short-term programs have played an important role in increasing the popularity of study abroad, offering international study opportunities to students who might otherwise have been unable to afford to participate in traditional-length programs. Open Doors 2005 reports that 26 U.S. campuses, primarily large research institutions, awarded academic credit for study abroad last year to more than 1,200 of their students. New York University sent the most students abroad again this year (2,475), followed by Michigan State University (moving up to #2 with 2,269), University of California-Los Angeles (2,034), University of Texas at Austin (2,011), Penn State University Park Campus (new this year to the top ten list with 1,874), University of North Carolina at Chapel Hill (1,657), University of Minnesota - Twin Cities (1,644), University of Wisconsin-Madison (1,609), University of Georgia (1,595), and University of Arizona (1,591). However, many smaller institutions report sending a much higher proportion of their students abroad. Open Doors 2005 also provides data on study abroad participation, and lists those campuses that send very high proportions of their students abroad for some period during their undergraduate career. The top ten campuses, each sending more than 40% of their students abroad, are (in alphabetical order): Austin College, Carleton College, Centre College, Elon University, Grace College and Theological Seminary, Lee University, Lewis and Clark College, Lynn University, St. Olaf College, and Wofford College. To help students identify study abroad opportunities, IIE offers an interactive website called IIE Passport (www.iiepassport.org) with more than 6,000 study abroad and learning travel opportunities worldwide for participants of all ages. The program listings on IIE Passport include data on up to 35 fields, including location, field of study, cost, college credit availability, and eligibility for scholarships. The program listings are also available in two annual print directories published by IIE: "IIE Passport: Academic Year Abroad" and "IIEPassport: Short Term Study Abroad". In addition, the IIENetwork offers resources and an online community for international educators (www.iienetwork.org), with a "Best Practices" section featuring Study Abroad and other internationalization programs that have won IIE's Andrew Heiskell Awards for Innovation in International Education. ###

The Open Doors report is published by the Institute of International Education, the leading not14

for-profit educational and cultural exchange organization in the United States. IIE has conducted the annual statistical survey of the international students in the United States since 1949, and with support from the U.S. Department of State's Bureau of Educational and Cultural Affairs since the early 1970s. The census is based on a survey of over 2,700 accredited U.S. institutions. Open Doors also reports on international scholars at U.S. universities and international students enrolled in pre-academic Intensive English Programs, as well as U.S. students studying abroad, based on separate surveys. The Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State manages a wide range of academic, professional, and cultural exchanges that include approximately 30,000 participants annually, with the goal of increasing mutual understanding and respect between the people of the United States and the people of other countries. For more information, visit www.exchanges.state.gov.

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Electronic Attachments: Pre-Departure Assessment Tool Reentry Assessment Tool Numbers by Program (click on page 2 & 3 for graphs) Program Self Study Review

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