Taskforce on Global Education
Final Report
REPORT AND RECOMMENDATIONS
OF THE
TASK FORCE ON GLOBAL EDUCATION
22 MAY 2013
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Taskforce on Global Education
Final Report
TABLE OF CONTENTS
Introductory Observations
pp. 3-5
Student Programs Abroad
pp. 6-14
Global Academic Programs
pp. 15-21
International Student and Scholar Services
pp. 22-28
Administrative Structures
pp. 29-32
Recommendations
pp. 33-34
Appendices
pp. 35-43
Figure 1: Center for International Education
p. 35
Figure 2: Center for Global Engagement
p. 36
Draft Job Description for Vice Provost for
Global Engagement
pp. 37-38
Draft Job Description for Director for
Global Student Engagement
p. 39
Draft Job Description for Director for
International Student and Scholar Services
p. 40
U.S.-Sino Pathways Program (Kaplan)
p. 41
IRT-CIE Study Abroad data 2012
p. 42
QEP examples
p. 43
Bibliography and Resources
p. 44
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Taskforce on Global Education
Final Report
Introductory Observations
Baylor University has many points of touch with the world. There should be many
objectives for a university and each member of the faculty and the student body should
touch this world at some point.
-----A.J. Armstrong, “Baylor’s World Touch,” The Baylor Bulletin, August, 1937
Baylor University Mission:
The mission of Baylor University is to educate men and women for worldwide leadership
and service by integrating academic excellence and Christian commitment within a
caring community.
Pro Futuris:
Our University vision Pro Futuris, clearly articulates the centrality of global engagement
to Baylor’s mission. Aspirational Statement One of Pro Futuris, Transformational
Education, states that “Baylor will be a community recognized for Transformational
Education… where academic excellence and life-changing experiences ignite leadership
potential that increases our students’ desire for wisdom, understanding of calling, and
preparation for service in a diverse and interconnected global society.” To this end we
will “provide greater opportunities for students to learn from the rich cultural diversity of
the student body and surrounding community” and “we will continue to graduate students
who are prepared and committed to influence the world through intercultural
understanding and ethical and compassionate service to others.” Therefore, we will
“increase opportunities for students to develop cultural competency for worldwide
leadership through foreign language acquisition, study abroad opportunities, and
internationally focused research.” Likewise, we will “expand opportunities to
engage with community, state, national, and international leaders.”
Aspirational Statement Two, Compelling Scholarship, calls upon Baylor faculty
and students to provide “research discoveries [that will] illuminate solutions to significant
challenges confronting our world” and to join “the national and international
community of scholars and artists in exploring the manifold issues and creative
possibilities at the forefront of human discovery.” With respect to this aspiration we will
“participate in local, state, national, and international conversations regarding
society’s greatest challenges, offering perspectives informed by our faith, scholarship,
and call to Christian service.”
Aspirational Statement Three, Informed Engagement, notes that our Christian
faith inspires us to address systemic problems facing both the local and global
community. We have sponsored, and will continue to sponsor, “an increased number of
mission trips, especially those that are discipline specific, allowing students to use
their intellectual and spiritual gifts to serve others while at the same time broadening
their understanding of the rich cultural diversity found throughout the world. To
this end we will “pursue academic partnerships with local, national, and global
constituents that are focused on meeting human needs.”
Finally, Aspirational Statement Four, Committed Constituents, exhorts us to
“broaden Baylor’s constituency base by engaging the global Christian community in
the activities and programs of the university.”
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Taskforce on Global Education
Final Report
Given all this, the Taskforce on Global Education strongly recommends that all
Baylor students should develop a “global competency,” that is, a global cultural
awareness. Upon graduation Baylor students should demonstrate:
(1) An ability to interact effectively and respectfully with peoples of other
cultures and diverse groups, both domestic and international.
(2) Broad knowledge of world history, global current events, and frameworks for
practice. Not only is this global competency desirable for academic and
humanitarian reasons, it will also provide our students with practical and
applicable skills in their lives beyond Baylor.
(3) An ability to apply discipline-specific approaches to global issues.
Student placement rates and success in the job market have recently been a topic
of much debate and discussion in higher education. A recent survey in The Economist
found that the most highly sought skills in global managers were:
Cultural Sensitivity (73%)
Cross-Cultural Conflict Management (50%)
Understanding of Non-US Cultures (47%)
Understanding of Non-US Working Styles and Office Norms (42%)
Throughout this document, we will illustrate Baylor’s impressive strides in expanding
global opportunities for our students, faculty, and staff; however, maintaining the status
quo is not enough as we seek to position our graduates for leadership in a global society.
The time has come for Baylor to become a truly global university.
*
*
*
*
*
In August 2012, Elizabeth Davis, Provost and Executive Vice President of Baylor
University, created a Taskforce on Global Education to examine the various elements of
international engagement currently being pursued at Baylor and to make
recommendations to her based on our findings how we might best proceed to realize the
aspirations articulated in Pro Futuris and help our students to attain the skills,
competencies, outlook, and habits of mind to become global citizens in the 21st century.
The members of the Taskforce represented a broad cross-section of the university:
Jeff Hamilton, Chair
Michelle Berry
Bradley Bolen
Heidi Bostic
Jen Carron
Jennifer Smyer Dickey
Eva Doyle
Steve Gardner
Holly Joyner
Naymond Keathley
A&S, History
Provost’s Office
Music
A&S, MFL
Enrollment Management
Social Work
Education, HHPR
Business, Economics
Global Living and Learning Community
Center for International Education
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Taskforce on Global Education
Final Report
Ben Kelley
Becky Kennedy
Lai Ling Ngan
Mark Long
Mike Morrison
Liz Palacios
Laine Scales
Lori Spies
Engineering/Computer Science
Student Life, Global Missions
Truett Seminary
Honors College, Baylor Interdisciplinary Core
Law School
Student Life
Graduate School
Louise Harrison School of Nursing, Faculty Senate
The Taskforce was divided into four subcommittees to examine various aspects of
international education at Baylor, and their findings are described below.
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Taskforce on Global Education
Final Report
*
*
*
Student Programs Abroad
*
*
*
A Brief History of Baylor Student Programs Abroad
Baylor University has a long and proud history of global engagement. In its earliest
years, much of this contact was initiated by Baptist missionaries. In his 1937 essay on
“Baylor’s World Touch,” Professor A.J. Armstrong noted that he had been hosted by
alumni missionaries in Japan, China, India, and many other countries, and “It has been a
matter of pride for a long time that Baylor University has furnished more missionaries in
the foreign field than any other institution in America.” Even today, many of our study
abroad and exchange programs are conducted at institutions that were established long
ago with the assistance of Baptist missionaries – the University of Shanghai for Science
and Technology (initially established in 1907 as Shanghai Baptist College), Seinan
Gakuin in Fukuoka, Japan (founded in 1916), and Hong Kong Baptist University (1956).
Professor Armstrong also played an important role in the creation of academic studyabroad programs at Baylor. During the 1920s and 1930s, he annually took groups of
Baylor students and their parents on grand tours of Europe.
Another milestone was passed in the summer of 1982 when the Baylor in the
British Isles program was held for the first time. Now known as Baylor in Great Britain,
the program has operated every year since that time, and, with an annual enrollment at
times surpassing 100 students, it has been Baylor’s largest study-abroad program. The
Maastricht, Netherlands, program was launched in Spring 1995, and for many years was
our only faculty-led semester-long study-abroad program.
Current Participation Levels
With these and other pieces in place, Baylor’s overall study-abroad participation rate
(including undergraduate and graduate students) grew rapidly from about 14% in 19961997 to nearly 33% in 2000-2001, but then was interrupted by the events of September
11th. In the aftermath of that tragedy, air travel was disrupted and new security measures
and insurance requirements were introduced by Baylor and other universities. On the
other hand, in 2003, Baylor also introduced its Glennis McCrary Goodrich Scholarship
Program for International Study. Since that time, the Baylor study-abroad participation
rate has grown slowly to about 25% in 2010-2011. The charts that follow illustrate rates
of growth for the university, as well as offering a comparison to peer institutions.
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Taskforce on Global Education
Final Report
Year
1996/97
1997/98
1998/99
1999/00
2000/01
2001/02
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
2008/09
2009/10
Rate
13.9
16.9
16.5
18.6
32.6
20.7
26.2
20.0
22.8
23.3
23.7
21.4
23.4
22.5
Studied Abroad
400
497
470
566
996
689
895
698
773
784
756
714
823
907
Graduates
2881
2933
2841
3047
3051
3325
3415
3498
3387
3371
3190
3339
3516
3589
Undergraduate Study-Abroad Participation Rates, 2010-2011
U. of San Diego
1,031
1,188
87
Freshmen
With Pell
Grants (%)
18
Pepperdine U.
612
806
76
20
Wake Forest U.
737
1,019
72
13
U. of Notre Dame
1,241
2,078
60
13
Duke University
798
1,493
53
14
Boston College
1,112
2,397
46
15
Vanderbilt U.
734
1,735
42
15
Southern Meth. U.
611
1,625
38
17
Emory U.
706
2,018
35
22
Wash. U. St. Louis
499
1,543
32
7
Texas Christian U.
506
1,705
30
17
Brigham Young U.
1,883
6,742
28
40
Baylor U
806
2,910
28
21
U. Texas Austin
2,350
8,838
27
29
Texas Tech U.
1,000
4,454
23
30
University
Studied
Abroad in
2010-2011
Degrees
Conferred
2010-2011
Study-Abroad
Participation
Rate
20
Texas A&M
1,856
8,451
22
Sources: Study-Abroad counts: Institute of International Education, Open Doors
Data; Degrees Conferred: U.S. Department of Education, IPEDS Data Center; Pell
Grant counts are based, in some cases, on U.S. News and World Report diversity
rankings, supplemented with data from U.S. Department of Education.
At 28%, Baylor’s undergraduate study-abroad participation rate is marginally higher than
the rates at major state universities in Texas, but it is much lower than the rates at many
of the top-performing private universities. Our lagging performance seems to be
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Taskforce on Global Education
Final Report
explained, in part, by the fact that Baylor students are less wealthy, on average, than
students at many of the top-performing private universities. As evidence of that fact, we
find that the share of Baylor students who qualify for Pell grants (21%) is higher than the
share at most of the other top-performing universities.
On the other hand, the economic fortunes of students at Pepperdine and Emory seem to
be similar to those of Baylor students (judging by Pell eligibility), but their study-abroad
participation rates are significantly higher than ours. With an improved set of
programs, policies, and procedures, we should be able to significantly improve our
participation rate. If we can also reduce the financial constraint through improved
scholarship support, we should be able to move into the ranks of the top-performing
programs.
We also are concerned by the fact that short-term programs account for a relatively large
share of our study-abroad participation at Baylor, and semester or academic-year
programs account for a relatively small share (see the following table). This is a matter
