Handbook For Faculty Leading Groups Abroad

University of Illinois Handbook For Faculty Leading Groups Abroad 2010-2011 10/18/22 Table of Contents I Introduction and Definition Goals of Study Abroad pg II History of Faculty Led Courses at UIUC SAO pg III Keys to Success pg IV Timeline and Process pg A B C D V Timeline Overview Pre-departure Stage On-site Stage Post-program Stage Health and Safety Issues A B C D E F G pg 21 Avoiding Problems Common Behavioral Issues Documenting Behavioral and Other Incidences/Concerns Dismissal Policy Supervision and Backup What Is an Emergency? How to Respond to Emergency VI Finances pg 30 VII Guidelines and Policies pg 31 A B C D E F Roles Defined Guidelines and Suggestions for Program Set-up • Course Selection • Budget Determination • Housing Arrangements • Airfare and Airport Transfer • Pre-departure and On-site Orientations • Cell Phone • Program-sponsored Excursions • Opportunities for Interaction with Locals Promotions Applications and Refunds T.A Selection and Expectations Pre-departure Orientations and Handbook Contacts at SAO pg 38 Acknowledgements pg 39 Appendices pg 40 10/18/22 2/44 Introduction and Definition The Study Abroad Office provides leadership and support for internationally oriented courses to take place abroad, in locales of immediate significance for the course This Faculty Handbook outlines the processes, guidelines and general good advice on the development and implementation of faculty led courses abroad There are various models of courses abroad that can be created, several of which have been done on the University of Illinois, Urbana-Champaign (UIUC) campus The models can be divided into two general types: 1) Full Course Abroad and 2) Partial Course Abroad The Full Course Abroad model is when the actual class begins and ends abroad (pre-departure orientations and post-return receptions excluded), and the program length may be as short as or weeks or as long as a semester, credits offered being dependent on contact hours The Partial Course Abroad model generally has a substantial portion to a majority of the class conducted on campus, and the portion abroad is primarily limited to 1—2 weeks Much of course abroad planning and implementation is constrained by the term in which the course is conducted The goals for courses abroad are to: 1) enhance the learning of the academic subject material, and 2) expand the intercultural experiences and competence of program participants All who sponsor and direct these programs help to achieve these goals Faculty directors ensure that academic goals are reached through their course content, including lectures, discussions, assessments, group excursions, home stays and other program-specific requirements Students consistently report being more interested in the course because it took place abroad instead of on campus The second, and equally important, goal of expanding participants’ intercultural experiences and competence is reached through the efforts of many First, the program sponsors in the college and department in which the course is housed, in collaboration with the Study Abroad Office, provide the support and incentives for developing courses abroad The Study Abroad Office, through student and faculty director orientations and materials, introduces specific ways in which intercultural experiences can be enhanced, particularly for those traveling abroad for relatively short periods of time Finally, the faculty director and program assistants are immediately available to help guide and support students throughout their experience on the course abroad This handbook provides resources to clarify the process of designing and implementing a program abroad Each program, however, is unique and has its own set of issues and challenges, and for specific guidance and support, faculty directors and all program creators are welcome to contact the Study Abroad Office for further information and assistance Goals of Courses Abroad The specific goals for Courses Abroad are to: 1) enhance the learning of the academic subject material and 2) expand the intercultural experiences and competence of program participants All who sponsor and direct these programs are responsible for ensuring that these goals are attained Regarding the second goal, there are several ways to ensure its attainment Simply through their participation in a course abroad, students’ intercultural experiences are expanded Faculty Directors can enhance these experiences by building in formal and informal interactions with the local community members The assumption is that by expanding the number of intercultural experiences a student has, we will also be enhancing their intercultural competence However, turning experience into competence in an area takes time and reflection, and both are limited in short-term programs abroad For this reason, students should be encouraged to develop specific strategies and activities that facilitate their intercultural transformations Information and strategies can be found in the following texts: Maximizing Study Abroad: A Student’s Guide to Language and Culture Learning and Use and its companion Maximizing Study Abroad: A Program Professionals’ Guide to Strategies for Language and Culture Learning and Use (Paige, M., Cohen, A., Kappler, B., Chi, J., & Lassegard, J 2002 Board of Regents, University of Minnesota) 10/18/22 3/44 Section II History of Faculty Led Courses Abroad at SAO The Study Abroad Office has been offering full administrative support for UIUC courses since 1999 Most of this support has been for an initiative through the College of Liberal Arts and Sciences (LAS) Faculty from other colleges have also administering these programs with lower levels of support from the Study Abroad Office Hundreds of students participate every summer and winter break in faculty led groups abroad Other times of the year may also attract a few groups The following table shows statistics on study abroad enrollments during from 2002-2007 The categories of Winter Break and Summer (2+ weeks)2 include course abroad enrollments: There have been other UIUC courses offered abroad that SAO has not provided administrative support for The discussion here refers only to the SAO’s history Summer 2+ weeks includes study abroad programs in addition to courses abroad 10/18/22 4/44 Feedback from Students Student feedback is systematically collected and compiled after each Course Abroad The following table is a summary of the responses on questions about the about the Winter Break 07-08 LAS 199 courses abroad The same evaluation is used for the summer courses abroad as well The table illustrates the average response and the standard deviation Possible Responses: (not very or not much) – (very or a lot) Evaluation of LAS 199: Global Studies, WB 07-08, T N = 111, T in program =155 Question Mean How satisfied where you with the class you took? Compared to other UIUC classes, how challenging was the class you took? How satisfied were you with the housing arrangements? How much did you spend in personal expenses, outside the program fee? How satisfied were you with the meal arrangements? How satisfied were you with the (non-academic) support you received during your course? How satisfied were you with excursions provided in your program? Were there many opportunities to interact with local students and others? Did you have any safety concerns while living and traveling in the host country? Did you have any health concerns while living and traveling in the host country? 