Fill - Free fillable ISSIE2012-14BiennialReport University of Hawai`i at Hilo Division of Student Affairs PDF form

DIVISION OF STUDENT AFFAIRS

2012-14 Biennium Period Report

Unit Name: ____________________________________________________________________

Unit Manager: _____________________________________ Date Compiled: _______________

PART A: Please provide 1-2 significant or major examples of how your unit’s activities,

programs, services, etc., substantively/meaningfully contributed to achieving each of the

following: (a) the Division of Student Affairs strategic plan implementation matrix

(http://hilo.hawaii.edu/uhh/vcsa/documents/UHHiloDSA2011-

15StrategicPlanImplementationMatrix.pdf); (b) UH Hilo’s strategic priorities

(http://hilo.hawaii.edu/strategicplan/); and/or (c) the UH System’s strategic priorities

(http://www.hawaii.edu/ovppp/uhplan/)? Please be sure to identify/reference specific

priorities and provide specific examples and sufficient detail.

1 | Page

International Student Svcs. & Intercultural Ed./National Student Exchange

Jim Mellon

June 20, 2014

(a) DSA Strategic Plan Implementation Matrix and (b) UH Hilo Strategic Priorities

Priority Action 4.2: Promote multicultural fluency through learning, training, research,

and exchange opportunities for students, faculty and staff to develop awareness and

knowledge of self and of others, and skills for effective interaction, communication,

leadership, and organizational change.

Planned Activity/Strategy: Support and augment the newly reconfigured cluster, Global

& Intercultural Education through various initiatives. This report will focus on three of

those initiatives:

1. Establish an academic subject certificate in Global Engagement in collaboration with

the Anthropology Department which includes a co-curricular component aimed at

developing students' intercultural competence. Progress Indicators: a) The certificate

was approved and established in Spring 2013 and implemented beginning with the Fall

2013 semester. b) The next goal is to have a target of 50 students earning the certificate

by May 2015.

2. Increase the number of students (particularly resident and first generation college

students) participating in study abroad and national student exchange (NSE) programs.

Progress Indicators:

a) A target goal of at least 50 students studying abroad, with at least 20 being first

generation college students, by August 2013. Not achieved (29 students participated in

a study abroad program in 2013-2014).

b) A goal of increasing the number of outgoing National Student Exchange (NSE)

students by January 2015. The NSE program supports Priority Action 4.2 by sending

approximately 30 UH Hilo students on exchange each year and diversifying the campus

by hosting approximately 100 visiting students from a diverse array of states and

territories. For the upcoming 2014-2015 year, the number of UH Hilo students (32)

scheduled to exchange is back above the previous decade's average, with the

expectation of at least 6 additional students applying for Spring 2015 exchange by the

end of the calendar year. The number of Hawai’i resident students participating in NSE

is projected to be the second highest number within the last decade.

3. Offer opportunities both on- and off-campus for students to develop multicultural

fluency. Initiatives that have been developed include a "buddy" program matching new

international students with other students (particularly students from Hawai'i and the U.S.

mainland) in their first semester; a host family program for international students; events

to raise awareness about global social justice issues such as human trafficking, human

rights abuses, climate change and its potential threat to world peace, and poverty and

hunger; and an international film series.

Priority Action 5.5: Enhance our scholarship and partnerships with the community to

responsibly preserve, protect and sustain natural and cultural resources, especially

Mauna Kea.

Activities: The NSE program and the International Student Association currently have a

variety of community partnerships with organizations such as the Kohala Watershed

Parnership that preserve, protect and sustain our natural and cultural resources. Visiting

NSE and international students participated in over 800 hours of community service

during the 2013-14 academic year. Projects included restoring local heiau, restoring the

lowland rainforest in Hilo, maintaining traditional Hawaiian gardens on campus, planting

trees on Kohala Mountain, and many others.

Supporting Action 6.5: Enhance our visibility by investing in varied and effective

strategic marketing and promotion activities that showcase UH Hilo, attract local, national

and international students, and highlight the university’s positive impact on Hawai‘i

Island, the state and beyond.

Planned Activity/Strategy: Initiate and sustain international student recruitment efforts in

identified markets that have demonstrated potential for high yield from students with

capacity to pay non-resident tuition, thereby augmenting available resources to support

college access/education for resident students particularly as State investment declines.