of concern, because, for example, our IRT survey indicates that only 20% of students in
short-term programs strongly agree that “my foreign language ability has improved as a
result of this experience,” compared with 65% strong approval among students in our
longer-term exchange and affiliate programs.
Baylor University
U.S. Universities
number
%
%
Summer Term
406
42.9
37.7
One Semester
241
25.5
34.5
8 Weeks or Less of Ac. Year
272
28.8
13.3
January Term
19
2.0
7.1
Academic Year
8
0.8
3.7
Other
0
0
3.7
Total
946
100.0
100.0
Institute of International Education. (2012). "Duration of U.S. Study Abroad, 2000/012010/11." Open Doors Report on Inter-national Educational Exchange. Retrieved from
http://www.iie.org/opendoors; and Baylor CIE.
On a positive note, students in our study-abroad programs – long-term and short-term –
express a high level of satisfaction in voluntary surveys. Regardless of the durations of
their programs, large majorities of our students report that they have grown in personal
confidence and they would recommend the programs to others.
Discipline-Specific Mission Programs
We already noted the historic role of Baylor students and alumni in the mission field. In
that tradition, Baylor University received a grant from the Lilly Foundation in 2002 for
the purpose of helping students explore vocation and calling. This funding launched the
Department of Missions.
Since their inception, our discipline-specific mission programs have grown in the
following areas.
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Taskforce on Global Education
Final Report
•
•
•
•
Student participation – From 2006 to 2013, student participation has increased from
150 to 390 (a 260% increase).
Mission teams – From 2006 to 2013, the number of mission teams increased from 10
to 20.
Mission sites – From 2006 to 2013, the number of sites (and global ministry partners)
has increased from 3 to 16.
Mission trips with academic credit – In 2009, the first trip to offer both academic
credit and mission practice was Social Entrepreneurship in Africa. In 2011, seven
trips offered academic credit. Teams begin course work in the spring, travel to the
mission site for two weeks of intense work and conclude with reports (varies by
course). After the 2011 trips, many of the faculty leading academic mission trips
decided that until the university created a seamless process for this type of
international trip they would no longer offer academic credit.
Discipline-Specific Mission Growth
Participants Teams Locations
2008
150
7
5
2009
163
11
6
2010
240
13
10
2011
321
20
17
2012
223
18
12
2013
390
22
17
•
•
•
2013 Locations: El Salvador, France, Greece, Guatemala (3 sites), Haiti, Kenya,
Louisiana, Mississippi, Panama, Peru, Texas, Uganda, Vietnam, Washington DC,
Zambia
Academic Partners: Medical Humanities, HHPR, Family and Consumer Sciences,
Engineering, School of Music, Accounting, Business, School of Social Work, &
School of Nursing.
Global Missions present the potential for transformational impacts. To take one
recent example, Sovannara Moch from Cambodia studied at Baylor University
School of Social Work in the Global Mission Leadership initiative. She received her
MSW in May 2012 and returned to Cambodia to work directly with victims of human
trafficking in Cambodia as well as to engage in shaping policy. In two years, having
developed an ongoing relationship with her through career services, she may be
prepared to receive a discipline specific mission team from Baylor Global Missions.
This team would be led by a faculty member currently doing research about best
practices for human trafficking survivors. The faculty member would bring a
prepared team of students who are ready to engage their discipline (e.g., business,
social work, health, journalism, political science) and Sovanarra, co-leading the team,
would bring her cultural expertise and social work skills to the experience. In five
years of ongoing relationship, informed engagement, and research, we could see
transformation with regard to the current issue of human trafficking as well as in each
individual participant who is shaped by this experience.
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Taskforce on Global Education
Final Report
•
With enhanced financial support from the President’s Scholarship Initiative and
other fundraising through the Office of Development, Baylor is positioned to
launch a much broader-based hybrid initiative in which international
engagement can be built into academic courses (most likely at Spring Break).
Travel might be strictly academic, discipline-based service, or missional.
Criteria for Selection and Approval of Programs and Partners
In the past, many of our programs and partners have developed in a reactive way, and
with little strategic direction. Quite often, for example, we have signed partnership
agreements with institutions that have selected and approached Baylor University, but
seldom have we surveyed the landscape, selected partners that would meet our students’
needs and other strategic objectives, and approached the institutions with our own
proposals. In the future, our programs and international relationships should be selected
and proposed in a more deliberative and pro-active way to pursue our strategic objectives.
At the present time Baylor is under-represented in several crucial areas of the globe,
most notably China and East Asia, Latin America, the Middle East and Africa. As we
investigate expanding and strengthening partnerships, these global regions should be
prioritized.
If an overseas university or other institution is being considered for a new or
continuing relationship, the following questions and criteria should be included in the
evaluation:
•
•
•
•
•
•
What is the potential for building a deep, mutually beneficial, and sustainable set of
relationships between Baylor University and this institution? Does it promise to
provide opportunities for many of our students, faculty, and other stakeholders, or for
only a few?
Do we have existing relationships with similar institutions in the same country? Does
this one bring something fundamentally new to the table? If this relationship is
established, should others be discontinued?
Does this program or institution allow us to meet the needs of underserved academic
disciplines, to meet the potential demand for increased instruction in specific foreign
languages, or to afford language instruction in a language not offered at Baylor?
In addition to its traditional academic value, does this program or institution provide
opportunities for our students to engage in practical experience (internships, service
learning, discipline-specific missions, etc), that may contribute to their lives and
careers?
What are the prospects for utilization of telepresence, videoconferencing, and other
advanced communication and instructional technologies in our interactions with this
institution?
If this program or institution is located in a country that carries a relatively high level
of risk in the areas of health, safety, or security, are the potential benefits of the
program commensurate with the risks?
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Taskforce on Global Education
Final Report
One of the major objectives of our overseas programs is the improvement of foreignlanguage skills of our students, faculty, and staff, so the impact of each program on
language instruction should be an important consideration in their evaluation. As the
following table will indicate, Spanish accounts for about half of our foreign-language.
This would suggests that we should place a high priority on the identification and
development of institutions in Latin America and Spain that hold promise for deep
strategic relationships. Strategic relationships in Latin America (and Canada) are
particularly promising, because they provide opportunities for use of telepresence,
videoconferencing, and other instructional technologies within a closer set of time zones.
Baylor Enrollment in Modern Foreign Languages (on-campus student credit hours)
20052006
Arabic
Chinese
French
German
Italian
Japanese
Korean
Portuguese
Russian
Spanish
Swahili
20062007
20072008
20082009
20092010
20102011
20112012
20122013
441
466
535
468
622
705
813
617
511
589
624
547
696
758
790
806
3263 3146 3413 3601 3758 3773 3832 3611
1262 1448 1327 1203 1249 1292 1366 1500
733
736
781
880
846
781
880 1020
523
651
569
666
636
631
675
675
237
231
253
303
379
422
373
357
280
182
116
180
148
203
209
273
428
502
413
528
499
609
541
730
10377 10125 10892 11088 10711 10423 10281 10499
596
596
652
623
649
657
707
666
% Growth
2005-2007
to 20112013
57.7
45.1
16.1
5.8
29.3
15.0
56.0
4.3
36.7
1.4
15.2
Even as we devote immediate attention to development and improvement of
programs in our high-enrollment languages (Spanish, French, and German), we
must accommodate the rapid growth of student demand and strategic importance in
programs related to such languages as Arabic, Chinese, and Russian.
Improve Policies and Procedures to Support Program Development
Our subcommittee held a series of discussion sessions attended by fourteen leaders of
academic study-abroad programs and five directors of mission teams and disciplinespecific mission programs. These were lively, candid, and informative discussions and
we have also received written comments from some directors who were not able to attend
(in addition to the members of our subcommittee, some of whom are also program
directors). Our discussions touched on a wide range of issues, some of which have
already been noted above, but they were particularly helpful in identifying policies,
procedures, and practices that are impeding the work of our program directors. Without
any claim to completeness, some of their concerns, requests, and suggestions are
provided here as matter for consideration by the new Vice Provost for Global Education.
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Taskforce on Global Education
Final Report
Establish a Culture of Support and Service
 Some faculty members feel that staff in CIE and other administrative offices are
more focused on enforcement of rules than on the support that is needed to aid
compliance. They understand that many (not all) of these rules and requirements
are necessary, but they need more help and service to support their compliance.
 Some directors who coordinate relations with foreign universities report that their
biggest problem has been slow consideration and processing of revised
agreements in the Office of General Counsel.
 For exchange and affiliate programs, staff should provide support on grade
approvals and conversions, but faculty directors must provide final approvals.
 Also for exchange and affiliate relationships, the Registrar’s office should explore
the possibility of creating a new flexible course in each department (or those that
wish to participate) that could be used for international courses that have no close
equivalent at Baylor. Ideally, the transcript entry for each instance of this course
would include the actual title of the course at the foreign university, and it would
accurately reflect the level and credit hours of the course. A system of this kind is
used at Arizona State University.
Fix BearsAbroad
 BearsAbroad is our online system for program information, application, and
recordkeeping. We need to have a system like this one to improve the efficiency
of our operations and to maintain a full database of program information.
However, compliance with the demands of this system has been a major cause of
difficulty for our program directors.
 Provide data entry support for faculty/staff who do not use the system frequently
enough to get acquainted with it.
 For faculty/staff who are comfortable with BearsAbroad, expand their
administrative permissions. Currently, for example, program directors cannot
upload their own forms on the system.
 Simplify and streamline (reduce required clicks and ambiguous labels) the user
interface for faculty/staff members who do use it often
 Expand the public space in the BearsAbroad (space that does not require login) to
provide program information on the web.
Financial Model
 The directors of some programs reported that their compensation is far lower than
that of other faculty members teaching in their programs since compensation is
tied to the enrollment of individual faculty rather than enrollment in the program
as a whole. They are also concerned that it will be difficult to transfer their
programs to new directors who also are confronted with higher requirements for
scholarship.
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Taskforce on Global Education
Final Report




