University of Maryland Office of International Affairs Annual Report

ANNUAL REPORT
AY 2012-2013
TABLE OF CONTENTS
Executive Summary 2
Office of International Affairs 4
Confucius Institute 8
Education Abroad 11
International Student and Scholar Services 18
Maryland China Initiative 22
Appendix 1: Office of International Affairs Data 26
Appendix 2: Confucius Institute Data 30
Appendix 3: Education Abroad Data 37
Appendix 4: International Student and Scholar Services Data 69
Appendix 5: Maryland China Initiative Data 89
OIA Annual Report 2012-2013 Page |1

EXECUTIVE SUMMARY
International operations at the University of Maryland have undergone significant changes in AY 2012-
2013. At its outset, the five units that comprised what was then designated the Institute for
International Programs (central office; Confucius Institute at Maryland; Education Abroad; International
Student and Scholar Services; Maryland China Initiative) gained new leadership in Ross Lewin, who
became Associate Vice-President for International Affairs (AVPIA) on August 1, 2012. Under Lewin’s
leadership, the unit, renamed the Office of International Affairs (OIA), has refocused its efforts around
three major themes: Global Citizenship, Innovation and Entrepreneurship, and Professional
Development.
During the course of AY 2012-2013, OIA launched a series of new initiatives around these themes. A
new “Global Semester in Washington, DC” program was created and will be launched in the fall
semester in partnership with the Office of Undergraduate Affairs to offer UMD students a unique
opportunity to develop themselves professionally by seeking and then working in globally oriented
internships in embassies, international organizations and federal offices in our nation’s capital while still
pursuing their degrees on the College Park campus. The first cohort will be composed of 44 students
from across the university. The first cohort of the Maryland Social Entrepreneur Corps, composed of 12
students from across the university, worked for eight weeks in Nicaragua with local entrepreneurs to
start and sustain micro-businesses, such as energy-efficient stoves, water filtration systems, and reading
glasses that positively impact not only the local entrepreneurs but also the consumers in their
communities by providing them essential products and services at affordable rates. The Maryland Global
Leaders Lecture Series was launched, to bring internationally prominent figures from DC to interact with
the College Park Community. The first visitor was the Ambassador from the Republic of Ireland. Select
campus and international partners were brought into conversation to enhance the creation of virtual
global classrooms. We anticipate launching three to five of these courses in the coming year, which will
revolve around international teams of students from UMD and partner universities from around the
world working on real world projects designed and led by faculty from both institutions. We believe
that this Global Classroom program will place UMD on the cutting edge of international education.
Toward that same end, UMD was invited into and joined the most prominent global network of leading
research universities, Universitas 21 (U21), which will provide the university with a set of key
international partners with which it can develop unique global opportunities that would not be available
otherwise through bilateral relationships. The benefits of U21 membership are already being felt. This
summer, three of UMD’s top undergraduate students, accompanied and guided by one faculty member,
traveled to the University of Amsterdam, where they presented their research on a global stage, either
through a poster or paper, at the annual U21 undergraduate research conference. In addition, five UMD
students, along with one faculty member, joined more than 100 U21 students from around the world for
a ten day U21 summer school on Human Rights, organized by the Institute for Human Rights at the
University of Connecticut. In cooperation with the Council of Deans, OIA established and convened a
new International Advisory Council to shape and execute the ongoing, campus-wide international
agenda. Work began to create a “Global Professional Certification Program in China” that will graduate
students from across the campus capable of engaging professionally in China, Hong Kong and Taiwan, by
equipping them with a high degree of linguistic competency, area knowledge about China and work
experience. To better showcase and promote UMD’s internationalization, OIA planned a renovation of
its website, which will be re-launched in January 2014 as a new portal for the university, “Global
Maryland.”

UMD’s Confucius Institute (CIM) continued its mission of promoting the study of Chinese language and
culture, both through non-credit course offerings to students of all ages, and lectures, seminars, and
discussions on aspects of Chinese society, art, education, history, ethics, and politics. CIM also
continued its leadership in the national capital region, organizing forums for Chinese teachers, including
the first Chinese as a Second Language Conference, in conjunction with the UMD School of Languages,
Literatures, and Cultures.
Education Abroad gained new leadership in October, 2012 when Graham Hettlinger became the
Director. EA is in the process of reorganizing its operations and adapting its staffing to better serve the
university community in light of the enormous growth in UMD study abroad participation over the last
five years. More than 2,000 UMD students studied abroad during AY 2012-2013, the majority
participating in 61 short term programs led by UMD faculty and staff. To encourage greater
participation in longer term programs, EA reviewed UMD’s suite of international student exchange
partners, producing a revised and longer list better tailored to the needs of UMD students and the
academic profile of our world class university. EA enhanced its risk management by revising its
emergency protocols for faculty directors overseas and conducting new, comprehensive trainings for
faculty directors of short-term programs. EA also identified a provider for comprehensive overseas
insurance coverage, which was made mandatory for students participating in UMD study abroad
programs. Outreach and marketing efforts included three study abroad fairs attended by more than
1,600 people. At the same time, EA continued its ongoing work to integrate study abroad more fully
into the university curricula, and began to develop new, innovative programs that incorporate
experiential opportunities that offer hands-on training in concepts of innovation and entrepreneurship
and civic engagement. Increasing UMD program activity in under-represented regions, particularly
Africa, the Middle East, and Latin America remains a priority.
International Student and Scholar Services assisted record numbers of visiting students and scholars.
The 4500 students at UMD mark a 14% increase from the prior year and a 29% increase over the past
five years. UMD also hosted 916 Scholars, Faculty and Trainees on exchange visitor status (“J-1”), and
428 Faculty on non-immigrant worker status (“H-1B”). In addition to individual academic services, ISSS
organized for these visitors a variety of cultural orientation programs and opportunities, including visits
to DC events from the Smithsonian Folk-life Festival to the Spring Cherry Blossom Festival. An airport
pickup service was inaugurated, one of many recommendations implemented from the 2011 UG
International Student Task Force. ISSS also facilitated the renewal of UMD’s special authorization from
the U.S. Department of State to offer training programs for international groups, tripling the number of
categories under which UMD can now offer these programs.
The Maryland China Initiative (MCI) completed its fifteenth year as a training center for Chinese officials
seeking to learn about American best practices. MCI is now the top-listed foreign training center for the
People’s Republic of China, attracting high quality groups from important institutions. Beyond
enhancing UMD’s strong “brand” in China, MCI contributed to the overall OIA vision by providing
opportunities for UMD personnel to improve their understanding of China, and to develop academic and
research collaborations with Chinese universities. MCI also recorded another year of sound financial
health.

Office of International Affairs (OIA)
AY 2012-2013 was a period of intense activity for the Office of International Affairs. The overall unit
embraced a new vision: to be a hub connecting the vast amount of international activity and resources
already at UMD, and to refocus UMD’s international efforts around the themes of Global Citizenship,
Innovation and Entrepreneurship, and Professional Development. Together, these changes will ensure
that UMD students, and the larger campus community, will be prepared to succeed in and benefit the
global world of the 21st century. This vision is in keeping with UMD’s Land Grant heritage and mission of
teaching and research in service to our state, region and world. OIA launched a series of new campus
initiatives, involving joint efforts with a variety of campus units, to begin to realize this vision. Two new
Assistant Director positions were created towards this same end, to lead new projects, such as the
internationalization of the campus’s internship efforts, and the globalization of student learning
experiences through partnering, via technology, with peers around the world. Jennifer Precht assumed
one of the new posts in May; Raluca Nahorniac took up the other position on July 1st.
In pursuit of the University’s oft-expressed goal of taking full advantage of our proximity to Washington
D.C., as well as of developing global experiences on campus and in the immediate area, the Global
Semester in Washington, DC was created. With financial support from the Office of the Provost, this
program will extend the existing Federal Semester program run by the Undergraduate Studies Division
into the rich array of foreign embassies, internationally oriented governmental, non-governmental, and
business enterprises in our nation’s capital. Global Semester students, like their Federal Semester peers,
will spend the Fall Semester in theoretical and practical training for an internship which they will then
carry out during the Spring Semester.
The Maryland Social Entrepreneur Corps was established in collaboration with the Robert H. Smith
School of Business and the University Honors College to offer UMD students the chance to gain hands
on experience with innovative community based entrepreneurs in an international setting. The first of
its anticipated annual cohorts was selected and trained for an eight- week immersion experience in
Nicaragua, in partnership with “Community Enterprise Solutions,” an internationally recognized leader
of social entrepreneurship. Participants will work with local entrepreneurs, learning to use a unique
model for business—“Microconsignment”—that has positive impacts both for entrepreneurs and
consumers.
To further enhance campus engagement with international viewpoints on global issues, the existing
Ambassadorial lecture series was re-launched as The Maryland Global Leaders lecture series. Working
in tandem with the Maryland School of Public Policy and other campus units, the series will include DC-
based or visiting figures from international business, non-governmental agencies, et al., in addition to its
traditional emphasis on the diplomatic community. The first speaker was Irish Ambassador Michael
Collins, who drew a campus audience of over 100 for his November 12th talk, “Towards Economic
Recovery: Ireland’s Story.” Talks were scheduled for Spring term by the ambassadors to the US of
Nicaragua and Turkey, but were postponed until Fall term 2013 when each was unexpectedly called
home for consultations.
Select campus and international partners were also brought into conversation about creating Global
Classrooms that will link students, faculty and programs at UMD with peers around the world. A
delegation that included UGST Dean Hamilton, Honors College Director Dorland and the AVPIA traveled
to the Netherlands, where plans were initiated with honors colleges at the University of Amsterdam, the
University of Utrecht, and Maastricht University, to build combined student teams, utilizing IT and social
media, to pursue project based learning aimed at grappling with pressing problems jointly faced by
OIA Annual Report 2012-2013 - Page |4

Office of International Affairs
global society. Work is continuing across summer 2013 with the goal of launching the first three to five
of these Global Classroom courses in the coming year.
These efforts were part of a larger strategy to begin focusing resources and energies on relationships
with select key international partner institutions, with which UMD can develop extensive collaborations
across its mandate of teaching, research, and global engagement. Toward that end, UMD sought and
gained admission to the most prominent network of international research universities, Universitas 21,
opening to UMD students and faculty the wide variety of opportunities for collaborative learning and
research that U21 offers its 27 members on six continents (see Appendix One, Table 1: Universitas 21
Member Institutions). In July, 2013, three of UMD’s most talented students traveled to the University of
Amsterdam along with a UMD faculty member to present their findings through poster sessions or talks
at the annual U21 undergraduate research conference (topic: Urban Challenges). A separate group of
five undergraduate students and one faculty member participated in the annual U21 Summer School
(held this year at the University of Connecticut, on the topic of Human Rights).
A university delegation to Israel and Jordan offered the opportunity to enhance UMD’s engagement in
that region. Existing UMD relationships with the Technion and the University of Haifa were extended,
and UMD’s first agreement in Jordan was established, with the University of Jordan. Undergraduate
student exchange agreements were signed with Tel Aviv University, University of Haifa, and University of
Jordan, the former two the first of their kind for UMD in Israel, the latter the first UMD exchange with a
university in an Arabic-speaking country. TAU and UMD also joined in a three way partnership with the
University of Maryland, Baltimore to develop joint research under the MPower Maryland initiative.
Draft proposals and budgets were drawn up for a Global Professional Certification Program in East
Asia. This program will prepare students from across the university to engage professionally in East
Asia, and especially China. Successful participants will emerge with superior skills in Mandarin, deep
knowledge about China’s politics, economy, geography and culture; and work experience with an
organization engaged or headquartered in China. Parallel modules for other key global regions or
countries will be added in the future.
In cooperation with the council of Deans, a new International Affairs Advisory Council was established
and convened, to help shape and execute the campus’s ongoing international agenda. Their first task
will be to craft an updated Strategic Plan for Internationalization for UMD.
OIA assumed management of the long-running Maryland Study Centre at Kiplin Hall, which forms an
international and historical bridge between UMD, the State of Maryland, and the ancestral home of
their founding family, the Calverts, in North Yorkshire, Great Britain. OIA moved to expand the roster of
programs, both at UMD, around Maryland, and beyond, that access the unique experience of living and
studying at the Centre. High school programs from the Anne Arundel schools are among these new
members of the Study Centre family of users and, by extension, of external beneficiaries of OIA’s new
vision.
To better showcase UMD’s internationalization, and further promote it, OIA developed a plan to create
a new website, “Global Maryland.” This portal, which will have a prominent link on the University of
Maryland homepage, will provide a convenient central point where web visitors both on and off campus
can quickly and easily explore and access the myriad exciting and innovative international activities,
programs and services offered throughout the university community. OIA has secured the services of
Canton/LMD—which has designed sites for UMD’s Robert H. Smith School of Business, School of

Architecture, Planning and Design, School of Music, and Office of Extended Studies, among others—to
carry out the makeover. Staff from this firm met with OIA leadership and staff to determine goals and
expectations, conducted 20 one-on-one, half-hour interviews with campus OIA stakeholders (faculty,
administrators, graduate students, and program directors), and did a competitive analysis of the current
OIA website against sites for similar units at the University of Michigan, the University of Pennsylvania,
and the University of Pittsburgh. Recommendations—e.g., unification of “brand,” streamlining of page
design, simplification of content, re-crafting of messaging to attract and intrigue users—were presented
to OIA in June. Work to implement the resulting redesign will take place over coming months, with a
target completion date of January 2014. The renovated site will also include a number of interactive
databases and other features, all designed to create better coordination between the many UMD units
and programs that have global facets. The result will be a web presence that more fully demonstrates
UMD’s stature as a dynamic, globally networked university.
Along with these new initiatives, OIA maintained existing initiatives and performed its ongoing
functions. One of these is to facilitate communication of UMD’s international activities. Towards this
end, OIA again produced four issues of its 16-page full color newsletter, Maryland International (hard
copy circulation of 4,000). Its format was updated, however, to align better with the unit’s new vision.
Each issue now includes specific sections on Civic Engagement, Economic Development, Global
Research, Study Abroad, International News in Brief, and Campus News. Fall 1 2012 featured the UMD
theatre department’s production of A Midsummer Night's Dream in collaboration with Chinese peers;
Fall 2 2012, UMD’s Engineers without Borders student chapter’s work in Ethiopia; Spring 1 2013, the
launch of the Maryland Social Entrepreneur Corps; and Spring 2, 2013, the Maryland connection to
Kiplin Hall, UK. OIA also continued to maintain listserv lists for campus international events, faculty/staff
with India interests, and faculty/staff involved in sub- Saharan Africa.
These communication resources were among a number of services OIA provided to the wider campus.
It assisted in the finalization of over 50 international agreements linking UMD to global partners,
involving some 30 campus units, and posted on its website revised guidelines on how to initiate such
agreements. OIA’s International Visitors Program organized campus itineraries for 19 delegations from
13 countries, involving more than 100 delegates (see Appendix One, Table 3). OIA advised over 20 UMD
faculty and staff who applied to Fulbright Scholars programs for AY 2013-2014, (at least four of whom
won grants), and organized with the Division of Research the annual workshop for the 2014-2015
competition. OIA also helped advertise new international opportunities for students, such as the
Thought for Food Challenge, which asked student teams to propose solutions to feeding a world
population of nine billion by 2050 (three UMD teams entered).
OIA continued, as well, to organize ongoing campus internationalization events, such as the annual
International Education Week calendar of activities (see Appendix One, Table 2). OIA also supported
events organized by other campus units (ARHU’s talk by Chimamanda Ngozi Adichie; CEAS’s March
conference, “The Rise of Divorce in East Asia.”).
Internally, Central Office staff maintained and expanded administrative services for all OIA units. For
Education Abroad, a comprehensive financial responsibility training packet was created for Education
Abroad faculty; mandatory Faculty Training Workshops (“Managing University Funds Abroad”), were
developed and conducted (October and April) for all faculty and staff leading Education Abroad
programs, to mitigate financial risks to the department and faculty while conducting due diligence; over
40 budget meetings were held with short-term faculty to ensure accurate, adequate fee-setting process
for Education Abroad; instituted a more efficient process for program finance that allowed the
reconciliation and return of 100% of the program advance funds prior to the State’s deadline date, and