Progress Indicators: a) The duties and responsibilities of a staff member in the Center

for Global Education & Exchange were revised in February 2013 such that some of his

duties now include international recruitment. b) A substantial allocation of funds for

international recruitment has been tentatively allocated for the 2014-2015 year, which will

enable the institution to invest in international recruitment efforts and initiatives.

Economic Contribution: To contribute to the state’s economy and provide a solid return

on its investment in higher education through research and training.

According to the "Open Doors" report issued by the Institute on International Education

(IIE), international students contributed over $108 million to the State of Hawaii economy

in 2012-2013. IIE reports that UH Hilo international students contributed over $5 million

to the Big Island economy. In addition, IIE estimates that 520 jobs throughout the state

were directly created/supported by international students and their families and 508 jobs

were indirectly created/supported. In addition, the office contributed toward the UH

System's goal of increasing extramural fund support by 3% each year through the

AANAPISI (Asian American & Native American Pacific Islander Serving Institutions)

"Navigating the Success of Pacific Islanders" federal grant awarded to UH Hilo by the

U.S. Department of Education (of which the ISS & IE Director serves as Principal

Investigator). The total amount awarded between 2011-2014 is $1,349,883 (including

$152,352 in supplemental funds).

Globally Competitive Workforce: To address critical workforce shortages and prepare

students (undergraduate, graduate, and professional) for effective engagement and

leadership in a global environment.

Activity: Establish an academic subject certificate in Global Engagement in collaboration

with the Anthropology Department which includes a co-curricular component aimed at

developing students' intercultural competence.

Outcome: The certificate was established in Fall 2013.

PART B: Please list and describe your unit’s 2-3 priority areas for focus to improve outcomes

or enhance positive impact for students or the constituents your serve. How will you know if

you have achieved your desired outcome or impact? Note that both quantitative and

qualitative measures are acceptable.

2 | Page

1. Establish, develop, strengthen and evaluate international student services and

co-curricular programs to improve retention and graduation and enhance positive impact

for international students. Some specific examples include:

a) Partnering with the APIASF (Asian & Pacific Islander American Scholarship

Foundation) to participate in a new scholarship program, which awarded 18 students

scholarships of $2,500 in 2013-2014, totaling $45,000. As part of its participation, UH

Hilo has agreed to provide certain student data to APIASF and serves to benefit from the

research that APIASF is conducting into retention and graduation of Asian and Pacific

Islander students.

b) Creation and development of a host family program and a "buddy" program for new

international students.

c) Expansion of the in-person, on-site orientation for new international students.

d) Development of a new online pre-departure orientation.

e) Creation of a new scholarship scheme for new international students (including the

availability of several non-resident tuition exemptions), aimed at attracting and recruiting

outstanding students.

f) Increase in the amount of scholarships available for continuing international students

who have demonstrated excellent academic performance, aimed at retaining them at UH

Hilo.

g) Determine accurate retention and graduation data on international students,

evaluate reasons for leaving, and develop initiatives to address the reasons.

Methods to Determine Desired Outcomes/Impact:

a) Examine retention and graduation rates of international students to determine if there

is an increase.

b) Conduct surveys of students to determine satisfaction levels with programs and

services and gather self-reports on students' experiences.

2. Increase the number of UH Hilo students who participate in a domestic exchange

program. While the number of outgoing students has decreased in recent years

(reflecting national trends), the trend now appears to be reversing, with an expected 40%

+ increase in 2014-2015 of outgoing students compared to the 2013-2014 year. The

ultimate goal is to have a greater balance between outgoing and incoming national

exchange students.

Methods to Determine Desired Outcomes/Impact:

Measure the change in participation rates of UH Hilo students who participate in the NSE

program.

3. Increase the number of visiting national exchange students who enroll in Hawaiian

language and culture classes. In Fall 2012 the international and national student

exchange programs implemented the Nā Ala ‘Ike Hawai’i program, designed to

encourage visiting students to engage in learning about Hawaiian language and culture

and commit to community service related to the land and culture of Hawai’i.

Methods to Determine Desired Outcomes/Impact:

Prior to the implementation of the program, the ratio of Hawaiian language and culture

classes to each visiting NSE student was 0.65. In the four semesters the program has

been active, the ratio has almost doubled, to 1.24. (Classes in consideration are HAW

100A and 101, HWST 111, 174, 211, and 213, GEOG 107 and HIST 274.) It should be

noted that the ratio can only increase to a certain point, as students still need to take

classes for their major and home campus graduation requirements while on exchange. A

ratio of between 1 and 2 would be ideal.

