Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad CEPA Foundation Webinar #4 “How to Acquire Resources for Education Abroad on Your Campus” Lynn C. Anderson Academic Director, CEPA Foundation December 2, 2014 at 12 pm eastern, 11 am central, 10 am mountain, and 9 am pacific time

Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad Today’s webinar will cover: Campus Data Do more students declare majors in departments that have integrated study abroad into the curriculum? Are more of your students participating in education abroad? Are retention rates and time to graduation impacted? What do your alumni say about the experience & the impact it had on their lives & careers? What do employers/grad schools/professional schools say? National Data ACE admissions information MN SAGE study Employer survey Other campuses: UCSD’s time to graduation, alumni survey, satisfaction survey; UMTC’s medical school admissions; UGA’s GLOSSARI Acquiring Resources Raising money for scholarships, staff, and programs. 2

Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad Why Data Collection and Use is Important for Advocacy  Educate our colleagues across campus  Dispel myths  Gain allies and partners on and off campus  Acquire (and protect) resources  Be an advocate for change  Assess programs and services to make sure they are worth advocating for with students, parents, campus colleagues  Allows us to brag shamelessly 3

Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad Are more students declaring majors in departments that have integrated education abroad? Track the number of students in each major on an annual basis and see if it goes up (or down) Include education abroad in publications, website, and information meetings for prospective students To what extent do students mention education abroad as a reason to declare your major? 4

Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad Are more of your students participating in education abroad? Track the number of students in each department participating in education abroad and what kinds of experiences (research, courses, internships, service learning, work, etc.) they have How many students are enrolling in short-term, semester, and year-long programs? ACCESS: How well do the demographics of students participating in study abroad parallel the demographics of your department (or campus) as a whole? Socio-economic, 1 st gen, ethnicity, gender, incoming SAT/ACT scores, grades? 5

Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad Are retention rates and time to graduation impacted? Work with your campus (or college or department) data person to determine the retention and time to graduation rates of your majors who study abroad and those who do not. Gather info from incoming freshmen classes from 6, 7, and 8 years ago. Is there a statistically significant difference? Brag shamelessly about how this data compares to data from other departments, to the campus-wide data, and to data from peer institutions. 6

Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad What do your alumni say about the experience and the impact it had on their lives and careers? Survey alumni (1 year out, 5 years out, all) and gather data on satisfaction with undergrad degree and study abroad, impact on career search and trajectory, impact on getting into grad and professional schools, changes in voting habits, how frequently they track international news, are they volunteering with recent immigrant/international communities, have they gone abroad again (work, education, volunteering, travel)? Share the data and quotes with prospective students, declared majors, and whomever hires your graduates. 7

Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad Study Abroad Alumni Survey Data $7,000 The amount study abroad alumni earn more, on average, in starting salaries, compared to recent U.S. college graduates from the general population. 97% Percentage of alumni who secured a job within one year after graduation, compared to only 49% of respondents in the general college graduate population. 90% Percentage of alumni who got into their 1st or 2nd choice graduate or professional school. 84% Percentage of alumni who felt that studying abroad helped them build valuable job skills, such as language proficiency, cultural training, tolerance for ambiguity, adaptability, and communication. – See more at: benefits#sthash.MvJzYXoV.dpuf 8

Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad What do employers, grad schools, professional schools say about your graduates?  Work with your alumni and career offices to gather data about alumni of study abroad and alumni in general to see if there is a difference in acceptance into grad/professional schools and in job placement.  What do the employers/grad/professional schools say? Help educate them about they skills your graduates have acquired from participating in education abroad.  Recent data from the University of Minnesota Twin Cities shows that UMTC students who applied to medical school & had studied abroad were admitted at a rate of 60+%. UMTC students who applied to med school & did not study abroad were admitted at a 20% lower rate. 9

Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad National Data ACE Admissions: 70% of incoming freshmen want to study abroad—admissions offices can use these to increase applications/deposits/yield MN SAGE: Study abroad alumni give back to their home institutions at a higher rate than alumni who did not study abroad. abroad-for-global-engagement.pdf Employer Survey: Studying abroad and not being able to articulate value and transferrable skills is worse for the candidate than not having studied abroad. See also ebergRaymonFRONTIERSJOURNALXVWinter pdf.pdf ebergRaymonFRONTIERSJOURNALXVWinter pdf.pdf 10

Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad Data and Ideas from other Institutions UC San Diego: Departmental Reports Time to Graduation 10/1112EAP_OAPcombined.pdf /1112EAP_OAPcombined.pdf Alumni Survey saa_surveyresults08.pdf saa_surveyresults08.pdf University of Minnesota: Career Integration University of Georgia 11

Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad Raising more money for scholarships  Who hires your graduates? Ask them if they value the international knowledge, skills, and sensitivities (or whatever the transferable skills are) that students who have participated in education abroad bring. If so, ask them to provide scholarship funding for students.  Ask alumni of education abroad to give back—they could be mentors for students going abroad; talk at career, grad, and professional school events; and provide even a modest annual donation to scholarship funds ($15 in 2015, etc.).  If retention and time to graduation data is good and more students are selecting your campus because of education abroad, then request scholarship funds from campus administrators 12

Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad Allow upper-level administrators the opportunity to make data- based management decisions that support education abroad 13

Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad Acquiring Funds from Campus for Scholarships, Staff, and Programs Admissions Upper-level Administrators Alumni Office Budget Office Departments/Colleges Development Office 14

Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad Other Ideas from Webinar Participants? 15

Sponsored by CEPA Foundation – Cultural & Educational Programs Abroad Thank you to the CEPA Foundation for providing this free series of webinars and to all of the participants! Questions, Answers, Discussion Lynn C. Anderson Academic Director, CEPA Foundation 16