Report from the International Studies (ad hoc)
Wilferth, Joe ENGL, Chair
Apgar, Richard MCLL
Bellar, Stephanie POLS
Brower, Jane SOE
Iles, Gail CRMJ
Jimenez, Carmen MCLL
McLean, Aldo ENGR MGMT
Remy, Charlie LIBR
Sligh, Charles ENGL
Committee members participated in the external review process of UTC's international programs
– international exchange, study abroad, International Student Services, and ESL – on March 4th,
2013. In preparation for this review, committee members read and provided input to the Provost,
per his request, on the "Report of International Services and Program Operations" (attached).
Per the Provost's request, we reviewed a proposal from the Office of International Programs and
National Student Exchange for an International Study fee (attached; begins on page 33). In
doing so, we reviewed fee schedules from system-wide and peer institutions,
e.g., http://onestop.utk.edu/wp-content/blogs.dir/33/files/2013/10/1tuition_fees-2013.pdf
Recommendations for future business:
Add the Dean of the Honors College (or appointed representative) to the committee.
Consider making this a standing committee.
Committee should follow through to ensure that a procedures/processes are created for facultyled study abroad trips. At present, contracts for faculty who teach abroad are not issued with any
degree of regularity. Faculty compensation, too, should be reviewed for faculty who teach
abroad. A flat rate? Otherwise, there is hardly incentive for junior faculty to teach abroad.
(They lose money in the end!)
Committee should work with other bodies on campus to formalized bi-lateral international
exchanges. Concern: At the end of this academic year, it became clear that UTC loses hundreds
of thousands of dollars when our in-state students study abroad. International students who
come here as a part of an exchange are essentially charged out-of-state tuition but pay in-state
tuition. Somehow, UTC is left "holding the bag." The result, it seems, is that international study
abroad will be halted in the Spring of 2015. Committee members in the coming academic year
should work the appropriate administrators to see that this does not happen.
2
Report of International Services and Program
Operations
at the
University of Tennessee at Chattanooga
October 29, 2013
1
Executive Summary
The University of Tennessee at Chattanooga (UTC) strives to provide educational and
English learning opportunities to international students through exchanges and resident
based degree programs at the undergraduate and graduate level. In addition, we seek to
provide study abroad opportunities for our students as a means to expand their
understanding of cultural norms and practices within international communities.
Organizationally UTC has two distinct offices and reporting lines for our international
program operations. The offices include the International Student Services (ISS) Office and
the Office of International Programs and National Student Exchange. In summer of 2012 ISS
was officially placed under the reporting authority of the Graduate School, thus reporting
to the Dean of the Graduate School. The director of the Office of International Programs and
National Student Exchange reports to the Associate Provost for Academic Affairs. There is
no direct coordination of or between these two offices other than the interaction of the
Dean of the Graduate School when questions arise regarding international student
exchanges on the UTC campus.
The ISS office and the Office of International Programs have two staff members, each
having a director and administrative support person.
Provided for review are documents describing the activities and responsibilities of the
International Student Services Office, the Office of International Programs and National
Student Exchange, and our recent planning effort to bolster our ESL program into an ESL
Institute. The attached documents provide an overview of the functions and
responsibilities of each office. The need for a more functional organizational structure is
recognized. The expected outcomes of this review are: 1) combining of the various
international functions into a single office with an appropriate administrative structure (if
deemed appropriate), 2) streamlining of processes and procedures, 3) enhanced
cooperation, collaboration, effectiveness and efficiency of office operations, 4) increased
capability of recruiting international students into undergraduate and graduate degree
programs, and 5) increased enrollment in our ESL institute.
2
Table of Contents
Office of International Programs and National Student Exchange
Overview of Oversight and Responsibilities
Rules, Procedures and Policies governing Visa Process for J-1 Visitors
Trainings on INS/ICE US Department of State Immigration Regulations
Tracking Foreign Nationals on Campus
Arranging Study Abroad and Exchange Programs, Recruiting Students,
and Contracting with Faculty
Student Recruitment Process
Rules, procedures and policies governing verification of student records
and processing of student grades
Operations of UTC’s ESL Program
International Program’s Budgets
Status of Consortium and reciprocal Exchange Agreements
1
2
4
5
7
9
10
11
13
21
International Student Services
Staff
22
Office Space
22
Oversight and Responsibilities
22
Procedures for Verifying Academic Records
23
F-1 Procedures for Issuance of the I-20 (F-1 SEVIS document) and Seeking an F-1 Visa
24
Tracking of Foreign Nationals on Campus
25
Orientation
25
Graduate Assistantships and On-Campus Employment
26
Recruiting
26
Operating Budget
26
Training
27
Additional Services (as needed)
27
1
Brief Overview of
Oversight and Responsibilities of the Office
The Office of International Programs and National Student Exchange provides a variety of
service to the campus, its students, faculty and staff, the community and region. Listed
below is a summary of the various activities and programs that are operated under the
auspices of the Office:
 Study Abroad, International Exchange, International Internships
1. Staff participate in facilitating, advising, coordinating, orienting all outgoing
and incoming international exchange students.

National Student Exchange
1. Staff participate in facilitating, advising, coordinating, orienting all outgoing
and incoming international exchange students

Information Sessions on Study Abroad and Exchange offered to students,
faculty, and staff
1. Summer Freshman Orientation Sessions
2. Academic Year Information sessions (approximately 25/semester)
3. Faculty and Staff recruitment and Orientation Seminars

Transcript processing for all Study Abroad and National Exchange Students—with
help of department heads and the Records Office

Provide Financial Aid support and advisement for all Study Abroad and National
Exchange Students—with help from the Financial Aid Office (Ms. Louise Sansbury)

Development of Faculty, Scholar, and Student Handbooks and oversee approval
process

Issuance of ISIC Travel Insurance for Students and Faculty Traveling & Studying
Abroad

Risk Management Plan - Development and Implementation

Manage the Go Global Themed Living Community (TLC) through Residential Life

Identify and manage national and international scholarships
1. Gilman National Scholarship
2. Boren National Scholarship & Fellowship
3. UC Foundation Travel Scholarship

Maintain UTC’s International Organizational Memberships
1. NAFSA: Association of International Educators
2. Institute of International Education (IIE)
2
3.
4.
5.
6.
7.
International Student Exchange Program (ISEP)
National Student Exchange (NSE)
Cooperative Center for Study Abroad (CCSA)
CIEE
Washington Center

Investigate, negotiate and maintain Affiliate Program Memberships that increase the
opportunities for students’ and faculty’s study abroad experience. Current
memberships include:
1. CISabroad
7. KEI
2. SIT Study Abroad
8. ISA
3. IPSL
9. GlobaLinks Learning Abroad
4. AIFS
10. CEA Global Education
5. API
11. Spanish Studies Abroad
6. SFS
12. Semester at Sea

Develop and maintain all UTC Bilateral Institutional Exchange Partnerships with
international colleges and universities, which include (analysis of status attached):
1. Universidad de Alcala (Spain)
2. Changsha University (China)
3. Kangneung University (South Korea)
4. Haifa University (Israel)
5. Ludwigsburg Paedagogische Hochschele (Germany)
6. Lulea University (Sweden)
7. Masaryk University (Czech Republic)
8. Nagoya University of Foreign Studies (Japan)
9. Ostfalia University of Applied Sciences (Germany)
10. Friedrich-Alexander University (Germany)
11. Rennes School of Business (France)
12. Stirling University (UK)
13. University of Shkoda (Albania)
14. University of Stuttgart (Germany)

Assess and evaluate all programs yearly via:
1. Annual IIE Open Doors Report
2. Website Database Maintenance
3. Banner Reports
4. Evaluation of student experiences and participation in programs

Handle processing of all J-1 & J-2 visitors:
1. Visiting International Scholars and Dependents
2. International Exchange Students and Dependents

Work to develop, recruit for, and finance (when necessary/possible ) and provide
orientation for all UTC faculty-led international Programs
2
1. CCSA
2. UTC faculty-initiated programs

Provide globally focused programming on Campus
1. Study Abroad Fair
2. International Education (IE) Week Events
3. UTC Culture Fest
4. Country Presentations

Provide advisement and programming support for the International Student
Organization (ISO) –the student-run organization funded through the Student
Development Office

Provide community outreach for our office and UTC by participating in:
1. Chattanooga Culture Fest
2. Chattanooga Sister Cities Association
3. UTC’s Multicultural events on and off campus

Ensure our own professional development, outreach, and involvement through our
participation in:
1. Occasional NAFSA Conference Attendance – Regional and/or National
2. Annual TAIE Meeting Attendance
3. Annual NSE Conference Attendance (mandatory for membership)
4. CCSA Board Member, Director
5. NSE Board Member, Director
6. TN Association of International Educators (TAIE)
 Assistant Director, TAIE Secretary-Treasurer Elect (2013-2015)
7. Gilman Scholarship National Review Panel
 Director, Panelist (November 2010, 2013)
 Assistant Director, Panelist (November 2011)
8. Occasional program site visits to partner and program providers

Give oversight and guidance to UTC’s English as a Second Language Program and its
interim coordinator and faculty
1. Do secondary review on all applicants and was issuing letter of acceptance
after I-20 was being process by the International Student Services Office and
F-1 advisor;
2. Encouraged the development of a new marketing plan to begin to bring more
students into the program from a variety of avenues;’
3. Review faculty teaching load and work to ensure that each faculty is paid
appropriate amount on a timely basis;
4. Encourage new coordinator to develop a more structured academic program
for students and faculty
5. Develop a more comprehensive evaluation process for students and for
faculty
3
6. Review budgets
Rules, Procedures, and Policies governing Visa Process for J-1 Visitors to Campus
UTC’s Office of International Programs and National Student Exchange (OIPNE) handles all
the J-1, J-2 visa exchange visitors to the University. The J-1 Visa program “provides
countless opportunities for international candidates looking to travel and gain experience
in the United States. The multifaceted programs enable foreign nationals to come to the U.S.
to teach, study, conduct research, demonstrate special skills or receive on the job training
for periods ranging from a few weeks to several years.” [State Dept. website]
UTC is “certified” by the U.S. State Department to issue DS-2019’s that allow the visitor
coming and approved by UTC to obtain a J-1 visa:
 Professor or Research Scholar
Professor:
The professor category is for a foreign national who enters the United State for the primary
purpose of teaching, lecturing, observing or consulting at accredited post-secondary
academic institutions, museums, libraries or similar types of institutions. A professor may
also conduct research, unless disallowed by the sponsoring organization.
Research Scholar
This category is for a foreign national who enters the United States for the primary purpose
of conducting research, observing or consulting in connection with research projects at
research institutions, corporate research facilities, museums, libraries, post-secondary
accredited academic institutions, or similar types of institutions. A research scholar may
also teach or lecture, unless disallowed by the sponsor.
The research scholar or professor’s appointment to a position shall be temporary, even if
the position itself is permanent.
Incidental lectures or short-term consultations are permitted with the approval of the
responsible officer so long as they are directly related to the objectives of the participant's
program, and do not delay the exchange program’s completion date.
Professor and Research Scholars must:



Not be a candidate for a tenure track position;
Not have participated in and completed a professor or research scholar
program within the last 24 months preceding the beginning date of their new
program’s commencement;
Not have participated in a J-Visa program for all or part of the 12-month
period immediately preceding the start date of a professor or research
scholar program unless they meet one of the following exceptions:
 The participant is currently in a professor or research scholar program
and is transferring to another institution in the United States to
continue their current J-1 program;
 The participant's prior physical presence in the U.S. on a J-visa
program was less than six months in duration; and
4


The prior participation was as a short-term scholar.
http://j1visa.state.gov/programs/professor-and-research-scholar
Short-term scholar

Professors, research scholars and other individuals with similar education or
accomplishments travel to the United States on a short-term visit for to
lecture, observe, consult, train or demonstrate special skills at research
institutions, museums, libraries, post-secondary accredited academic
institutions or similar types of institutions.
Short-Term Scholars must:
 Be a professor or research scholar or someone with similar education and
or experience.
Benefits
Educational enrichment: Participants collaborate on special research
projects, teach a semester at a college or university, or lecture, consult or
observe in a variety of settings in education and research in the United
States.
More information



The maximum duration of stay is six months;
No program extension will be considered; and
No change of category will be considered.
College and University students-both undergraduate and graduate, degree
and non-degree students
College/University Students must:


Be financed directly or indirectly by the U.S. government, the government of
their home country, an international organization of which the United States
is a member by treaty or statute, or supported substantially by funding from
any source other than personal or family funds;
Be carried out according to an agreement between the U.S. government and a
foreign government, or according to a written agreement between American
and foreign educational institutions, an American educational institution and
a foreign government or a state or local government in the United States and
a foreign government; or Student is participating in a student internship
program that will fulfill the educational objectives for the student’s degree
program in his or her home country; or
5

Pursue a non-degree program and must be enrolled full-time in a prescribed
course of study. The maximum duration of a non-degree program is 24
months inclusive of academic training.
Benefits
School Credit: University/college students may engage in degree-granting
programs until completion or non-degree granting programs for no more
than 24 months.
Employment: Students may engage in part-time employment under certain
conditions, including good academic standing at their host institution.
Academic training: Students may participate in academic training with or
without wages or other remuneration during their studies with the approval
of the academic dean or adviser and the responsible officer at their sponsor
organization.
Student Intern
 Internship programs are designed to allow foreign college and university
students or recent graduates to come to the United States to gain exposure to
U.S. culture and to receive hands-on experience in U.S. business practices in
their chosen occupational field.
Interns must be foreign nationals:
 Who are currently enrolled in and pursuing studies at a foreign degree- or
certificate-granting post-secondary academic institution outside the United
States; or
 Who have graduated from such an institution no more than 12 months prior
to their exchange visitor program start date.
Benefits
Practical Experience: The program bridges the gap between formal
education and practical work experience.
Limitations/Exceptions for Intern work environment
Interns cannot work in unskilled or casual labor positions, in positions that require
or involve childcare or elder care or in any kind of position that involves medical
patient care or contact. Nor can interns work in positions that require more than 20
percent clerical or office support work.
Internships are offered in the following occupational categories:
Agriculture, Forestry and Fishing; Arts and Culture; Construction and Building
Trades; Education, Social Sciences, Library Science, Counseling and Social
Services; Health Related Occupations; Hospitality and Tourism; Information
Media and Communications; Management, Business, Commerce and Finance;
Public Administration and Law; and The Sciences, Engineering, Architecture,
Mathematics and Industrial Occupations.
6
Our office issues visas according to the restrictions listed above and the specific rules set
forth in U.S. law (22 CFR 62.22) which mandates that a number of procedures be completed
before a Form DS-2019 is issued. Our office requires the following documents for each
visitor:
J-1 Research Scholars. Short-term Scholars, or Professor:
 Letter of invitation from sponsoring department, outlining:
o name, address, email address, country of citizenship, position/rank in
which university or agency;
o highest degree received and/or additional related research or work
experience;
o the description of the visitor’s program or reasons for coming to UTC,
including his/her area of study or research;
o who in the department will be working the visitor and in what
capacity;
o the inclusive dates of the visitor’ stay at UTC and in the US if different;
o whether they will be traveling while in their J-1 visa status and where
those travels may be;
o whether the visitor has adequate skills in English to function as a J-1
visitor to campus;
o what arrangements will be made by the department for visitors room
and board—if any;
o any funding that is being offered by the department in support of the
visitor; (if salary—whether the necessary forms have been approved
by the appropriate on-campus authorizers—department head, dean,
Provost, Chancellor, HR Office, etc.
 A completed J-1 Visitor information sheet (see attached) that requests more
specific information from the visitor:
o including copies of their CV/resume
o passport
o their accompanying dependents and copies of their passports
o proof of funding for visitor’s trip and from what sources—
government, university, other funding sources and personal funds
o agreement to purchase the necessary insurance for his/her duration
of stay for self and dependents
Once all the documentation have been received, the DS-2019 can be issued and send it to
the visitor in his/her home country for processing through a US embassy in that country. If
documents are missing or incomplete, the DS-2019 cannot be issued.
College and University students-both undergraduate and graduate, degree and nondegree students
7
Our office receives two types of J-1 university students to our campus—those that we
process for issuance of DS-2019’s and those that come into the university through our
partnership and membership in the International Student Exchange Program (ISEP). We
handle all of the paperwork for our “own” J-1 visitors from our partner universities (list
here) and work with the ISEP students to get them registered into the university but do not
issue their DS-2019’s. That is done through ISEP Office. All incoming students—our
bilateral or ISEP exchange students, must, but meet the admission’s standards of
‘regular’ students admitted to UTC, by Federal Law.
For those students who come from our partner universities with whom we have bilateral
agreements, we ask our bilateral partners to recruit for our exchange programs and make
recommendation to us for those students who meet our admission’s requirements and who
they feel would be best suited to study for a semester, a summer or a year at UTC. In
return, we recruit across UTC’s academic department for our students to send to them.
To issue the DS-2019 for any non-degree seeking graduate or undergraduate student
coming in on J-1 Visa, we require the following to be sent to our office for review, approval
by major department/s head/s and then final by our office before we send our
recommendation for acceptance to the appropriate admissions office on campus:






A completed J-1 Application Form;
Home School Application Form or letter of interest from student outlining his/her
plans for study at UTC;
Home School Official Transcript;
Letter of Good Standing or Letter of Recommendation/s from home university;
Copy of Passport;
Official TOEFL, IELTS Scores or a Letter of English Language Ability/Certification
from Host School.
Each student coming in through our ISEP connection has to complete an ISEP application
that includes:
 Participant profile
 Passport copy
 TOEFL Scores
 Personal statement
 Personal essay
 Two Academic References-Letters of
Good standing
 Education History
 Copies of each University’s transcript/s
attended
2
We also require both groups to complete and return:
 A completed/doctor signed UTC immunization form with the appropriate home
country records that reflect their immunizations;
 An updated transcript that includes their last semester’s work since may apply to
ISEP or UTC during the term before they arrive at UTC;
Once we receive the recommendation packet from ISEP, we send the entire package, along
with the students’ request for UTC classes to the appropriate department heads whose
faculty would teach the courses the students’ list and request that they review the students’
“credentials” to see if they would qualify for the courses that the students wish to take and
to see if those courses are being offered during the semester/s that the ISEP student plans
to attend. If not, department heads are asked to offer alternative course suggestions based
on the student’s transcript.
Based on our review and recommendation and then on the department head’s
recommendations we then accept or reject the student’s application from ISEP.
The process for degree seeking undergraduate or graduate students from our partner
universities differs slightly from the normal process of admissions to an undergraduate or
graduate program in the extent of documentation or document processing that we require
of our ‘regular’ international admission’s requirements. We require a few more original
documents:
UTC Graduate Exchange Application Forms (complete Package); Includes:
o
o
o
o
o
o
o
o
o
o
J-1 Information Form
Passport copy`
TOEFL Scores
Personal statement
Two Academic References-Letters of Good standing
Education History
Copies of University’s transcripts translated and approved by our partner university
Graduate School Scores—GMAT or GRE
Immunization Form (submitted to Health Services
Financial information
The acceptance process after we receive these documents proceeds like the regular
exchange process. Each graduate department is expected to email the Office of
International Programs (OIP) their recommendations prior to OIP sending the complete
package to the appropriate admissions office/officer.
During the exchange student’s stay at UTC, Assistant Director or Director acts as the
student’s academic advisors, a duty shared with all our academic department heads once
the student has decided on which classes they will take. We then monitor/consult with
them throughout their stay ensuring that they meet “continuation standards” for J-1 visas
3
status set forth in 22 CFR 62.22 and those standards that we hold our ‘regular students’ as
it applies to a student living on campus and attending our classes.
During their first week on campus (usually the week before classes begin ),they are given a
two day orientation and are presented with the UTC Incoming student handbook that
outlines (see attached Incoming International and National Student Handbook included in
this packet). That orientation includes:
 A review of US Department of State Policies that affect their visa status while in the
US and the travel policy/rules for their J-1 visa while they are in the states;
 Important UTC information and explanation of terms and expectations of their stay
at UTC: See list of topics from Handbook (a copy of the Handbook it attached):
4
TABLE OF CONTENTS
Section
ACADEMICS
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


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Welcome
Contact Information
Resources in the International/Exchange Office
3
Syllabus
Grading and Course Expectations
4
Grade Reports
Grade Point Average (GPA)
5
Honor Code
6
Important Dates
FERPA Information
8
Student Technology - Tools & Resources
9
Campus Academic Resources:
UTC Bookstore
11
Lupton Library
Course Catalog
Class Schedule
Student Success Center
UTC Writing Center
Page
3
3
4
5
7
11
11
12
12
12
LOGISTICS