did so while reducing the number of signature documents going to short-term faculty from up to five, to
a maximum of two. The Administrative Director also reviewed the position descriptions for all positions
for OIA offices, and oversaw the updating of descriptions more than three years old; and managed both
the immediate, temporary move of OIA from Holzapfel to Susquehanna Hall, and advance work for the
ultimate, permanent relocation of OIA to H.J. Patterson Hall.
Challenges and opportunities lie before OIA as it pursues these recent and recurring initiatives and
activities, and embarks on new ones. The University of Maryland is a famously decentralized institution.
That fact is a strength in that it favors creativity and innovation across UMD’s mandate of teaching and
research in service to the good of the people of MD, the US and the world. It is also a weakness,
however, in that the various tentacles of the beast often do not share--or even know of—the others’
activities. At best, opportunities for synergies are regularly missed; at worst, initiatives that could be
complimentary instead work at cross purposes and in direct conflict. The challenge and opportunity for
OIA’s units is to help “centralize decentralization”—i.e., to develop a “toolkit” of resources available to
all UMD colleges, schools, departments, units and personnel that will help them learn from and work
with each other, without stifling the entrepreneurial ethos at UMD that fosters innovative thinking and
action.
Two of OIA’s new initiatives offer a great chance to begin this process. The transformation of the OIA
website into a Global Portal for UMD will bring together and visualize for the campus the vast amount of
international activities and resources that are already here on campus. The Portal will then also become
the natural place for the campus to learn of new resources and initiatives, as OIA and other units
develop them and bring them online. A prime example is the Global Classroom initiative. Many, many
individual UMD faculty, programs, and units have and continue to dabble with the creation of virtual
learning communities, utilizing emerging IT and social media. OIA’s initiative will bring them together as
a more coherent campus presence, allowing them to share with each other and the rest of the university
their accrued wisdom , to push the envelope of this emerging pedagogy, and to make it a fundamental
element of the student experience at UMD. The visibility and breadth of the initiative, in turn, will
bolster efforts to obtain additional funding—especially from external sources—to sustain and expand
the resources we are able to put at the disposal of the UMD community to equip our students for the
world that awaits them.

The Confucius Institute at Maryland (CIM)
CIM this year continued its work of teaching non-credit Chinese language courses for professional and
personal use and enrichment, to children and adults, at several levels and in various content areas, as
well as conducting a variety of lectures, seminars, and discussions on aspects of Chinese society, art,
education, history, ethics, and politics. CIM’s mission of promoting the study of Chinese language and
culture, and advancing the understanding of China today, is a natural fit with the OIA vision of enhancing
the ability of UMD students and the larger campus community to thrive in the modern, Global world,
given China’s prominence in that world. Specifically, CIM’s resources and programs will play an
important role in the new Global Professional Certification Program in East Asia (see page 5). CIM’s
regional reach also gives it great potential as a resource in OIA’s efforts to extend its work beyond the
College Park campus.
CIM Activities (see Appendix Two)
Chinese language instruction was offered to adults at the Beginning, Beginning-Plus, Intermediate,
Intermediate-Plus, and Advanced levels. Chinese language instruction for children, offered on
weekends, was grouped both by general age categories (ages 4-6, 7-10, and youth) and also by
proficiency (Beginning I-II, Intermediate I-II). These programs served about 60 children and 180 adults
during the past year.
Confucius Classrooms have been established at area K-12 schools with support from and coordination
by the Confucius Institute. These schools gained funding for this Chinese language and culture
instruction through competitive application, including for STEM or immersion approaches. Participating
schools include Paint Branch Elementary School (College Park); Garrison Forest Middle-High School
(Owings Mills); Centennial High School (Ellicott City); Rockville High School (Rockville); and Washington
Yu Ying Public Charter Elementary School (Washington, DC). More than 1,000 students now benefit
from Confucius Classrooms; in addition, through CIM, the Chinese National Office for Teaching Chinese
as a Second Language (Hanban) sends 4 teachers to elementary schools in the Baltimore area to teach
Chinese language immersion programs, reaching more than 200 students. CIM also partnered with the
Allegany County public school system, which last year launched “Chinese for Beginners” classes in 3
schools. The initial lone Chinese teacher gained a colleague from Hanban, teaching in elementary as
well as high schools. CIM hopes to expand the program further in the coming year.
CIM Public programs continue to draw a wide audience from the university and surrounding areas,
including Washington, D.C. In AY 2012-2013, CIM again offered about 25 such public programs,
including seasonal celebrations (Moon Festival, Christmas, Chinese New Year events); performances,
academic lectures, conferences, teacher-training events, and school visits with cultural content. In
November, 2012, CIM joined with the UMD School of Languages, Literatures, and Cultures, and Beijing
Language and Culture University, to organize the inaugural Chinese as a Second Language Conference
at UMD.
Activities geared toward students at UMD included a Chinese Culture and Conversation Corner on
Friday afternoons that provides language partner opportunities and colorful cultural tidbits.
Travel and learning trips to China continued, including Study Abroad in China through the Language
House on campus; the Chinese Bridge tour to China for winners from the annual Chinese Bridge
language competition; and annual trips to China for area educators. 20 UMD students participated in a
one-month intensive Chinese language program at Nankai University in Summer 2012. That same

Confucius Institute at Maryland
summer CIM programs sent 35 high school students to China; an additional 15 high school students
traveled to China in June.
Annual language competitions, such as the Chinese Bridge, again brought a number of school-based
teams to UMD. Middle & High School level competitors included Centennial High School, Ellicott City,
MD (Howard County) ; Crossland High School, Temple Hills, MD (Prince George’s County); McDonogh
High School, Owings Mills, MD (Baltimore area); Walter Johnson High School, Bethesda, MD
(Montgomery County); Westland Middle School, Bethesda, MD (Montgomery County); Wheaton High
School, Silver Spring, MD (Montgomery County) ; Quantico Middle-High School, Quantico, VA; and
Georgetown Day School (Washington, DC). College level teams included UMD; University of Nebraska-
Lincoln; Wofford College, SC; Brigham Young University, UT; Utah Valley University; George Mason
University; Northern Virginia Community College; College of William and Mary; George Washington
University; and Georgetown University. Winners again went on to compete in China.
CIM has developed a new teacher training program titled “Seeds for Chinese Language Teachers,” that
will help CIM become a regional center for Chinese language teaching and teacher training. Included in
the program is a Confucius Institute (CI) Directors Forum, which was held for the first time in the
National Capitol Region with visiting CI directors delivering presentations to local teachers. CIM also
hosted a Summer Chinese Institute and invited Chinese professionals to teach.
Regular workshops were organized with the Center for Chinese Language Teacher Certification and
Development (CCLTCD) in the UMD College of Education, which provided forums where teachers could
share and communicate. CIM has also become a practice teaching center for CCLTCD. Through the
efforts of both the CIM and the CCLTCD, the number of students taking the CCLTCD certification
program has continued to increase. From an initial group of 12 students the first year, the program
grew to 30 students last year. In Fall 2013 that number will rise to about 40 students. Ten students
graduated from the program in May, most of whom have found jobs teaching Chinese in public and
private schools. Research by CIM visiting scholars continued, on curriculum, teaching methods, and
teacher training for Chinese language learning in a non-native language environment.
CIM continued to offer the the Hanyu Shuiping Kaoshi (“HSK”) Chinese language proficiency test,
which is useful for people applying for study or work in China. The test is offered four times each year.
In 2012, CIM administered the test for about 150 takers; in 2013, the number grew to 200. CIM also
administered the Youth Chinese Test (YCT) four times during AY 2012-2013. The number of young
students taking that test jumped, from 425 in the previous year, to 700 this year.
Challenges and opportunities await CIM in the coming year. The budget of the Confucius Institute of
Maryland comes from at least four different sources. The two largest contributors are the central
government of Hanban, and the University of Maryland. Hanban provides a yearly budget based on an
annual plan submitted in the fall. Their contribution usually amounts to between $200,000 and
$225,000 yearly. Hanban also supplies the salary of the assistant director and the salary and travel for
Chinese language teachers, appointed to CIM from its sister institution, Nankai University, in China. The
campus supports the CIM budget by providing salaries and salary supplements (I.e. administrative
overtime for the current director, a portion of the office coordinator’s salary) and other in-kind
contributions to maintain the office.

Confucius Institute at Maryland
Several challenges are embedded in the current budget numbers. Hanban has provided a $1 million gift,
with the condition that it be matched by gifts and the total endowed for perpetuity. The current level of
gifts is about $700,000. The interest accrual level of the endowment has been very low during the past
few years, amounting to a current accumulation at the end of this year of $28,000. Finally, the fees for
Chinese language classes bring an addition to the CIM budget of less than $20,000 per year.
Furthermore, the amount provided by Hanban annually is solely dependent upon the yearly activity plan
and can vary based on approval of the plans by Hanban. Moreover, Hanban expects that the campus
will begin to absorb more and more of the costs of the CIM. As an example, this is the first year that
Hanban is not providing the office coordinator’s salary. The revenue from the Chinese language classes
was designated as one way to pay for the office coordinators’ salary, but the total amount is not enough.
There is no campus plan for increasing the amount of campus contributions, leaving the budget
somewhat in question. Furthermore, at the current time, there has been no long term planning for the
endowment. These issues are themselves symptomatic of a larger question about how precisely CIM
can best support UMD goals and initiatives.
These unanswered questions about CIM also offer an opportunity to renew the campus’ ongoing
conversation about the relationship of its various initiatives connected to China. CIM was an important
element in the thinking of the most recent committee to explore this issue, and CIM’s “Seeds for
Chinese Language Teachers” initiative models the way that CIM could develop further as both a campus
and regional resource on China.
OIA Annual Report 2012-2013 - P a g e | 10

Education Abroad (EA)
This past year, 2053 UMD students studied abroad, including 1730 undergraduates. 42 of these
students participated in more than one program. By comparison, in 2011-2012, 2,168 UMD students
went abroad for study, including 1660 undergraduates and 79 multi-program participants. While total
participation, therefore, declined between 2011-2012 and 2012-2013 by approximately 5%,
undergraduate participation continued to rise, increasing by more than 4%. (Appendix Three Tables 1-2)
The decline in total participation can be pegged to a decline in the number of Winter Term programs
offered to graduate students in the Robert H. Smith School of Business. Even given that drop, however,
total participation for 2012-2013 still represents the second highest number in the history of UMD
(Appendix Three Table 3 and Chart 1). The percentage of UMD undergraduates who study abroad,
compared to total number of degrees granted—a key statistic in the definitive annual national survey,
Open Doors—has continued to rise. (Appendix Three Chart 1a). EA continued its ongoing work with
UMD personnel and units, as well as external partners, to maintain and expand the range of high quality
options available for UMD students.
53 percent of UMD undergraduates who studied abroad in 2012-2013 (921/1730) joined short term
programs of one to three weeks, during the summer, winter-term, or spring break. (Appendix Three
Table 4a. For a complete list of sponsoring departments and programs, see Appendix Three, Tables 14-
16.) Of these students, 88 percent (812) participated in 61 short term programs led by UMD faculty and
staff. By comparison, in 2011-2012 54 percent of UMD undergraduates who studied abroad (904/1660)
participated in short term programs, 89 percent on UMD faculty led programs.
44 percent of UMD undergraduates who studied abroad participated in semester programs, the same
percentage as in the previous year. Of these, 11 percent (195) studied abroad for the fall semester: 102
in UMD programs, 40 in affiliated programs, 19 in non-affiliated programs, and 34 on bilateral
exchanges. 33 percent (574) enrolled in spring semester overseas programs: 272 on UMD programs, 80
on affiliated programs, 161 on non-affiliated programs, and 61 on exchanges. In 2011-2012, nine
percent (142) studied abroad for the fall semester: 81 in UMD programs, 32 in affiliated programs, 15 in
non-affiliated programs, and 14 on bilateral exchanges. 35 percent (582) enrolled in spring semester
overseas programs: 252 on UMD programs, 119 on affiliated programs, 165 on non-affiliated programs,
and 46 on exchanges
40 students (about 2.5 percent) studied abroad in 2012-2013 for an academic year or more. These
numbers and percentage reflect a 20 percent rise from 2011-2012. Of those in 2012-2013, 20 students
joined UMD-affiliated programs, 12 participated in exchanges, five enrolled in non-affiliated programs,
and three joined UMD programs. In 2011-2012, 15 students joined UMD-affiliated programs, 6
participated in exchanges, 6 enrolled in non-affiliated programs, and 5 joined UMD programs. (Appendix
Three, Table 4, Charts 2-4).
By region, about 58 percent of 2012-2013 participants studied abroad in Europe; 13 percent in Asia;
eight percent in Australia and the Pacific Islands; nine percent in Latin America; six percent; in the
Middle East; four percent in sub-Saharan Africa, and two percent in the Caribbean. This compares with
55 percent in Europe; 10 percent in Asia; 12 percent in Australia and the Pacific Islands; 10 percent in
Latin America; seven percent; in the Middle East; four percent in sub-Saharan Africa, and two percent in
the Caribbean in 2011-2012. (Appendix Three, Tables 5a-b and Charts 5a-b)
Short term programs remained predominant in most regions of the world in 2012-2013, accounting for
62 percent of enrollments in Africa, 69 percent in Asia, 64 percent in Australia, 75 percent in Latin