5.54 3.69 3.99 494 3.86 4.98 Stdrd Dev 0.87 1.13 1.78 238 1.78 1.24 5.40 4.24 2.28 1.74 0.98 1.54 1.38 1.04 Within the evaluation, students are also asked open-ended questions regarding their experience Many students commented on having ‘eye-opening’ experiences, particularly with regard to other cultures For example, students traveling to Cairo commented that they were very happy to get to know modern Egypt, as well as to better understand the ancient one Students staying with host families were grateful for the opportunity to have close contact with the local culture and to practice their second language skills Students expressed a greater appreciation for international students in the U.S Some state that it has been the highlight of their college career thus far Feedback from Faculty The Course Abroad experience is enriching for the faculty leaders, as well Based on their Post-program Narratives and informal discussions, faculty consistently report the following: • Leading these groups is significantly more challenging than teaching the course on campus because of *all* that is required of the director, but • the experience of seeing the students learn and grow within the host culture is extraordinary and very fulfilling 10/18/22 5/44 III Keys to Success Here are some suggestions for ensuring the success of your course abroad based on feedback from previous Faculty Directors, students and SAO experiences Intercultural Competence (IC): For the sake of simplicity and course abroad relevance, we define IC as the ease with which one adapts and adjusts to a culture, eventually being able to engage productively with its members This includes the skills or strategies one develops to be able to manage differences between cultures, specifically knowledge of the participating cultures and where differences lie, feelings and attitudes toward differences, and how one responds to cultural differences Strategies to Enhance IC: Short-term Programs: A sample Pre-departure: Learn about the host culture • meet international students from there and with returnees who have studied there Include discussions about: stereotypes the host culture has of Americans and Americans have of the host culture, appropriate social engagement and expectations in relationships/dating, other cultural flags to be aware of and sensitive to • check out travel books to learn of sites of significance (and learn of their significance) • see films from the local culture to learn of history, behaviors, cultural norms • surf the web and read other sources for basic information on host politics, demographics, maps, religions, economic conditions, and be prepared to know the same about your home country • read online (or library-based) newspapers and radio from the host culture • read literary books written about the host culture • know how you will tolerate ambiguity and uncertainty about the local culture and conditions and communication difficulties • prepare yourself to hear criticism (as well as compliments) of America and know how you will respond appropriately In-country: Interact with and make sense of host culture • try to meet local people and engage in conversation and culturally-appropriate social activities with them • volunteer for an afternoon with a local organization • spend time with your host families, especially meal times and evenings • be prepared to ask guest lectures and local tour guides a broad range of questions that help you understand and get involved with local culture • talk with other group members, including your Faculty Director, about your cross-cultural experiences, frustrations and questions • keep a journal about your experiences to record your impressions, descriptions, and reflections • e-mail friends and family about your experiences and reflections Upon return: Continue to stay involved with the host culture and others • think about how this experience has affected your understanding of yourself, your country and the world, write it down and read these reflections periodically • get involved with ‘International Illini,’ the study abroad returnees organization, to keep your international interests alive and to share these interests with others • take additional on-campus classes focused on the host culture • attend your group’s reunions! Group-building and Dynamics As Faculty Directors know from their courses on-campus, students form informal groups within the class that can affect, either positively or negatively, the overall success of the course This happens even more so on courses abroad because students are in an unfamiliar context and look to each other for support and confirmation To minimize the negative effects and maximize the constructive aspects of these informal groups, Faculty Directors should familiarize themselves with the basics of group dynamics and know simple strategies on managing them (See Appendix for description of Group Dynamics.) We encourage 10/18/22 6/44 you to be knowledgeable of group-building strategies and pro-active in the process to minimize problems and dissent Student Expectations and Responsibilities Students not always set expectations about their course abroad or know their responsibility to the group Their responsibilities should be clarified during pre-departure orientation and re-stated during the on-site orientation and as often as needed throughout the program Setting Expectations If Faculty Directors actively engage students in setting their own expectations through pre-departure activities, such as doing their own research/reading on a locale, speaking with people from the locale, or offering them mini-briefings/lectures about the locale (beyond the academic content), students are more likely to take better advantage of the opportunities for cultural enrichment while abroad Establishing Responsibilities Students also are not fully aware of their responsibilities to themselves and to the group • Pre-departure self-preparations Many students write in their feedback forms that they wish they had prepared themselves better for their destination so that they would have planned in advance what sites they want to visit and what they would like to know better The SAO provides a selforientation worksheet to all applicants, as well as specific suggestions during the general predeparture orientation, to help them guide their research and planning for the trip Faculty Directors can also provide motivations to get students to their own research on the area they are to visit Encourage them to visit the Lonely Planet website, talk to returnees, etc Topics to be discussed in the pre-departure orientation include: appropriate dress, local laws, local mobility (which neighborhoods are safe), gender dynamics, youth/elder relationships, food and meal etiquette, and how to recognize signs of displeasure on the part of host country nationals • In Country Behaviors Faculty Directors should state expected behaviors on program - Students are required to attend all classes and all excursions that are a part of the program itinerary The only acceptable excuse for missing a class or an excursion is illness - Participants in a course abroad are expected to serve