Your Passport
Student Housing
Telephones
Mail Services
Health Services & Immunizations
19
Health Insurance
12
12
18
18
20
5
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MOCS Card
21
Dining Services
Banking & Budgeting
Paying your Tuition & Fees
25
J-1 Visa Issues
Important Campus Resources
UTC CHECKLIST
22
24
25
25
31
To help us ensure the quality of the information that our students should receive, we invite
deans, department heads and faculty to a session to discuss UTC academics. We also invite
students (our UTC Cultural Ambassadors) during a session to talk about their experiences
on campus both academic and social.
To help further facilitate our incoming students’ acclimation/adjustment to the US,
Chattanooga and UTC, our office created a “buddy system” for all of our incoming students.
Our UTC “buddies” are selected from our UTC Cultural Ambassadors and they pick our
incoming students up from the airport, bus terminal and bring them to campus. They work
with them to get them checked into housing, obtain their UTC ID, and often take them to
grocery stores or WalMart to get the essentials that they might need to live in our residence
halls.
In 2013, OIP has worked with housing to develop a “Themed Living Community” –GO
GLOBAL! in Stophel Apartments where our incoming exchange students, some of our
Cultural Ambassadors, two of our international varsity tennis players, two freshmen men
who applied for our community and two UTC ESL students, and two international graduate
students are living and learning together.
Additionally, the Assistant Director and Director serve as the advisors for the International
Student Organization (ISO).
Trainings on INS/ICE US Department of State Immigration Regulations
The Director and Assistant Director stay current with SEVIS certification and the updates to
that certification in a variety of ways.
Participation in workshops each year at state, regional, and/or national conferences:
 Director has attended F-1 and J-1 Beginning” Rules and Regulations” workshops
each year since beginning the study abroad program on campus;
 Director attended an Advanced J-1 Workshop at the national NAFSA conference in
St. Louis in May 2013;
6


Assistant Director attended a Beginner J-1 Workshop at a regional NAFSA meeting
in Portland, OR in January 2011
Assistant Director attended a Beginner F-1 Workshop at a regional NAFSA meeting
in MA in January 2007
The Director and Assistant Director have also participated in SEVIS Online Webinars that
are offered by NAFSA and by the US State Department, and maintain a good working
relationship with our state of TN SEVIS ombudsperson for any new/pressing questions,
updates, and best practices. The staff also receives email updates from listserv of the TN
Association of International Educators (TAIE), the SECUSSA listserv (NAFSA), and from
listserv of the Chief of Academic and Government Programs with the US State Department.
The Assistant Director also sends out a monthly newsletter and continuous updates as they
are approved by the Department of State.
7
Tracking Foreign Nationals on Campus
As mentioned earlier, Assistant Director and Director act as the advisors for all
international J-1 visitors to campus—visiting professor, exchange students, and exchange
interns. Additionally, the Director has worked with the Interim Director of ESL and the
Director of the International Student Services Office to track the F-1, F-2, E-1 and E-2, and
K-visa holders who are involved in the ESL institute.
Tracking for J-1 visitors has been outlined in detail above, but to reiterate the check list:
 The Assistant Director and Director serve and the Assistant Responsible Office and
Responsible Officer (respectively) and work to issue all the DS-2019s for all J-1 and
J-2 visas through SEVIS;
 After receiving the appropriate paperwork from each visitor, staff review it for its
acceptability, for students make our recommendation to the appropriate
department head for review, and if acceptable, enter SEVIS to “build” the DS02019.;
 We then send acceptance letters with the DS-2019 and instructions for each visitor
to follow to complete the visa process before arriving on campus; (for students that
first letter would include the necessary steps for the students to complete the
admissions process);
 Once the student has completed that process, we send all the approved materials to
the appropriate admission office for final review and processing and assigning
student ID’s.
 We then work with each visitor to insure that they have successfully received their
J-1 Visas and help them arrange their arrival times in Chattanooga;
 For our students, we work with our Cultural Ambassador “Buddies” to pick the
incoming exchange student up at the appropriate arrival point and bring them to
campus, help them get their UTC ID’s and get them check into UTC housing.
 For our visiting professors and research scholars, we work with their sponsoring
departments to ensure their arrival and pick. Though housing for those visitors is
traditionally taken care of by the sponsoring departments, we have placed our
visitors in university housing. We also work the sponsoring department to ensure
that the visitor receives the appropriate ID card and access to the appropriate
campus facilities.
 Once each exchange visitor is on campus, each is given a participant handbook, a
thorough orientation (listed above), and is helped to get insurance (if they have not
purchased it before arrival).
 Each visitor’s passport and visa is copied, along with any additional supporting
documentation that they might have been required to produce during the visa
process. Our Office keeps both digital and “hard” copies of all documents for each of
our visitors to ensure that our compliance with Department of State and ICE
standards.
 During each visitors stay, we monitor them in a variety of ways:
o For our students the Assistant Director and Director serve as their academic
advisors (with the help of our academic department heads). We advise the
on the appropriate classes, ensure that they are enrolled in the appropriate
8