Education Abroad
America, and 77 percent in the Middle East. Semester and yearlong students outnumbered short-term
participants only in Europe, where 59 percent of all participants were studying for a semester or
academic year. By comparison, in 2011-2012 short term programs accounted for 84 percent of
enrollments in Africa, 65 percent in Asia, 65 percent in Australia, 84 percent in Latin America, and 69
percent in the Middle East. Semester and yearlong students again outnumbered short-term participants
only in Europe, with 61 percent of all participants.
Study abroad participants represented all of the University’s colleges and schools in 2012-2013. Among
the largest senders of students were the Smith Business School (802, including graduate students, 32%),
the College of Behavioral and Social Sciences (485 students, 19%), the College of Arts and Humanities
(431 students, 17%), and the School of Engineering (209 students, 8%). (Appendix Three, Chart 6a) In
2011-2012, the top student sending divisions were the Business School (770, including graduate
students, 29%), Arts and Humanities (545, 20%), Behavioral and Social Sciences (489, 18%), and the
college of Computer, Mathematical and Natural Sciences (183, 7%). (Appendix Three, Chart 6b)
As in past years – and in keeping with current trends nationwide – women continued to comprise the
significant majority of study abroad participants, making up nearly two-thirds (64 percent) of overall
enrollments. During the period of this report, the overall percentage of male participation in study
abroad declined, from 39 the previous year to 36 this year. Male participation exceeded female on bi-
lateral exchanges (62 male participants compared to 45 females), and nearly matched that of females on
year-long programs (19 male participants compared to 21 female). (Appendix Three, Chart 7a, Table
8a.) These two categories marked significant changes from 2011-2012, when women exceeded men
both on year-long programs (23 female participants compared to 9 males) and on bi-lateral exchanges
(35 female participants compared to 31 males). (Appendix Three, Chart 7b, Table 8b.)
Undergraduate participation in study abroad programs in 2012-2013 was 67 percent white, 11 percent
Asian American, seven percent Hispanic, six percent African American participation. This represents a
change from the previous year, when participants were 71 percent white, 12 percent Asian American,
six percent Hispanic, and four percent African American. (Appendix Three, Chart 8, Tables 8-11.)
38 percent of all UMD participants in 2012-2013 were juniors when they went abroad; 34 percent were
seniors, and 9 percent were sophomores. MA students accounted for 14 percent of total enrollments,
almost exclusively through participation in short-term programs. (Appendix Three Chart 9a, Table 12a)
By contrast, in 2011-2012, seniors were the largest contingent (40 percent of all participants), while
juniors were only 27 percent, and sophomores were 9 percent. MA students accounted for 16 percent
of total enrollments, again predominantly in short-term programs. (Appendix Three Chart 9b, Table
12b.)
With substantial assistance from the Office of the Provost, EA provided more than $371,000 in
scholarships to 432 students during the period of this report. This support continued to be a key factor
in the ability of UMD students to join overseas programs. Awards ranged from $250 to $1,500 and were
made on the basis of financial need; 48 percent of the 831 students who applied for aid received an
award. In addition to the Provost’s office and EA, the School of Arts and Humanities and several private
donors, including Steven and Andrea Levy, Valerie Woolston, and the Robert Kendall family contributed
to scholarship funds supporting UMD students on study abroad. (Appendix Three, Table 13, Chart 10).
Despite this generous support, however, EA’s total scholarship awards in 2012-2013 were 35 percent
fewer than those for 2011-12, when the office dispersed a total of $577,720 to 674 applicants – almost
80 percent of the 848 students who sought assistance. This reduction resulted from an anomalous

Education Abroad
circumstance in 2011-2012. In that year, the Provost’s Office did not provide any funds for scholarships,
due to an apparent significant surplus in EA reserves. Disbursements for 2011-2012 were made from
these reserves, as well as ongoing contributors. In 2012-2013, the Provost’s Office resumed its
contribution to Study Abroad scholarships ($125,000), which EA matched as in the past and
supplemented from ongoing contributors. EA’s reserves, however, were no longer sufficient to maintain
the level and amount of support EA had offered in 2011-2012.
During the period of this report, increased collaboration between Education Abroad and the National
Scholarships Office significantly increased the number of UMD students competing for – and winning –
external awards. During the spring, summer, and fall 2012-13 application cycles, 32 UMD students
received Gilman awards ranging from $2,000 to $5,000 for study in such countries as Chile, China,
Egypt, India, Japan, Russia, and Tajikistan. Gilman scholarships for UMD students totaled $127,000, an
increase in overall funding of almost 50 percent over 2011-12 awards. In addition, six UMD
undergraduates received Boren scholarships for language study (in China, Ghana, Japan, Jordan, and
Tajikistan [two awards]). The Institute for the International Education of Students (IES) awarded six
scholarships of $1,500 and two scholarships of $1,000 to UMD students studying in Dublin, London,
Madrid, Rabat (two awards), and Tokyo. Two UMD students received William Clinton Scholarships in fall
2012 to study Arabic and Middle Eastern Studies at the American University of Dubai. And four students
were awarded GAIN scholarships from the Council for International Educational Exchange for yearlong
studies in South Africa (two awards), South Korea, and the United Arab Emirates.
EA carried out two important initiatives in AY 2012-2013 to strengthen emergency support for
students abroad. In spring of 2013, the office revised its emergency protocols and conducted new,
comprehensive trainings for faculty directors of short-term programs. During the trainings,
representatives of University Council, the Student Counseling Center, the Sexual Assault Response and
Prevention Program, and the Student Health Clinic spoke with directors about ways to help students
stay safe overseas, signs that students may be in distress, and constructive responses to student crises.
After extensive consultation with the Office of Risk Management and other university partners, EA also
selected an international health insurance provider, Cultural Insurance Services International, to
provide comprehensive overseas coverage to all students participating in UMD study abroad programs.
At reasonable cost, the plan provides comprehensive coverage for illness or accident abroad; evacuation
during medical emergencies, natural disasters, or civil unrest; and travel for a parent or guardian to join
a student overseas if he/she requires prolonged hospitalization. The new insurance coverage has
markedly improved the ability of EA administrators to ensure the health and safety of their students
overseas, already providing for the emergency evacuation of several students suffering potentially
severe medical crises.
EA conducted extensive outreach efforts during the period of this report. It organized two campus wide
study-abroad fairs plus an additional gathering specifically for language programs, with a total
attendance of more than 1,600 people. EA representatives visited 100 classrooms; participated in 123
campus events; delivered nine information sessions dedicated to programs in London, Rome, and
Copenhagen; and performed more than 60 days of tabling around campus to promote overseas studies.
Despite these considerable efforts, study abroad enrollments nevertheless declined during the period of
this report, as noted above. While recognizing that economic concerns – particularly the effects of
sequestration – may have factored heavily in this result, EA is committed to re-evaluating and improving
its outreach efforts in order to ensure a return to growth in overseas studies.

Education Abroad
Administratively, this was an important transitional year for Education Abroad. Mr. Graham Hettlinger
became Director of EA at the end of October 2012 in place of Dr. Michael Ulrich, who left the University
in June. Under this new leadership, the EA office was restructured. Areas of overlapping responsibility
among staff were eliminated, to foster a greater sense of individual ownership for discrete programs,
and to encourage long-term professional growth among all advisors. Two new positions – Applications
Coordinator and Program Management Specialist – were created to carry out a wide range of important
administrative tasks that previously had been neglected or assigned piecemeal to already over-taxed
staff members, leading to inconsistency and confusion within the office. A third new position, Assistant
Director for Advising and Outreach, will provide regular supervision and mentoring to all program
advisors and expand EA’s efforts to recruit students for study abroad. Importantly, this new assistant
director position will also allow a second staff person, whose time is currently dedicated primarily to
outreach, to begin working full time on short-term, faculty-led programs, which have been severely
understaffed for more than a year. These changes will enable EA to administer its programs with a new
degree of efficiency, responsiveness, and accuracy. At the time of this report, searches are still
underway for several of the newly created positions. Their completion will mark a significant step
forward for the office.
This new staff and adjustments in its organization will afford EA new opportunities to advance the OIA
vision, but a variety of challenges must be tackled in the process. As noted above (p. 11), the majority
of UMD undergraduate students who study abroad do so on short-term programs of one to three
weeks. While valuable, the international experiences on these programs do not compare to those of
semester and year-long programs. Second, a review of data on recent enrollments reveal that key UMD
colleges and schools that should lead in the percentage of their students who study abroad compared to
the number of degrees granted annually instead lag behind other units. While degree totals for 2012-
2013 are not yet available, data for the previous two years (see Appendix Three Chart 6c) show that the
College of Behavioral and Social Sciences, the largest at UMD, while raising its number of students on
study abroad, still has one of the lowest rates of participation (24%) of all UMD colleges and schools The
second largest college—Arts and Humanities—which should be a powerhouse for participation, also
raised its raw numbers, but still only achieved 31% participation. Similarly, while the overall growth of
study abroad participation at UMD since the mid-1990s has been substantial, we still have not reached a
25% rate for undergraduates. (Appendix Three Tables 2-3, and Chart 1-1a)
These figures suggest great potential for further growth in UMD overseas programming. They also point
to the equally great need for even closer collaboration between EA and the University’s diverse
academic units if we are to continue our advance. Specifically, EA must work even more closely with
academic departments in order to better understand their requirements for successful study abroad and
to integrate the concept of overseas studies more fully into their curricula (see new initiatives below).
A persistent challenge within UMD’s study abroad enrollment numbers is their failure to match the
diversity of the UMD campus. UMD Hispanic participation in study abroad programs was seven percent
in 2012-2013, African American six percent of participation; Asian American participation was 11
percent. While these ratios are not atypical against national norms, the comparable figures for the UMD
campus population are eight, 12 and 15 percent. White students, on the other hand, comprise just 55
percent of the total UMD student body, but 67 percent of study abroad enrollments. (Appendix Three,
Chart 8a, Tables 8 -11) EA and the Office of Multi-Ethnic Student Education (OMSE) are already
embarked on a broad collaboration to promote study abroad to minority students. During the period of
this report, EA staff held regular advising sessions at OMSE offices, attended parents meetings for

Education Abroad
under-represented students, and conducted study abroad workshops for such organizations as the Louis
Stokes Alliance for Minority Participation (LSAMP) and the Center for Minorities in Science and
Engineering. In addition, the EA Diversity Outreach Coordinator received a grant from Diversity Abroad
in 2012 to produce a short documentary film about students of color on overseas programs; the film will
air on the UMD campus this fall, bringing new scope to EA’s outreach efforts. New initiatives will be
added in 2013-14, including outreach to involve minority alumni in study abroad recruitment, expanded
communication between EA advisors and student minority groups, the design of promotional materials
that more fully reflect the diversity of our campus, and greater outreach to minority faculty, who play a
key role in mentoring students.
An increase in study abroad scholarships would certainly aid these efforts. For reasons explained above
(pp. 12-13), the total number of scholarships awarded, and the amount of support disbursed, fell steeply
in 2012-2013, to below the level even of 2010-2011. (Appendix Three Table 13) While it is difficult to say
precisely what role this decline in scholarships played in the overall decline in EA enrollments this year,
students regularly cite financial concerns when declining to join programs to which they have been
accepted.
Greater financial support for students will be but one element in future EA efforts to significantly
increase study abroad enrollments, albeit a vital one. To address its various challenges and
opportunities, in the coming year EA will focus on the following initiatives:
Fuller course integration into the university curricula. With crucial help from individual faculty and
academic departments, EA has made important progress in facilitating study abroad participation,
gaining pre-approval of UMD resident credit for more than 1,000 courses taught overseas in recent
years. These efforts are essential to study abroad participation. Students are reluctant to join any
overseas program that may not carry a full semester’s academic credit and, therefore, could delay their
graduation. On a larger scale, overseas studies appear to have remained disconnected from certain
academic departments. Students often seem to view a semester abroad as a ‘break,’ rather than an
extension or a deepening of their studies. Some departments appear to lack clear and comprehensive
information about which overseas programs can best serve their majors and minors. A critical
component of EA’s increased outreach efforts will, therefore, be greater communication with individual
academic departments, in order to understand fully their needs and to collaborate with them in the
development of programs that are organically linked to their curricula.
To that end, individual EA advisors have been appointed as liaisons to the schools of Education, Public
Health, Journalism, Public Policy, Arts and Humanities, Behavioral and Social Sciences, Information
Science, Business, Engineering, and Computers, Mathematics, and Natural Sciences as of spring 2013.
Liaisons to remaining schools and colleges will be announced as soon as EA is fully staffed. Each liaison
will serve as an immediate point of contact for the advisors, faculty, and students of his or her
designated college and will regularly attend meetings of the advising staff. Liaisons will also research and
deliver comprehensive information about study abroad opportunities to the faculty, advisors, and
students of their designated school or college, and develop easily accessible web page materials to help
students quickly locate programs that fit well with their major fields of study.
In May, EA also established an Education Abroad Committee to strengthen its ties with university
departments. Comprised of faculty from each of UMD’s 12 colleges and schools, the committee will play
a key role in reviewing and approving semester study abroad programs and faculty proposals for short-
term overseas study. (See Appendix Three, Chart 11 and Table 14, including a list of the committee

Education Abroad
members). The committee will also help coordinate programs between campus units, so that they do
not undercut each other. Its fundamental goal will be to ensure a high percentage of successful, high-
quality programs.
Development of new, creative programs that incorporate concepts of innovation and entrepreneurship in
experiential studies, and maximize student engagement with the local communities who host them. A
prime example is the Maryland Social Entrepreneur Corps, noted above (p.4). Launched this Spring with
significant support from EA, the program is bringing Maryland students to rural areas of Nicaragua for
eight weeks, to work with local entrepreneurs and development professionals in support of small
business committed to improving local living conditions. Students completed intensive coursework in
Spanish and social entrepreneurship before beginning their fieldwork. The Maryland Social
Entrepreneur Corps combination of increasing mutual understanding across cultures, bringing tangible
benefits to local communities, and providing UMD students uniquely valuable, hands-on experiences
that will set them apart in the competition for successful careers will serve as a template for EA in the
development of future programs.
As noted, the Education Abroad Committee will play an important role in developing these new
programs. Committee members will be asked to review each proposed new program by the criteria of
academic rigor, the level of student involvement it promises to foster with local communities, and the
degree to which its field of study is inherently linked to its proposed location. The committee will begin
to review faculty proposals during the summer of 2013 and conduct its first meetings in the following
fall semester.
Increase in participation in semester bilateral exchange programs by UMD students. Bilateral exchanges
offer UMD students the opportunity to study at some of the best universities in the world while paying
UMD tuition. Direct exchanges also foster students’ full immersion in the host-country culture and
increase the likelihood that participants will develop lasting relationships with local students (rather
than spending much of their time with fellow Americans on ‘island programs’ run by study abroad
providers). These outcomes align well with the goals of the OIA vision. Exchanges serve the same ends
on the College Park campus, bringing students from around the world into sustained encounters with
the UMD community (and vice versa). This year, 132 international exchange students—from 24
countries—joined UMD students in their classrooms and dormitories. (See Appendix Three, Chart 13)
One of the most effective study abroad formats for achieving the goals of the overall OIA vision is direct
exchange. EA, therefore, has made a strong commitment over the past year to expand opportunities for
UMD students to participate in exchanges. In AY 2013 EA reviewed and revised its list of exchange
partners, and ensured that all agreements were up to date. Approximately 45 legally expired exchanges
have now been renewed or are well on their way toward renewal. These agreements will enable UMD
students to attend classes at such institutions as Science Po in France, The Free University of Berlin,
University of Bristol in the UK, Uppsala University in Sweden, and Waseda University in Japan. In recent
months, EA has also signed agreements with a host of exciting new partners, such as the University of
Amsterdam, Tel Aviv University, the University of Jordan, the University of New South Wales, and
University College, Dublin. Finally, UMD’s recent entrance into Universitas 21 guarantees our students
the chance to enter a remarkable new community of leading, global research universities through
bilateral exchange.
Increase program activity in under-represented regions, particularly sub-Saharan Africa, the Middle East,
and Latin America. In order for UMD students to keep pace with their peers in such fields as economic
development, international relations, conflict resolution, and diplomacy, it is imperative that they gain

Education Abroad
hands-on experience in developing countries. While these locations present challenges to overseas
studies, they also offer remarkable opportunities for students to develop skills and experiences that will
set them apart in the competition for graduate schools, fellowships, and employment. EA will therefore
collaborate with such campus partners as the Latin American Studies Center and the Center for
International Development and Conflict Management to develop new programs in these areas. In
addition, UMD’s future membership in the Consortium on Institutional Cooperation will provide
important access to the high-quality programs it offers in these regions.