as ambassadors for both the University of Illinois and the United States It is often difficult for students to understand what is expected of them in this regard Students need to be aware that behaviors with minimal or no consequences at the University of Illinois may have major implications for the course abroad program Positive Starts/Arrivals Appropriate Pre-departure Orientations, On-site Orientations, welcome receptions and tours of the sites you visit are sure ways to set a positive tone to the beginning of a program Ensure that students have information at all stages Upon arrival and after, ensure that they are settled in and comfortable in their housing On-site orientations help students feel oriented and comfortable exploring their new locale The challenges of self-orientation in a foreign land are time consuming and overwhelming for students and will certainly lead to dissatisfaction Faculty Directors should what they can to avoid negative experiences at the outset when in a new program locale Immersion Opportunities Do arrange formal or informal opportunities for your students to interact with local students and people This not only helps students appreciate and respect the local culture, thereby possibly avoiding offensive behaviors, but many of them also are very interested in getting to know local people and, in their feedback forms, state that they wish they had had more opportunities to this Because the students travel in a group, they are less likely to meet locals during their evening forays By requiring that students interview locals or arranging meetings with your class and a local class to discuss something relevant to the course (or just about anything!), Faculty Directors provide opportunities for students to know other cultures directly, not just through informal observation, but through interaction Interest in Student Welfare Faculty Directors should demonstrate interest in student welfare, including, in particular, housing arrangements and cultural adjustment issues Students can and complain if they feel that the Faculty Director was not visible or accessible to handle basic life concerns they had 10/18/22 7/44 - - Be aware of possible indicators of culture shock that include: feelings of helplessness, irritability, and loneliness; homesickness; sleeping more than usual; feeling depressed; getting angry easily; decline in inventiveness, spontaneity, or flexibility; stereotyping of host country/culture; increase in physical ailments or pains; compulsive eating or lack of appetite; unable to work effectively; boredom; or inexplicable crying Most, probably all, study abroad participants will experience some form of culture shock While some might experience it after only two days in the host country, others may take longer In addition, the concrete indicators of cultural adjustment vary from individual to individual If your students display one or more of these behaviors, it is very likely that they are going through some phase of cross-cultural adjustment Act as a liaison between the students and the Resident Director/bursar/warden/hotel manager, as well as those individuals providing services related to class activities If cross-cultural issues or concerns regarding interpretation of the host culture arise, defer to the local resident director or local contact, when such people are available Cross-cultural misunderstandings with individuals in host families, with host country instructors, etc., may be avoided if you rely on the local knowledge and expertise of these individuals If a student is dissatisfied with the housing, attempt to correct the situation, first through explaining local cultural norms for living arrangements or addressing other concerns, then, only if the situation cannot be resolved by discussion, through reassignment Be aware of the ‘common’ problems and be prepared to respond immediately Students with Disabilities - The University of Illinois has led the nation in providing access and services for students with disabilities With planning, it is possible to accommodate these students to maximize their course abroad experience It is best to address the question of disabilities directly, as part of the introduction to your class At the beginning of each course, preferably in the pre-departure stage, make a general announcement to students: “If you need accommodations for any sort of disability, please speak to me after class, make an appointment, or see me during office hours It is important to remember that disabilities include both physical and learning disabilities When you meet with a student, explain the course requirements and ask them to clarify any special needs It is preferable to be aware of student disabilities before departure to ensure that accommodations can be made Please feel free to consult with the Study Abroad Office regarding how disabilities may be accommodated abroad For more information about teaching students with disabilities, please refer to “Teaching Students with Disabilities – A Practical Guide”, which is available on the UIUC Disability Resources and Educational Services website: http://www.disability.uiuc.edu/page.php?id=61 10/18/22 8/44 IV Timeline and Process A Timeline Overview The entire process of offering a UIUC course abroad can be broken down into three major stages: Predeparture, On-site, and Post-program On average, this entire process takes 10-12 months The timeline for summer and winter courses looks roughly as follows These steps are given brief explanations in the following pages Pre-departure Summer Winter Issue request for proposals • LAS course proposal request issued by Dean Hancin-Bhatt Submit program proposals to College and Departments Meet with prospective faculty, sponsors to discuss plans Directors submit Program and Budget Planning Forms Individual Director Meetings with SAO Directors and SAO promote program; accept applications Make arrangements with providers Finalize Program Budget and review Program Fee 10 Directors initiate contact with students 11 SAO secures reservations, submits deposits/payments 12 SAO generates Official Student Budgets 13 Deadline for student applications 14 Director plans pre-departure preparations 15 SAO and Director review apps and make acceptances 16 SAO sends acceptance emails to students 17 Submit invoices to SAO for advanced payments 18 Directors’ Pre-departure Orientation 19 Students’ Health & Safety Orientation w/ SAO 20 Directors arrange for cash advance, accounting sheets 21 Departure February February Upon arrival Day Day Weekly As needed Final day of program Spring Spring Aug.-Oct May-Oct Mid-Oct July/Aug Nov.-Jan June-Sept Nov.-Feb Aug-Sept Oct.-Feb June-Sept Jan Sept Jan Sept Jan.-Mar June-Oct mid Feb early Oct early Feb late-Sept early Feb Oct mid Feb Sept./Oct Feb.-March early Oct Feb.