number of classes to maintain their status, and work with each department
on campus to get them enrolled into classes appropriate to their home
university’s degree requirements. This must be done separately for each
student since they are considered “transient” students and none of their
previous academic work is entered into the UTC Banner system. Each
student must get the appropriate approval for classes and then the necessary
department “overrides” to allow them to register for their classes.
o For our visiting professors and research assistants, we serve our academic
departments as backup to any necessary support that they might need to
help the visitor acclimate to UTC and Chattanooga. We have, with some
visitors, helped facilitate their stay in our residence halls (if off campus
housing was not available or too expensive.) Since we often have additional
bedding and kitchen tools that we have for our exchange students that we
share with them. If there are any adjustment problem that cannot be
handled by the department, we refer our visitors to our campus counseling
service.
We ensure that each visitor maintains their status during their stay—informing our
office of any special needs or circumstances that might jeopardize their stay.
Since the length of a visitor’s stay is available through SEVIS, we ensure that they are
aware of approaching departure deadlines and make the necessary changes in SEVIS
if the visitor or their sponsoring department wishes to extend their stay and require
the necessary documentation outlining the reason for the additional time.
Before each student leaves, they request our Records Office to send OIP three copies
of their UTC transcript so that we can send copies of their UTC work back to their
home university for review and processing;
Before each visitor leaves UTC, we meet with them to ask them to evaluate their stay
at UTC and ask for any suggestions that they might have to improve our services for
future visitors’ stay.
9
Arranging study abroad programs, recruiting students and contracting with faculty
for faculty-led programs
As stated earlier in the “Oversight and Function” section of the report, our office has
worked over the years to develop, recruit for, and finance (when necessary/possible) a
variety of programs for our students, faculty, and staff. When UTC began offering study
abroad programs on campus, OIP worked with two main groups to facilitate study abroad;
the International Student Exchange Program (ISEP), which we joined as a campus member
in 1993 and the Cooperative Center for Study Abroad (CCSA) which we joined in 1992.
ISEP offers our student two options for study abroad to over 300 foreign universities in 45
countries around the world
1. An Exchange program—where our students UTC room, board, and tuition to us and
receive the same (room, board, and tuition) at their exchange, host university. They
do, however, have to cover their costs of getting to the host university and incidental
costs beyond their exchange. This is a competitive process where all member
universities’ student are competing for placements.
2. ISEP also developed a DIRECT Placement process—that allows our students to
select one international university in the ISEP membership to apply for without
going through the competitive exchange progress. The Direct Placement, however,
is much more expensive, since students pay a predetermined fee established by the
host university at a cost similar to their “ordinary” direct enrolled students. (the
cost of ISEP Direct is usually $3000---$4500 more expensive than the costs of the
ISEP Exchange)
“CCSA is a consortium of American colleges and universities, which offers study
abroad programs and internships in English-speaking regions. Currently, CCSA has
24 member institutions in Alabama, Indiana, Kentucky, Mississippi, Ohio, Oregon,
Pennsylvania, South Carolina, South Dakota and Tennessee. Guided by policies
determined by the CCSA Board of Trustees, CCSA annually develops, plans, and
coordinates study abroad programs in Australia, Belize, Canada, England, Ghana,
Hong Kong, India, Ireland, Jamaica, Scotland, South Africa and other Englishspeaking areas.”
UTC joined CCSA for two reasons:
1. First, it offered our faculty a chance to propose study abroad courses through the
organization, recruit students for them (with the help of the International Office)
both on campus and throughout the consortium. CCSA provides funds to aid in
those recruitment efforts and if the faculty is successful in recruiting the required
number of students to allow the class to go, CCSA provides room, travel, and per
diem for each faculty
2. Second, it provided our office with an initial, established, cost effective study abroad
program that was inexpensive for our students to study in English speaking
countries.
10
Essentially, it was a “win-win” program. Our office worked to recruit faculty to
propose courses and once those course were approved by the CCSA Board, work
with faculty to recruit students on our campus and at the member campuses. Since
we had little budget, it offered our office and easy way into the study abroad
world—much the same as ISEP but on a more limited short-term program way.
Where ISEP offers our students semester-long and year-long opportunities
throughout the world in almost all languages, CCSA offers our students short-term
winter and summer opportunities in the English speaking world.
The next step in the development of our offering study abroad opportunities for our
students and our faculty was the development of bilateral exchange ventures with
partner universities throughout the world. These began and have continued as a
joint effort of our office and our faculty. Many of our agreements have come from
our office’s memberships and relationship built from our involvement with
international study abroad organization (listed). Some, however, have been built as
a result of our faculties’ joint research with other universities. Those partnerships
are listed on the “Consortium and Agreements Spreadsheet.”
3. A third way our students can study abroad is through “Third Party Study Abroad
Providers.” Realizing that ISEP, CCSA and our partnerships did not cover the entire
world and that our students often want to study/intern/research in places beyond
our ”established programs,” our staff has worked to establish relationships with a
select number of study abroad providers that have been vetted on campus and who
we have contracted with through the university’s contract process. These
organizations offer our students a wider variety of opportunities beyond the
“ordinary” study abroad experience. Many offer access to more and different
countries, to international internships, service learning and/or research
opportunities.
Though CCSA offered our faculty opportunities to study in English speaking countries,
many of our faculty have done research, studied and built academic relationships with
universities throughout the world and want our students to have the same experiences that
they were offered during their university studies. To accomplish this, our office has
worked to build UTC Faculty-Led programs with selected faculty. Many times faculty have
self-identified by asking if they could teach a class in another country at another university.
Sometimes, however, we have worked with faculty to “build” new programs that we felt
would be beneficial and popular with our students.
To facilitate this process, we recruit faculty by presenting orientations session that
introduce our faculty to the study abroad program and the ways in which we can work with
them to “build” courses that they are interested in teaching abroad. We also work with
deans and department heads, asking for recommendations for faculty who they feel might
be successful in proposing a class and recruiting students for that class. As mentioned,
faculty often approach us with an idea for study abroad program which we work with them
to develop.
11
Faculty begin talking to our office about their ideas and plans for a program abroad, and
then complete a “COURSE PROPOSAL” application (see attached) which our office carefully
shephards them through the process and then reviews with them before they submit it to
their department head and dean for approval. Once those signatures/approvals are
finalized, our office begins to work with them on a student recruitment plan, an itinerary,
and a program cost analysis. Once that is completed, the course is listed on our database
and we, with the help of the faculty member, begin recruiting students for that program.
12
Student recruitment process
We use a variety of methods to recruit UTC students for our study abroad programs.
1. During the freshman orientation season, our office holds information session at each
session to inform our incoming students and their parents about opportunities
offered through the Office of International Programs and National Student
Exchange;
2. We advertise and offer 20-25 information sessions each semester for UTC students
to attend;
3. We have had a yearly fall Study Abroad Fair for the past three years where faculty,
and study abroad providers can meet with our students to discuss their programs;
4. We attend all campus visit days, sponsored by the Admissions Office to talk with
potential students and their parents;
5. We use our returning exchange students (our UTC Cultural Ambassadors) at each of
these events to help us advertise of our programs by discussing their successes;
6. We meet separately with a variety of student groups—fraternity, sorority, honors,
residence halls, departmental majors, etc. (with our Cultural Ambassadors) to
inform students of the various study away options through our office;
7. We partner with various departments to help support their international efforts by
including our study abroad students (incoming and returning) in their
programming;
8. We have worked to establish scholarships for our students to help cut the costs of
studying abroad;
a. The UC Foundation Travel Scholarship;
b. OED Diversity Scholarship;
c. Our office has worked to identify and be a part of review boards for
Fulbright, Boren, Gilman, and other national and international scholarship
programs to improve our students possibilities for attaining those
scholarships;
d. We currently have a proposal for a student fee funded scholarship that is
similar to those already in existence at UTKnoxville and UTMartin;
9. We provide additional international focused programming on campus through;
a. Working with ISO and other campus groups to create events for International
Education (IE) Week Events in November;
b. Our office working at Chattanooga’s Culture Fest;
c. Giving opportunities for our returning study abroad students and their
incoming counterparts to give presentations on their host/home country to a
campus-wide audience;
d. Working with ARAMART to create an international themed cuisine
day/week;
Addressing the larger UTC international recruiting question:
The Director has tried for years to work with past Provosts, and our admissions offices to
build a comprehensive campus International Recruitment Plan that would increase the
13
number of international students on campus. This was an integral part of the Strategic Plan
that we presented to Provost Oldham and Chancellor Roger Brown in 2008/09. But efforts
began years before when a $25million Lupton gift was received. At that time it was
proposed to use $500K to $1miilion as scholarship monies over a four year period to
“invest” in international student scholarships and also develop a comprehensive systemwide international recruiting effort that would cut costs of international recruiting to each
campus through a joint effort.
Another is building the ESL program is built to begin to develop more students who could
matriculate into UTC degree programs. This effort would provide-“opportunities for ESL
students taking upper level ESL courses to enroll in academic courses that will apply
toward a UTC baccalaureate or graduate degree.” This would give the best of the ESL
student access to UTC classes and encourage them to continue their degree here at UTC.
Rules, procedures and policies governing verification of student records and
processing of student grades
Some of the processes for reviewing incoming students’ credentials was outlined in the visa
process section (Section 1) of this report. What was not stated in that section was the
verification of authenticity of the student records. The process is outlined briefly in the
beginning of this section.
Unlike an F-1 international student who comes to UTC from any university in the world, J-1
students come to UTC only by recommendation of their home university faculty and
international office. Each of them, as our outgoing student, are recommended by their
faculty, vetted by the international office according to their rules of accepting students to
their study abroad programs, and only then recommended to UTC for our evaluation and
acceptance. We depend on our partner universities to ensure that the students they
recommend meet all of our admission standards and also request that they provide
approved translations of the students’ academic transcripts and recommendations from
their faculty.
The process is different for students coming through ISEP. There is another layer of review
of students credentials offered prior to our office’s getting the ISEP
packet/recommendation for a student. In addition to being reviewed and recommended
on their home campus, international students applying through ISEP are reviewed at ISEP
central and recommended by ISEP staff to those universities where they feel the students
would fit best academically.
Once our office receives all the paperwork, we review each application and then send the
package to the appropriate department head/s for their review. They review the courses
the student list and review the student’s “credentials” to see if they would qualify for the
courses that the student wishes to take. They also provide us with assurance that those
courses are being offered during the semester. If not, department heads are asked to offer
alternative course suggestions based on the student’s transcript. Based on our review and
14
recommendation of the department heads, we then accept or reject the student’s
application and communicate that to our bilateral partner or ISEP and then send the
application packet to the appropriate admissions office on campus.
The verification of our out-going study abroad students begins early in the study abroad
cycle.
 Before a student applies to an exchange program, our office has worked with them
to review their exchange options and the classes that they wish to take while
abroad.
 We ask the students send us copies of the courses descriptions for review and also
to have an initial discussion with their department advisor to discuss those courses.
 Once the student is formally accepted into an exchange program, we have a “course
approval form” for both exchange programs that the student completes and takes
with the printed course descriptions to the appropriate department heads for their
review and pre-approval. During this process the department head also assigns a
UTC “Course equivalent” for the exchange course and signs the form.
 The student returns the signed course approval form to our office with the course
description which becomes part of their file in our office.
 The student is given orientation and then leaves for their exchange.
 If any changes occur to the approved course schedule, students are required to send
an email explaining the change, to provide the course description of the alternate
course to be taken which we send to the appropriate department head for email
approval.
 After receiving that approval/denial, our office corresponds with the UTC exchange
student accordingly.
 All students are instructed before leaving UTC to make sure that they have their
host university send our office a copy of the student’s official transcript upon
completion of coursework and exchange.
 Once we receive the official transcript, we review it with the student, and then
process it for department head review (sending copy of transcript and course
descriptions).
 The department head then assigns the proper UTC course equivalency and course
grade and returns it to our office.
 The approved paperwork is then copied for the student file and the original, along
with original host school transcript is sent to the Records Office for processing to
the students UTC academic record.
Operations of ESL
UTC’s ESL program is being modified into an Institute and has therefore undergone an
interesting transition in fall 2013. UTC hired a new Program Coordinator, Mr. Jerad
Brewer, who has developed new plans for the institute and has hired some new faculty
who bring new credential and training to our ESL students.
15
Unfortunately, not much effort was put into recruiting new students during the past year,
and the Institute has suffered in enrollment. We currently have 18 students in the
program, but not all of them are full-time (morning and afternoon TOEFL-track) students.
We have some students who are taking classes in the institute to improve their English
writing and speaking skills to better acclimate to the US since they are working here or are
preparing to work in one of the international firms in the area who have suggested that
they improve their English before beginning full-time work.
The Coordinator of the ESL Program has provided the following update on developments
that have occurred since August 2013 in the ESL program.
UTC ESL Progress Report
October 2013
1. Recruitment
a. An enhanced online presence
i. We have been trained and are beginning to develop our website to be
effective with the new web platform. Our current project is the
creation of a faculty profiles page that includes contact information as
well as a brief bio (photo included)
ii. We have also established a social media presence through Facebook.
As of today, we have 107 distinct followers. On average our post
reaches 30-60 people. Most of them are students or friends and
family of students. We appear to have a growing constituency of
independent hits however.
b. Traditional diffusion
i. We are in the process of creating a hardcopy brochure promoting our
activities, our city, the program and our website. A study abroad
marketing major, is assisting the Institute in this for credit in one of
her business courses and as an element/artifact to add to her
portfolio.
2. Engagement
a. University departments and organizations
i. Identified and began discussion with the Composition faculty in the English
department to assess needs of ESL students entering the University. This is
of particular relevance since the department is not offering an ESL
composition course this semester.
ii. We have expanded our ESL lunch program with the ESL Connection, and
now it frequently includes members of the University community outside
of the ESL Connection.
iii. The Institute is hosting conversation meetings for the French Club to allow
them access to native French speakers.
iv. ESL students are becoming increasingly visible with the International
Student Organization and frequently attend their events.
b. Community outreach
16
i. The Institute established a relationship with the German-American
Chamber of Commerce and became a client resource for the Partner
Support Program.
ii. We established a relationship with Outdoor Chattanooga.
iii. We are continuing our relationship with high achieving junior and senior
students in the honors program at Soddy-Daisy High School.
iv. We established a relationship with the Peruvian Association of
Chattanooga.
3. Academics
a. Outcomes and assessment
i. We are in the process of redesigning our core ESL program.
1. Core English levels 1-6 will now consist of three equal periods of 50
minutes each: writing, reading and grammar.
2. Concrete outcomes are being established for each of these domains by
our faculty based on the Common European Framework of Reference
for Languages.
3. Concurrently, we are developing methods of criterion-referenced
assessment appropriate to each domain and its outcomes.
ii. The institute is also in the process of gathering data and reexamining the
use of our current reference-normed placement exam.
b. Dual tract Intensive English Program (academic & practical)
i. The academic tract IEP will be geared toward students (primarily F-1) with
educational goals such as matriculation to undergraduate and graduate
degree programs.
1. In addition to TOEFL prep courses, we have the option of providing
coaching for graduate entrance exams.
2. We are also in the process of developing additional offerings geared
toward academic success, such as a listening domain course with an
emphasis on academic note taking.
ii. The practical English tract will be geared toward students whose goals fall
outside of the academy, such as those in the GACC Partner Support
Program.
1. This tract will include courses already relevant to practical English
skills in an appropriate cultural setting such as our Advanced
Conversation elective.
2. New courses in development focus on contemporary issues, regional
history and transactional communication (opening a bank account,
setting an appointment with a doctor, going to court, etc.).
4. Faculty
a. In addition to organized faculty meetings and committee responsibilities
such as textbook selection, the faculty is currently developing a selfassessment instrument, as well as participating in the process of creating a
supervisory assessment instrument.
b. Faculty members are also developing new modes of instructional delivery
through the University’s training and workshop series on “Flipping the
17
Classroom.” We plan to continue this professional development into the
Spring semester in an effort to add value to our instructional time.
International Program’s Budgets
The Office of International Program and National Student Exchange has the following
budgets that our office manages:
U045720035
E045710001 COOPERATIVE INETERNATIONAL EDUCATION OPERATING
U045720035
E040135
COOPERATIVE INTERNTIONAL FEE ACCOUNT/BUDGET
U045720035
R041052015 UC FDN International Classroom
Gift Accounts:
U045757010
R0457100015
UCF Fund for International Students
U045757010
R045710019 UCF Fund For International Studies
And three additional UC Foundation Scholarship accounts:
U045720035 International Educ
Continuing
U045757010 Education
Continuing
U045757010 Education
R042035001
Scholarships:
UC FND Prevost-Lovorn Scholarship
R045710090
UC FDN International Studies Sch
R045710095
UC FDN Judith Finley Stone Sch
Each of these is addressed in the order they are presented above:
U045720035
E045710001 COOPERATIVE INETERNATIONAL EDUCATION OPERATING
This account is the office’s main operating account funded from UTC state revenue by
approval of the Provost’s Office and Budget Office to maintain all of the operations of the
Office of International Programs. All revenue in this account is state funded. It provides for
the salaries and benefits for staff and the operating budget for the office. The operating
budget ended AY 12-13 with a $712.80 surplus. (Budget final 2012-13 PRINT OUT
attached)
U045720035
18
E040135
COOPERATIVE INTERNTIONAL FEE ACCOUNT/BUDGET
With the help of Provost Oldham and Ms. Deborah Hyde, we created this account two years
ago to separate the student fees collected and paid out from the general operating budget.
This new budget allowed us to show the true income and expenses of our exchange and
study abroad programs. The revenue realized in this budget is from the collection of
student fees and program costs for study away programs (INT and NSE). It is this account
that also reflects the problem that UTC has continued to have in deciding how to charge our
incoming international exchange students tuition.
Three different spreadsheets are attached that reflect revenue and expenses for 2012-2013
and for the fall 2013 term. These spreadsheets outline the fees charged to outgoing
International and National exchange students and those charged to our incoming students.
The final ledger report for AY12-13 reflects the budget deficit created by the office having
to fund the out-of-state costs for all incoming international exchange students. Our NSE
Consortium Contract allows our office and the university to charge the incoming students
only the costs of their instate tuition.
Below is an email sent to Vice Chancellor Brown through the Provost’s office last year to
try to rectify that cost imbalance and requesting that he ask his counterpart in Knoxville
how the UTK campus handled these expenses:
From: Prevost, Hubert L.
Sent: Saturday, March 23, 2013 3:05 PM
To: Brown, Richard L
Subject: Proposal and Question about out-of-state charges being paid for exchange students
Good afternoon:
I hope that you are at home enjoying this beautiful day and just checking your email
to prevent boredom. It was so lovely that I decided that I just couldn’t take it so
came in to catch up on some things. To that end, I have been working on trying to
solve a major fiscal problem—our office account being charged out-of-state tuition
for all our incoming international exchange students. See my thoughts below. I
would love to discuss your thoughts.
The Provost and I have been working to resolve one of the main financial problems with
my international account (E04-1035). As you know from previous discussions, the
international account is charged out-of-state tuition for each in-coming international
student. As you also know, we collect only the appropriate tuition from our out-going
students, and almost all of those are students who pay in-state tuition. As a matter of
fact, as we were encouraged to “grow” out program by increasing our numbers, this
imbalance in debits/credits has led to a quite large deficit in this account and Academic
Affairs has had to find dollars to make up:
AY 2012
AY 2011
AY 2010
$159,319.36
$175,882.61
$59,959.09
19
During all this time, however, we have been able to grant in-state tuition for our National
Student Exchange students since the contract/agreement that we signed with that
organization calls for any member to allow reciprocal tuition benefits. (see below)
NATIONAL STUDENT EXCHANGE: TUITION RECIPROCITY
The National Student Exchange is a tuition-reciprocal exchange program which utilizes two
plans for tuition/fees payment to accommodate the disparate administrative and legal
requirements under which institutions of higher learning are able to accommodate such
reciprocity. Under each payment plan described below, students also pay the costs for room and
meals to the host campus and are responsible for their own personal expenses, including
transportation to and from the host campus. Each contracting institution determines the tuition/fee
payment plan(s) under which it can legally operate.
A. Plan A
Under this payment plan, the exchange student pays the in-state (resident) or in-province
tuition/fees of the host campus directly to that campus.
B. Plan B
Under this payment plan, the student pays tuition/fees of the home campus directly to that
campus. Students who normally pay non-resident tuition/fees to their home campus should expect
to continue to do so while on exchange. The student enrolls at the host campus neither paying
tuition/fees to the host campus nor having money sent from the home campus to the host campus
for payment of those fees.
Dr. Tanner and I would like to propose a similar tuition reciprocity language to be used for each of
our international bilateral partnerships and future exchange agreements, and we hope that the
following language could be included in all new bilateral agreements and be sent this semester to
our current partners to sign-off on so that we might begin a new policy for the new academic year
2013-14.
PROPOSED LANGUAGE FOR TUITION RECIPROCITY IN EXCHANGE AGREEMENTS:
UTC and (international institution) require participating exchange students to register at their
home institution and pay all appropriate academic fees and tuition to their home institution. Under
this payment plan, the student pays tuition/fees of the home campus directly to their home
institution. (Students who normally pay non-resident tuition/fees to their home campus should
expect to continue to do so while on exchange.) Incoming exchange participants will be exempted
from paying additional fees and tuition to the host institution. The host Institution agrees to waive
the cost of an Exchange Student’s tuition, allowing the exchange to be a tuition-reciprocal
program.
Do you feel that this language (similar to the NSE agreement language) would be sufficient to
alleviate the out-of-state charges to our exchange programs’ account that academic affairs is
having to cover for our international exchange students? If you think it is, can you tell me the next
steps to get this policy accepted so that we might be able to alleviate the deficit from next year’s
budget?
If not, could you suggest other language that we might use, please.
Thanks,
Hugh
20
This issue needs much more discussion to reach a good, final solution that would not
eliminate our exchange programs. I know that the UTC Assistant Vice Chancellor for
Finance and Budget has asked her counterpart in Knoxville about how they handle the
process and believe that she has received a response. A request for any response has been
made.
U045720035
R041052015 UC FDN International Classroom
The Provost (Dr. Oldham) established this account several years ago with funds from the UC
Foundation to help our office develop and assist in funding new international classroom
initiatives that would encourage the development of new faculty-led study abroad programs
and help fund some of the existing ones. The Provost office and OIP have used this in a variety
of ways:




To help fund Dr. Rich Jackson’s yearly faculty-led trips to central Europe with his
writing student to allow them to present their creative writings at workshops led by
international faculty and attended by international poetry, fiction, and drama
writers;
To help finance the two UTC-Oxford programs that allowed four of our faculty to
teach courses in English literature and history in Oxford, England during two
summers;
To help us pay for the development of a new summer Spanish faculty-led program to
the University of Alcala de Henares in Spain and augment the faculty’s salary and
living expenses during her month in Spain while teaching 12-15 students each
summer;
To help us develop a two new cross-discipline courses:
o one in (Biology-Ecology and Geology) course in the Bahamas that exposed
students from both departments to island ecology and paleogeology;
o another in German and English that allowed our students to visit our German
partner in Ludwigsburg and to study German language and German
environmental philosophical influence on world (an US) environmental
writing.
Though it was not funded last year through the Provost’s Office we were able to recover some
AY 2012 costs paid out of this account since our office had received a $20,000 grant from the
Office of Diversity and Equality to increase the number of underrepresented students in study
abroad programs and service learning abroad classes. That is why a $8966.58 balance remains.
U045757010
R045710090 - UC FDN International Studies Scholarship Account
The office has had UC Foundation Student Travel Scholarship money each year since applying to
the Foundation in 1997 for funds to help encourage students to travel abroad. That first year
$10,000was provided and gave scholarships ranging from $250 to $1000 to some of the first
students studying abroad. Those funds increased to the office receiving $45,000 from the
21
Foundation for scholarships. During that time the office has helped fund over 1000 UTC
students studying away from campus.
In 2011, the office was granted $100,000 from the Office of Diversity and Equity to encourage
non-traditional students to study abroad. The addition of those funds allowed the office to
increase the awards for UTC students.
Current Scholarship ‘Formula’ for the UTC Travel Scholarship
Need HIGH
LEVEL OF NEED
Need MEDIUM
Need LOW/NO
Term
GPA
Year
3.5-4.0
3.0-3.49
2.5-2.99
$1,000
$900
$800
$900
$800
$700
$800
$700
$600
Semester
3.5-4.0
3.0-3.49
2.5-2.99
$750
$650
$550
$650
$550
$450
$550
$450
$350
Summer
3.5-4.0
3.0-3.49
2.5-2.99
$500
$400
$300
$400
$300
$200
$300
$200
$150
3.5-4.0
3.0-3.49
2.5-2.99
$400
$300
$200
$300
$200
$150
$200
$150
$100
Short-term
Current Scholarship ‘Formula’ for the UTC International Diversity Scholarship
Need HIGH
LEVEL OF NEED
Need MEDIUM
Need LOW/NO
Year
3.5-4.0
3.0-3.49
2.5-2.99
$4,000
$3,750
$3,500
$3,750
$3,500
$3,250
$3,500
$3,250
$3,000
Semester
3.5-4.0
3.0-3.49
2.5-2.99
$3,250
$3,000
$2,750
$3,000
$2,750
$2,500
$2,750
$2,500
$2,250
Summer
3.5-4.0
3.0-3.49
2.5-2.99
$2,500
$2,250
$2,000
$2,250
$2,000
$1,750
$2,000
$1,750
$1,500
3.5-4.0
3.0-3.49
2.5-2.99
$1,750
$1,500
$1,250
$1,500
$1,250
$1,000
$1,250
$1,000
$750
Term
GPA
Short-term
22
FINAL 12/14/2011
Unfortunately, the office did not have funding for students studying abroad last summer.
The Office was awarded $20,000 this year if there was a match for those funds from outside
sources. According to Interim Vice Chancellor Braham, we attained the necessary matching
funds and based on that awarded scholarships to our fall students, as you can see from the final
spreadsheet. (FALL 2013). We will process scholarship applications for the Spring and Summer
2014.
In the investigation of the office’s gift accounts, the Director found that the one that was
thought active (R045710094), has been deactivated and that the office has been assigned two
new ones. This needs further investigation since the Director has just learned of this.
Fund Center
Account
Number
Account Name
Old Gift Account:
Continuing
U045757010 Education
R045710094
International Program Gift Fund
New Gift Account:
Continuing
U045757010 Education
Continuing
U045757010 Education
R045710015
UCF Fund for International Students
R045710019
UCF Fund for International Studies
The office also assists in the management of the International Student Organization
Account (E030287) that is funded through Student Development. Attached is the ledger
report in the summary.
U04720035
I041000060 and E041032004
English Language Institute
AY2012-13:
The overall budget expenditure for the ESL Institute for the AY 2012-13 year were
$165,728.24. The Institute had three sessions—fall, spring, and summer and taught Of that
amount teacher salaries and benefits for the institute accounted for $142,984.43 of that
23
total. The student populations declined over the course of the year. There was a concern
in the fall 2012 term that ESL would not be able to handle all the people that had applied.
The program sent out 45 I 20’s to students, but of those only 30 students actually came
during the fall term. The number dropped to 24 in the spring and only 16 in the summer.
Some of that decline was due to students completing their study program and getting
accepted into other universities’ degree programs. Some left UTC for other ESL programs.
This fall the number increased to include 23 full-time students and one part-time student
and the ESL Coordinator expects there to be more with the addition this spring of the
academic track.
The revenues for the program come directly from student enrollment. Students are
charged $2400.00 for full time level 1-6 classes and $300 a class for a selection of classes.
ESL has also made special arrangements with J-1 visiting professors who needed to
improve their English language and writing skills.
Faculty are paid by class and class level. Below is the breakdown for classes taught for last
year’s institute and this fall’s institute. Also included is the salary spreadsheet for the
faculty for last year and this fall.
The final addendum to the ESL section is the draft report from the Provost’s ESL advisory
committee and their recommendations for the further development of UTC’s ESL program.
Report of the ESL Institute Task Force
Members: A. Jerald Ainsworth, Hugh Prevost, Valerie Rutledge and Jocelyn Sanders (chair)
The ESL task force discussed many options and investigated the organization and offerings
of several other ESL Institutes in arriving at the recommendations in this report. The
recommendations are founded on the belief that more robust ESL offerings at UTC will
serve a number of important initiatives for the University, Chattanooga and the region. UTC
has as a goal to have a more diverse student population and to increase our international
student enrollment. Chattanooga and the regional have attracted a diverse workforce in
regard to international businesses and industries that employ individuals whose native or
first language is not English. Thus, there is the need for potential students and individuals
employed in our region to obtain English language speaking, comprehension and cognitive
skills. Developing an ESL Institute with appropriate leadership and credentialed instructors
is a natural outreach of the University to better serve the populace, strengthen our
recruiting of international students, and supply an English speaking workforce for the
southeast region of Tennessee.
Recommendations (in no specific order):
1. Institute establishment, reporting, and organization:
a. UTC should establish a viable, self-sufficient ESL institute that goes beyond the level
of activity and offerings provided by our current program. Appropriate startup
funding should be provided. The Institute should within a reasonable period of 3 to
4 years become financially self-sufficient, requiring little to no subsidy from the
University.
24
b. The Institute will report through Academic Affairs to the Provost or his/her
designee.
c. The task force has purposefully limited details regarding the organizational
structure and operation of the UTC ESL Institute, believing that task should fall to
the new director. However there are certain elements expected to be integral in the
Institute:
i. Academically the Institute should provide, within the University structure,
opportunities for ESL students taking upper level ESL courses to enroll in
academic courses that will apply toward a UTC baccalaureate or graduate
degree.
ii. The Institute should provide cultural elements to assist individuals in
understanding US customs and aid in the integration and assimilation of
international individuals into US society.
iii. Individuals accepted into the ESL Institute as a student will not be accepted as
conditionally admitted students for degree pursuit purposes.
2. Personnel:
a. The UTC ESL Institute should employ a director with previous experience operating
and providing leadership at the director or assistant director level of an ESL
Institute. The director position will be full time employment (12 month contract).
The individual hired must have a master’s degree; however, it is preferred that the
individual have an appropriate doctoral level degree. The hope is that a director can
be hired and on campus sometime in the summer of 2013. Beyond typical
administrative oversight of the Institute and participation in instruction, the
director must be engaged in recruitment activities.
b. Instructors hired by the Institute must be credentialed in ESL instruction and should
be master’s trained individuals.
c. The Institute will require administrative support for processing SEVIS certifications.
In addition assistance will be required for routine administrative/clerical functions.
The director will need to evaluate these functions and determine whether a single
individual can perform all of these job tasks initially.
3. Facilities:
a. An Institute of the nature we are recommending be established will require
dedicated space for administrative assistance to interested individuals and students,
instruction, practicing language skills and storage of materials used in teaching.
b. It is recommended that as the new library is occupied that space in the vacated
(current) library be set aside for the Institute. The location of the Institute in the
current Lupton Library which is centrally located on campus adjacent to the
University Center and the Pedestrian Mall and Heritage Plaza. This is an ideal
location because it provides the ESL students a natural opportunity to observe
campus life, at least to some degree. The current ESL program has outgrown the
space in the Center for International Education (located on Oak Street).
4. Accreditation:
25
a. The ESL Institute should seek accreditation from the Commission on English
Language Program Accreditation within a reasonable period of time from its
inception.
5. Budget:
a. Projected Costs: $350K - $368K (without benefits considered)
i. Director: full time, 12 month appointment; salary in the range of $65K.
ii. Administrative assistant: full time, salary in the range of $25K.
iii. ESL Instructors: Full time, salary in the range of $28.8K; 6 to 7 instructors for a
total cost of $200K to $225K.
iv. Operating & Equipment: $34K
b. Revenues:
i. Current revenues generated from students ($2,300 per student per session):
FY10 = $133.5K FY11 = $153.4K; FY12 = $169.8K
(Projected) FY13 =$187.3K.
ii. Projected revenues generated from students ($2,700 per student per session);
projection based on same average number of students and sessions): $211K
iii. The increase in session cost is due to a minor increase in the instructional costs
and the addition of the Library fee ($25), Program and Service fee ($120), and
Technology fee ($25). The Library and Program and Service fees are being
added aid in incorporating the ESL students into campus culture. The Program
and Service fee provides access to the ARC. The recommended fee is in line with
ESL Institute offerings at other universities.
c. Differences in costs and revenues: Although as proposed there is a revenue shortfall
which would have the ESL Institute ending a year in a deficit, the projections do not
account for any growth. Very minimal grow of 20 students taking 3 sessions would
generate $372,600. The expectation of the Director is to recruit and grow the
Institute to become self-sustaining, which is believed to be readily accomplishable
goal.
Status of Consortium and reciprocal Exchange Agreements
See following spreadsheets that outline the consortium agreements, membership,
and bilateral exchange agreements.
26
International Student Services Office (ISS)
Staff:
1. International Student Advisor (full time)
2. Administrative Assistant (full time)
3. One work scholar student (10 hrs per week, fall and spring semesters)
Office Space:
The ISS Office is housed in two office spaces, one for the advisor and one for the
administrative assistant. There is a common waiting/work space between the two offices
that includes two student work stations, display and welcome/waiting area, and a table for
meeting and/or instruction.
Oversight and Responsibilities of the ISS Office:
 Initial contact with prospective international students through e-mail, telephone
calls and walk-ins.
 Initial contact for the campus and community pertaining to questions about the
international application process, sponsorship of an international applicant,
academic qualifications, work possibilities, etc.
 Admission and acceptance processing of all non-resident categories (excluding the J1s) and resident aliens. The staff maintains continuing contact with the applicant
and program throughout the process.
 Validation of immigration status documents for all English as a Second Language,
undergraduate and graduate applicants. (resident alien card, naturalization
certificate, work status, dependent status, etc.)
 International academic document evaluation for all applicants (excluding study
abroad transfer in credit). Institutions that cannot be validated through ISS Office
resources, require an official evaluation through outside sources such as World
Education Services. The ISS Office is responsible for building schools in the student
data base and entering transfer credit from international schools.
 The ISS Office completes immigration processes for F-1 students in the English as a
Second Language Program, undergraduate and graduate programs.
 The ISS Office completes immigration processes for F-1 dependents (F-2), if any.
 The ISS Office instructs newly arrived F-1 students through a pre-arrival on-line
orientation, a face to face check-in session, and by appointment for individual needs.
 The ISS Office distributes written material, online information, and holds information
sessions led by the University Health Services pertaining to immunization
requirements, health insurance, and medical care in the U.S.
 The ISS Office completes the enrollment and payment request process of medical
insurance for the English as a Second Language program, undergraduate and
graduate students.
27
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
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The ISS Office completes enrollment audits each fall and spring semester to ensure F1 students are properly enrolled and in compliance with SEVIS regulations. The
Advisor works with the student and the academic department to correct enrollment
if needed. If enrollment cannot be corrected, the Advisor works with the student to
apply for re-instatement of student status through SEVIS or advises the student of
additional options and legal penalties.
The ISS Office directs F-1 students (new and current) concerning on and off campus
employment, pre- and post-graduation. The staff processes SEVIS initial work
authorization, economic hardship work authorization and post completion work
authorization. The staff advises campus programs and community businesses
concerning legal work authorization and obtaining a Social Security card.
The ISS Office directs current F-1 students to updated information pertaining to IRS
tax filing and assistance programs.
The ISS Office staff ensures that current information and forms are available on the
ISS website.
The ISS Office staff provides assistance whenever possible for unique situations. A
few examples are: choosing a dentist, dealing with speeding tickets, locating proper
off campus housing, what to do over campus closings.
The ISS Office maintains a relationship with area volunteer groups such as First
Friends to provide information to current students. Volunteer groups provide
temporary housing, items for apartments, shopping transportation, and a chance to
experience a ‘real’ American friendship to those who seek it.
Procedures for Verifying Academic Records:
 Secondary school documents must be submitted in a sealed envelope from the
school. If this is not possible, the applicant is given the option of having the
documents evaluated through NAFSA member evaluation service such as World
Education Services (WES) or through the home country’s embassy here in the U.S. If
the documents are issued in a language other than English, an official translation is
to accompany the native language document. If the documents cannot be validated,
the student is required to submit an official GED score.
 University transcripts are required to be submitted in a sealed envelope from the
awarding institution. The envelope should be attested, authorized by the
registrar/principal/chancellor of the awarding institution. If the documents are
issued in a language other than English, an official translation is to accompany the
native language document.
 The International Advisor utilizes the AACRAO membership, International
Association of Universities, WES free aids, Education USA, and specific school
websites in an attempt to validate schools and determine U.S. credit hour
28
equivalents/U.S. gpa equivalents. After all ISS resources are attempted
unsuccessfully, the student is required to submit an official evaluation. WES is
preferred because they provide not only a secure online reporting option but also
send copies of the documents used during the evaluation. If the applicant requests
an evaluation other than WES, the documents should be mailed and a home country
official transcript with proof of graduation. The evaluation is an admission tool and
does not replace the requirement of an official education document.
F-1 Procedures for Issuance of the I-20 (F-1 SEVIS document) and Seeking an F-1
VISA:
8 C.F.R. & 214.3(k))
(k) Issuance of Certificate of Eligibility. A designated school official (DSO) of a school
approved by the Service to enroll nonimmigrant students must sign any completed Form I-20 issued
for either a prospective or continuing student or a dependent. A Form I-20 issued by an approved
school system must state which school within the system the student will attend. The form must
only be issued from within the United States. Only a designated official of a Service approved
school shall issue a Certificate of Eligibility, Form I-20, to a prospective student and his or
her dependents, and only after the following conditions are met:
(1) The prospective student has made a written application to the school.
(2) The written application, the student's transcripts or other records of courses taken, proof
of financial responsibility for the student, and other supporting documents have been received,
reviewed, and evaluated at the school's location in the United States.
(3) The appropriate school authority has determined that the prospective student's qualifications
meet all standards for admission.
(4) The official responsible for admission at the school has accepted the prospective student for
enrollment in a full course of study.