International Student and Scholar Services
International Student and Scholar Services (ISSS) is a key element in OIA’s vision of a more thoroughly
internationalized UMD. ISSS supports the approximately 4,500 international students and 1,400
international faculty and scholars on campus—representing 137 countries—by providing advice,
information and referrals on matters such as immigration regulations, cultural adjustment, employment,
overseas travel and study, volunteer work, and international careers. The personal concern that ISSS
staff shows for those who come to campus from other countries can play a significant role in UMD’s
international students and scholars achieving their academic and personal goals. The services and
activities that ISSS provides to help students and scholars are also a multiplier for the achievement of
the OIA vision. The more that ISSS can help international students and scholars assimilate and integrate
into the campus community, the more these students and scholars will access the opportunities
available and developing around the OIA vision. In doing so, however, they also will help their American
counterparts towards these goals, by bringing their respective worlds to College Park. The extensive
network of campus units with which ISSS collaborates and interacts in the course of its activities also
models for OIA the role of campus hub for internationally oriented activities that is part of the new
overall OIA vision. A good example is the 2011 campus task force convened by the Division of Student
Affairs to explore the experience of undergraduate international students. In 2012-2013, ISSS continued
to work with members of that task force to complete the implementation of its 21 recommendations. In
Fall 2013 ISSS will establish an advisory committee from those campus units involved, in order to
institutionalize the collaboration that the task force created between the Division of Student Affairs and
that of Academic Affairs.
During the 2012/2013 academic year, the University of Maryland enrolled approximately 4500
international students. This represents a 14% increase from the prior year, and a 29% increase over the
past five years (See Appendix Four, Tables 1-4 and Charts 1-7). The 10.6 percent of UMD’s overall
student enrollment that our international contingent constitutes once again places Maryland among the
top 35 U.S. universities in terms of international students, a tier to which UMD has belonged for the past
15 years. To date, over 2506 applicants have been admitted for Fall 2013, and Graduate Admissions
and Undergraduate Admissions offices have not yet completed the admissions cycle for Fall 2013.
In 2012/2013 the university also hosted 916 visiting Scholars, Faculty and Trainees (J-1 status); 428
Faculty in non-immigrant employment visas (H1B status); and an additional 30+ Permanent Residency
applications. (See Appendix Four, Tables 5-10 and Charts 8-13) The ISSS Faculty and Scholar Advising
team processed all immigration related documents and filings for these Scholars, Researchers, and
Trainees.
Intake activities for this large body of students and scholars, including outreach and advice to campus
units, consume a large portion of ISSS staff time and energies. These efforts, however, are only the
beginning of the support services that ISSS offers to them and their sponsoring units.
Each semester, ISSS organizes a beginning of term orientation program for new international students.
Campus partners, including Resident Life, the University Health Center, the Department of Public Safety,
and the University Career Center, join with ISSS in providing sessions. Student interns and trainees at
UMCP received separate orientations specific to their requirements and needs; this past year the
university hosted 240 international trainees and interns on campus. Fall 2012 Orientation involved
approximately 100 volunteers.

International Student & Scholar Services
One of the new initiatives that came from the UG international student task force was to provide an
airport pick up service on the day the dormitories opened for the Fall 2012 semester. This service was
provided via a partnership between Resident Life, ISSS and DOTS. Approximately 45 students benefited
from the free transportation between BWI Airport and Dulles Airport to College Park. Three buses went
to Dulles Airport throughout the day and 2 buses went to BWI airport. This service will continue for
August 2013 with a new partner, Graduate Student Government. A hospitality suite in the Stamp was
also made available to international students and their family members throughout the day. Shuttle
buses ran from the Stamp to dorms at 4PM when the dorms were opened on campus. This service was
very well received by families. ISSS staff was available to respond to questions for the duration.
Orientation programs for incoming international scholars and family members in the J-1 status are
provided by ISSS every Wednesday during the year. Each session is approximately 2 hours, and covers
new employee issues, immigration issues, and an introduction to the College Park community. All such
scholars are required by regulation to attend one of these orientation sessions, which are, accordingly,
well-attended (6 to 12 each week).
ISSS also provides conversational language opportunities for international students and scholars. With
Learning Assistance Services, ISSS runs a conversation session for scholars. Approximately 15 scholars
attend this biweekly event. With the School of Languages, Literatures, and Cultures, ISSS brings UMD
international students together with other members of the campus community in a Language Partner
Program. ISSS assists with the administration, interviews of language partners, and selection of the
students for the program.
These language opportunities are among the many activities and events that ISSS offers in partnership
with other UMD units. The most popular is the weekly International Coffee Hour, which ISSS hosts in
the lounge of the Global Communities Living and Learning Program during Fall and Spring semesters.
Campus departments and offices assist by sponsoring the program and preparing brief presentations for
the students and scholars. 50 to 100 students and scholars attend each week. ISSS and the UMD Career
Center and President’s Promise programmed workshops on writing a résumé; preparing for a job
interview; and returning to your home country after living abroad. With the Robert H. Smith School of
Business ISSS ran special workshops on employment during and following studies, and hosted a
presentation by the Maryland Department of Motor Vehicles on applying for a Maryland driver’s
license and registering a car in Maryland. In partnership with Letters and Sciences, ISSS taught a UNIV
100 orientation course to first semester international undergraduate students. 14 students completed
the course and the survey responses were very positive. ISSS is planning to offer the section again in Fall
2013. A new partnership is beginning between ISSS and the LGBT Equity Center, with the first activities
planned for 2013.
ISSS also plans and delivers several solo outreach activities for the international campus community
every year. The beginning of the semester tour of Washington DC is the most popular, with
approximately 100 people attending. Other outreach activities average 50 to 75 participants. These
include trips to the Smithsonian Folk-life Festival, Haunted Houses of DC, the National Christmas Tree,
the Cherry Blossom Festival, and a major league Baseball Game. ISSS also advises a recognized campus
international student organization, International Community Channel, IC2 on its activities. This past
year they included an ice cream social; group dinners; a Georgetown trip; a Halloween party; trips to
area restaurants that offer a group discount; bowling at Terp Zone ; Game Night; and an End of Year
BBQ, funded by Stamp Union, Global Communities and Terp Exchange. ISSS staffers also act as liaison to
an International Spouses Organization with a membership of 60. Group organized and coordinated

activities included a Thanksgiving meal prepared by ISSS staff; a holiday party for families, trips to DC for
Cherry Blossom Festival, a summer BBQ, and volunteering on-campus.
ISSS also provided important assistance to the international operations of UMD and its units. In 2012
ISSS reactivated the Roberta Ma Scholarship for undergraduate students with a financial need.
$50,000.00 was dispersed to 10 recipients. 35 students applied. In the course of developing and
implementing its own case management system for the university, ISSS assisted with the database
merger of the Academic Resource System and the Payroll and Human Resource. Both projects will be
completed next year. The new case management system will allow international students and scholars,
as well as UMD departmental staff, to access and submit information on their cases via a web-based
system. The new system will improve office efficiency and customer service, moving ISSS significantly
closer to being a paperless office. In conjunction with the larger redesign of the OIA website, ISSS has
worked on its segment to make it more informative and accessible on university services. ISSS is also
now found on Facebook (https://www.facebook.com/umdinternationalservices?fref=ts) , Twitter and
ISSS News list serve.
Perhaps the most important service ISSS continues to play is as UMD liaison to the U.S. Department of
State on issues relating to international students, scholars, and programming. Among the new DoS
guidance and regulations ISSS has shared with campus units during the past year are requirements for
cultural components in all training programs; new immigration rules allowing Permanent Residency
(and, eventually, citizenship) for certain students in STEM fields, expedited PR consideration for
undocumented students, protection of prevailing wages at institutions of higher education, and work
authorization for dependents of employment based visas (H1-B). ISSS also co-hosted Deputy Assistant
Secretary of State Robin Lerner’s visit to the University’s Confucius Institute for a general discussion of
the use of the Exchange Visitor Program (J-1 visa) for Chinese language teachers in public and private K-
12 schools throughout the U.S. ISSS guidance to CIM has been adopted by the Department of State as
a national model.
ISSS played a key role in the DoS’s decision to continue its special authorization that allows UMD to
offer campus-based training programs for international visitors. ISSS exercises oversight of all
programs offered by UMD units under this authorization, to ensure compliance with its strict guidelines
on both participants, and the content of these programs. DoS was sufficiently impressed by ISSS’s
oversight that it not only re-authorized UMD programming in the two existing areas (Engineering, and
Business), but also permitted UMD to sponsor J1 visas for international training in four additional areas:
Education, Social Science, Library Science and Social Services.
ISSS also advised and assisted UMD in complying with new guidance from the Department of Homeland
Security (DHS) on Bridge Programs and Conditional Admission. New guidance from the DHS states that
the issuance of an immigration document is not permitted for a provisional admission, such as UMD has
previously offered to international students whose scores on English language tests are near but below
university standards. ISSS is helping both UMD’s undergraduate and graduate admission officials to
revise their procedures to reflect these new guidelines.
To assist with the more general internationalization of UMD staff, ISSS continued to offer its monthly
brown bag lunch series. Sessions provide information and informal training on a wide variety of topics,
from intercultural communication to employment based immigration regulations. Some 30 such
sessions were offered; staffers who attended at least 13 were given a certificate to document their
efforts to internationalize. It is an indication of the value of this program around campus that university

employees regularly cite participation in their PRD reviews. 220 staff attended Brown Bag Lunches from
ISSS in the past year, mirroring on a smaller scale the goals set by OIA for the entire campus.
As ISSS prepares for the 2013-2014 AY, a number of challenges face it. The most pressing is inadequate
staffing. The recent growth in the population that ISSS serves has not led to a corresponding increase in
ISSS staff. The table below, which compares international student to advisor ratios at UMD and its peer
institutions, demonstrates this challenge:
Institution Number of Total Number of Ratio of students to

Nonimmigrant Students Student Advisers advisers
Fall 2012
University of Maryland 4500 5 900:1
University of California, 5004 11 455:1
Berkeley
University of California, 6703 11 609:1
Los Angeles
University of Illinois, 8997 12 749:1
Urbana-Champaign
University of Michigan, 6382 9 709:1
Ann Arbor
Moreover, current university plans call for an expansion of the international undergraduate student
population from its current level of 3% of all undergraduate students to a target of 8%. In real numbers,
this will mean approximately 1400 additional students—who will further tax ISSS’s capacities. The new
case management technology, which will allow students to access information via the web, will only
partly address the situation, since the reduction of student wait-times for advising services is only part
of the challenge. Additional staff is also needed to create and maintain welcoming environment for
UMD’s international students and scholars. Because ISSS does not receive any programming funds for
its activities, commitments of staff time are essential to their delivery. Even small supply expenses are
covered by staff. And ISSS is expected to develop more programming and services for International
undergraduate students, as a result of the recent campus task force. ISSS’s current staffing and budget
limit event marketing and communications, logistics and transportation. If the university intends to
increase the population that ISSS serves, and the Student Life Office wants ISSS to offer programming to
international students on a larger scale, then the issue of budget (including staffing) will need to be
addressed.

Maryland China Initiative
MCI is the University of Maryland’s training center for Chinese officials sent to the United States to study
American best practices. MCI is now the Chinese Foreign Expert Bureau’s (the agency responsible for
overseas training) top-ranked foreign training center and remains, to the best of our knowledge, the
only university-based training center exclusively for Chinese leaders in the United States. This past year
some 35 delegations totaling 725 Chinese national, provincial, local, and university leaders came to MCI
to learn how their American counterparts do their work. Over the course of its existence, MCI has
hosted 134 such delegations, totaling nearly 3,000 trainees. Along with the Confucius Institute at
Maryland, MCI is thus a multifaceted campus resource on China, and so a potentially important piece of
the OIA vision. MCI programs improve UMD personnel’s knowledge of China, enhance the university’s
reputation in China, and provide a platform for the development of academic and research collaboration
between UMD and Chinese universities. A self-support unit, MCI’s revenues also benefit academic and
administrative units of the university through overload and JV payments to faculty members and
departments, room and equipment rentals, catering, and other payments.
AY2013 has been another successful year for MCI. To date, MCI has revenues of $1,280,850, with an
additional $54,000 in training fees anticipated, which will yield an annual “profit” of approximately
$277,000. Solid finances have allowed MCI to create a new Associate Director position, the search for
which recently concluded. This position will allow MCI to make its office operations more efficient and
will allow the office to play a more active role as a university- (and state-) wide consultancy on
collaboration with China, in accordance with the findings of the recent campus China Task Force.
Training Programs
The quantity, quality, and variety of MCI training clients continued to rise in AY2013 (See Appendix Five,
Table 1). Delegation types were as follows:
Training Theme Delegations Number of Trainees

Higher Education 12 274
Public Administration 7 154
Economic Development 5 105
Law 1 19
Primary and Secondary Education 1 33
Housing and Urban Development 1 22
Culture 1 18
Training delegations came from 15 locations in China, with a majority of trainees hailing from Jiangsu,
Shandong, Anhui, Sichuan, and Guangdong provinces, and from the cities of Beijing and Chongqing.
Delegations stayed with MCI for from two weeks to three months. Approximately half of the sending
institutions were repeat clients and half were new business. The roster of higher education delegations
included such highly ranked institutions as Northwest Agriculture and Forestry University, the
Communications University of China, and Beijing University of Science and Technology. Among the
Public Administration programs were groups from the municipal governments of Beijing, Nanjing, and
Wuxi, and the Provincial governments of Anhui and Jiangsu. Jiangsu—located in China’s industrial and
commercial heartland—sent a group from its State-owned Assets Supervision and Administration
Commission (SASAC), as well as executives from the Nanjing Investment Promotion agency, for training

in Economic Development. The Housing Fund Management Center in Beijing, and the Jinan Public
Transport Corporation, arranged for courses on best practices in Housing and Urban Development.
Consulting
In addition to designing and running training programs, MCI is also charged with serving as an in-house
consultancy for all UMD colleges, departments, faculty members, and administrative units that work
with China. This work is done primarily by the MCI director, although MCI coordinators help UMD
personnel with Chinese-language name cards, institutional research, and event planning. In AY2013,
MCI worked with the following UMD units:
1. Education Abroad (student advising)

2. International Student & Scholar Services (troubleshooting with Chinese students)
3. The Confucius Institute
4. The Clarice Smith Center for the Performing Arts (Midsummer Night’s Dream performance)
5. The Department of Communications (new master’s program in interpretations and translation)
6. The Smith School (training for administrators working with Chinese students)
7. The School of Public Policy (individual faculty consultations)
8. The Maryland English Institute (teacher training)
9. The Arboretum at UMD (lectures on Chinese horticulture)
10. The Office of the President (advising on China policy)
11. The Office of International Affairs (MOU translation)
12. The College of Engineering (trip planning for the dean)
13. The College of Education (advising on China teacher training)
MCI also consults on China strategic planning for Maryland state government offices. Currently it is
working on upcoming China trips by the Montgomery County Executive, and the Maryland Secretary of
State.
MCI is also reaching out to the University of Maryland Baltimore through the MPower Program.
Discussions are under way with the UMD College of Law and the UMD College of Medicine on
collaboration on AY 2014 China training programs.
While MCI is thus playing an important role as a resource for the campus, the region, and the State of
Maryland, challenges remain.
Facilities
MCI continues to host Chinese mayors, county executives, university presidents, and CEOs in a “training
room” of painted cinder block in the un-refurbished basement of one of the older buildings on campus.
The restrooms these trainees use are among the worst on campus. The impression this gives them of
UMD and the importance it places on international training can well be imagined. This problem should
be solved when MCI moves into the Patterson Building in several years. Until then, poor facilities will
continue to be unimpressive to our delegations and, possibly, cause MCI to lose their business.