-May Oct-Dec April Nov March Oct weeks prior to departure May-Jun Dec On-site4 Airport pickup and delivery to housing On-site Orientation/Greeting Check-in with SAO on safe arrival Ongoing Activities Provide ‘Intent to Divert’ forms Students fill out Program Evaluation Form This is significantly under the recommended time frame of 15-18 months discussed at professional workshops  See Directors’ Orientation Handbook for details 10/18/22 9/44 Post-program5 B Submit accounting, excess funds to SAO SAO administers on-line student feedback forms Submit Post-program Narrative Submit grades and other forms Maintain contact with your students Within weeks Within weeks Within month Pre-departure Stage The Pre-departure stage has many administrative steps to it The following is a brief description of each step, outlining the general responsibilities of all involved College request for proposals Summer February Winter February The request for LAS/SAO Course Abroad proposals is issued in the form of a memo by the responsible LAS dean, and it goes to Deans, Directors and Department Heads The request for proposals is generally issued 10-15 months prior to the program departure date Submit program proposals Summer Spring Winter Spring Faculty or department heads submit a nomination or proposal to the responsible college Dean This is done generally 9-15 months prior to departure The Dean determines, from an academic or curricular perspective, whether or not a nomination or proposal should proceed to planning stages Meet with prospective faculty and sponsors to discuss plans Summer Sept.-Oct Winter June-Nov In the case of the LAS-based initiative, the LAS Dean, SAO and the potential faculty directors and interested department heads get together for a meeting during which the Course Abroad initiative is outlined Topics covered are basic introductions, Dean Hancin-Bhatt’s vision for these programs, roles and responsibilities of parties involved, Program and Budget Planning Forms, the Course Abroad Faculty Handbook, immediate deadlines, and anything else that is appropriate for preparing faculty to commit to and start the planning and recruitment phase In the case of non-LAS programs, these meetings are done on an individual basis with the faculty director and anyone else involved Directors submit Program and Budget Planning Forms to SAO Summer Sept/Oct Winter July/Aug The Program and Budget Planning Forms assist the Course Abroad planners in detailing as much of the program as possible before recruitment begins The more detail and certain the plans are at this stage, the more likely students are willing to commit to the program and the less likely there will be dissatisfied participants due to changes in programming and fees The Course Abroad Program Fee is based on this initial budget projection, so the budget needs to be as accurate and complete as possible Based on initial cost projections given in the Budget Planning Form, the SAO builds the Program Budget and eventually sets the Program Fee Factors to consider when proposing a program and doing the Planning Forms include the following • Knowledge and contacts with the proposed program site, host university and host culture; • Amount of time you can commit to the development, recruitment and implementation of the program, on-campus and abroad; • Cost and feasibility of the program within a student budget;  See Directors’ Orientation Handbook for details 10/18/22 10/44 VI Finances Budgets Budgets are reviewed and signed off on by College of LAS months in advance, so any significant changes after that require approval At this point, we only anticipate changes in the budget due to currency fluctuations and emergencies So, remember, if you incur any other costs beyond what is budgeted outside of an emergency, you will not be reimbursed for those costs, unless they have been approved by SAO and LAS Paying Bills and Other Program Costs Invoices Suppliers send invoices to collect payments in advance Invoices need to be detailed specifying the amount of deposit for each participant, the number of participants being accommodated, the date due, cancellation fees/penalties, how to pay the invoice (including currency and mode of payment) Invoices should be submitted to Karen Tempel of SAO Payment Modes • Wires In order for us to wire money, we need the following: Bank name, bank address, account name/title, account number, ABA or sort code, and whatever else the bank abroad needs to disburse funds appropriately We are not allowed to wire money to personal bank accounts • Checks Currently we can issue checks for payments of program costs and will send them to supplier • Cash Advance Faculty Directors may be asked to pay for costs locally with cash This should be reserved for small payments, as one doesn’t want to have to carry large amounts of cash in pocket Bills We receive bills post-program from suppliers and the payment of bills are subject to same requirements of invoice Cash Advances, Receipts and Accounting Sheets Faculty Directors need to make an appointment to see Karen Tempel of SAO two weeks prior to their departure to plan cash advances and to get Accounting Sheets In order to reimburse Faculty Directors for funds used and to final accounting for program, all receipts for program fund disbursement and accounting sheets must be returned to the SAO in a neat and organized fashion Receipts and Accounting Sheets must be returned to Karen Tempel within two weeks of return from Course Abroad Director Discretionary and Emergency Contingency Funds Director Discretionary funds are designated for tips and unexpected cash expenditures on behalf of the group Use it carefully Emergency Contingency Funds are for exactly that only when you find yourself in an emergency, needing cash Remember that receipts are required for all expenditures Any funds that are not used for the program must be returned with your accounting sheets/receipts Policy on Loaning Money to Students You may not use program funds for loan to students 10/18/22 30/44 VII Guidelines and Policies A Roles Defined Faculty Director: The Faculty Director is more than an instructor on these programs In addition to being an instructor, they are an outreach source, a tour guide, a counselor, an administrator, and overall group leader who has some responsibility in managing group dynamics This is often a surprise to first-time faculty directors and requires a great deal of time and energy with the group, not only before the program, but also during the program, making it basically impossible to have significant time to one’s own research while abroad However, it is this extended set of responsibilities that often make the experience so unique and fulfilling for the directors These responsibilities afford directors opportunities to observe and guide their students’ significant intellectual and personal growth in a very short period of time, establishing a different, perhaps more meaningful relationship with the students Program Assistant: The main role of the P.A is to provide support for the Faculty Director at all levels: administrative, personal and instructional If chosen early enough, the P.A can also be of critical assistance in recruitment (Reminder: The recommended number of students a program should have to include a P.A is 18, no less than 16 Inclusion of P.A must be approved by the Dean’s office.) More information on P.A selection and expectations is given below SAO The main role of the SAO is to provide administrative and outreach support to the faculty directors This support is roughly in terms of campus-locale support, such as the collection of information from applicants, distribution of information about the program to students, adequate pre-departure orientation for UIUC students abroad as determined by the University (especially safety and health orientations), collection and distribution