The ISS staff ensures that each admitted F-1 student has the following:
o Signed application.
o Official academic documents that fulfill the required gpa for level of
education.
o Official test scores as required by level of education, including English
language test scores.
o Submitted additional departmental requirements, if any.
o Holds a current passport that is valid.
o If transferring from another US school, holds a valid I-94 and I-20 and is in
good SEVIS status that permits a transfer from within the U.S.
o Present official proof of funding to cover one full academic year of study. If
an English as a Second Language (ESL) student, present proof of funding for
the requested number of full time semesters.
o Applicants may also be admitted if currently in the U.S. with a valid
immigration status and wishing to complete a Change of Status request to F-1
status while remaining in the U.S. The ISS Office advises and submits this
type of application.
29
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The ISS staff enters by scanning and indexing all the required documents for
undergraduate and graduate students in the UTC student data base, Banner.
The ISS staff maintains files that include all the required documents for the ESL
students.
The International Advisor issues the I-20 through SEVIS and creates an acceptance
packet that includes instructions on paying the I-901 SEVIS fee and applying for a
student visa, orientation, academic advising, health insurance, etc.
The ISS staff maintains communication with the admitted student during the Visa
application process, giving direction as needed.
The ISS staff maintains a spreadsheet of admitted students that indicates if a visa
application is in process, is approved or denied for a specific semester. The
spreadsheet also allows the staff to email (many times) encouragement and further
direction if the SEVIS screen does not list the student has begun the process of
applying for a Visa.
When a Visa is denied and the applicant wishes to try again for the next available
semester, the ISS staff emails steps to follow.
Tracking of Foreign Nationals on Campus:
 Valid immigration status proof is required at the time of initial admission by
submitting a clear copy of F-1 immigration documents from another U.S. school,
valid Visa status that allows study while in the U.S. such as H-1b, H-4, J-2, L1 or 2, E1
or 2, etc., U.S. naturalization certificate, or current resident alien card. The copies of
the documentation are scanned and indexed into the student data base, Banner.
 The ISS Office tracks F-1 students, only, after the initial admission.
 F-1 students, continuing and new, are required to check-in with the ISS Office within
the first two weeks of each fall and spring semesters. Summer is an optional
enrollment semester and SEVIS does not require reporting.
 The ISS staff reviews the I-20, I-94, and passport during the student check-in. The
student Visa is only important when outside the U.S. and attempting to enter.
Copies are made of the immigration documents and the student submits an address
sheet with home country and local U.S. address.
 The ISS staff enters the check-in information into the SEVIS data base, confirming
the student is maintaining immigration requirements and therefore remains in F-1
status.
 Students who no longer have status are reported through SEVIS and a request for
course withdrawal is completed through the UTC Record’s Office. It is then the
responsibility of ICE to further deal with someone who no longer holds status and
has not filed for reinstatement. A hold is put on the student’s account to prevent
further registration without correcting the status.
30