PART C: How are you reallocating your fiscal, human, facility, technology and other resources

to support your priorities?

PART D: What strategies have you implemented, if any, to either increase efficiency and

productivity in your unit, reduce waste and unnecessary cost, and/or increase your access to

alternative funding sources, including extramural funding? What new strategies do you have

planned in the coming year?

PART E: So that we can better plan and prepare for future UH System biennial budget and

supplemental budget requests, please indicate your most urgent resource needs (e.g.,

human, fiscal, facility, etc.) in the next several years and provide an estimate of the annual

recurring funds required, i.e., base dollars, and justification for the need.

3 | Page

1. The duties and responsibilities of a staff member in the Center for Global Education &

Exchange were revised in February 2013 such that some of his duties now include

international recruitment. The reallocation of duties is intended to support the goal of

increased international student enrollment.

2. The scholarship scheme for international students was revised in 2013-2014 such that

some scholarships are now awarded to new international students as a way to attract

and recruit them to the institution. In the past, all scholarships were awarded to

continuing students only. In addition, the total amount of institutional scholarship funds

for international students has increased in 2013-2014 and 2014-2015.

3. A substantial allocation of funds for international recruitment has been tentatively

allocated for the 2014-2015 year, which will enable the institution to invest in

international recruitment efforts and initiatives. \

4. The NSE program has shifted fiscal and human resources to prioritize promotional

expenses, with the intention of continuing to increase the number of outgoing students.

5. The NSE program has also shifted expenditures to support cultural learning events

and community service activities through the Nā Ala ‘Ike Hawai’i certificate program.

1. The duties and responsibilities of a staff member in the Center for Global Education &

Exchange were revised in February 2013 such that some of his duties now include

international recruitment. The reallocation of duties was not only intended to support the

goal of increased international student enrollment, but to increase efficiency and

eliminate/minimize duplication of services for international students.

2. Partnering with the APIASF (Asian & Pacific Islander American Scholarship

Foundation) to participate in a new scholarship program, which awarded 18 students

scholarships of $2,500 in 2013-2014, totaling $45,000. As part of its participation, UH

Hilo has agreed to provide certain student data to APIASF and serves to benefit from the

research that APIASF is conducting into retention and graduation of Asian and Pacific

Islander students.

3. Extramural funding for the following were received:

a) US Department of Education: Asian American & Native American Pacific Islander

Serving Institution (AANAPISI) "Navigating the Success of Pacific Islanders" 5-year grant

awarded for 2011-2016 to provide support for Pacific Islander students, enhance

retention and graduation rates of the target population, and identify factors that facilitate

and inhibit the success of the target population. Total amount awarded for the

2011-2015 period: $1,994.025. The total amount received between 2011-2014 is

$1,349,883 (including $152,352 in supplemental funds). The ISS & IE Director serves as

Principal Investigator.

b) US Institute of Peace: Public Education for Peacebuilding Support grant for Fall

2013 to hold an event on campus on the topic of global climate change and its potential

threat to world peace. $1,375.

c) UH Diversity & Equity Initiative: Three grants were received during the 2012-2014

period, including to provide partial funding support for various campus events including

the Global Lens international film series ($1,090), Visualizing Social Justice: Human

Rights Watch Traveling Film Festival ($500), and International Nights 2014 ($1,000). In

addition, the International Student Association partnered with the following campus

organizations to sponsor the annual "International Nights": UHHSA, Student Activities

Council, Board of Student Publications, Center for Global Education &* Exchange,

Diversity Committee, Pacific Islander Student Center, and the Rotary Club of Hilo Bay

4. The NSE program has increased efficiency by more clearly defining its focus and

goals and shifting resources to meeting those goals (as described in Part C). Purchases

are made to advance the program toward multiple goals. For example, the recent

purchase of NSE t-shirts allows the program to use the shirts as motivational items for

promotional events, establish a visible and recognizable presence on campus, increase

outgoing students’ sense of connection to the group/program (and hopefully increase

retention), and reward volunteers for hours of service with an item that they continue to

wear on campus to promote the program.

5. The NSE program is in the process of proposing an increase in the required student

participation fee. While the proposed amount will still be lower than the average charged

at other institutions in the Consortium, the fee will enable the NSE program to better

meet increased costs.