of payments prior to departure and upon return, program budgeting, general guidance throughout all stages of program development and actual running, provide a local contact and support for faculty directors when abroad (including support during student conflict, or other difficulties), the collection and summary of program evaluations B Guidelines and Suggestions for Program Set-up Course selections Prospective students for the courses abroad are generally students who want to go abroad, but want to make progress toward their academic goals, such as fulfilling a general education, a minor or even a major requirement Thus, courses providing credit options that meet the hopes of a larger set of students, will more likely reach enrollment targets Likewise, courses without major pre-requisites remain open to a larger set of students Finally, courses which take full advantage of their location – through lectures from and encounters with local experts, through interactions with local students, from lectures on-site as opposed to just traditional classroom experience – tend to be more successful overall Students will feel that their dollars were well spent and will have a lot more to tell about the course content Word of mouth will help future recruitment Budget determination The program fee is based on budget projections initially set by early October (for summer) or August (for winter break) Directors and SAO request specific bids for reservations, and SAO builds the program budget and revises it throughout the recruitment semester, as necessary The program budget is finalized in January (for summer) or October (for winter break) and the Program Fee is finalized Once the final program fee is set, it is checked and approved by all parties involved (e.g., for LAS programs: faculty, department head, Dean Hancin-Bhatt, SAO) No revisions can be made to the budget after it has been approved, unless the change is related to projected number of students The Budget Planning Form is distributed in August/September (for summer) or in June (for winter break) along with the Program Planning Form 10/18/22 31/44 Costs likely to be incurred for each program are as follows: • Director’s expenses: airfare, housing, per diem, insurance, entrance fees, cost of travel to catch flight • • Program development costs (fliers, newspaper ads) • Student housing, meals, housing coordinator • • Program facilities cost • Excursion costs • Local transport costs • Cell phone rental/calls • • Director’s discretionary ($25 x no of participants) • Emergency contingency ($50 x no of participants) • SAO Administrative Fee Possible others: gifts for hosts, guest lectures, museum entries, cultural events, etc Directors are expected to review and to use the projected budget figures at all stages of the planning and running of their course abroad, and to work closely with SAO to ensure accurate budget projections Budgets are set with little extra to accommodate exchange rate fluctuations, last minute changes in program participants (i.e., cancellations), or any other emergencies that arise The Course Abroad initiative is self-supporting, and there is no (extra) money to cover programs that spend more than what is budgeted Housing Suggestions It is critical that all housing be checked out in advance This means visiting the site to determine cleanliness/condition of facilities, safety of the neighborhood, proximity to sites to be used (classroom, city attractions, medical facilities, faculty director housing, etc) Also to be arranged is local support for student problems, and possible action plans in case of serious problems Housing is usually the number one student complaint, whether well justified or not Having a responsive, involved faculty director and good local support and contingency plans help minimize these complaints Airfare/airport transfer Arranging a group flight is the easiest way to know when and how your students will arrive at the program site We encourage Faculty directors to build group flights into the course abroad program, especially for new programs This also allows students to pay one price, rather than working with various people for required expenses/plans Otherwise, the directions and support for getting students from a major airport to initial meeting place should be clear and made available to all program participants and to the SAO, as we often get emergency phone calls from participants’ parents, usually the day of the flight/arrival Pre-departure and On-site orientations These orientations are critical to a program’s success Students’ perceptions of a program are set at this time, and they are hard to change afterward Cell Phone Faculty directors must have a cell phone during their program and must ensure that SAO has the number for emergency purposes Past experience shows that when there is poor communication between the faculty director and SAO, parents get very upset, and this reflects poorly on everyone The SAO provides information on obtaining cell phones prior to departure, and usually program providers on-site have 10/18/22 32/44 information on local rentals Cell phones are always budgeted into program fees Increasingly, program fees are including cell phones for all participants, increasing easy communication for everyone, emergencies or not Build in opportunities for students to interact with locals (informal or formal) When Students participate in courses abroad, they like to feel 'in touch' with the local culture, and one of the best ways to this is to arrange for opportunities where your students can explore their new environment Some directors have set up meetings with local students on campuses that still had classes in session, as well arranged home stays and service opportunities for their program participants Other directors have left students to their own creative devices, and this usually means socializing during the afternoon/evening hours at bars or other gathering places This is less effective than structured opportunities to interact with local peers into the course abroad Students appreciate, and look for, opportunities to interact with local peers, rather than remaining in their island group However, they not find it easy to break out of their own group This is the most common comment on what students would like to have done differently in their course abroad The possibilities to arrange interaction with locals are endless Here is a list of ideas to get you started on including opportunities for students to interact with locals during their course abroad experience:           Home stays with host families Hosted meals (I.E Thanksgiving Either the Illinois group could host the meal, or students or an organization from the host country could host the meal.) Organize social gatherings with peers (i.e political science course could find another political science department to partner with and have a party.) Service opportunities incorporated in course (service learning) Visits with local English classes Conversation partners Find guest speakers who are student peers, and organize social occasions for the expert with the Illinois group Give course assignments that make students engage the local culture (i.e a language course could use some kind of scavenger hunt as an assignment) Field research assignments that make students into participant/observers