Having only one designated training room is another source of difficulty for MCI. During MCI’s high
season, when as many as ten delegations are on campus simultaneously, it must beg, borrow, and rent
training rooms across campus, shifting and equipping training sites day-by-day, at great inconvenience
to our trainees.
In sum, while university leaders, faculty, and administrators are unfailingly courteous and welcoming to
MCI trainees, the low quality of MCI’s training environment puts it at a competitive disadvantage with
other American universities.
Off-campus facilities are also a major problem; there are no good housing options for international
trainees or other short-term visitors in College Park. All UMD units that host international guests face
this problem. The Marriott is too expensive for most international visitors, and Route 1 hotels are badly
managed and sometimes dangerous. MCI trainees have even been robbed in their hotel rooms. While
there is no quick solution to this problem, university and local leaders should be aware that poor
conditions in College Park hamper the university’s efforts to become a national and international
academic center. It’s tough to have to begin each training program by apologizing for the
accommodations.
Seasonality
Because of the way that the PRC administers overseas training, most MCI delegations come to College
Park in the summer and fall, while relatively few trainees travel in winter and spring. As a result, while
MCI’s annual workload is well suited to its staffing level and the training capacities of the university,
MCI’s staff is under-utilized from January through May, and often grossly overtaxed from July through
November. During the high season, when MCI is over-capacity, it frequently makes excessive demands
on the Office of International Affairs and other UMD partners.
Long-Term Concerns: MCI’s Role in the University of Maryland
MCI’s work, especially over the past five years (see Appendix Five) clearly has enhanced the university’s
reputation in China and contributed to a more stable and productive U.S.-China relationship. Looking
forward, however, there are two major concerns. The first is that MCI has been warned by well-placed
friends in China that the era in which large numbers of training delegations travel from the PRC to the
U.S. may be drawing to a close. Training budgets are being cut and China is less willing than before to
present itself as needing to learn from foreign experts. Any decline in training programs will be gradual,
but several factors could result in a sudden decrease that would be catastrophic for MCI. These include
an austerity campaign or natural disaster in China, a downturn in U.S.-China relations, or a worldwide
pandemic.
The threat of MCI’s business suddenly slowing to a trickle or drying up altogether compels consideration
of a second long-term challenge. After 15 years in operation, MCI remains isolated from the rest of the
campus. Put another way, no matter how well MCI performs its assigned tasks, those tasks are not
germane to the core mission of the university. This, no doubt, is one reason for the poor quality of MCI
facilities noted above.
The pending departure of the current MCI director offers an opportunity to re-examine MCI’s role within
the University of Maryland. A range of interesting options is available, from transforming MCI into a

UMD China Office, as suggested by the China Task Force, to folding it into a University of Maryland
International Training Center, as envisioned in the Strategic Plan.

APPENDIX ONE
Central Office Data
Table 1: Universitas 21 Member Institutions
Australia Canada Chile
University of Melbourne McGill University Pontificia Universidad Católica

de Chile
University of New South Wales University of British Columbia
University of Queensland
China Hong Kong India
Fudan University University of Hong Kong University of Delhi
Shanghai Jiao Tong University
Ireland Japan Mexico
University College Dublin Waseda University Tecnológico de Monterrey
New Zealand Singapore South Africa
University of Auckland National University of Singapore University of Johannesburg
South Korea Sweden The Netherlands
Korea University Lund University University of Amsterdam
United Kingdom United States
University of Birmingham The Ohio State University
University of Edinburgh University of Connecticut
University of Glasgow University of Maryland
University of Nottingham University of Virginia

OIA Data
Table 2: International Education Week Calendar of Events

OIA Data
Table3: International Visitors
COUNTRY VISITORS
Australia Australian Sports Commission;
University of Melbourne
(4)
France University of Poitiers and French

Embassy, DC
(2)
Germany German-American Fulbright

Commission (Representatives from
various universities)
(16)
Greece Agricultural University of Athens
(2)
India Indo-US Scienc e and Technology

Forum;
Indian Institute of Technology,

Madras
(2)
Israel University of Haifa
(2)
Korea Keimyung University;
Seoul National University;
(25)
Laos Representatives of Ministry of

Education, plus heads of 3
universities
(5)

OIA Data
COUNTRY VISITORS
Nicaragua Heads of 5 universities
(5)
Russia Two delegations from National

University of Science and
Technology;
Two delegations with

representatives from various
Russian universities
(37)
Taiwan Representative of Ministry of

Education
(1)
Vietnam Representatives from Bac Lieu

Province
(4)
Yemen Heads of 6 universities
(7)

APPENDIX TWO
Confucius Institute at Maryland (CIM) Data
TABLE 1: 2012-2013 CIM Chinese Language Programs
Chinese Language Teaching：
Name of
Number Target Group Instruction Hours Enrollment
Program
Beginning level Sp course 40 hours. Fall

1 American adults 21
Chinese course 56 hours.
Sp course 40 hours. Fall

2 Intermediate 1 American adults 20
course 56 hours.
Chinese
Intermediate II Sp course 40 hours. Fall 16

3 American adults
Advanced Sp course 40 hours. Fall

4 American adults 6
Advanced
Sp course 40 hours. Fall
5 Conversational American adults 5
course 56 hours.
Chinese
Paint-Branch
Zhongguo Elementary School
6 All year 330
Wenhua Rumen Confucius Classroom
children
Chinese for
Center for Young
7 Pre-K through All year 120
Children at UMD
3rd grade

CIM Data
TABLE 1: 2012-2013 CIM Chinese Language Programs (cont’d)
Beginner and
Intermediate 2 intensive sessions, each
8 American adults 15
Intensive 40 hours.
Chinese
CC at Centennial HS,
High school CC at Garrison Forest

9 school , Allegany 6 hours per week 130
classes
County High School
Confucius Classrooms
Workshop ２４ hours／
10 Chinese Americans 164
language ３次（３times）
teacher training
Chinese Culture
Summer Camp 50 hours per child per
11 52 total
American children week
Credit classes
12 American students 40 hours 15
5 Hanban teachers
teach in
Immersion Chinese
13 Other classes Allegheny County、 177
Programs
Baltimore County and
City.
CC at Washington
Chinese Classes Yuying Public Charter Immersion Chinese
14 School 350
for children Program
Total 1257
(Note: the above does not include other cultural
(not include item# 10)
activities, such as martial arts, calligraphy, and art
classes)

CIM Data
TABLE 2: 2012-2013 CIM Chinese Cultural Activities
Number Name of Activity and Brief Description Target Group Number of

Participants
2013
1 January 31. Chinese New Year celebration World Bank, D.C. 60

with Chinese calligrapher ZHAO Hong, and Adults
musician DING Xue’er.
2 Feb 10. Chinese New Year celebration with Adults and 80

Chinese calligrapher ZHAO Hong, and children
musician DING Xue’er.
3 Feb. 13. Lunar New Year event at Discovery Adults 50

Chanel, Silver Spring, MD. Culture Display.
4 Feb. 15. School visit with Chinese student 15

group from Shijiazhuang.
5 Feb. 22. School visit from Howard County 12

Community College students.
6 March 1. Symposium, “The Rise of Divorce in Faculty and 100

East Asia.” Co-sponsored with Center for East students
Asian Studies.
7 7 March 26 & 27. Chinese Culture Day at Children 300

Paint Branch Elementary School. Crafts and
activities.

CIM Data
TABLE 2: 2012-2013 CIM Chinese Cultural Activities (cont’d)
8 March 28. Chinese Pipa player, Wu Man, at public 35

CIM.
9 April – May. China Lecture Series at Leisure Adults 100 each

World, 7 events. event
10 April 13. Chinese Bridge Language College students 80

Competition for College students.
11 April 19. Talk by Prof. Ying Wu from China on faculty 50

“Complementaries, Competition, and
Cooperation in U.S.-China Relations.” Co-
sponsored with Gov’t and Politics Dept.
12 April 20. Chinese Bridge Language middle/high school, 100

Competition for Elementary, Middle, and elementary school
High School. students
13 13 April 23. School visit by Reid Temple 15

Middle School.
14 14 April 25. Chinese Culture Appreciation children 80

breakfast event at Paint Branch School.
15 April 27. Maryland Day. Chinese culture public 1,000

displays during the day.

CIM Data
16 May 3, 5. Chinese Film, “The Emperor Visits College teachers 100

Hell,” with director Li Luo. May 3 – Art and staff
Building, UMD, 12 people. May 5 –
Smithsonian Institution, Sackler Gallery, D.C.,
17 May 6. Public talk by Mr. ZHOU Jingxing, “US UMD faculty and 100
– China Relations.” students
18 May 8. International Coffee Hour, UMD. CIM UMD students 80

hosted, and provided Chinese display and
snacks.
19 May 14. Culture Day at Marriott Hotel public 100

Headquarters, Bethesda, MD. Chinese culture
displays.
20 May 24. Chinese Culture table for Chinese children 300

Culture Day at Paint Branch School.
21 June 6. Lecture on Chinese art by visiting faculty and 60

professor, at China Culture Center in students
Rockville, and school visit to Garrison Forest
School’s Confucius Classroom.
22 January – June on Fridays, Chinese Culture College 100

and Conversation Corner. About 15 students teachers,students,
on average each week. staff and scholars
2012
1 Chinese Film series organized with Confucius Various audiences – 200

Institute at UCLA & GMU and the Smithsonian public, students
Institution
2 MCCSL Conference on Chinese as a Second Local and 100

Language international
students and
scholars

CIM Data
3 Confucius Classroom at Paint Branch Elem. School Public program 550

– Lab opening Ceremony and China Day
4 Co-sponsored performance with Chinese Student Public program 570

and Scholar Association (CSSA) for the Chinese
New Year /Yuan Xiao.
5 Mid Autumn Festival - art exhibition and Faculty and 120

reception students
6 Christmas event Faculty and 100

students
7 Chinese Language Teachers Assoc. – National Chinese language 100

Capital Region (CLTA-NCR) regional Seminar students, teachers,
and scholars
8 CI Directors Forum in Washington, D.C. area Chinese language 100

students, teachers,
and scholars
9 School visit for culture day at Eastern Middle Middle school 50

School in Silver Spring students
10 CIM 8th anniversary event – Art Exhibition public 430
11 Lecture on Confucius’ Thought by Beijing public 63

Language and Culture University professor
12 Lantern Festival at Garrison Forest Confucius public 1000

Classroom
13 Co-sponsorship of Chinese music performance at public 760

Clarice Smith Center for Performing Arts
14 Co-sponsor Chinese Story Recitation Contest Elementary and 530

middle school
students and
parents
15 Confucius Classrooms annual regional meeting CC principals and 20

teachers
Total 6,990

CIM Data
TABLE 3: Local Chinese Teacher Training Programs
Number Name and Duration Number of Participants
1 work with CCLTCD：AP workshop (Advanced Placement) 55
2 work with CCLTCD：Chinese Immersion workshop 57
3 work with CCLTCD：Class Management workshop 52
Total 164
TABLE 4: Other Programs
Number Name of projects Number of Participants
1 HSK language testing 205
2 YCT language testing 720
3 Chinese language Competition 200
4 CI Scholarship 5
Total 1,130
TABLE 5: Local Chinese Teacher Training Programs
In-China Programs ( including summer camps, educator delegation, and teacher training, etc.）
Number Name of Program Primary and Teachers Students

Secondary School
Heads/Educators
1 Chinese Bridge Trip for 2 35

High School Students
Total 37

APPENDIX THREE
Education Abroad Data
Notes:
Program Types
The range of programs Education Abroad currently administers to meet the diverse academic needs of
Maryland students who are seeking to study overseas includes:
UMD short-term programs led by faculty or staff during winter-term, summer, or spring break;
Bilateral semester or academic-year exchange programs administered by EA in collaboration
with overseas universities, who send their students to College Park in exchange for visiting UMD
students (for visiting exchange students 2012-2013, see Chart 12);
UMD semester and academic year programs in England, Denmark, France, Germany, Israel, and
Spain;
UMD affiliated programs administered by vetted study-abroad providers and overseas
universities with whom EA has direct billing agreements. These allow UMD students to apply
federal, state, and university financial aid toward costs;
Non-affiliated programs conducted during the summer, winter-term, semester, or academic
year, for which students pay directly to the program provider.
Education Abroad Data
In AY 2011-2012 EA began to use the Studio Abroad enrollment management system offered by the
software company, Terra Dotta, to collect its data about UMD study abroad, including destination,
program type, term and duration, home university, additional majors and colleges, and self-reported
financial data. Before then, this information was collected in a fashion that did not produce data that
was reliably consistent. EA’s recent reorganization includes the creation of an operations team with
dedicated responsibility for data integrity.
Spring and summer 2013 participation data should be considered tentative until November 2013, as
students may retroactively seek to withdraw or add credits for this period through October.
Demographic data for students enrolled at the University of Maryland is taken from published reports
by the Office of Institutional Research, Planning and Assessment (IRPA).
(https://www.irpa.umd.edu/menus.cfm?action=ccenrollments) Data on Race/Ethnicity, Class Standing,
and College of Primary Major was provided by IRPA.
Figures for total US student abroad are taken from the Institute of International Education Open Doors
Reports, reflecting data through 2010-2011 reporting year. (http://www.iie.org/en/Research-and-
Publications/Open-Doors/Data/US-Study-Abroad/Student-Profile/2000-11)
Tables and charts include only those students who participated in credit-bearing programs. Tables and
charts dealing with program enrollments count students who studied abroad multiple times during the
reporting period more than once. Tables and charts dealing with demographic data count students only
once.

EA Data
Table 1: UMD Total Study Abroad Participants 2012-2013 vs 2011-2012
1A. Count of students with those who participated in multiple programs counted more than once.
Academic Year University of Maryland

Students Abroad
2012-2013 2,053
2011-2012 2,168
1B. Count of students with those who participated in multiple programs counted only once.
Academic Year University of Maryland

Students Abroad
2012-2013 2,011
2011-2012 2,089
Table 2: UMD Undergraduate Study Abroad Participants by Term, 2011-12 vs 2012-13
Fall Full Year Winter Spring Spring Summer Total

Semester Break
2011- 142 32 458 582 58 388 1660
2012
2012- 195 40 443 574 111 367 1,730
2013
Trend +37.32% +25% -3.28% -1.37% +91.38% -5.41% +4.22%

EA Data
Table 3: Total UMD Study Abroad Participation (Includes graduate students)
Total UMD Students Abroad
year
Percent Change UMD from previous
Doors)
Total US students abroad (IIE Open
Total US (IIE Open Doors)

Percent Change
Participation
Ranking for Study Abroad
UMD National IIE Open Doors
Academic Year
2012-2013 2,053 -5.26% n/a n/a n/a
2011-2012 2,168 7.17% n/a n/a n/a
2010-2011 2,023 0.4% 273,996 1.25% #15
2009-2010 2,015 11.1% 270,604 3.8% #17
2008-2009 1,814 8.7% 260,327 -0.8% #21
2007-2008 1,669 22.8% 262,416 8.5% #25
2006-2007 1,359 7.0% 241,791 8.0% #29
2005-2006 1,270 16.9% 223,534 8.5% #29
2004-2005 1,086 11.5% 205,983 7.7% #36
2003-2004 974 12.1% 191,321 9.5% #43
2002-2003 869 26% 174,629 8.5%
2001-2002 689 -7.4 % 160,920 3.8%
2000-2001 744 7.4 % 154,168 7.4%
1999-2000 693 40.3 % 143,590 10.6%
1998-1999 494 4.7 % 129,770 13.8%
1997-1998 472 27.9 % 113,959 14.6%
1996-1997 369 23.4 % 99,448 11.4%
1995-1996 299 3.8 % 89,242 5.7%

EA Data
Chart 1: Total UMD Students Abroad per year since 1995
Table 3a: UMD Undergraduate Study Abroad Participation 2006-2012
Year 2006- 2007- 2008- 2009- 2010- 2011-