ESL students are not permitted to enroll in courses without proper status. This is
controlled through the program but the director notifies the ISS Office of failure to
maintain status and the ISS advisor enters the information into SEVIS.
Orientation:
 In the past, there was a four-hour orientation session for graduate and
undergraduate students the Thursday before classes began on Monday each fall and
spring semester. Undergraduate students met in the morning and graduate
students in the afternoon. Information covered included immigration issues, work
opportunities in F-1 status, health insurance requirement and health care benefits,
housing, on and off campus organizations, and other issues as identified by student
questions. Because the timing of the orientation presented a hardship for some of
the students, an on-line, pre-arrival orientation was developed and becomes
effective for the spring 2014 semester.
 The on-line orientation is completed by accepted students who have secured a
student visa. As the ISS staff verifies a student visa is issued, the student is emailed
a secure link to the on-line orientation. The student reads the through the
orientation information and upon completion, prints the signature page and submits
the signed page upon arrival to the ISS Office. There are eight check-in
opportunities before classes begin. Students are required to attend at least one
check-in session. The check-in sessions satisfy the immigration requirement to
verify student information and registration in SEVIS, each fall and spring semester.
The newly admitted student brings their immigration documents to the check in for
copying and the signed on-line orientation sheet. The ISS staff registers the student
in SEVIS and the student is then eligible to register for courses.
 Topics covered in the on-line orientation are: responsibilities of the international
student advisor and ISS staff, responsibilities of the international student, definition
of legal immigration documents, course load and gpa requirements, employment
benefits, obtaining a social security card, taxes, course registration, immunization
requirements and health care benefits, sickness and accident insurance, safety and
security, student ID, housing, payment of fees, Tennessee driver’s license, and
requirements for check-in with the ISS Office.
 Students are provided individual question and answer appointments as needed.
Graduate Assistantships and On-Campus Employment:
The main reason an on-line orientation and multiple offerings of check-in sessions are
offered is to ensure the students receiving graduate assistantships or other on campus
employment can obtain a social security number as quickly as possible. The Social Security
Administration requests that newly arrived F-1s be in the US for at least 10 working days
before applying for the SS#. US Immigration (USCIS) allows newly admitted F-1s to enter
the US up to 30 days before the first date of class.
31
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
Student enters the US (up to 30 days before courses begin).
Student must complete the pre-arrival, on-line orientation and attend one check-in
session.
Student must be registered in SEVIS. A US address is required.
Student must be in the US at least 10 working days before applying for the SS#.
Student works with the hiring department to complete UTC payroll documents.
Student may work up to 20 hours per week, on-campus during fall and spring.
Summer is an optional term and work may be extended to 40 hours per week.
Off-campus employment is restricted by USCIS and must meet specific guidelines.
Students meet with the international advisor for further information pertaining to
off-campus employment possibilities.
The ISS staff checks enrollment within the first two weeks of class, verifying the
number of hours and type of course enrollment meets USCIS requirements. If the
enrollment does not meet the requirements, the student and department are
notified. Immigration status and work authorization is voided if the enrollment is
not correct.
Recruiting:
There is no active off campus recruiting. Individual programs may include international
prospects in recruiting but the ISS Office is not aware nor a part of such efforts. So--recruiting is an arm-chair effort at this time.
Operating Budget:
 The Administrative Assistant processes orders and payments for all supplies and
staff memberships.
 The total operating budget is $6500.00. This includes memberships to NAFSA ,
AACRAO and NAFSA online manual; printing, mailing, telephone, operating supplies
and repairs. Online training, webinars and travel to conference/training sessions is
also included in the operating
budget.
Training:
 Internal training for campus procedures.
 Work directly with the ESL program, undergraduate office and graduate office staff
to be aware of admission procedures and/or changes.
 Work directly with Record’s Office staff to ensure building of schools and entering of
transfer work is completed correctly as processes change in the data base.
 Participate in WES webinar training and AACRAO resources for further academic
documents and educational systems training.
 Participate in NAFSA webinars and online courses.
 Attend state and regional NAFSA conferences.
32