Buddy program (Basically work with a specific dept at a local university (even if our program doesn't have students attending there) and match our students with university students from there The course leader could host the first party for them to mix and then there perhaps have a follow up event.) C Recruitment Feedback gathered from the forms collected over past years shows that students heard about their course abroad from the following venues Percentages reflect how often the category was chosen, and the question allowed students to check all categories that apply Program Brochure Faculty/Advisor Other students Study Abroad Office E-mail posting Class visit 10/18/22 33% 25% 22% 22% 14% 11% (Likely includes information meetings/fairs) 33/44 Program Brochures and word-of-mouth are the most effective means of distributing the information on courses abroad Active recruitment from faculty, P.A and whoever else can help, as well as an informative, interesting flier and Program Brochure are necessities Below are descriptions of and suggestions for recruitment possibilities Class/Organization Visits Announce the program in classes or at registered student or other student organization meetings; pass out flyers; share information with colleagues who can make announcements in their classes SAO also does class visits, but they usually are not program-specific unless the application deadline has passed and we need to put a major push on a course abroad to make it fill If directors want help with class visits for their specific program, they should contact the SAO Coordinator Flier/Brochure Suggestions • LAS and SAO generate a one page flier for handing out at class visits, fairs and in the SAO Resource Room • LAS produces a tri-fold brochure of all the courses abroad from LAS and this gets sent to parents and distributed on campus Web page LAS and SAO put together a web page for each course abroad, with the same design and logo as the flyer, although with greater detail Applications, and syllabi may be downloaded from the course web pages, making it easy for students to get information and forms Web pages also make it easy to distribute information via e-newsletters Information Meetings This is one of the best ways to generate interest in the program, provided you have advertised well for the meeting These meetings give students a chance to meet you, hear about the program in more detail, and ask any questions they may have about the program They also provide you with an opportunity to generate a list of interested students with whom you can keep in contact via email and phone Be sure to invite past participants, if the program has run before Past Participants Returned study abroad students are incredibly effective recruiters for study abroad programs Make use of students who have studied abroad in the region where your program will take place or who have been on your program in the past These students can be instrumental in recruiting for your program through class/organization visits and in the development of orientation materials E-mail Email can be used in several ways You can send program information in response to inquiries from students who have seen the program brochure, flyer and web site You can also set up your own program listserv for past participants and prospective students, allowing prospective students to get their questions answered by their peers who have been there A “nickname list” on your email software can make dissemination of program information and meetings convenient and can be easily updated Study Abroad Fair 10/18/22 34/44 Participate in or provide brochures/program information for the Study Abroad Office study abroad fairs (held in early September and early February) Engineering, ACES, and other colleges may also have fairs and events that could help promote your program Create a Bulletin Board Display Colorful bulletin board displays in conspicuous places can direct students to websites, the SAO or a faculty director Pictures and flyers with course content, cost information, and dates help to make the display more effective Tell Academic Advisors in your Department Distribute information on courses abroad to academic advisors and other faculty in the sponsoring departments Advisors and faculty in a sponsoring department may be encouraged to help in recruitment/distribution of information Keep tabs on interested students Keep a list of students who have shown an interest in a particular course abroad and send e-mails periodically to keep that interest alive Contact these students especially before breaks Contact the newspapers/newsletters to write a story Contact the Daily Illini or the Illinois International to have them write a story on your course abroad Contact departmental newsletters with a brief description of the course and information directing interested parties to the website Pictures always help to attract attention Feature stories are ideal KEEP IN TOUCH WITH PROSPECTIVE STUDENTS One of the primary reasons for withdrawals from a program is lack of contact by the faculty director Even after students have signed up for the program, submitted an application and a deposit, you must maintain regular contact with them in order to keep up enthusiasm and interest There are many other options, including other study abroad programs, internships, jobs, and travel – all that can grab students’ attention and cause them to drop out of your program If you are concerned about retaining a minimum number of participants, hold their interest by occasional meetings and email updates D Applications and Refunds To apply for a course abroad that SAO administers, students must fill out a standard application on the study abroad office website and submit a $250 advance payment/application fee The refund and cancellation policies are stated on the application form Basically, after the application deadline, full refunds (minus $15 app fee) occur when a student is not accepted or when a program cancels www.studyabroad.uiuc.edu After acceptance to the program, students must commit to a non-refundable, second payment ($500) charged to their student account that then secures their place Details on these processes are given during the Workshop on Recruitment E P.A Selection and Expectations Program assistants (P.A.) can be a tremendous asset to a program, or they can be a serious liability As part of the collaborative sponsorship of these programs, SAO helps in P.A selection to ensure that the 10/18/22 35/44 P.A is an asset Experience shows that, if the P.A selection is not an objective one, with responsibility distributed over at least a couple of parties, graduate students can feel that the process was not entirely fair A more developed process also ensures that the P.A selected understands their responsibilities to the program and faculty director, and, in particular, how their duties differ considerably from those as a teaching assistant on campus Faculty directors are welcome and encouraged to talk with SAO’s Short Term Program Coordinator about a selection process that best fits department and program needs Collaborative selection processes have proven to be efficient and effective in the past, and consistent with faculty directors’ expectations Program assistants must be considered and included in plans from the beginning of budget