Allow full pay to lower-income faculty with fewer than 10 students if program
easily covers costs.
Adjust the many spending restrictions that complicate the budget process and
program administration. Remove, for example, the limitation on purchase of
drinks and “snacks” that are sometimes needed when program participants have
long and busy days, sometimes in significant heat.
Make initial Goodrich awards for summer programs before Christmas, making it
possible for students to discuss the programs in a more informed way with
relatives during the holidays. Also clarify if graduate students are eligible to
compete for Goodrich scholarships, and if so what percentage of Goodrich
funding is allocated for graduate students.
Tie the indirect cost charge to the current university discount rate, but otherwise
allow directors to use both tuition and program fee monies as necessary without
restriction.
Program Promotion
 Program directors need more help to create printed and web material for their
programs.
 Consider promoting programs between acts at SING, in a special tent during
Parents’ Weekend, and in more Baylor publications (Lariat, Baylor Magazine,
etc).
Simplify Procedures
 Digital course equivalency forms (use on-campus system)
 Digital legal/health release forms
 Create expedited process for re-approval of programs that have been approved
previously.
Reconsider or clarify “one-size-fits-all” policies
 Consider allowing non-students to participate in the programs
o Help smaller programs to succeed financially.
o In some cases, adults on the program may reduce the need for a back-up
program director.
 Reconsider the current cell phone policy. Consider exceptions for short trips when
the group stays together and for areas where cell phone service is unreliable.
Negotiate a high-volume arrangement with a service provider, making it easier for
directors to comply with the requirement.
Establish a System of International Program Assessment
To determine whether our global student programs are meeting their stated objectives and
to support their continuing improvement, we need to establish a more comprehensive
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system for program evaluation and assessment with several components. Many
instruments, such as the Intercultural Effectiveness Scale (IES), LLC, IDI, Global
Competencies Inventory (GCI), the Global Perspective Inventory (GPI), Beliefs, Events,
and Values Inventory (BEVI), and LENS already exist. Baylor needs to choose one or
more of these instruments and then use the data gathered for continuous improvement of
student development of cultural competencies. At the macro level, assessment will
include measures of performance for our overall program:




Participation rates in academic study abroad, international internships, disciplinespecific missions, and other programs of education and service.
A deeper analysis of our programs in different schools/colleges and disciplines,
the durations of our programs, and their geographic distribution.
A thorough assessment of financial impacts of programs and how University
investments align with strategic areas of focus.
The overall impact of our programs on language acquisition, international student
recruitment, and other measures of international interaction and cultural
competencies.
For individual programs and courses, we should consider the extension of our new online
system of course evaluation. With proper modification, the online system should make it
possible for Baylor students to evaluate all of the international courses that are reflected
on their Baylor transcripts, including those taken at exchange and affiliate universities.
Also, in addition to the questions that are included on the standard online courseevaluation instrument, additional questions could be added to assess the effectiveness of
the international experience. These could include many of the same questions that have
been included in occasional surveys of international programs, conducted by IRT. For
example:




Has this program contributed to your understanding of the culture of the country
where you are studying/working?
Has this program contributed to your fluency in another language?
Do you feel that this program has contributed to your confidence and maturity?
Would you recommend this program to others?
In addition to the formal systems of surveys, questionnaires, and other record-keeping,
we also need to provide more opportunities (or requirements) for our returning students
to share their experiences with other Baylor students and faculty. This will serve a
double purpose. For the returning student, it provides an opportunity to process the
information that has been accumulated during time abroad, and to establish relationships
with other students and faculty who have interests in their experience. For other
members of the Baylor community, it provides an untapped source of up-to-date
information on conditions, attitudes, and opportunities in other countries.
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Taskforce on Global Education
Final Report
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Global and Regional Academic Programs
*
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*
While we raise the quantity and quality of student participation in programs overseas, we
also must continue to promote activities on the Baylor campus that prepare students for
lives of global engagement. These include academic courses and degree programs,
conferences and colloquia, international films and musical performances, global service
projects, and a variety of other activities, organized by academic departments and centers,
student organizations, Campus Ministries, and our Global Community Living and
Learning Center. We recommend that a full inventory of these courses and other
activities should be compiled to support student advising and to encourage broader
participation. In this section, we direct special attention to the current structure and
organization of our global and regional degree programs, and we offer recommendations
for their development.
Overview of Academic Programs
International Business
The B.B.A. in International Business has two required courses (INB 3305 and 3332) and
also requires three additional INB courses, completion of a foreign language through the
fourth semester, and a second major in another field of business. Study abroad is
strongly recommended, but not required. This degree program is housed within the
School of Business and is flourishing. Continued support for this program is
recommended.
Modern Foreign Languages
The Department of Modern Foreign Languages (MFL) offers both majors and minors in
Arabic and Middle East Studies, French, German, Spanish, and Russian. Minors in
Chinese, Italian, and Japanese are also offered. These degree programs appear to be
effectively preparing Baylor students for engaging in a multi-lingual society. Continued
support for these majors and minors is recommended. The department of Modern Foreign
Languages recently established a new major in Arabic and Middle East Studies.
World Affairs Minor
The MFL Department also offers a minor in World Affairs. This 18-hour minor includes
6 required credit hours of foreign language. Other course requirements and options are
provided by a variety of disciplines that address global concerns related to, for example,
culture/anthropology, political science, sociology, geography, and religion. This minor
appears to be a valuable complement to several globally-focused majors on campus
as well as the Global Community Living-Learning Center.
Area Studies
Prior to 2011, five Area Studies programs were housed within the Baylor Center for
International Education: African Studies, Asian Studies, Latin American Studies, Middle
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East Studies, and Slavic and East European Studies. Directors for these programs were
faculty members in the Department of Modern Foreign Languages, History, or Honors
College/Baylor Interdisciplinary Core. In each program, course requirements included
offerings from a variety of academic disciplines, (e.g., language, anthropology, history,
political science). Travel to the designated global area was recommended but not required
in most programs.
Some challenges related to student enrollment and academic oversight led to
extensive discussion about the future of the Area Studies programs. The African Studies
program was closed in 2011in consequence of faculty turnover leading to inconsistent
course offerings. The remaining four Area Studies programs were temporarily moved
from the Center for International Education to the Department of Modern Foreign
Languages to facilitate continued academic oversight and student advising. Division
directors in MFL currently serve as advisors in those programs. A more centralized
location within the Baylor structure is needed for these programs to foster crossdisciplinary partnerships, enhance campus-wide visibility, and expand program purposes
beyond that of an academic degree.
International Studies
The Department of Political Science is the current structural home for the International
Studies (IST) program. According to the Baylor undergraduate catalog, the IST degree is
an interdisciplinary program designed to equip students for a wide variety of career
options in various aspects of government service, missionary service, business, public
relations/mass communications, international foundations, and international education.
IST majors are required to complete 2 core courses in political science (PSC 3315
Fundamentals of International Politics and either PSC 3304 Comparative Politics or PSC
3324 World Political Systems). IST majors must complete nine credit hours of Regional
Studies courses in one or more areas: Latin America, Asia and Russia, Middle East and
Africa, Europe and the United States. These majors must also complete nine hours of
Global Issues and Institutions courses related to political and development issues (32
course options from 9 academic disciplines), economics (7 course options from the
Hankamer School of Business), or beliefs systems (16 course options from 5 disciplines).
A substantial number of students (over 200) are currently enrolled as majors in
that program and a minor has recently been approved. Though enrollment numbers are
relatively high, concerns have emerged about degree specificity, depth, and overlap with
other degree programs.
Recommendations for Academic Programs
The International Business degree and language-specific degrees in the MFL
Department appear to be thriving and appropriately placed in their discipline-specific
locations within the Baylor organizational structure. However, the intersection and
overlap of Area Studies, International Studies, and International Relations has been a
subject of concern and considerable discussion in recent years. The following
recommendations are based on written and oral input from a wide variety of Baylor
stakeholders and decision-makers; information gathered about the organizational
structures and activities related to international education in benchmark universities and a
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review of Baylor catalog and web-based materials, student enrollment data, and other
sources.
1. Establish a Center for Area Studies
We recommend that an endowed Center for Area Studies be established within the
proposed Center for Global Engagement (see page). This new Center for Area Studies
could be beneficial for the following reasons:
• Placing global academic programs in a more centralized and visible “place” in the
university structure is consistent with the Baylor mission of preparing students for
worldwide leadership and service.
• A centralized structure could enhance development opportunities for crossdisciplinary partnerships among faculty from a variety of academic disciplines. A
strong cross-disciplinary approach could enrich the scope of student learning and
professional preparation in these programs.
• The structure could enable an expansion of the mission and activities for these
programs beyond academic degrees. These programs could also serve as a source of
campus-wide resources for area-specific information, a link to student/faculty/staff
service and research opportunities, and a catalyst for developing Baylor partnerships
with individuals and organizations around the world.
This proposed Center for Area Studies should contain the following structural and
communication elements.
• A full-time administrator with strong academic experience and perspectives (e.g., an
Assistant Director for Global Student Engagement) could be responsible for the
Center for Area Studies along with study abroad programs and other
components/liaisons relevant to student learning.
• A director for each Area Studies program. Each director should be a Baylor faculty
member with teaching and professional experience relevant to the program, and
should be provided with appropriate levels of release time and compensation for their
work as program directors. Individuals selected to serve as directors should be
committed to developing broad cross-disciplinary partnerships that engage faculty
members from a variety of relevant academic disciplines. They should also have
experience, or be willing to be trained, in curriculum development and evaluation
processes.
• Curriculum committees consisting of faculty instructors of courses and/or
representatives of other academic departments on campus should be established to
foster consistent communication and decision-making across stakeholder groups. An
important responsibility of these committees should be to ensure that required courses
are offered in ways that meet student needs.
• Clearly-defined, efficient, and regularly-maintained communication channels and
partnership bridges among and between program directors, leaders of academic
departments across campus, and others involved in Area Studies.
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• Annual reports of program development, course offerings and needs, student
enrollment, and measures of learning outcomes (relevant to university accreditation
requirements) should be required for each program. These reports should be
submitted to the Assistant/Associate Vice Provost for Global Engagement and shared
with leaders of academic departments and other stakeholders.
2. Reinstate the African Studies Program
Members of the Baylor University community continue to be involved in Africa. In 2013,
the Baylor Missions program is supporting mission trips on the African continent that
focus on community development (separate teams will have worked in Ethiopia, Rwanda,
Kenya, and Ghana), International Nursing Clinical (Ethiopia) women’s leadership
(Kenya), engineering (Rwanda), sports ministry (Kenya and Zambia), and community
health and wellness (Ghana, Ethiopia). The School of Social Work trains social work
students from African (and other) countries to lead developmental efforts in their home
countries through the Global Mission Leadership Initiative. These and other efforts have
led to partnerships with universities on that continent, such as the partnership between the
Baylor School of Business and the Uganda Christian University and Pastor’s Discipleship
Network to provide business-related vocational seminars and camps for orphans in
Uganda.
Baylor’s global mission and the vast needs that still exist on the African continent
serve as a compelling reason to revive and support the African Studies program.
International attention, rich partnering opportunities, great human and spiritual need, and
ever increasing student interest make Africa a key world area in any global conversation.
We would be remiss as a university if we omitted Africa from our Area Studies
programs.
3. Enhance Consistency in Area Study Program Design and Management
The following recommendations include program elements that already exist in several
academic programs. These recommendations are designed to ensure that each program is
clearly-defined and designed in ways that provide an optimal learning experience for
every student. We recommend that each degree program in Area Studies contain the
following.


A cross-disciplinary vision: Degree requirements and learning opportunities
within each Area Studies program should be designed to equip Baylor students
with a broad understanding of language, culture, religion, politics, history,
economics, health, education, environment, and other socio-ecological factors
relevant to the global region that is the focus of that Area Studies program.
A clearly-defined cross-disciplinary core: Each Area Studies program should
contain a well-defined core of required courses and learning outcome measures to
help ensure that every student in the Area Studies degree program masters key
cross-disciplinary elements.
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

o Specific courses included in this required core will need to be further
explored. However, at a minimum, core courses should equip every
student with understanding and skills related to language; intercultural
communication techniques; history, politics, and current events; and socioecological factors (e.g., socioeconomics, education, health) that impact the
way of life in the designated area of the world.
o The number of credit hours required in this core should be substantial
enough to enable students and others to clearly define the core academic
preparation and skills of all students who graduate with the degree.
o The interdisciplinary curriculum committee described above, could be
charged with developing and periodically evaluating this required core and
its learning outcomes.
o Learning outcomes should be developed, assessed, and reported in
accordance with accreditation requirements of the Southern Association
for Colleges and Schools.
Purpose-driven emphasis options: Though every student should be required to
complete the substantial cross-disciplinary core, each student may also be guided
to choose from 2-3 specific emphasis options.
o Each emphasis option should be clearly defined with a written description
of the focus, learning outcomes, and specific course requirements for that
option.
o Course requirements in each emphasis optioncould include courses from
two or more academic disciplines that address some common learning
components, for example: (a) language and intercultural communication,
(b) history, politics, and current events; or (c) economics, education, and
health promotion.
o Interdisciplinary faculty committees could be formed to develop and
periodically evaluate each emphasis option and its learning outcomes.
Required experiential learning: Some type of experiential learning opportunity
for students to travel to the global area should be required.
o Facilitation of this requirement could be structured through existing or
developed study abroad programs, mission/service opportunities, group
tours, and/or individual internship/practicum opportunities.
o Safety considerations should be included in discussions about these
experiential experiences.
o Students can and should be informed of this requirement prior to selecting
the Area Studies degree as their major.
4. Expand the Area Studies Program Scope
The mission of the Area Studies programs should be expanded beyond the scope of
academic degrees. These programs can also serve as a campus-wide resource for areaspecific information, a link to student/faculty service and research opportunities, and a
catalyst for developing Baylor partnerships with individuals and organizations in these
areas of the world. Some specific suggestions are provided below as a starting point for
discussion and development.
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


A web-based information source: A well-designed website could include
information and links for students and faculty members interested in service,
research, and general travel in that region; short highlights about current events,
cultural information, country- or city-specific information; stories of interest
about organizations and Baylor alumni/partners who work in that region and/or
Baylor students/faculty who have traveled to that region.
On-campus seminars and visiting scholars/others: An annual or biannual Area
Studies conference or symposium could be offered on campus to enable the
Baylor community and visiting scholars, leaders, and other groups from these
regions to engage in conversations about current events and Baylor’s role in these
global regions.
Organizational partnerships: Baylor partnerships with organizations, institutions,
and agencies that are based in or serve the global area could be developed in ways
that engage faculty and students from a variety of disciplines on campus,
including those not already involved through course offerings in the Area Studies
curriculum. These partnerships could be student-learning, service, or research
oriented.
5. Phase out International Studies and encourage the department of Political Science to
replace it with International Relations
Three concerns emerged from our review of the Baylor IST program.



