Fall Meeting - October 7, 2010 Objectives: Increase Discussion and DGS/Coordinator Input Broaden context to include USM, Region, Nation Agenda: Announcements Admissions Update Discussion: Graduate Learning Outcomes Assessment Discussion: English Proficiency Handouts: Upcoming Events Council of Graduate School: A Path Forward Associate Dean for Fellowships and Awards: Dr. Tita Chico Associate Dean for Academic Student Success: Dr. Arthur Popper Dr. Valerie Woolston (International Fellowships) International Admissions Megan Van Son Angela Mazur GS Postdoctoral Associates Dr. Tamara Wilds Lawson Dr. Kristen Hodge New website up BETA version Send us comments and corrections Update any program website links to GS website Graduate School Post-Doctoral Associates McNair Graduate Fellowships David C. Driskell Center Training Fellowship University Distinguished Dissertation Award Parental Accommodation Policy Wylie Dissertation Fellowships/Health Benefits Enhanced Goldhaber Travel Awards International Travel Award Graduate Student Spaces in McKeldin Library Post-Doctoral Scholars Collaboration with VP-R and AP-FA Task Force on Graduate Student Writing Task Force on Responsible Conduct of Research and Scholarly Ethics Graduate Learning Outcomes Assessment Pending review, adjust University and Dean’s Fellowships program to address initial concerns. Work with programs and colleges to set, enable, monitor, and enforce student and program benchmarks, including use of dedicated initiatives, incentives, rewards, and penalties. Continue to promote and strive for overall excellence in graduate education. Two Overall Rankings: S and R (using 20 characteristics) Three Dimensional Rankings (using subset of characteristics) Research Activity Student Support and Outcomes Diversity of Academic Environment 61 UM doctoral programs were reviewed 56 UM programs were ranked 5 UM programs were considered emerging fields and unranked 36 UM programs were ranked among the top 25 in their fields (90% certainty) Report is most comprehensive collection of data from research-doctorate institutions since 1995. Report will provide first-time detailed comparative data on individual graduate programs across institutions. Report will enable programs and campus to explore: Comparisons with peers and others on key metrics and benchmarks; Program characteristics that have improved/held steady/declined since 2005/06. Report will enable us to identify areas of success and areas for increased investment. Report may enhance recruitment of faculty and students. AY 09/10 AY 10/11 Change Domestic 13,472 14,384 + 6.75% Maryland 2,909 3,175 + 9% USA 10,675 11,285 + 5.75% International 8,836 10,236 + 16 % Total 22,658 24,923 + 10% Applications* *On 8/1/10 Ethnicity AY 10/11 American Indian or Alaska Native 20 Asian 1,227 Black or African American 1,648 Hispanic 566 Native Hawaiian or Other Pacific Islander 10 Multiple 239 Unknown 1,253 White 8,363 Academic AY 09/10 AY 10/11* Change Programs ECON 642 875 + 36% EDCI 300 448 + 49% ENCE 307 398 + 30% *Unofficial Megs Data Programs recommend international applicant for admission. Graduate School staff reviews file and clears for admission. Graduate School staff admits applicant. Applicant receives immediate e-notice that decision can be viewed on secure website. OIS staff follows up with hard-copy letter with I-20. DGS /Coordinators use PI exclusively for applicants they want to admit ASAP. Files must include specific documents when placed on the PI list: Transcripts English scores (if required) Financial Documents, including recruitment package details Visa documents (for applicants already in USA) An incomplete file: Triggers an email to the applicant requesting missing documents Moves application into a pending status Delays admission Official transcripts are preferred and be bi-lingual or translated Unofficial transcripts will trigger a provisional admit Transcripts must demonstrate a Bachelors degree from a 4 year program Transcripts must demonstrate applicant had a 3.0 GPA or better All of the applicants’ transcripts are required In order to receive an I-20 and visa to enter the country: Applicant must demonstrate at least $40,250 in available funds for tuition and fees, rent, and food for first year – more if differential tuition is a factor. Assistantships, fellowships, scholarships, if reported by the academic unit, are included in the financial review and enable many students to meet the threshold. STUDENT SUBMITS: PROGRAM SUBMITS: Bank statements Assistantship/Fellowship/ Certificate of Finances recruitment package Form I-134, Affidavit of Support information (indicating support from relatives or sponsors in USA) We encourage academic unit to contact applicant for required information. Effective November 2010, applicant will receive a bar code that can be downloaded and attached to all documents to expedite matching. Effective November 2010, a fax server in ESO