2007 2008 2009 2010 2011 2012
Undergraduate
Study Abroad 1075 1345 1445 1440 1555 1660
Participants

EA Data
Chart 1a: Undergraduate Study Abroad as Percentage of Degrees, 2006-2012
Table 4a: UMD Undergraduate Study Abroad by Term and Program Type 2012-2013.
PROGRAM TYPE
UMD-Administered
Exchange
Affiliated
Non-Affiliated Total UMD

Undergraduate
Study Abroad by
TERM Term, 2012-2013
Fall 102 34 40 19 195

Spring 272 61 80 161 574
Spring Break 111 111
Summerterm 279 52 36 367
Winterterm 422 5 16 443
Year (Fall-Spring) 3 12 12 4 31
Year (Spring-Fall) 1 1 2
Year (Su+Fall-Spring) 7 7
Total UMD Undergraduate 1,189 107 197 237 1,730
Study Abroad Participants by
Program Type, 2012-2013

EA Data
Table 4b: Total UMD Undergraduate Study Abroad by Term and Program Type 2011-2012.
PROGRAM TYPE
Administered
UMD-
Exchange
Affiliated
Non-Affiliated
Total UMD
Undergraduate
Study Abroad
Participants by
TERM Term, 2011-2012
Fall 81 14 32 15 142
Spring 252 46 119 165 582
Spring Break 58 58
Summerterm 300 46 42 388
Winterterm 443 7 8 458
Year (Fall-Spring) 5 6 7 4 22
Year (Su+Fall-Spring) 7 7
Total UMD Undergraduate
Program Type, 2011-2012 1,139 66 219 236 1,660
Chart 2a: UMD Undergraduates Abroad by Program Type, 2012-2013

EA Data
Chart 2b: UMD Undergraduate Students Abroad by Program Type, 2011-2012
Chart 3a: UMD Undergraduate Students Abroad by Term, 2012-2013

EA Data
Chart 3b: UMD Undergraduate Students Abroad by Term, 2011-2012
Chart 4: UMD All Students Abroad by Term, 2008-2013

EA Data
Table 5a: Destination of UMD Undergraduate Students Abroad by Region, Term 2012-2013
TERM
Total UMD
Year (Su+Fall-Sprin)
Year (Fall-Spring)
Year (Spring-Fall)
Undergraduate
Summerterm
Spring Break
Winterterm
Study Abroad
Spring
Fall
REGION by Region
Africa 4 13 12 9 21 2 7 68
Asia 24 35 84 73 12 1 229
Australia/Pacific Islands 15 33 1 85 1 135
Caribbean/ West Indies 9 33 42
Central America 8 5 22 45 1 81
Europe 132 455 52 214 132 12 997
Middle East 5 15 46 10 23 3 102
Multiple 1 1 5 7
South America 6 17 1 13 31 1 69
Total UMD Undergraduate 195 574 111 367 443 31 2 7 1,730
Study Abroad by Term
Chart 5a: Undergraduate UMD Study Abroad Participation by Destination, 2012-2013

EA Data
Table 5b: Destination of UMD Undergraduate Students Abroad by Region, Term 2011-2012
TERM
Total UMD
Year (Fall-Spring)
Year (Spring-Fall)
Undergraduate
Year (Su+Fall-
Summerterm
Spring Break
Study Abroad
Winterterm
REGION by Region
Spring)
Spring
Africa Fall2 3 17 29 15 7 73
Asia 17 32 66 41 7 1 164
Australia/Pacific Islands 12 55 22 108 2 199
Central America 8 7 56 1 72
Europe 101 440 6 214 135 12 908
Middle East 3 28 33 16 25 2 107
Multiple 4 4
South America 7 11 2 6 67 93
Caribbean/ West Indies 1 28 11 40
Total UMD Undergraduate 142 582 58 388 458 22 3 7 1,660
Study Abroad by Term
Chart 5b: Undergraduate UMD Study Abroad Participation by Destination, 2011-2012

EA Data
Chart 6a: UMD Study Abroad by College of Major, 2012-2013
Students who participated in multiple programs are counted only once. First, second and third majors
are included in totals.

EA Data
Chart 6b: Comparison, Study Abroad by College of Major, 2011-2012
Students who participated in multiple programs are counted only once. First, second and third majors
are included in totals.

EA Data
Chart 6c: Comparison, Study Abroad as percentage of undergraduate degrees by

college/school, 2010-2012

EA Data
Table 6a: Gender of UMD Undergraduate Study Abroad Participants, 2012-2013, Distribution by
Term
Gender
Term Female Male Total UMD Undergraduate
Term, 2012-2013
Fall 117 78 195
Spring 388 186 574
Spring Break 71 40 111
Summerterm 232 135 367
Winterterm 277 166 443
Year (Fall-Spring) 16 15 31
Year (Su+Fall-Spring) 4 3 7
Total UMD Undergraduate 1,106 624 1,730
Gender, 2012-2013
Chart 7a: Gender of UMD Study Abroad Participants, 2012-2013

EA Data
Table 6b: Gender of UMD Undergraduate Study Abroad Participants, 2011-2012, Distribution by
Term
Gender
Female Male Total UMD Undergraduate
Term Study Abroad Participants by
Term, 2011-2012
Fall 90 52 142
Spring 343 239 582
Spring Break 37 21 58
Summerterm 234 154 388
Winterterm 285 173 458
Year (Fall-Spring) 17 5 22
Year (Su+Fall-Spring) 4 3 7
Gender, 2011-2012
Chart 7b: Comparison: Gender of UMD Study Abroad Participants, 2011-2012
To compare with campus enrollment:

https://irpa.umd.edu/CampusCounts/Enrollments/enroll_race_gender.pdf

EA Data
Table 7a: Gender of UMD Study Abroad Participants, 2012-2013, Distribution by Program Type
GENDER
Female Male Total UMD Undergraduate Study
PROGRAM TYPE Abroad Participants by Program
Type, 2012-2013
UMD-Administered 749 440 1,189
Exchange 45 62 107
Affiliated 145 52 197
Non-Affiliated 167 70 237
Total UMD Undergraduate 1,106 624 1730
Gender, 2012-2013
Table 7b: Gender of UMD Study Abroad Participants, 2011-2012, Distribution by Program Type
GENDER
Female Male Total UMD Undergraduate Study
PROGRAM TYPE Abroad Participants by Program
Type, 2011-2012
UMD-Administered 682 457 1,139
Exchange 35 31 66
Affiliated 135 84 219
Non-Affiliated 160 76 236
Gender, 2011-2012

EA Data
Table 8a: Race/Ethnicity/Citizenship of UMD Undergraduate Study Abroad Participants, 2012-

2013
UMD Students Only

Race/ Ethnicity/ Citizenship Participants
American Indian or Alaska Native: U.S. 2

Asian: U.S. 183
Black or African American: U.S. 111
Foreign 31
Hispanic: U.S. 122
Native Hawaiian or Other Pacific Islander:
U.S. -
Two or More: U.S. 61
Unknown: U.S. 69
White: U.S. 1151
Grand Total 1730
Chart 8a: Race/Ethnicity/Citizenship of UMD Study Abroad Participants, 2012-2013

EA Data
Table 8b: Race/Ethnicity/Citizenship of UMD Study Abroad Participants, 2011-2012
Race/ Ethnicity/ Citizenship Grand Total
American Indian or Alaska Native: U.S. 2

Asian: U.S. 198
Black or African American: U.S. 71
Foreign 18
Hispanic: U.S. 92
U.S. 1
Two or More: U.S. 42
Unknown: U.S. 58
White: U.S. 1178
Grand Total 1660
Chart 8b: Race/Ethnicity/Citizenship of UMD Study Abroad Participants 2011-2012

EA Data

2013, Distribution by Term
TERM
Total UMD
Year (Fall-Spring)
Year (Spring-Fall)
Summer term
Year (Su+Fall-
Study Abroad
Spring Break
Winter term
Spring)
Participants
Spring
Fall
Race/ Ethnicity/ Citizenship by Race/
Ethnicity,
2012-2013
American Indian or Alaska

Native: U.S. 1 1 2
Asian: U.S. 26 5 50 41 24 37 183
Black or African American: U.S. 13 2 26 16 22 32 111
Foreign 5 1 5 2 5 13 31
Hispanic: U.S. 13 4 30 32 8 35 122
Native Hawaiian or Other
Pacific Islander: U.S.
Two or More :U.S. 7 1 13 15 3 22 61
Unknown: U.S. 9 1 4 15 28 3 9 69
White: U.S. 121 17 2 3 304 439 46 219 1151
Total UMD Study Abroad
Participants by Term, 2012-
2013 195 31 2 7 443 574 111 367 1730

EA Data
Table 9b: Race/Ethnicity/Citizenship of UMD Undergraduate Study Abroad Participants, 2011-

2012, Distribution by Term
TERM
Total UMD
Year (Fall-Spring)
Year (Spring-Fall)
Study Abroad
Summer term
Year (Su+Fall-
Spring Break
Winter term
Participants by
Spring)
Spring
Fall
Race/ Ethnicity/ Citizenship Race/ Ethnicity,
2011-2012
American Indian or Alaska Native: U.S. - - - - 2 - - - 2

Asian: U.S. 18 3 - - 64 33 18 62 198
Black or African American: U.S. 6 1 - - 22 14 7 21 71
Foreign 3 - - 7 2 1 5 18
Hispanic: U.S. 10 4 - - 26 29 4 19 92
Native Hawaiian or Other Pacific
Islander: U.S. 1 - - - - - - - 1
Two or More :U.S. 6 - - 10 12 - 14 42
Unknown: U.S. 4 1 4 14 14 5 16 58
White: U.S. 94 13 3 3 313 478 23 251 1178
Total UMD Study Abroad Participants
by Term, 2011-2012 142 22 3 7 458 582 58 388 1,660

2013, Distribution by Program Type
UMD Students Only Program Type

ered
Administ
UMD-
Exchange
Affiliated
Affiliated
Non-
American Indian or Alaska Native: U.S. 1 - 1 - 2

Asian: U.S. 121 28 20 14 183
Black or African American: U.S. 91 3 16 1 111
Foreign 17 5 9 31
Hispanic: U.S. 87 8 11 16 122
U.S. - - - - -
Two or More: U.S. 39 3 13 6 61
Unknown: U.S. 43 8 8 10 69
White: U.S. 790 52 128 181 1151
Grand Total 1189 107 197 237 1730

EA Data

2012, Distribution by Program Type
UMD Students Only Program Type

ered
Administ
UMD-
Exchange
Affiliated
Affiliated
Non-
American Indian or Alaska Native: U.S. 1 1 2
Asian: U.S. 149 20 12 17 198
Black or African American: U.S. 52 11 8 71
Foreign 15 2 1 18
Hispanic: U.S. 58 6 18 10 92
U.S. 1 1
Two or More: U.S. 28 3 10 1 42
Unknown: U.S. 41 13 4 58
White: U.S. 794 35 153 196 1178
Grand Total 1139 66 219 236 1660

2013: Distribution by Geographic Region where program occurred.
Total UMD
Africa
Asia
c Islands
Australia/Pacifi
Indies
Caribbean/West
Central America
Europe
Middle East
Multiple
South America
Study Abroad
Participants
Ethnicity,
2012-2013
American Indian or Alaska Native:

U.S. - - 1 - - 1 - - - 2
Asian: U.S. 7 64 13 1 8 63 26 1 183
Black or African American: U.S. 7 16 2 10 13 49 9 - 5 111
Foreign - 13 - - 1 14 2 - 1 31
Hispanic: U.S. 2 14 7 1 7 70 7 14 122
Islander: U.S. - - - - - - - - - -
Two or More :U.S. - 13 2 2 5 34 2 - 3 61
Unknown: U.S. 6 5 8 1 2 39 7 - 1 69
White: U.S. 46 104 102 27 45 727 49 7 44 1151
Participants by Term, 2012-2013 68 229 135 42 81 997 102 7 69 1730

EA Data

2012, Distribution by Geographic Region of Study
Total UMD
Africa
Asia
c Islands
Australia/Pacifi
Indies
Caribbean/West
Central America
Europe
Middle East
Multiple
South America
Study Abroad
Participants
Ethnicity,
2012-2013
American Indian or Alaska Native:

U.S. - - - - 1 - 1 - - 2
Asian: U.S. 11 44 12 4 11 78 20 - 18 198
Black or African American: U.S. 5 9 3 2 6 35 2 - 9 71
Foreign - 6 2 - 1 7 1 - 1 18
Hispanic: U.S. - 9 10 - 7 49 7 - 10 92
Islander: U.S. - - - - - 1 - - 1
Two or More :U.S. - 7 4 1 3 22 1 - 4 42
Unknown: U.S. 7 5 3 1 1 32 8 - 1 58
White: U.S. 50 84 165 32 42 684 67 4 50 1178
Total UMD Study Abroad 7
Participants by Term, 2012-2013 73 164 199 40 2 908 107 4 93 1660

EA Data
Chart 9a: Class Standing of UMD Study Abroad Participants, 2012-2013
Figures include Maryland students only; those who participated in multiple programs are counted only
once.

EA Data
Table 12a: Class Standing of UMD Study Abroad Participants, 2012-2013, Distribution by Term
Term
Year (Su +Fall +Spring)

Year (Fall-Spring)
Year (Spring-Fall)
Summer term
Spring Break
Winter term
Total UMD Study
Spring
Fall
Class Standing Abroad
Participants by
Class Standing,
2012-2013
Freshman Abroad 15 15
Freshman Connection 1 1
Freshman (0-30 credits) 1 2 4 51 58
Sophomore (31-60 credits) 9 2 1 52 26 17 79 186
Junior (61-90 credits) 83 14 1 170 336 30 143 777
Senior (91+ credits) 88 15 7 219 210 60 94 693
Special UG 5 5
Adv Special Student 1 1
Post-bacc 2 2 2 2 8
Master 1 4 10 110 1 51 127 304
Doc Res Sch 4 1 5
Participants by Term, 2012-2013 198 35 2 17 560 577 162 502 2,053

EA Data
Chart 9b: Class Standing of UMD Study Abroad Participants, 2011-2012

EA Data
Table 12b: Class Standing of UMD Study Abroad Participants, 2011-2012, Distribution by Term
Term
Total UMD
Year (Su+Fall-
Summerterm
Year (Spring-
Spring Break
Winterterm
Study Abroad
Year (Fall-
Spring)
Spring)
Spring
Class Standing Participants by
Fall)
Fall
Class Standing,
2011-2012
Freshman (0-30 credits) 6 3 18 27
Sophomore (31-60 credits) 12 1 2 46 32 10 83 186
Junior (61-90 credits) 16 4 1 176 264 24 93 578
Senior (91+ credits) 104 17 7 230 286 21 194 859
Special UG 1 1
Adv Special 1 1
Post-bacc 39 3 48 12 12 23 137
Master 1 11 10 164 9 72 77 344
Doc Res Sch 1 3 2 6
Total UMD Study Abroad 183 36 3 17 674 604 142 490 2,149
Participants by Term,
2011-2012

EA Data
Table 12c: Class Standing of UMD Study Abroad Participants, 2012-2013, Distribution by
Program Type
PROGRAM TYPE
Total UMD Study
Administered
UMD-
Exchange
Affiliated
Non-Affiliated
Abroad
CLASS STANDING Participants by
Class Standing,
2012-2013
Freshman Connection 1 1
Freshman (0-30 credits) 48 3 7 58
Sophomore (31-60 credits) 150 7 18 11 186
Junior (61-90 credits) 509 47 88 133 777
Senior (91+ credits) 466 59 88 80 693
Post-bacc 6 1 1 8
Special UG 4 1 5
Master 286 2 13 3 304
Doc Res Sch 4 1 5
Total UMD Study Abroad Participants 1,490 116 211 236 2,053
by Program Type, 2012-2013