Generalist Approach: The overall degree requirements and targeted application of the
degree are extremely broad. Degree applications described in the undergraduate
catalog overlap with the targeted work areas of other well-established, disciplinespecific Baylor degree programs (e.g., business, education, communication, the
seminary). Though this generalist approach may explain why so many students are
attracted to the degree, it raises questions about the capacity of the IST program to
provide the depth of preparation needed for students to work in each of the
employment settings described.
Overlap with Area Studies: The 9-hour regional studies requirement within the
degree overlaps with the Area Studies programs, a factor that may confuse students
and compete for enrollment in the more-focused Area Studies programs.
International Studies versus International Relations: In other benchmark universities,
we found International Studies programs housed in centralized university units
(centers or colleges for international studies) rather than in a department of political
science. The International Relations programs in departments of political science are
more focused on the study of diplomatic relations and include more political science
courses (~8-10) in the required core than do International Studies programs.
We recommend that the Baylor IST program be phased out, allowing current majors to
complete their degrees, but not allowing new students to declare this major. A decision to
replace the IST program with an International Relations program in the Department of
Political Science should belong to leaders of that department. A subfield in International
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Taskforce on Global Education
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Relations in Political Science already exists in that department that could potentially be
elevated to the status of a full degree program. Utilization of existing Area Studies foci
could add strength and depth of resources to International Relations. However, the
decision to proceed with an International Relations program should rest with the
Department of Political Science.
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*
*
*
International Students and Scholars Services
*
*
*
Recruitment, Enrollment, Retention
Defining the population: Defining an international student can be a complex process
when you consider a student’s citizenship, home address, school address, visa &
immigration status, and more.
 Recruitment & Admission: Admission Services defines the international territory
as a student of any citizenship whose school address is not within the United
States. (i.e., a non-citizen attending Plano High School is recruited by the Plano
admissions counselor and a U.S. citizen attending Singapore International School
is recruited by the international admissions counselor).
 Post Enrollment: After matriculation, the Institutional Research Office defines an
international student as one whose citizenship is non-U.S. .
Students are coded in Banner in one of three ways.
 Lawful permanent resident alien (Green Card) students are entered as PR
(Permanent Resident).
 Those lawfully present who have applied for but have not yet received permanent
residency status are entered as PP (Permanent Pending). PP students are treated
as international students until they receive their Green Card, but do not participate
in international student orientation programs.
 Undocumented non-U.S. citizen students are coded as NN (No visa; No passport).
The Office of General Counsel advises that Baylor should continue the current
CIE policy of referring all NNs to the admissions office for processing. CIE (or
whatever entity ultimately is in charge of international students) serves as an arm
of the USCIS-ICE (U.S. Citizenship and Immigration Services-Immigration and
Customs Enforcement) under SEVIS (Student and Exchange Visitor Information
System) and, as such, has reporting responsibilities that may conflict with how
BU and state schools in Texas treat this class of students.
Baylor University data
 Recruitment & Admission:
o Prior to 2007, undergraduate international students were not actively
recruited. Admission Services processed the international student
applications as they came but did not actively pursue international students
in the same manner as domestic students.
o In 2007, CIE contracted with two alumni/former university personnel who
moved abroad to attend international fairs to represent Baylor University
in a very limited capacity (Europe & India).
o CIE worked with university officials to join the US Sino-Pathways
Program (Kaplan China) to recruit Chinese students to attend one of four
consortium schools in the U.S. as transfer students. The first recruitment
trip for this program began in 2009. (See appendix for a description of the
Kaplan program)
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o Current International Student Recruitment: Undergraduate Admission
Services negotiated with CIE to begin handling all recruitment activities
and in 2010 reallocated funds to create a full international territory to
begin laying the foundation for a future of international recruitment and
admission. Key markets are currently identified based on criteria such as
academic ability of students, financial resources available, competition
and cultural fit to Waco. These include Vietnam, Singapore, Republic of
Korea, Mexico, Hong Kong, Germany, select countries in the Middle East,
and China through strategic programs such as Kaplan.
o The foundation has been set in terms of processing and strategy for
undergraduate recruitment. With additional resources, the undergraduate
recruitment efforts are poised to increase international student enrollment.
However, the opportunity for growth hinges on the university’s ability to
serve these students once enrolled. The traditional “hand-off” point for
incoming international students is after the point of deposit. All students
are then instructed to work with CIE for official documentation
processing. In addition, international students rely on CIE to help them
navigate the remaining enrollment steps such as information regarding
mandatory health insurance, assisting with travel plans and information
regarding the alternate advising process and 1-day orientation in the fall,
etc. These are common areas of confusion for international students and
currently are not adequately being addressed by either CIE or New
Student Programs.

There are consistent challenges with communication on the part of
CIE and incoming students. These challenges range from incorrect
information on websites (currently being updated), wording in
email communications, and the inability to adapt and progress
towards efficient data collection and processing (i.e., goBaylor
accounts). As a direct result, some students will decide to cancel
their admission file and will not enroll. There are many specific
examples where students and parents see the lack of correct,
timely, and appropriate communication as a reflection of the low
importance Baylor University gives international students on our
campus.

In addition to the technical definition of an international student at
the point of enrollment (citizenship status), there is a glaring
oversight in the services provided to third culture students such as
children of military, ministry, and business families abroad. These
families, as mentioned in the Student Programs Abroad section, are
the evidence of Baylor’s missional success. Due to a technicality
in coding, however,these students are not served by CIE and are
often turned away. However, these students badly need additional
support and, in turn, have much to offer our community.
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Final Report


Enrollment
o 2012 Undergraduate enrollment of 12,918 (including 188 students
classified as Non-Degree or Postbaccalaureate). Ninety-six percent of
these students are U.S. citizens, while 575 (4.4%) are resident or
nonresident aliens, representing 73 foreign countries.
 Recruitment of international students is tracked by Undergraduate
Admission Services in the same manner as domestic students. The
past three years have seen growth in the volume of prospective
international students as well as an increase in the students
submitting applications. The difficulty comes in converting
accepted students to enrolling students due to many barriers that
international students experience such as obtaining a student entry
visa.
o 2012 Graduate enrollment (not including law or seminary)of 1,531
including 7 students classified as Graduate Non-Degree. Eighty-five
percent of these students are U.S. citizens, while 232 (15.1%) are resident
or nonresident aliens, representing 47 foreign countries.
o Total enrollment stats: 2012- Total Graduate and Undergraduate student
population is 15,364 of which 834 (5.4%) are non-citizens.
Retention statistics
o The most recent undergraduate fall to fall (2011-12) retention rate for
resident aliens and non-resident aliens was 84.7% and 89.0% respectively.
As a point of comparison, citizens retained at 88.8%.
o Graduate- retention stats via IRT website are unavailable for this cohort.
Competitor and Benchmarking Data
Many institutions have 10 or more employees working towards the international student
enrollment goals while others have smaller operations. Currently, Baylor’s undergraduate
recruitment and admission falls to one full-time employee with approximately 3 others
devoting a small portion of their time to processing or recruiting.
 While the total international student enrollment in the U.S. increased by 6% to
764,495 students in 2011, international students still comprise less than 4% of the
total U.S. higher education enrollment.
 Doctorate-granting universities host 64% of international students.
 The 200 U.S. institutions with 1,000 or more international students hosted 66% of
all international students in 2011-12.
 The top 3 host states in the U.S. are California, New York, and Texas.
 The top fields of study are STEM fields representing 41% of the student
population and Business & Management fields representing 22%.
 International students contributed over $22.7 billion to the U.S. economy in 2011
according to the U.S. Department of Commerce.
Conclusion
Baylor is enrolling a much smaller population of both undergraduate and graduate
international students than schools of similar size. For example: Northeastern University:
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Taskforce on Global Education
Final Report
Total enrollment 16,119, enrolled 3,308 undergraduate international students in 2011
which equals 20.52% of their undergraduate population and 3,019 total international
graduates which equals 34.49% of their total graduate population. Syracuse University
has 13,905 undergraduate students and 1309 of those are international equaling 9.41% of
the total undergraduate student population. The Open Doors report defines international
students as “non-immigrant international students in the U.S. on temporary visas at the
postsecondary level.” According to this definition, Baylor is enrolling international
students at 2.8% of our undergraduate population and 9.3% of our graduate population.
Student Services
This section describes the various student services offered by CIE across six areas:
admissions and documentation, housing assistance, orientation, academics, student
activities, and general student support.
Admissions & Documentation
 Provide one Responsible Officer (RO) and two ARO’s (Alternate Responsible
Officers) for J-1 exchange visitors under U.S. Department of Justice.
 Baylor Designated School Official (DSOs) and AROs are responsible for entering
data concerning international students in the U.S. Homeland Security’s SEVIS
program.
 Keep international students informed on current immigration policies that affect
their student status and the requirements for these students to maintain valid
status.
 Assist international students and scholars with immigration matters and issue
(under Department of Homeland Security) federal documents so students/scholars
can apply for the appropriate visas.
 Assist new incoming international students with the complexities of initial visa
processing and application.
 Assist international students in other visa classes in matters concerning their
specific visa and refer as appropriate.
 Process applications for change of status.
 Process documents for dependent family members of international students.
 Assist new international students (as appropriate) to apply for Social security
numbers by arranging Social Security representative to be in ISSS Office to
facilitate application
 Process and facilitate admission of international exchange student and Baylor
foreign affiliations.
 Submit in a timely manner all documents required by Department of Homeland
Security for recertification and re-designation to allow Baylor to continue to
accept international students and scholars
 Meet with prospective students and parents as requested to discuss student visa
issues and financial issues.
 Communicate with incoming students & their home university advisors as needed
for recruitment and admission.
 Randy Penson serves as PDSO (Primary Designated School Official) and Lexi
English, Treva Hall, Leslie Hicks, Alexine Burke and JJ Ilseng serve as DSO’s
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Taskforce on Global Education
Final Report
(Designated School Officials) for F-1 international students under U.S.
Department of Justice on behalf of Baylor.
 Work with graduate program directors and academic advising to ensure that
students remain in compliance (in status) with U.S. Customs and Immigration
Service.
 Monitor OPT and CPT employment/activities as required by U.S. government
immigration regulations.
 Update ISSS forms and website links to enable students’ ease in accessing
information, forms and requests for benefits.
 Issue various official letters: Invitation letters, good standing letters, enrollment
letter, social security letters, CADIVI letters.
 Process immigration documents for students transferring in or out of Baylor
 Assist students with their federal income tax return preparation using of Windstar
international student tax prep…communicate with them regarding availability of
resources, deadlines and other important information
 Work with Athletics Department to ensure international student-athletes remain in
compliance of U.S. immigration regulations
 Process ITIN applications as needed for those students who do not qualify for a
SSN and therefore need an ITIN number to reduce the amount their scholarship is
taxed.
Housing
 Advise students on costs of tuition and living expenses (as required by Homeland
Security).
 Coordinate early move-in into residential halls.
 Because international students face delays associated with the processing of
their visas, they are disadvantaged in securing housing if they are not
freshmen. We recommend reserving some spaces for international students,
specifically in the Global Community Living-Learning Center.
Orientation
 Provide information on campus services and resources and activities, both
generally and specifically to individual students as required.
 Assist with planning and participating in mandatory new intentional student
orientation and President’s welcome Dinner.
 Work collectively to plan fall and spring orientation to welcome new international
students and introduce them to campus community, immigration regulations,
social/cultural, resources/events.
 Participate by presenting a session in June freshman orientation (PAWS
international partnership program for freshmen and their parents)
 Speak at Graduate Student orientation to welcome and assist new international
graduate students.
 Plan “Welcoming Our World” CIE welcome events each semester for incoming
international and exchange students
 Travel to Boston for USSP “line camp” for new incoming USPP Kaplan students.
 Work with study abroad advisor to welcome and assist exchange students
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Taskforce on Global Education
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
Maintain pre-arrival information for incoming students.
Academics
 Monitor course enrollment to ensure students’ compliance with minimum
enrollment requirement
 Continuously meet with students concerning academic issues, employment issues
and immigration issues; refer to appropriate off-campus agencies as needed
 Facilitate “Popcorn & Culture” cultural discussion sessions with Baylor
professors (5 per semester)
 Arrange for administration of English Proficiency Exam each semester.
 Provide information and process applications for OPT (Optional Practical
Training) and CPT (Curricular Practica Training) for internships as appropriate.
Student Activities
 Help facilitate special trips for international students (arrangement of
transportation and accompanying staff).
 Facilitate US student and family partnerships with intentional students with
PAWS (People Around the World Sharing) program.
 Plan tailgate activities for football games
 Assist with Round Table International Thanksgiving Dinner and Roll Call of
Nations and annual Christmas reception for international students and PAWS
partnerships.
 Coordinate Homecoming events and international flag parade
 Facilitate International Student Spouses group with Bobo Spiritual Life
 Continue 25 year old partnership with Adopt a School with Waco ISD at
Tennyson Middle School, take students for cultural presentations
 Weekly CIE newsletter to international students and campus community
 Work with Journalism Department to create “Going Places” a CIE international
student publication (each semester)
 Member of IEW (International Education Week) committee to help plan Baylor
campus international awareness activities each fall semester.
 Provide a semester event for all exchange students (picnic, visit Austin, etc.)
Student Support
 Provide airport and bus pick up (ACT) upon students’ initial arrival to campus.
 Drive students individually as needed to banks, Social Security Office,
Texas Dept. of Public Safety, doctor’s appointments.
 Provide students with resources and references for insurance needs, housing and
other services as needed for the duration of students’ studies.
 Provide emotional support to students as needed and in times of crises; refer as
appropriate.
 Develop and design information brochures each semester giving students with
helpful and necessary information to transition to university life
 Member of Students of Concern Committee representing CIE
 Work with study abroad advisor to welcome and assist exchange students
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Taskforce on Global Education
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