planning (i.e., the recruitment season) No guarantees can be given to a P.A until the minimum number of student applicants required to support a P.A has been met SAO and LAS must approve the budgeting and final offer to participate for P.A.s Like the faculty directors, all P.A.s must participate in the Pre-departure Orientations in the spring, and, if possible, the Workshop on Recruitment in the fall General expectations of the program assistant are as follows: • Help recruit and keep students’ interest in the Course Abroad; • Support the faculty directors’ decisions and plans, particularly when discussing these with students; • Assist in managing student issues, including emergencies, late-night or other group disturbances, group dynamics, cultural adjustment concerns, and dissent management; • Enthusiastically assist in the course as requested by the faculty director, including logistical as well as academic matters; • Set positive examples for participants, particularly with regard to timeliness and social activities F Pre-departure Orientations and Handbook Students report that they appreciate having gotten to know their group before they travel, as well as the faculty contact They also often report that they wish they had done more research on the country they visited before they traveled Given the student feedback, directors are encouraged to: • Stay in frequent contact with applicants, giving them bits and pieces of information about the course and the country, and encouraging students to their own research • Arrange for informal meetings of the group/P.A./faculty director to get to know each other • Arrange for a colleague/student/native/other expert of host country to give a short talk on the country/cultural expectations, etc Do not expect students to read material you suggest • Build in some kind of pre-departure self-orientation requirement for course In addition to this informal contact, directors also prepare a Program-specific Orientation (SAO prepares a general study abroad pre-departure orientation, advising students on safe travel practices, basics of cultural adjustment, and what to expect in terms of final program administrative issues, including financial payments.) During the Program-specific Orientation, faculty directors distribute a handbook for their Course Abroad, a type of ‘cultural course packet,’ which should minimally address the following kinds of information SAO has some good models from past years and is happy to help the Directors put this handbook together Course Abroad Handbook • Suggestions for students to research on the area they are traveling to, including books to read, web resources to view, past participants to talk to, films to see, etc • Suggestions on what to pack (clothes, items, medications, etc.) for the time they will be there Think also about access to towels, linens, laundry and give guidance here • Suggestions on local travel details, such as how much money to bring (use evaluations from previous years), access to post office, telephones, 10/18/22 36/44 • Recommendations on travel documents, e.g., international student I.D cards, information on getting visas, if necessary, etc • A brief description of their housing arrangements and suggestions on living with families, if appropriate • Tips on cultural etiquette and/or appropriateness, especially if home stays are involved This might include special articles on cultural artifacts • Advice from former students on the program • Course syllabus and itinerary • Other suggestions/information that you think might be of general interest to students going on your program (e.g., cultural or social life of the city) • Possibly a list of participants and their local e-mail addresses so that students can get to know each other before the go 10/18/22 37/44 Contacts at SAO sao@illinois.edu 333-6322 http://www.studyabroad.uiuc.edu Director Dr Stephen Nussbaum (snussbm@illinois.edu) Study Abroad Academic Professional Staff Stacy Billman, Coordinator of Short-Term Programs (sbillman@illinois.edu) Steven E Dale, Advisor for Asia-Pacific, Australia, and New Zealand (sedale@illinois.edu) Sherry Danielson, Advisor for Mainland Europe (w/o Spain) (sdaniel2@illinois.edu) Rachel Kamagne-Jones, Outreach Coordinator (rachelkj@illinois.edu) Brandon Lanners, Advisor for Spain/Africa/Latin America and Caribbean (lanners@illinois.edu) Joseph Miller, Coordinator of Short-Term Programs (miller45@illinois.edu) Jerome Ng, Assistant Director, Advisor for UK/Ireland/Middle East (jeromeng@illinois.edu) Erika Ryser, Associate Director, Advisor for Latin America (w/o Costa Rica, Ecuador) (ryser@illinois.edu) Study Abroad Support Staff Karen Tempel, Program Administrative Assistant Holly Bullamore, Receptionist Darcy Cekander, Administrative Services Assistant Nancy Childers, Data and Records Support Dana Garard, Database Manager, (website and insurance) Sharie Jamison, Student Services Assistant Marlys McCartney, Assistant to the Director Tatiana Nikolaeva, Admissions and Records Officer 10/18/22 (ktempel@illinois.edu) (bullamor@illinois.edu) (dlwalton@illinois.edu) (nchilder@illinois.edu) (dgarard@illinois.edu) (sjamison@illinois.edu) (mmccartn@illinois.edu) (tnikolae@illinois.edu) 38/44 Acknowledgements This handbook was developed from various sources, including feedback from former University of Illinois Course Abroad Faculty Directors and students, ‘The University of Tennessee’s Center for International Education Handbook for Faculty and Staff Leading UT Programs Abroad,’ ‘The Michigan State University’s Faculty Handbook’ for leading study abroad programs, Towson State University’s Short Term Study Abroad Programs Faculty Handbook, other resources as acknowledged in the text, and, of course, the experiences from the University of Illinois Study Abroad Office staff 10/18/22 39/44 Appendices • Group Dynamics: Basic Information and Suggestions • Suggestions for Program-Specific Handbook • FORM: Intent to Divert from Group Plans • Post-program Report Outline • Program Dismissal Form • Worldwide Public Announcement/Suggested behaviors abroad 10/18/22 40/44 Group Dynamics Group Dynamics Basics Within every organization, there are informal group pressures that influence and regulate individual behavior Informal groups form to fill needs not met by the larger group Informal groups formulate unspoken or implicit norms and standards establishing acceptable behavior, and communication tends to be smoother and less inhibited within the informal group than with the larger group Through these standards or norms, groups either support, obstruct or have no effect on the goals of the larger group The degree to which a group satisfies its members’ needs determines the limits within which the individual members of the group will be influenced by the group A group provides the following to its individual members: sense of belonging, identity and self-esteem, stress reduction, and support, especially in times of distress/conflict/insecurity If the larger group does not fulfill these needs, informal groups form to fill the gaps Further, group cohesiveness increases whenever the members perceive a conflict/threat from the outside Managing Group Dynamics Informal groups will form in Course Abroad programs because students are experiencing new and unfamiliar contexts with mostly new and unfamiliar people These