EA Data
Table 12d: Class Standing of UMD Study Abroad Participants, 2011-2012, Distribution by
Program Type
PROGRAM TYPE
Total UMD Study
Administered
UMD-
Exchange
Affiliated
Non-Affiliated
Abroad
CLASS STANDING Participants by
Class Standing,
2011-2012
Freshman (0-30 credits) 26 1 27
Sophomore (31-60 credits) 151 1 22 12 186
Junior (61-90 credits) 412 22 55 89 578
Senior (91+ credits) 540 43 142 134 859
Post-bacc 102 8 10 17 137
Special UG 1 1
Master 318 3 22 1 344
Doc Res Sch 5 1 6
Total UMD Study Abroad Participants 1,566 78 251 254 2,149

by Term, 2011-2012

EA Data
Table 13: Scholarships awarded by Education Abroad since Fall 2008
Total #
Study Abroad scholarship completed # awards # awards # awards # not
Term $ awarded applications offered accepted declined awarded
Fall/FY 2008 51 29 22
Winter 2009 127 52 75
Spring 2009 79 22 57
Summer 2009 110 46 64
TOTAL 08/09 $171,250 367 149 218
Fall/FY 2009 46 46 0
Winter 2010 158 64 94
Spring 2010 122 52 70
Summer 2010 77 44 33
TOTAL 09/10 $217,900 403 206 197
Fall/FY 2010 $61,300 113 92 81 11 21
Winter 2011 $113,250 223 219 171 48 4
Spring 2011 $102,500 144 125 112 13 19
Summer 2011 $133,750 195 195 150 45 0
TOTAL 10/11 $410,800 675 631 514 117 44
Fall 2011 $40,700 80 64 ? ? 16
Full Year 11-12 $6,200 12 8 ? ? 4
Winter 2012 $197,750 289 242 188 54 47
Spring 2012 $161,000 205 152 136 16 50
Spring Break
$11,000 31 23 15 8 8
2012
Summer 2012 $161,070 231 185 142 43 35
TOTAL 11/12 $577,720 848 674 160
Fall 2012 $85,750 108 89 79 10 15
Full Year 12-13 $18,250 17 16 12 4 1
Winter 2013 $73,250 273 102 87 15 155
Spring 2013 $127,250 244 131 119 12 105
Spring Break
$10,000 47 14 11 3 25
2013
Summer 2013 $57,250 142 80 65 15 56
TOTAL 12-13 $371,750 831 432 373 59 357

EA Data
Chart 10: Education Abroad Scholarships, 2008-2013
Data includes all scholarship funds administered by Education Abroad. It does not include scholarship
funds administered by the Smith School, study abroad provider organizations or national scholarships.
Chart 11: Education Abroad Advisory Committee Composition
Education Abroad Advisory Cttee

Composition
PUAF ARCH
4% 4%
SPHL AGNR
JOUR 9% 9%
4%
ARHU
ENGR
13%
9%
EDUC BMGT
9% 9%
CMNS BSOS
13% 13%
CLIS
4%

EA Data
Table 14. Education Abroad Advisory Committee 2013
Michael Ambrose, Assistant Professor, School of Architecture, Planning and Preservation
Paula Beckman, Professor, Early Childhood Special Education
Johanna Birnir, Associate Professor, Department of Government and Politics; Research Director, Center
of International Development and Conflict Management
William Bowerman, Professor and Chair, Department of Environmental Science & Technology
Ann Carlson Weeks, Associate Dean, Academic Programs, Professor of Practice, College of Information
Sciences
Mary Choquette, Lecturer, College of Information Studies
Reid Compton, Director, College Park Scholars-Life Sciences
Michel Cukier, Associate Professor, Reliability Engineering
David Crocker, Senior Research Scholar, School of Public Policy
Judith Freidenberg, Professor, Department of Anthropology
Donna Howard, Associate Professor, Behavioral and Community Health
Melissa Landa, Assistant Professor, College of Education
David Lovell, Associate Professor, Civil and Environmental Engineering
Lis Maring, Faculty Research Associate & Family Life Specialist
John Merck, Senior Lecturer, Assistant Director, Earth, Life and Time Program
Susan Moeller, Professor of Media and International Affairs & Director, International Center for Media
and the Public Agenda
Thomas Moser, Associate Professor of English and Director of Undergraduate Studies
Dennis Nola, Assistant Director and Coordinator, Landscape Architecture Undergraduate Program
Kislaya Prasad, Director, Center for International Business Education and Research
Doug Roberts, Associate Professor and Associate Dean for Undergraduate Studies
Gabriele Strauch, Associate Professor, German; Associate Director, School of Languages, Literatures, and
Cultures
Susan White, Distinguished Tyser Teaching Fellow, Finance Department
Janelle Wong, Professor of American Studies; Director, Asian American Studies

EA Data
Chart 12: Incoming Exchange Students by place of origin
Incoming Exchange Students 2012-2013 by Place

of Origin
United Kingdom, 12 Argentina, 4
Australia, 8
Tunisia, 2
Austria, 3
Thailand, 3
Belgium, 4
Taiwan, 3
Sweden, 3 China, 6
Spain, 2 Czech Republic, 1
Singapore, 2
Norway, 7 Denmark, 9
Mexico, 1
Egypt, 2
Korea, 7
France, 5
Japan, Germany,
6 8
Hong
Kong , 9
Italy, 20
India, 5

APPENDIX FOUR
International Student and Scholar Services Data
Table 1: Non-Immigrant International Students at UMD
Academic Year
2008/09 2009/10 2010/11 2011/12 2012/13
Countries Represented
139 133 134 137 137

Total UM Enrollment
Graduate
10,525 10,653 10,719 10,805 10,710
Undergraduate
26,475 26,542 26,922 26,826 26,538
Total 37,000 37,195 37,641 37,631 37,248

% Change 3% 1% 1% 0% -1%
Non-Immigrants
Undergraduate
541 595 632 732 807
Graduate
2,508 2,537 2,472 2,750 3,150
Maryland English Institute (MEI)
41 28 39 69 66
Practical Training (F/J)
390 370 371 373 469
Non-Immigrant Total 3,480 3,530 3,514 3,924 4,492

% Change 2% 1% 0% 12% 14%
Cumulative % Change 2% 4% 3% 15% 29%
Female 1,424 1,471 1,454 1,634 2,013
Male 2,056 2,059 2,060 2,290 2,479

ISSS Data
Table 2: Comparison of UMD International Enrollments to National and Peer Institution Data
Comparision of U.S.Total to
International Student Enrollment *
2008/09 2009/10 2010/11 2011/12 2012/13
Total Student Enrollment U.S. 18,264,000 20,428,000 20,550,000 20,625,000
-
-
Total International Enrollment U.S. 671,616 690,923 723,277 764,495
% International 3.7% 3.4% 3.5% 3.7% -
-
State of Maryland - International 14,232 14,498 13,422 13,969
UMD - International 3,480 3,530 3,514 3,924 4,492

- - -
University of California, Berkeley 4,239 4,239
- - -
University of Michigan, Ann Arbor 5,995 6,382
- - -
University of California, Los Angeles 6,249 6,703
University of Illinois, Urbana-
- - -
Champaign 7,991 8,997
*Data is from OPEN DOORS 2012 Report, Institute for International Education, New York. Data for the Fall 2012
semester will not be published until sometime in 2013. It is for this reason that the chart is incomplete.

ISSS Data
Table 3: Non-Immigrant International Students at UMD by Visa Type
Visa & Exchange Types*

Non-Immigrant 2008/09 2009/10 2010/11 2011/12 2012/2013
F Visa: Student 2,723 2,768 2,813 3,246 3,881
J Visa: Exchange Visitor 217 332 275 262 216
A Visa: Diplomatic 58 51 53 54 46
G Visa: Int'l Organizations 86 80 88 83 84
H Visa: Employment- based 261 201 185 171 162
Other Visas 129 84 82 92 80
Unspecified 6 14 18 16 23
Immigrants
Refugees/Asylees/Other 43 50 43 42 32
Permanent Residents 2,244 2,249 2,223 2,152 2,059

*Breakdown by Program Level shown in International Students by Program
level

Chart 1: Total UMD Enrollment
ISSS Data
Chart 2: Non-Immigrant Enrollment
Non-Immigrant Enrollment
Student/Scholar
Gender
2008/09 2009/10 2010/11 2011/12 2012/13
Practical Training (F/J) 390 370 371 373 469
Maryland English Institute
41 28 39 69 66
(MEI)
Graduate 2,508 2,537 2,472 2,750 3,150
Undergraduate 541 595 632 732 807
Male 2,056 2,059 2,060 2,290 2,479
Female 1,424 1,471 1,454 1,634 2,013

Table 4: International Students by Program Level
International Students by Program Level

2008/09 2009/10 2010/11 2011/12 2012/13
Non-Immigrants PT MEI UG GR PT MEI UG GR PT MEI UG GR PT MEI UG GR PT MEI UG GR
F Visa: Student 374 40 297 2,012 361 26 376 2,005 360 39 419 1,995 356 68 503 2,319 453 66 571 2,791
J Visa: Exchange Visitor 12 1 36 168 7 - 45 280 6 - 46 223 14 1 58 189 14 - 63 139
A Visa: Diplomatic - - 47 11 - - 40 11 - - 39 14 - - 44 10 - - 37 9
G Visa: Int'l Organizations - - 55 31 - - 48 32 - - 52 36 - - 55 28 - - 60 24
H Visa: Employment- based 4 - 77 180 2 2 45 152 4 - 35 146 3 - 41 127 2 - 41 119
Other Visas - - 23 106 - - 27 57 1 - 24 57 - - 15 77 - - 13 67
Unspecified - - 6 - - - 14 - - - 17 1 - - 16 - - - 22 1
Total By Degree 390 41 541 2,508 370 28 595 2,537 371 39 632 2,472 373 69 732 2,750 469 66 807 3,150
Immigrants 2008/09 2009/10 2010/11 2011/12 2012/13
Refugees/Asylees/Other - - 33 - - 26 24 - - 30 13 - 29 13 - - 27 5
Permanent Residents - - 1,696 2,126 - - 1,724 520 - 5 1,704 518 - 1,647 504 - - 1,648 411
Total By Degree - - 1,729 2,126 - - 1,750 544 - 5 1,734 531 - 1,676 517 - - 1,675 416
ISSS Data
Chart 3: Enrollment by Country (Top 10)

ISSS Data
Chart 4: Enrollment by Region

ISSS Data
Chart 5: Total UMD non-Immigrant Undergraduate Enrollment by Academic Level

ISSS Data
Chart 6: Total UMD non-Immigrant Graduate Enrollment by Academic Level

Chart 7: Non-Immigrant Enrollment by College
ISSS Data
Table 5: J-1 Visa Positions Held and Duration
2009 2010 2011 2012 Grand Total

<= 6 Months
Intern 134 149 129 111 523
Professor 2 3 6 11
Researcher 47 58 71 54 230
Trainee 46 100 135 111 392
Short Term Scholar 201 136 96 144 577
>=24 Months
Professor 1 1 1 1 4
Researcher 36 42 44 37 159
13 -18 Months
Professor 1 1 1 3
Researcher 40 28 28 41 137
19-24 Months
Professor 1 3 3 7
Researcher 73 80 89 97 339
7-12 Months
Intern 4 5 4 9 22
Professor 4 3 4 3 14
Researcher 222 241 279 298 1040
Trainee 8 4 2 14
Grand Total 817 851 888 916 3472

ISSS Data
Table 6: J-1 Visa Top 20 Departments
% of all J1s
2009 2010 2011 2012 Grand Total (3473)
Mechanical Engr 85 44 83 69 281 8%
Fire Protection Engr 4 1 9 14 28 1%
Aerospace Engineering 3 2 8 7 20 1%
Joint Quantum Institute 2 5 6 4 17 0%
Chemistry & Biochemistry 8 7 2 17 0%
Civil & Environmental Engr 4 4 4 1 13 0%
Chemical & Biomolecular Engr 3 3 2 2 10 0%
Inst Res Elec & Applied Phys 3 1 2 3 9 0%
Computer Science 7 2 9 0%
Inst Systems Research 2 1 3 2 8 0%
Maryland China Initiative 3 5 8 0%
Inst for Computer Studies 3 5 8 0%
Fischell Dept Bioengineering 1 2 2 2 7 0%
Materials Science and Engr 1 1 1 2 5 0%
Electrical & Computer Engr 2 3 5 0%
Physics 4 4 0%
Nutrition & Food Science 2 1 3 0%
ENGR-UG Recruit & Spec Progs 2 2 0%
Mathematics 1 1 2 0%
Atmospheric & Oceanic Science 1 1 2 0%
Environmental Science & Tech 1 1 2 0%
Biology 1 1 2 0%
A James Clark Schl of Engr 2 2 0%
Grand Total 133 82 132 117 464 13%

ISSS Data
Table 7: J-1 Visa Top 20 Countries of Citizenship
% of all J1s
2009 2010 2011 2012 Grand Total (3022)
China 256 331 376 363 1326 38%
So. Korea 75 73 62 75 285 8%
France 76 86 69 53 284 8%
Germany 46 49 58 62 215 6%
Italy 31 31 31 36 129 4%
Japan 35 31 25 34 125 4%
India 23 31 22 24 100 3%
Brazil 21 19 23 31 94 3%
Israel 19 15 20 23 77 2%
Russia 18 12 14 13 57 2%
Taiwan 13 12 14 16 55 2%
Mexico 14 12 12 12 50 1%
Spain 12 9 9 15 45 1%
Unitd Kingdm 8 7 11 14 40 1%
Turkey 8 10 11 11 40 1%
Canada 12 10 8 8 38 1%
Netherlands 9 6 7 12 34 1%
Argentina 15 6 5 6 32 1%
Lebanon 6 5 7 6 24 1%
Un Arab Emr 10 5 5 3 23 1%
Grand Total 707 760 789 817 3073 88%

ISSS Data
Chart 8: J-1 Visa Scholars
Chart 9: J-1 VISA Gender Count
Chart 10: J-1 Visa by Position

ISSS Data
Chart 11: J-1 Visa Visit Duration
<= 6 Months
7-12 Months
13 -18 Months
19-24 Months
>=24 Months
2009 2010 2011 2012
<= 6 Months 428 445 434 426
7-12 Months 238 254 289 310
13 -18 Months 41 29 28 42
19-24 Months 73 81 92 100
>=24 Months 37 43 45 38

ISSS Data
Table 8: H-1B Visa Top 10 Positions Held and Duration
2009 2010 2011 2012 Grand Total % of All