Arrange for transportation (vans and buses) for new international students to
Robinson Tower, shopping for dorms/apartments.
Serve as liaison between international students and various departments and
agencies: Insurance and Health Center, academic advising, Campus housing,
Financial Settlement, Judicial Affairs, General Counsel’s Office, Payroll Office,
ICE, USCIS.
Process on-campus employment authorization
Counsel students with infractions of immigration regulations; report disciplinary
measures as required into SEVIS
Miscellaneous
 Work with Northeastern University to transition USPP Kaplan students to Baylor
each fall semester.
 United Board (UB) Scholars: ISSS ARO’s serve as coordinators for this
program. We work with the United Board for Christian Higher Education in Asia
to host two Asian scholars each semester selected by UB. We pick up the
scholars from the airport; arrange for living accommodations, issue immigration
documents for visa application, take them to shop for their apartments, take them
to lunch, help them integrate into campus (based on their individual needs), assist
them with ID cards, bank accounts, cell phone services, apply for required health
insurance coverage and include the in CIE’s activities.
 Update information on website
 The Graduate School has initiated a new program to assess and improve the
language skills of international students serving as lab instructors or teachers of
record. At peer institutions, including other Big 12 universities, such language
support is located in a central office, and we recommend that the graduate
student ESL program be housed in the new Center for Global Engagement.
Conclusion
It is important for Baylor to create an environment that promotes personal and academic
success for our international students. We recommend that the new CGE leadership
continue to evaluate the programs offered to ensure we are prioritizing our resources in a
way that allows us to serve the students in the most productive ways possible. We should
also create ways in our systems to identify students who, while technically are U.S.
citizens, may identify more readily as international students due to an overseas
upbringing. We should be prepared to offer those students the same levels of support
through CGE.
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Taskforce on Global Education
Final Report
*
*
*
Administrative Structures
*
*
*
Overview of CIE Structure
One Global Education Task Force subcommittee examined the current structure and
functions of the Center for International Education.1 At the present time the Interim
Director of CIE, who also holds the Jo Murphy Chair in International Education, is
Naymond Keathley. He is directly assisted by an Associate Director (Randy Penson), a
Budget Associate (Lynae Jordan), and an Office Manager (Jackie McClendon). All other
staff (Alexine Burke, Treva Hall, Leslie Hicks and Delores Melendez in International
Student and Scholar Services; International Student Relations Coordinator, Melanie
Smith; and Lexi English, J.J. Ilseng, Melanie Smith, and Loren Warf in Study Abroad)
report through the Associate Director, who is therefore responsible for overseeing two
different operations. On one side, (1) International Student and Scholar Services is
concerned with all aspects of institutional oversight and assistance for international
students and faculty (“inbound”), while the other primary function of the Center is (2) to
facilitate and support overseas travel for Baylor students and faculty, primarily through
various types of study abroad programs (“outbound”).
Assessment of CIE Structure: Study Abroad
The current administrative structures do not appear to be functioning very smoothly.
Some of this is a matter of design, some of it is a matter of process, and some of it is a
matter of personnel. Looking first at the Study Abroad side (the structure and
functionality of the International Students and Scholars division was examined by
another sub-committee and will be discussed below), there is a clear process for the
creation of new programs involving Baylor faculty and students. The proposal must be
submitted to the appropriate department chair and dean prior to submission to CIE. The
budget is assessed by the Budget Associate and the Director of CIE consults with an
advisory committee (currently composed of Garrett Cook, Steve Gardner, Jeff Hamilton,
Michael Long, Joe McKinney, Linda McManness, Eric Rust, Lilly Souza-Fuertes, Lori
Spies, Xin Wang, and Chuck Weaver) to consider the proposal’s merits. If approval is
recommended the Director may also consult with the International Travel Committee
(currently composed of Randy Penson, chair, Steve Gardner, Becky Kennedy, Wes Null,
Sharon Stern, Warren Ricks, and Doug Welch) to assess risk and legal considerations
involved in travel to this site. The Director then submits the proposal via Bearquest to
the Provost’s Office for final approval. If the country to be visited is subject to a travel
warning or restriction from the Department of State, the President of Baylor University
must approve the trip. There is one overarching problem with the current process,
and that is the lack of any criteria to evaluate how this new program would advance
the mission of Baylor University or help achieve the goals articulated in Pro Futuris.
The impact that Study Abroad programs will have on students’ cultural awareness
and cultural competencies is not rigorously assessed either prior to student
departure or following their return.
1
See appendices for a current organizational chart of the Center for International Education.
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Program directors are self-selected in most cases, although directors of the
semester programs in Maastricht and St. Andrews are exceptions, being selected by the
Director of the Center for International Education. All new directors must attend a
training session (and experienced directors must attend training every three years), but
there are no established criteria designating necessary skills or experiences to qualify for
a directorship. It is not clear, therefore, that we are providing the best possible faculty
mentors to lead our students in transformational educational experiences.
Not all Baylor students who participate in Study Abroad enroll in Baylor
programs. Baylor also has a number of Memoranda of Understanding (MOUs) with
other universities both to allow our students to study abroad and to allow international
students to study here. Unlike Baylor programs, there seems to be no consultative group
that advises CIE on the selection of these partners. For example, in 2012-13 Baylor
entered into an agreement with a consortium of universities in Dublin, even though the
core required “Irish Studies” course is unlikely to be accepted for credit by academic
departments at Baylor. Both the process of selecting partners, and the clear
definition, maintenance and strengthening of MOUs, are areas urgently needing to
be addressed.
CIE’s Touchpoints Across Campus
Members of the Administrative Structures subcommittee met with representatives from
the many offices across campus that have regular interactions with the Center in order to
discern the strengths of the unit and areas where further improvement was possible.
Input was sought from the following offices: Admissions, Budget, Development, General
Counsel, Global Missions, Internal Audit, Registrar, Risk Management, and Student Life.
A recurring concern was voiced about unclear lines of communication, in many
cases caused by high turnover of personnel in recent years. It was generally felt that
adequate policies were in place as relates to the concerns of these various offices, but the
processes for implementing these policies were not always followed in a timely fashion,
perhaps because in many cases policies lacked enforcement mechanisms.
Some areas where specific concerns were raised include: the Beartracker system,
which is not working smoothly in providing registration changes to the Registrar’s office
or in providing Risk Management with locations of exchange students; budget
information is not reaching the Budget Office in a timely and complete manner. Both
students and faculty participating in Study Abroad programs must register through Bears
Abroad. This is an adaptation of Studio Abroad, program management software
developed by Terra Data. The Baylor version of this program has a number of areas
where its functionality could be improved. This would address some of the
communication problems that have already been noted. Dr Keathley reports that a team
form CIE recently (April 2013) attended a workshop with Terra Data, so improvements
to Bears Abroad may be forthcoming shortly.
Another concern noted in these interviews was the divested “ownership” of the
Study Abroad programs. The faculty directors are responsible for all aspects of the
program’s academic success as well as compliance with a vast number of financial and
administrative policies and procedures. We recognize that by its very nature, travel
abroad with students poses many risks to the University and someone (perhaps a group)
must be tasked with managing them. However, it seems as though the faculty director
30
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Final Report
should be able to rely more heavily on resources within CIE for assistance with these
administrative items. The current structure and resources allocated do not allow for this
and should be re-assessed in the new CIE structure. We also recommend that deans and
department chairs be more actively involved in the evaluation and selection of Study
Abroad programs to be sure that these programs align with strategic goals at the college
and departmental levels.
Benchmarking
This subcommittee also did extensive study of international education at nearly forty
other universities in an attempt to identify effective organizational models and best
practices that might be appropriate for Baylor.2 Some models, such as that of Pepperdine
University, were not feasible as they are predicated on overseas campuses owned and
operated by the university. Other universities, such as the Ohio State University, have
free-standing colleges of international studies. While this might be an attractive model
for Baylor in the longer term, the resources to support such a model are not available at
this time.
A more common model finds international education housed in a Center with a
director (whether titled a vice-provost, vice-president, dean, or director) who reports
directly to the provost. This model is most comparable to what currently exists at Baylor,
and is appropriate for several reasons. It is important that the director of international
education (however titled) stand above college or divisional boundaries and be able to
lead conversations and integrate initiatives from different campus units. Within Centers
for International Education the two broad areas of (1) international student services and
(2) study abroad/student programs are sometimes combined and sometimes separate. At
Baylor both of these areas are currently housed in the Center for International Education,
and we would recommend that they remain so, although we would recommend that the
day to day responsibility for oversight of each area by assigned to one of two assistant
directors as discussed below.
Proposed Organizational Chart and New Director Position Description
An organizational chart is attached as an appendix to this document that proposes a
restructuring of the Center for International Education, which we would suggest
renaming the Center for Global Engagement. Although the terms “international” and
“global” have slightly different meanings in the context of higher education and
international generally seems to be preferred, global is also widely used, and may be
more appropriate at Baylor than many other universities because of the nature of our
mission as articulated in Pro Futuris. This is particularly true as our objective is twofold,
both education and engagement.
Also attached to this document as an appendix is a draft job description for a Vice
Provost for Global Engagement. It is imperative that the person selected for this position
have a demonstrated record of leadership in international education. The Center for
International Education at Baylor has for some time been more reactive than proactive.
A frequently heard criticism is that CIE has become more of a regulatory body than a
facilitator of Baylor’s global aspirations. We need a strong leader who can articulate and
2
See appendices for benchmarking information.
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Taskforce on Global Education
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implement a clear vision of our path forward. We also propose that this Vice Provost for
Global Engagement be supported by two assistant directors of the Center for Global
Engagement. One, a senior staff position, would oversee International Student and
Scholar Services and work closely with Admissions Services and the Global Living and
Learning Community. The other, a faculty position, would oversee Area Studies and
Study Abroad and work closely with Global Missions. We would recommend that these
individuals be selected through a competitive process by the new Vice Provost for Global
Engagement.
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Taskforce on Global Education
Final Report
*
*
*
Recommendations
*
*
*