Read and re-read the NAFSA manual.
Meet with the local FBI and ICE representative at least once each fall and spring
semester.
Additional Services (as needed):
The ISS Office presents additional services when possible. A few examples are listed below:
 Snacks--a place to pick up bottled water or a snack between classes.
 Computers--two computers are available for student use during office hours.
 Helping with identifying transportation for shopping needs.
 Connecting with outside volunteers who help with English conversation practice
and activities.
 Assistance with choosing a dentist, how to handle a traffic ticket or accident, etc.
 Sometimes, stopping the office work long enough to offer a supportive but honest
listening ear.
33
The University of Tennessee at Chattanooga
Division of Academic Affairs
Office of International Programs and National Student Exchange
Proposal for a student fee funded International Fund:
The Office of International Programs and National Student Exchange would like to propose a student fee of
$10.00 a semester for all undergraduate and graduate students in order to support international
opportunities at UTC. The establishment of this fund would provide UTC undergraduate and graduate
students additional resources and services similar to those already in existence at UT Knoxville and UT
Martin. As the fund grows, this fee would help increase the numbers of our students participating in study
away activities and help fund UTC development of additional credit bearing short-term, summer, semesterlong, and year-long study away experiences.
The approval of this fee would help the university address all of the major “strategic directives” in the
University’s Strategic Plan. In particular, however, it focuses on providing “distinctive educational
experiences outside the classroom,” by providing students opportunities for gaining “increased levels of
tolerance for/acceptance of diverse ideas, cultures, people.” It will also provide diverse, under-represented
students with the additional resources and support needed to study abroad.
Key Elements of this Proposal
1. All UTC students will pay $10.00 each semester to create this new international fund;
2. This fee will not increase with other tuition or student fee increases. It will be a permanent, fixed
fee;
3. The Bursar’s Office will collect this fee as it does other student fees, but the fund account will be
housed in Academic Affairs and accessible to and managed by the Office of International
Programs and National Student Exchange with oversight by the Provost;
4. Monies from these fees will support the Office of International Programs and National Student
Exchange in developing additional services and programming to improve the internationalization of
UTC’s campus;
5. Monies from this fund will also be used to help fund a Study-Away Scholarship, managed through
the Office of International Programs and National Student Exchange with oversight by the Office of
Scholarships, the Provost, and the Asst. Vice Chancellor for Financial Affairs;
6. Funds would accumulate and any residual monies from each year would accrue in the account and
be able to be continually used as the international fund increased.
Projected Revenue from Proposed International Fee
UTC had 10,159 undergraduate students and 1501 graduate students during the Fall 2012 semester—
11,660 students total. Had this fee been adopted this past year with summer terms at the same levels as
last year the fee would have generated $257,410. (*see chart below)
Projected Revenue Chart
Spring
(Summer
Registration Status
Fall 2012
2013
2011)
TOTAL
Fee
34
FULL-TIME
9523
8458
537
PART-TIME
2137
2141
2945
11660
10599
3482
TOTAL
$
10.00
$
18518 185,180.00
$
7223 72,230.00
$
25741 257,410.00
Brief History of International Programming at UTC
In 1993, UTC began an Office of International Education and National Student Exchange, funded (in part)
and staffed completely through the Office of Cooperative Education. That first year, UTC joined several
international organizations that allowed us to begin sending and receiving students on international
exchange: the Cooperative Center for Study Abroad (CCSA), the International Student Exchange Program
(ISEP), and the Council for International Educational Exchange (CIEE). During that first year, we sent five
UTC students to study through one of these programs. We also began developing Bilateral Exchanges
with two bilateral exchange partners—Masaryk University in Brno, Czech Republic and Nagoya University
of Foreign Study (NUFS) in Nagoya, Japan. During that first year, we accepted one ISEP student from
Finland, one Masaryk University student, and made successful preparations to host a four-week summer
language program for 15 students, two faculty members, and their Dean of International Programs from
NUFS. Since 1997, the Office of International Programs and National Student Exchange has continued to
expand. To date, over 1200 UTC students have benefited from the international study and study away
possibilities offered through our office.
Rationale for New Student-Fee Funded International Fund
At the core of this fee request is assisting the Office of International Programs and National Student
Exchange in meeting the University of Tennessee System’s strategic goal of “providing undergraduate,
graduate and professional education programs in a diverse learning environment that prepares students to
be leaders in a global society.’ Additionally, funding will allow our Office to help support and provide
programming to meet UTC’s QEP, which states that we at UTC plan ” to develop students who are
competent in the areas of creative and critical thinking, capable of the integration and application of
knowledge, and confident in the acquisition and development of new ideas and perspectives.”
In the Office’s own Strategic Plan, a faculty-led committee recommended several ways to increase
international visibility and help create a better environment to accomplish both these strategic goals. Each
of these suggestions offers a place where these funds might be used:
o Create scholarship funds for UTC students studying abroad and for incoming international
students—at both the undergraduate and graduate levels;
o Improve international recruiting;
o Improve services for all international students on the UTC campus;
o Consider further Internationalization of UG and Graduate curriculum;
o Increase resources for faculty to develop international courses across the curricula;
o Increase global awareness by providing additional programmatic resources to help
facilitate intercultural sharing, learning, and exchange opportunities across campus
through guest international speakers and scholars, a student and faculty speakers bureau
serving the greater education community in Chattanooga and its surrounding metropolitan
area, and working with new international businesses to build better global connections to
our students and faculty.
35
An additional argument for establishing this fee is to be able to encourage more UTC students to gain
global experience and competence in their major fields of study. The data on numbers of students from
the US studying away varies, but the consensus is that only 4% of US undergraduates study abroad. At
UTC we only currently have about 2% of our undergraduate students studying abroad and the number of
graduate students who study abroad is much below .5%. Yet, the rest of the world continues to become
more globalized. Other countries have and are continuing to develop national strategies to get their
students abroad and global companies from around the world continue to invest in the international market.
Through an employer's eyes, students who have studied abroad become self-motivated, independent,
willing to embrace challenges, and are able to cope with diverse problems and situations. Their various
experiences in living and studying in a foreign country, negotiating another culture, and acquiring another
language set students who have studied internationally apart from the majority of other job applicants.
There are, however, additional reasons beyond these that we should invest in our students As pointed out
in “Study Abroad and its Transformative Power” a white paper published by the Council on International
Educational Exchange, study abroad programs provide participants with numerous non-tangible benefits to
the student and to society:
Where the impact of study abroad on individual’s lives is concerned, the most prominent theme
was perspective change and change in outlook on life. A common value in this regard was the
move away from materialism to an emphasis on making a difference and living more modestly,
simply, and healthily. Given the current problems of global warming and overconsumption, this
impact seems highly significant. The next most common theme was developing language skills and
proficiency, which obviously relates importantly to global and intercultural competence. Following
this was impact on academic and career choices. In our qualitative data there are many concrete
examples of individuals dramatically changing their life and career paths as the result of study
abroad. The next most common theme was the development of confidence and independence.
The last two important themes were having an extremely valuable experience (a number
mentioned study abroad as the most valuable of their lives) and the opportunity to build genuine
personal relations with host nationals, internationals, other Americans, and loved ones back home.
Pg. 61 Study Abroad and its Transformative Power http://www.ciee.org/home/researchpublications/documents/CIEEOccasionalPapers32.pdf
That being said, one reason that we are requesting this fee is to help overcome the primary thing that UTC
students state as a hindrance to any study away –-the additional costs of programs. In a 2009 essay,
“Expanding Study Abroad Capacity at US Colleges” the Institute of International Education points out that
though challenges: to increasing study abroad participation varied across responding institutions and
organizations, the major challenges were:
• rising cost for students to participate in study abroad (89 percent);
• not enough endowments or scholarship funding from the home institutions students attend (79
percent);
• rising cost for program operation and administration (73 percent);
• not enough federal funding available to students for study abroad (72 percent);
Approving a $10.00 Student Fee Funded International Fund would allow UTC to compete on the world
stage by helping to eliminate one of the major hurdles to our students—cost of participation. The average
costs of a UTC student studying abroad for a semester through one of our exchange programs is
$16,000—almost $6000 more than staying at UTC and living in the residence hall. Though we at UTC do
things quite well, there are places in the world where students can benefit from a multitude of opportunities
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not offered in a classroom, from a book, or even from a “virtual media” experience. Additionally, this fund
would allow our students the same access to the world that students from UT Knoxville and UT Martin
already have through their international student fees. Additionally, it would put our students on equal
footing with students from the Tennessee Board of Regents schools who are allowed to charge their
students an $8.00—10.00 international fee on each of their campuses.
As mentioned in the previous section, funding is the primary concern of students considering a study away
opportunity. Funding from this student fee would offer support to UTC undergraduate and graduate
students who wish to study, intern, and/or volunteer away from campus. UTC has in existence an
International Scholarship Committee that has worked hard over the past several years to normalize the
international scholarships offerings and the way that those scholarships are funded. They have developed
a “Formula” that they have amended to fit the scholarship needs of our students and would hope to use it to
award the “UTC Study Away Scholarship” to deserving students:
‘Formula’ for the UTC Study Away Scholarships
Term
GPA
LEVEL OF NEED (as determined by FAFSA and UTC’s Financial Aid
Office
Need HIGH
Need MEDIUM
Need LOW/NO
Year
3.5-4.0
3.0-3.49
2.5-2.99
$3,000
$2,750
$2,500
$2,750
$2,500
$2,250
$2,500
$2,250
$2,000
Semester
3.5-4.0
3.0-3.49
2.5-2.99
$2,250
$2,000
$1,750
$2,000
$1,750
$1,500
$1,750
$1,500
$1,250
Summer
3.5-4.0
3.0-3.49
2.5-2.99
$1,500
$1,250
$1,000
$1,250
$1,000
$750
$1,000
$750
$500
3.5-4.0
3.0-3.49
2.5-2.99
$750
$500
$200
$500
$250
$200
$250
$200
$200
Short-term
Comparative Review of UT System Schools and Peer Institutions
UTC’s peer institutions and UT System schools were surveyed to analyze the support that
their students provide for the international programs.
The data received revealed that both UT Knoxville and UT Martin have student fees that are
used to support scholarships in their study abroad offices. Additionally, the Board of
Regents Universities (including Tennessee Tech) in an effort to increase their study abroad
programs has allowed their member schools to charge up to $10.00 (per FTA) to support
the development of international activities on their campuses. Additionally, of our peer
institutions, the University of North Florida, has a student fee of $5.00 per semester hour
that generates over $300,000 for international programming and scholarships--a $1500
scholarship for short-term programs and$2500 scholarships for long-term projects.
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Each of my colleagues whose university does not have a fee expressed interest in our
initiative, and asked for copies of our proposal if it were funded. Almost all of them have
the same problem with their programs as we do ours. They are funded by ever decreasing
state funds, while at the same time, the costs of students studying abroad are ever
increasing. They too are looking at ways to avoid the “loss of money on a few of our study
abroad programs,” as one of my colleagues from Winthrop University said.
The need for this fund is evident. As noted earlier, the fund is crucial in assisting UTC in
meeting its goals of “distinctive educational experiences outside the classroom,” and
providing students opportunities for gaining “increased levels of tolerance for/acceptance of
diverse ideas, cultures, people.” It is clear that we live in a global economy and that it is
essential for our students to graduate with the skills and knowledge gained through these
experiences in order to be competitive in today’s market. UTC students should be
afforded the same opportunities for international education as students at Knoxville,
Martin, and our other Tennessee TBR universities. Approving this fee would be a major
step in equalizing their opportunities.