will allow applicants to fax documents with the bar code. Documents will enter applicant’s file within 24 hours of receipt. Academic programs use PE for international applications under active consideration when the program has questions about documentation. Only applications under active consideration for admission should be put on PE. PE reviews materials to determine: Authenticity of transcripts Validity of bachelors’ degree Reputation of undergraduate institution Interpretation of English proficiency scores. Following PE review, applications are returned to academic programs for further review and recommendation for acceptance or rejection. PE review will be available until January 15, 2011, during the Fall 11 admission cycle. Following January 15, it will be provided on an “as time permits” basis. Academic program submits complete application to PI for expedited admit. Graduate School contacts academic program if and when problems occur. Graduate School strives to review, clear, and admit within 3 to 5 days. IES immediately prepares I-20 to be sent to admitted international applicant. Brown Bag Training Sessions, Q &A Sessions October 20 – 12:00 noon to 2:00 p.m. November 18 –2:00 to 3:30 p.m. December 14 – 10:00 a.m. to 12:00 noon Locations TBA - Refreshments served International Admission Tip Sheet in October via Global Grad Individual training upon request Contact firstname.lastname@example.org for assistance Middle States Commission on Higher Education Provost’s Commission on Learning Outcomes Assessment Excellence in Graduate Education and Research ASSESSMENT OF STUDENT INSTITUTIONAL CONTEXT LEARNING The institution has developed and Assessment of student learning implemented an assessment demonstrates that, at graduation, process that evaluates its overall or other appropriate points, the effectiveness in achieving its institution’s students have mission and goals and its knowledge, skills, and compliance with accreditation competencies consistent with standards. institutional and appropriate higher education goals. 1. Developing clearly articulated written statements, expressed in observable terms, of key learning outcomes. 2. Designing courses, programs, and experiences that provide intentional opportunities for students to achieve those learning outcomes. 3. Assessing student achievement of those key learning outcomes. 4. Using the results of those assessments to improve teaching and learning. Goals of Graduate LOA: Make the invisible visible Understand success and less than success Create an explicit feedback loop for improvement Comply with internal and external reporting requirements Process: GS to oversee Graduate LOA (UGST Undergraduate LOA): Associate Dean Popper on point Working group to design flexible and simple rubrics Focus groups to review rubrics and LOA flowchart Programs to conduct LOA on ongoing basis Graduate LOA Committee to review LOA on ongoing basis What are the positives and negatives of LOA in the graduate, and especially doctoral, context? What would be a meaningful but simple LOA process? What would persuade DGSs and graduate faculty that LOA is valuable? So that international graduate students obtain the full benefit of their academic and cultural experience while at the University. So that IGS are able to engage in scholarly discussions with their professors and other students. So that IGS are able to produce academic materials that meet the standards of a Carnegie I Research University. So that IGS impact on undergraduate students is positive and productive and reflects well on the University. Federal Immigration Law requires that we assess English proficiency upon admission. The Law requires that we apply consistent admission standards with regard to English proficiency. State Department regulations require the university to correct any English deficiency. The State Department routinely audits our international admissions. Non-compliance with laws and regulations can result in our losing the ability to issue student visas. TOEFL and IELTS download scores directly to UM. TOEFL minimum scores (for unconditional admission) Listening Reading Writing Speaking Total 26 26 26 22 100 IELTS minimum scores (for unconditional admission) Listening Reading Writing Speaking Overall 7 7 7 6.5 7 Students may submit new TOEFL or IELTS scores through August 1. Evaluate new proficiency tests that have been developed and are in use at other research universities. Survey peer graduate schools to learn how they evaluate proficiency. Develop pilots to test new approaches to evaluating proficiency. Review the current MEI exam process for students admitted with language provisions. What are the pros and cons of requiring standard tests of English proficiency? What alternatives to these tests should we consider? What alternatives to our current means for correcting deficiency should we consider?
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