Transform the Center for International Education into the Center for Global
Engagement and enhance its presence across the university. (pp. 26-7)

Hire, through a national search, a Vice Provost for Global Engagement to oversee
the Center for Global Education. (pp.33-4)
o Hire a Director for Global Student Engagement. (p. 35)
o Hire a Director for International Student and Scholar Services. (p. 36)

Increase in student participation rates in study abroad from 28% to 50% by 2018,
while at the same time doubling the number of students participating in semester
or year-long academic programs abroad from roughly 250 to 500 by 2018. (pp. 46)

Increase the number of students participating in Global Mission trips from
roughly 400 to 800 per year by 2018. (pp. 6-7)

Develop hybrid courses in which an international experience (academic,
discipline-specific, missional, or service) is a required component of these
courses. This is dependent upon increased financial aid and scholarship support.
(p. 7)

Engage in a strategic process to select global partners with emphasis on Africa,
China/East Asia, Latin America, and the Middle East. (p. 7)
o These partners should be selected on the basis of a clear and consistently
applied set of criteria.

Support and encourage the continuing growth of student enrollment in strategic
languages such as Arabic, Chinese, and Russian. (pp. 8-9)

Revise and refine current policies and procedures related to global education,
taking into consideration input from stakeholders across campus. (pp. 9-11)

Introduce comprehensive assessment of study abroad and other global programs
as a continuous process. (pp. 11-12)

Establish formal programs for students returning from international experiences.
(p. 12)

Establish an endowed Center for Area Studies to be housed within the Center for
Global Engagement. (pp. 13-18)
o Support and develop programs in Area Studies:
 African Studies.
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Taskforce on Global Education
Final Report
 Asian Studies
 Latin American Studies
 Middle East Studies
 Slavic and East European Studies
o Phase out the major and minor in International Studies in favor of Area
Studies majors.
 Encourage the Department of Political Science to consider the
introduction of a major and minor in International Relations.

Relocate the Center for Global Engagement to a more visible and spacious
location, perhaps within the current facilities of the Hankamer School of
Business, at the earliest possible opportunity. (p. 27)
o Create a Council on Global Engagement, chaired by the Provost for Global
Engagement, to meet regularly to share and exchange information with other
senior stakeholders in global initiatives.
o A standing Faculty Advisory Committee on Global Engagement should be
established, with membership selected by the Committee on Committees.

Increase resources for the recruitment of International Students in order to
continue demonstrated success since Admissions Services took responsibility
for this in 2010: (pp. 18-20)
 True International Applications: have increased 39%
 All Internationals (including US abroad): have increased 10%.

Designate internationalization as a QEP focus for reaccreditation purposes.
Baylor University might consider this as an appropriate mechanism by which to
inventory, adjust, and add to current course offerings that have international
components, and build this competency into our degree plans. (pp. 29-39)
o Students might demonstrate international cultural competency in variety of
ways, such as:
 Participating in a study abroad program
 Participating in a global or urban missions trip
 Studying a foreign language at the 3000 level or above
 Completing a number (12 hours perhaps) of courses with an
international focus.
 Living in the Global Community Living and Learning Center.