H1s
Research Associate 164 200 239 245 848 52%
12 Month 167 206 214 587 36%
9.5 / 9 Month 1 3 2 6 0%
Contractual 32 30 29 91 6%
2009- Data Not Available 164 164 10%
Assistant Professor 70 66 47 49 232 14%
12 Month 13 7 6 26 2%
9.5 / 9 Month 53 40 43 136 8%
Faculty Research Assistant 62 51 57 50 220 14%
12 Month 39 42 40 121 7%
Contractual 12 15 10 37 2%
Assistant Research Scientist 35 23 28 30 116 7%
12 Month 23 28 29 80 5%
9.5 / 9 Month 1 1 0%
Lecturer 8 16 17 17 58 4%
12 Month 6 6 6 18 1%
9.5 / 9 Month 7 10 11 28 2%
Contractual 3 1 4 0%
Research Assistant Professor 8 7 7 8 30 2%
12 Month 7 7 7 21 1%
9.5 / 9 Month 1 1 0%
Visiting Assistant Professor 3 5 4 3 15 1%
12 Month 1 1 1 3 0%
9.5 / 9 Month 4 3 2 9 1%
Associate Professor 3 4 4 4 15 1%
12 Month 1 1 1 3 0%
9.5 / 9 Month 3 3 3 9 1%
Visiting Senior Research Scientist 1 2 2 4 9 1%
12 Month 2 2 4 8 0%
Associate Research Scientist 1 3 3 2 9 1%
12 Month 3 3 2 8 0%
Grand Total 355 377 408 412 1552

ISSS Data
Table 9: H-1B Visa - Top 20 Departments
2009 2010 2011 2012 Grand Total % of All H1s

Physics 34 36 32 23 125 8%
Mechanical Engineering 39 26 24 18 107 7%
Chemistry & Biochemistry 27 26 26 27 106 7%
ESSIC 20 33 34 87 5%
Inst Res Elec & Applied Phys 22 30 29 81 5%
Materials Science and Engr 28 23 28 79 5%
Astronomy 10 7 8 16 41 3%
Aerospace Engineering 13 10 8 8 39 2%
Inst Bioscience & Biotech Res 1 18 19 38 2%
Joint Quantum Institute 8 12 17 37 2%
Geography 8 7 9 13 37 2%
Mathematics 7 9 9 10 35 2%
Electrical & Computer Engr 7 11 11 29 2%
Cell Biol & Molecular Genetics 12 11 6 29 2%
Inst Systems Research 9 9 10 28 2%
Sch Language, Lit, & Cultures 10 9 8 27 2%
College of Information Studies 10 8 7 1 26 2%
Fischell Dept Bioengineering 9 8 9 26 2%
Civil & Environmental Engr 9 7 9 25 2%
Management & Organization 6 7 4 8 25 2%
Grand Total 154 271 298 304 1027

ISSS Data
Chart 12: Total H-1B Visas
Chart 13: H-1B Visa Gender Count

ISSS Data
Table 10: H-1B Visa -Top 20 Countries of Citizenship
2009 2010 2011 2012 Grand Total % of All H1s
China 20 108 128 128 384 24%
India 22 54 65 71 212 13%
So. Korea 22 30 28 30 110 7%
Canada 4 16 16 16 52 3%
Unitd Kingdm 6 18 12 7 43 3%
Germany 14 13 8 7 42 3%
Italy 3 10 12 16 41 3%
Russia 4 10 13 13 40 2%
Taiwan 6 9 11 10 36 2%
Japan 2 9 10 13 34 2%
Iran 6 8 10 9 33 2%
Turkey 8 11 6 7 32 2%
France 1 8 6 12 27 2%
Not Available 0 0 13 7 20 1%
Mexico 1 4 7 7 19 1%
Brazil 5 7 4 2 18 1%
Poland 4 6 2 2 14 1%
Ukraine 1 4 5 3 13 1%
Romania 1 3 3 4 11 1%
Israel 1 3 4 3 11 1%
Argentina 2 5 2 1 10 1%
Grand Total 133 336 365 368 1202 74%

APPENDIX FIVE
Maryland China Initiative Data
2012 Programs
Province Organization Number of Subject

Trainees
Anhui Environmental Bureaus, Provincial 13 Environment
and Municipal
Anhui Provincial Govt. 21 Public Administration
Beijing Housing Fund Management Center 17 Housing and Urban
Development
Beijing Institute of Surveying and Mapping 22 Public Administration
Beijing Municipal Government 22 Public Administration

Beijing Beijing University of Technology 25 Higher Education
(BJUT) (two delegations) 25 Higher Education
Beijing Zhongguancun Development Group 12 Economic Development
Beijing Communications University of China 25 Higher Education

(CUC)
Chongqing Chongqing University (two 19 Higher Education
delegations) 20 Higher Education
Fujian Xiamen University 32 Higher Education
Guangdong Universities’ Presidents 19 Higher Education
Guangdong Guangdong University of Finance 20 Higher Education
Guangdong Guangzhou Medical University 17 Higher Education
Guangdong South China Agricultural University 24 Higher Education
(SCAU)
Guangdong Southeast University (SEU) 23 Higher Education
Henan Henan Academy of Social Sciences 18 Culture
Hubei Huazhong University of Science and 30 Higher Education
Technology (HUST)
Jiangsu Jiangsu High Court 21 Law
Jiangsu Jiangsu Price Bureau 25 Public Administration
Jiangsu Jiangsu Provincial Government 19 Public Administration
Jiangsu Jiangsu State-owned Assets 25 Economic Development
Supervision and Administration
Commission (SASAC)
Jiangsu Jiangsu University 22 Higher Education
Jiangsu Nanjing Investment Promotion 16 Economic Development
Executives
Jiangsu Nanjing Middle Court 20 Law
Jiangsu Nanjing Municipal Government 17 Public Administration

MCI Data
Jiangsu Wuxi Municipal Government 24 Public Administration

Province Organization Number of Subject
Trainees
Jiangsu Zhangjiagang Municipal 25 Public Adminstration
Government
National Inner-West Universities 19 Higher Education
Shaanxi Northwest Agriculture and Forestry 25 Higher Education
University (NWAFU)
Shandong Jinan Municipal Government 19 Public Administration
Shandong Jinan Public Transport Corporation 19 Housing and Urban
Development
Sichuan Chengdu K-12 Schools 33 K-12 Education
Sichuan Southwest University of Finance 14 Higher Education

and Economics (SUFE)
Total Number of Trainees: 725

Total Number of Delegations: 35
Growth Statistics
Total Number of Delegations Annual Growth Percentages

Annually 100.00
40
35 80.00
30
25 60.00
20
15
10 40.00
5
0 20.00
-
2007 2008 2009 2010 2011 2012
(20.00)
(40.00)

MCI Data
Total Number of Participants Annual Growth Percentages

Annually 120
800
700 100
600
500
80
400
300
200 60
100
0 40
20
0
2007 2008 2009 2010 2011 2012
-20
Programs by Category
Type Number of Delegations Number of Trainees
Public Administration 52 1,314
Higher Education 50 1,041
Economic Development 13 229
Law 6 140
Housing and Urban Development 6 108
Culture 4 73
Environment 2 23
Primary and Secondary Education 1 33
Total number of delegations 134
Total number of trainees 2,961

MCI Data
Program Distribution
Public Administration
Higher Education
Economic Development
Law
Housing and Urban

Development
Culture
Environment
Primary and Secondary

Education
Programs by Location:
Province Number of Delegations

Jiangsu 46 (20 repeats)
Beijing 20 (6 repeats)
Guangdong 18 (9 repeats)
National Delegation 10 (2 repeats)
Shandong 9 (5 repeats)
Sichuan 8 (5 repeats)
Henan 7
Shaanxi 4 (3 repeats)
Anhui 4 (2 repeats)
Chongqing 3 (1 repeat)
Hubei 2
Shanghai 2
Tianjin 2
Fujian 1
Jilin 1

MCI Data
Programs by Year:
2006
China Sports Bureau
Chongqing Municipal Government
Guangzhou Municipal Government
Henan Finance Group
Henan Provincial Government
South China University of Technology (SCUT)
Shandong Provincial Government
Shanghai Municipal Government
Sichuan University
2007
China Aerospace Science & Industry Corp
China Council for the Promotion of International Trade
China Meteorological Administration
China Sports Bureau
Guangzhou University
Guangdong Universities’ Presidents
Jiangsu Construction Management Executives
Jiangsu Provincial Civil Defense Bureau
Sichuan University
Southern Yangtze University (SYU)
State Administration of Taxation
Suzhou-Kunshan Public Managers

MCI Data
2008
Baosteel Corporation
Human Resource Department, National People’s Committee of Beijing City
Jiangsu and Shanghai Universities’ Students
Jiangsu Business Executives
Jiangsu Department of Information Industry
Jiangsu Provincial Government
Nanjing University of Aeronautics and Astronautics (NUAA)
Qinghua University and Beijing Municipal Government
Sichuan University
Southwestern University of Finance and Economics (SUFE)
2009
Beijing Hydraulic Engineering Executives
Beijing Municipal Government
Beijing Normal University
Cheung Kong Design Research Center
Guangzhou Sport University
Jiangsu Business Executives
Jiangsu Foreign Affairs Offices
Jiangsu Provincial Audit Department
Jiangsu Provincial Government (three delegations)
Northwest Agriculture and Forestry University (NWAFU)
Port Administration Offices, National and Provincial

MCI Data
Qinghua University and Beijing Municipal Government
Shanghai Media Executives
Taizhou Municipal Government
Tianjin University
2010
Beijing Municipal Office of Letters and Calls
Communication University of China (CUC)
Guangzhou Medical University
Henan Woman’s Leadership Group
Jiangsu Provincial Audit Department
Jiangsu High Court
Jiangsu Price Bureau
Jiangsu Provincial Government (three delegations)
Jiangsu Prosecutors
Jiangsu University
Jinan Municipal Government
Ministry of Human Resources and Social Security (MOHRSS)
Port Administration Offices, National and Provincial
South China Agricultural University (SCAU)
Water Resources Administrations, National, Provincial, and Municipal
Wuhan Municipal Government

MCI Data
Wuxi Municipal Government
2011
Anhui Provincial Government (two delegations)
Anhui University Presidents
Beijing Development Area (BDA)
Beijing Education Committee
Beijing University of Technology (BJUT)
Communications University of China (CUC)
Henan Department of Culture
Henan Province Bureau for Letters and Calls
Henan Provincial Government and Industries
Jiangsu Audit Bureau
Jiangsu High Court
Jiangsu Municipal Administration Bureaus
Jiangsu Taxation Bureaus, Provincial and Municipal
Jilin Provincial Government
Minzu University
Nanjing Middle Court
Qingdao Municipal Government
Wuxi Municipal Government (two delegations)

MCI Data
2012
Anhui Environmental Bureaus, Provincial and Municipal
Anhui Provincial and Municipal Governments
Beijing Housing Fund Management Center
Beijing Institute of Surveying and Mapping
Beijing Municipal Government
Beijing University of Technology (BJUT) (two delegations)
Chengdu K-12 Schools
Chongqing University (two delegations)
Communications University of China (CUC)
Guangdong University of Finance
Guangzhou Medical University
Henan Academy of Social Sciences
Huazhong University of Science and Technology (HUST)
Inner-West Universities
Jiangsu High Court
Jiangsu Price Bureau
Jiangsu State-owned Assets Supervision and Administration Commission (SASAC)
Jiangsu University
Jinan Public Transport Corporation
Nanjing Investment Promotion Executives
Nanjing Middle Court
Nanjing Municipal Government

MCI Data
Southeast University (SEU)
Southwest University of Finance and Economics (SUFE)
Wuxi Municipal Government
Xiamen University
Zhangjiagang Municipal Government
Zhongguancun Development Group
2013
Jiangsu Provincial Information Center
Ministry of Housing and Rural-Urban Development (MOHURD)
Nanjing Investment Promotion Executives
Tongling Municipal Government
Zhangjiagang Municipal Government
Full Program List
Advanced Enterprise Leadership
Advanced Leadership Development
Advanced Professional Communication
American Culture and Cultural Institutions
Antimonopoly Policies and Practices
Citizens’ Right to Petition Executive Training
Civil Defense
Comprehensive Urban-Rural and Transportation Planning

MCI Data
Construction Engineering Management
Corporate Management Executive Development
County Level E-Government Management
Cultural Industry Executive Development
Cyclic Economy Executive Training
Dam and Reservoir Management
“Digital City” System Development Executive Training
E-Government Executive Training
Engineering Education Administration Group Training
Environmental Management
Executive Development Program on Continuing Education
and Professional Development for Public Servants
Executive Development Program on High Court Administration
Executive Development Program on Middle Court Administration
Executive Development Program on Public Administration and Social Service
Executive Education Program on Aeronautics and Astronautics
Executive Program on Water Systems Finance
Executive Training Program on Hydraulic Engineering Management
Financial Management, Investment, Credit, and Taxation for International Businesses
Foreign Affairs
Globalization of World Steel Enterprises & Industry
High Technology and Innovation
Higher Education
Higher Education Executive Program
Higher Education Administration and Reform
Higher Education Administration Executive Training
Higher Education Administration Management
Higher Education Internationalization

MCI Data
Higher Education and Innovation
Housing Management
Human Resources
Industry and Information Technology
Industry Development Executive Program
Information Industry Department Training
Information Management Executive Training
Information Policy Management
Information Systems Management
Information Technology in Public Administration Management
Internationalization Leadership Executive Program
Investment Promotion Executive Program
Journalism and Media Management
Judicial System
Juvenile Justice Executive Development
K-12 Principals Leadership Development
Local Tax Executive Training
Meteorological Administration Leadership Development
Modern Enterprise Management
NGO Management Executive Development
Nuclear Power Plant Emergency Management Executive Education
Performance Auditing
Performance Management
Prosecutor Executive Development
Provincial Tax Executive Training
Public Administration and Urban Planning Executive Development
Public Administration Innovative Development
Public Administration Leadership Development

MCI Data
Public Administration Management and Training
Public Administration Management Executive Development
Public Information Executive Development
Public Policy Research
Public Sector Human Resource Development
Public Sector Reform Executive Training
Public Transportation Executive Development
Software Outsourcing
Strength and Conditioning Coaches and Sports Exchange Program
Teaching and Innovation Executive Training
Technology Innovation Management Executive Training
United States Port Administration
University Counselor Executive Development
University President Training Program
University Students Winter Camp
Urban Solid Waste Management
Woman’s Leadership Executive Training
Work Safety

University of Maryland Office of International Affairs Annual Report

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University of Maryland Office of International Affairs Annual Report

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ANNUAL REPORT

Office of International Affairs 4

International Student and Scholar Services 18

Maryland China Initiative 22

Appendix 1: Office of International Affairs Data 26

Appendix 2: Confucius Institute Data 30

Appendix 3: Education Abroad Data 37

Appendix 4: International Student and Scholar Services Data 69

Appendix 5: Maryland China Initiative Data 89

OIA Annual Report 2012-2013 Page |1

OIA Annual Report 2012-2013 Page |2

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OIA Annual Report 2012-2013 - Page |7

CIM Activities (see Appendix Two)

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Institution Number of Total Number of Ratio of students to

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Training Theme Delegations Number of Trainees

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1. Education Abroad (student advising)

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Long-Term Concerns: MCI’s Role in the University of Maryland

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Table 1: Universitas 21 Member Institutions

Australia Canada Chile

University of Melbourne McGill University Pontificia Universidad Católica

University of New South Wales University of British Columbia

China Hong Kong India

Fudan University University of Hong Kong University of Delhi

Shanghai Jiao Tong University

Ireland Japan Mexico

University College Dublin Waseda University Tecnológico de Monterrey

New Zealand Singapore South Africa

University of Auckland National University of Singapore University of Johannesburg

South Korea Sweden The Netherlands

Korea University Lund University University of Amsterdam

United Kingdom United States

University of Birmingham The Ohio State University

University of Edinburgh University of Connecticut

University of Glasgow University of Maryland

University of Nottingham University of Virginia

OIA Annual Report 2012-2013 - P a g e | 26

Table 2: International Education Week Calendar of Events

OIA Annual Report 2012-2013 - P a g e | 27

Table3: International Visitors

Australia Australian Sports Commission;

France University of Poitiers and French