The move to the new Student Services Center in summer 2014, which will bring together

most of the units in the Global & Intercultural Education cluster, will facilitate greater

sharing of resources (human, facility, fiscal and technology) and enable greater

collaboration. New strategies to increase efficiency and productivity for the coming year

include possibly cross-training student assistants who are employed with some of the

units in the Global & Intercultural Education cluster. The move will be an opportune time

to evaluate the ways in which the units use student employees and consider

cross-training, with the aim of increasing efficiency and reducing student employment

costs. Another strategy is to consider combining/unifying the budget of the ISS & IE

program with the Center for Global Education & Exchange as a way to maximize and

share resources.

While the responsibility does not lie primarily or solely within the Global & Intercultural

Education cluster, the cluster has taken the lead in the past couple of years for

international recruitment. To support these efforts, an allocation $30,000 for international

recruitment has been tentatively made for 2014-2015 (which had not occurred

previously). If the cluster will continue to be primarily responsible for international

recruitment, that allocation should be sustained, if not increased in the future. In

addition, the ISS & IE programs have been challenged fiscally with consistent budget

reductions in the past several years, which have made it difficult to execute programs

and services. For example, the NSE Coordinator is required to attend an annual

conference as part of the NSE Consortium; this travel expense has become increasingly

difficult to absorb with budget reductions. The NSE office operates almost entirely on

fees collected by student participants; currently, all events, supplies, programs, and

promotional materials are funded by students fees, with no financial support from UH

Hilo or the UH System. This limits the NSE program's ability to expand programs and

services. Visiting students fees allow NSE to sufficiently fund cultural activities and

events, but more operating funds from the University would enable the program to better

recruit and support outgoing students.

Another example is institutionalizing the University's annual International Nights tradition.

The ISS & IE program has to increasingly seek external sources of funding--and

potentially raise ticket prices, which could jeopardize students' ability to attend the

event--to carry out the event. An additional $2,500 in base dollars at a minimum would

be extremely helpful in enabling the unit to fund part of the costs of the annual NSE

conference and the annual International Nights.

PART F: (if applicable) Please describe at least one learning outcome that you intended to

achieve for students who interface/interact with your unit’s functions, programs, and/or

services for the coming year. How will you measure student learning relative to this

outcome? (For units who are exempt, please note what efforts you made to assess program

outcomes, e.g., conduct self-study using CAS standards. Units may conduct both learning and

program assessment.)

PART G: How can the Office of the Vice Chancellor for Student Affairs better assist with or

support your unit’s mission, goals, priorities, etc.? Examples might include helping to

change/update a policy, establishing a pathway for better communication with another unit

on campus, receiving information about a particular issue, etc.

PART H: Are their additional comments or information you wish to provide? List attachments

included with your submission.

Please submit report electronically to your cluster leader (if applicable) with copy to the VCSA by

Friday, June 20th at 5:00 PM HST. Additional sheets may be attached. All reports will be posted online.

4 | Page

The coordinators of the Global Engagement Certificate program plan to employ an

instrument designed to measure the intercultural development of students pursuing the

Global Engagement Certificate and students engaged/involved in various intercultural

education programs and activities. The instruments most likely to be used are the

Intercultural Effectiveness Scale (IES) and/or Intercultural Development Inventory (IDI).

in addition, upon completion of the curricular and co-curricular components of the

Certificate, students are required to submit a portfolio synthesizing their learning and

experiences.

The NSE program is in the process of updating evaluations for both Incoming and

outgoing exchange students. The revised evaluations will aim to assess learning

outcomes.

In addition, at the time of this writing, the University is hoping to participate in the

American Council on Education's Internationalization Laboratory starting in August 2014

over a period of 16-20 months. It is anticipated that one of the outcomes of the

institutional participation will be the development of student learning outcomes with

regard to global learning and intercultural competence, along with methods and

strategies for assessment of that learning and development.

An area that will need some discussion in the future involves the responsibility for

international recruitment. While we have arranged for a staff member to devote a portion

(55%) of his time to international recruitment, the staff member is outside of the

Admissions and enrollment services cluster, in which responsibilities for international

recruitment typically are housed. The ultimate goal would be to build capacity in the

Admissions Office to lead and execute international recruitment efforts and initiatives. If

the enrollment of international students increases significantly, there may be a need to

devote a full-time position solely to international recruitment and locate the position in the

enrollment services cluster.

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