Encourage Baylor sponsored alumni travel facilitated/hosted by Baylor faculty.
(p. 29)
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Taskforce on Global Education
Final Report
Appendices
Figure 1 Center for International Education
35
Taskforce on Global Education
Final Report
Figure 2 Center for Global Engagement
Vice Provost and Director of Center for
Global Engagement
Global Missions
Assistant Director for
Global Student Engagement
Coord
Center for Area Studies
Study Abroad
ISSS
SEVIS
Assistant Director for
Budget Manager
International Student
and Scholar Services
INT
Student
Program
INT
Scholars
African
(Pending Funding)
Asian
L.A.
M.E.
Slavic
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Taskforce on Global Education
Final Report
Vice Provost for Global Engagement
Baylor University
As Baylor University launches its new vision, Pro Futuris, the Center for Global
Engagement will play a central role in providing our students with a transformational
educational experience. The purpose of the Center for Global Engagement is to develop,
promote, and foster opportunities for global and intercultural engagement for students,
faculty, and staff both on campus and abroad. Such opportunities include study abroad
programs, the Global Community Living-Learning Center, internationalization of the
curriculum, integration of international students into the life of the university, and hosting
speakers and conferences on international topics. The Center’s goal is to provide
resources and support to facilitate Baylor University’s ongoing growth as an international
institution.
I.
Basic Requirements
A. Coordinate, promote, and expand the university’s current study abroad
programs.
B. Expand and consolidate appropriate institutional partnerships.
C. Oversee international student support.
D. Oversee management and administration of Center for Global
Engagement, including the Center for Area Studies.
E. Coordinate the internationalization of the curriculum.
II.
Essential Duties include the following:
Other duties may be assigned and reasonable accommodations may be made
to enable individuals to perform the essential functions effectively.
A. Develop and implement a vision for Global Engagement at Baylor.
1. Encourage greater numbers of Baylor students to engage in
meaningful international and intercultural experiences.
a. Review current programs for academic and financial viability and
alignment with university mission and priorities.
b. Identify strategic underserved regions and develop new
partnerships.
c. Support faculty exploration of new opportunities.
2. Strengthen appropriate institutional partnerships.
a. Review and revise current Memoranda of Understanding as
appropriate.
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Taskforce on Global Education
Final Report
b. Provide support/structure for faculty collaborations.
c. Develop virtual/online partnerships.
3. Provide leadership in internationalizing the campus.
B. Oversee program management.
1. Supervise staff in all areas of the Center for Global Engagement.
2. Oversee international student support.
3. Coordinate recruitment and retention of international students with
Admissions Services and Student Life.
4. Oversee budgeting processes.
5. Work with University Office of Development, Baylor alumni, and
granting agencies to cultivate external sources of financial support to
support the work of the Center for Global Engagement.
III.
Qualifications:
A. Professional
1. Terminal degree in relevant field.
2. Five or more years of successful leadership experience in international
education or closely related program.
3. Demonstrated ability to collaborate effectively with diverse
individuals and groups.
B. Personal
1. Significant experience abroad.
2. Proficiency in at least one language in addition to English is desirable.
IV.
Physical Demands/Expectations
A. Extensive travel, both domestic and international.
B. Flexibility in working extended hours when necessary; managing stress.
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Taskforce on Global Education
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Director for Global Student Engagement
Baylor University seeks an experienced professional to serve as Director for Global
Student Engagement in the Center for Global Engagement.
The Assistant Director reports to the Vice Provost for Global Engagement.
Job Responsibilities:
 Supervise the Center for Area Studies and Area Studies Directors.
 Work closely with Director of Global Missions to col-ordinate opportunities for
global student engagement.
 Hire, train, supervise, support and evaluate staff members.
 Manage the unit budget.
 Work with the Vice Provost for Global Engagement to identify and cultivate
strategic global partnerships.
 Ensure coordination of all aspects of recruitment, enrollment, and academic credit
students participating in study abroad.
 Travel within the U.S. and internationally to represent the university.
Minimum Requirements:
 M.A. in international education or related field.
 A minimum of 5 years’ study abroad administration experience.
 Excellent oral and written communication skills.
 Knowledge of U.S. and foreign educational systems, curricula, practices and
procedures.
Preferred Qualifications:
 Ph.D. in international education or a related field.
 High-level of proficiency in a second language.
 Experience as a participant, organizer, and instructor in study abroad programs.
 Interest and expertise in assessment of student learning, particularly in
intercultural settings.
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Taskforce on Global Education
Final Report

Director for International Student and Scholar Services
Baylor University
Baylor University seeks an experienced professional to serve as Director of International
Student and Scholar Services.
The Director reports to the Vice Provost for Global Engagement.
Job Responsibilities
 Provide strategic vision and leadership.
 Support the university in increasing international and diverse student presence on
campus.
 Hire, train, supervise, support and evaluate staff members.
 Manage the unit budget.
 Oversee all aspects of the ISSS office including compliance with federal, state,
and university regulations, policies and procedures; serve as Primary Designated
School Officer (PDSO) and Responsible Officer (RO); advise international
students and scholars on immigration, academic, and personal matters; conduct
orientations, workshops and programming for international students and scholars
and the university community.
 Collaborate with campus units and off campus entities to provide services and
support to international students.
Minimum Requirements:
 Bachelor’s degree
 5 years of experience in international education
 Must meet federal eligibility requirements to be a PDSO and RO, including U.S>
citizenship of permanent resident status
 Administrative experience and experience in ISSS
 Experience as a DSO
Preferred Qualifications
 Master’s degree in international relations, global studies, international education,
higher education administration, or closely related field;
 PDSO and RO experience;
 Second language proficiency;
 Overseas living experience;
 Strong computer literacy including experience with Banner and fsaATLAS.
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Taskforce on Global Education
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Baylor University and the U.S.-Sino Pathways Program (USPP, a/k/a Kaplan)
The U.S.-Sino Pathways Program (USPP) program is a collaborative effort between the
Consortium of North American Universities (CNAU) and Kaplan China and facilitated
by Northeastern University to attract exceptionally qualified Chinese students to
matriculate into academically challenging designated U.S. universities which are
members of the USPP consortium. Membership in USPP is limited to six top U.S.
universities.
The current membership consists of Baylor University, Northeastern
University, Marist College, Stevens Institute of Technology, University of Vermont, and
University of Utah. Member universities commit to participation for a fixed term with
the option to renew the agreement.
The USPP program consists of three distinct functions: the educational foundation
program in China facilitated by Kaplan China (focusing on English language skills and
academic support for course credit for a year), a summer bridge academic program at
Northeastern University (assisting students in cultural and academic adjustment to
American higher education), and a destination university (a member of USPP) which
receives academically eligible students who matriculate into undergraduate programs in
Business, Computer Science and Engineering, and a few other select disciplines.
Students who have successfully completed the foundation portion in China are
guaranteed admission into one of the USPP member universities and may receive their
bachelor’s degree in three years.
Near the completion of their preparatory studies in China, qualified prospective USPP
students enrolled in the Kaplan China program and their parents evaluate the member
American universities to choose a destination university and a second-choice university.
Each consortium member university reviews the student’s academic eligibility based on
its own admission requirements. Students selected for the bridge program and
destination program apply for an F-1 (international student) visa.
Kaplan China markets and promotes the consortium universities, who send
representatives annually as a group to promote and meet with prospective students and
their parents at the 11 Kaplan Centers in China (Beijing, Shanghai, Chengdu, Chongqing,
Changsha, Hangzhou, Qingdao, Suzhou, Changchun, Kunming, and Shenyang). Each
member university sets its own enrollment goals. Tuition and fees for the China portion
of the program are established by Kaplan China.
Baylor University is one of the three original members of the Consortium, and the Memo
of Understanding between Baylor University, Northeastern University, and Kaplan was
formalized and signed in May2009. The first group of USPP students enrolled in Baylor
in fall 2010 after successfully completing the summer bridge program at Northeastern
University. The first group consisted of 41 students, 25 students in fall 2011, and 32
students in fall 2012. Baylor consistently enjoys one of the highest numbers of students
of all the USPP consortium members.
Kaplan students are treated as any other international students at BU except that they
receive their I 20s upon their arrival in Waco.
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Taskforce on Global Education
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IRT- CIE Study
Abroad 2012 - Stats.pdf
42
Taskforce on Global Education
Final Report
A Sample of Colleges and Universities Using Internationalization as a QEP
Kennesaw State: http://www.kennesaw.edu/globallearning.html
Juniata College: http://www.juniata.edu/services/provost/middlestates/
Texas Christian University (TCU) is preparing for our SACS accreditation visit this
March 2013. As part of the SACS requirement, TCU will present a Quality Enhancement
Project (QEP) to SACS for approval. After an internal selection process, our proposal
called Global Citizenship 2020 was selected as the QEP. Assuming this will meet SACS
requirements we will embark upon Global Citizenship 2020 June 1, 2013. We are very
pleased that TCU will place emphasis upon comprehensive internationalization for the
next five years as part of the QEP. While there are many aspects to Global Citizenship
2020 (and many people involved), the overall purpose of Global Citizenship 2020 is to
require a sustained international experience (of various scope and scale) for every TCU
graduate. Various paths and activities will define sustained international experience.
The class of 2020 will be the first class of graduates who will complete this program.
(via Jane Kucko, Director Center for International Studies, TCU)
Appalachian State is currently going through the reaccreditation process and global
learning is the focus of our QEP. You can read more about it from our website
at: http://qep.appstate.edu/
Princeton will be undergoing accreditation review this year and the review's primary
focus will be internationalization.
Georgia Tech: For 2005 QEP see: http://www.accreditation.gatech.edu/wpcontent/uploads/2010/08/QEP_FINAL-COPY_WEB-without-blank.pdf For the 2011
impact report, see http://www.accreditation.gatech.edu/wpcontent/uploads/2011/03/QEPImpact-Report_SACSCOC_March-25-2011.pdf
Wake Forest U. and Winthrop University have had QEP’s associated with their SACS
accreditation that related to Internationalizing the campus.
Michigan State University
See: http://ncsue.msu.edu/files/FormD-MSUP&T.pdf
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Taskforce on Global Education
Final Report
Bibliography & Resources
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Molony, John, Ben Sowter, and Davina Potts, QS Global Employer Survey Report 2011:
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http://www.uky.edu/toolkit/
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