informal groups will form to fill the emotional, social and psychological needs of the student participants While this can lead to new and productive social networks and personal transformations, there are still plenty of opportunities for group dynamics to go wrong Faculty Directors can minimize possible negative effects through specific strategies: • Be accessible to the group and communicate with all members regularly on an informal basis, even before course goes abroad • Keep the group informed and involve them when possible in decision-making, especially regarding revisions to pre-set plans or general travel planning Make sure all participate • Enlist the leadership of the informal group to achieve the goals of the larger group • Encourage the positive influences of the informal group • Make group members aware (delicately) of any negative influences of their informal group (They may not even be aware of these negative influences and are likely to modify their behavior.) • Remember that first impressions are lasting Make arrivals into a new locale smooth and provide a special reception for the group • When going to new accommodations, be aware of students’ comfort in housing and respond to concerns The information given here is taken in part from the Accel-Team website at: www.accelteam.com/work_groups/index.html 10/18/22 41/44 Program-Specific Handbook (Pre-departure Orientation) Faculty directors prepare a program-specific handbook, a type of ‘cultural course packet,’ which should minimally address the following kinds of information SAO has some good models from past years • Suggestions for students to research on the area they are traveling to, including books to read, web resources to view, past participants to talk to, films to see, etc • Suggestions on what to pack (clothes, items, medications, etc.) for the time they will be there Think also about access to towels, linens, laundry and give guidance here • Suggestions on local travel details, such as how much money to bring (use evaluations from previous years), access to financial outlets, post office, telephones, • Recommendations on travel documents, e.g., international student i.d cards, information on getting visas, if necessary, etc • A brief description of their housing arrangements and suggestions on living with families, if appropriate • Tips on cultural etiquette and/or appropriateness, especially if homestays are involved This might include special articles on cultural artifacts • Advice from former students on the program • Course syllabus and full itinerary • Other suggestions/information that you think might be of general interest to students going on your program (e.g., cultural or social life of city) • Possibly a list of participants and their local e-mail addresses so that students can get to know each other before the go • Contact numbers, addresses while group is abroad, to be given to family/friends 10/18/22 42/44 University of Illinois INTENT TO DIVERT FROM GROUP PLANS As a participant in a group study experience, you are required to complete this form and obtain the group leader’s signature any time you divert from the group’s planned itinerary The purpose of this form is only to inform the group leader(s) of your destination, itinerary and contact names/numbers, and to remind you of the importance of taking personal responsibility for your safety at all times The group leader has the right to refuse to allow you to diver from the group plan Please carry proper identification and the name, address and telephone number of the current hotel and future hotels with you at all times This should be written in the language of the area where you are staying, if you are not proficient in the language You are responsible for your safety and for returning to the group at the time you have indicated You are asked to confirm the feasibility of your travel plans with your local contacts, to use the buddy system when going out, to inform the group leader of any change in plans, and to rejoin the group at the next destination at your own expense should you be delayed Name: Destination, Travel Plans (Please indicate how you plan to travel.): Contact Information (How you can be reached.): Departure Date: Estimate Departure Time: _am/pm Return Date: Estimate Return Time: _am/pm “I have informed the group leader(s) of my intention to depart from the group I acknowledge that I am voluntarily departing from the group itinerary, and I take full responsibility for my safety and for returning to the group, or to my home country I also understand that I will receive no refund of expenses or funds paid to the University of Illinois, Urbana-Champaign or any other travel provider because of my choice to divert from group plans.” Signature of Traveler: _Date: _ Signature of Group Leader: Date: _ 10/18/22 43/44 Post-program Narrative Outline Post-program Narrative Reports are due with one month of your return from your Course Abroad A copy must be submitted to your college dean (LAS: Barbara Hancin-Bhatt), department head, and SAO For each of the following topics, please describe:  What you did this year  What worked/didn’t work  What suggestions you have for next year’s program Recruitment and Publicity Efforts and Outcomes Program Preparations (On-site preparations, pre-departure orientation, student arrival and orientation, etc.) Academic Program (Courses offered, number of credits, collaboration with host institutions and faculty/presenters, field trips, etc Please include a statement about the integration of the study abroad program into the departmental/college curriculum and/or life of the unit.) Assessment of on-site logistics and support (Student housing, classroom space and equipment, housing staff, meals, transportation, excursions, field placements and volunteer opportunities, special events, etc.) Health and safety issues (What, if any, preventive safety measures you recommend? Were there any health-related incidents such as accidents, serious illness, and mental health issues? Were health care facilities satisfactory? What, if any, steps need to be taken to make program sites safer? What political, social, cultural, environmental developments on site warrant special attention for next year’s program? Report any crimes that affected students during the program.) Student issues (Could satisfactory solutions be found to most student problems? Was there a specific incident that administrators need to be aware of? How could such problems be avoided/minimized in the future? What could be done in the future to enhance the cross-cultural learning component of the program? Which aspects of the culture did students react to negatively/ positively? Were issues of cultural adjustment and re-adjustment discussed with students? Was there a special event marking the end of the program?) Program Benefits (How has being involved in this program enhanced your professional development? How does the program enhance participating students’ academic/intellectual, personal, professional, and cross-cultural learning?) Finances/Budget (What, if any, adjustments need to be made to the budget to improve the program and/or to reflect cost realities in the host country/countries?) 10/18/22 44/44 ... Education Handbook for Faculty and Staff Leading UT Programs Abroad, ’ ‘The Michigan State University’s Faculty Handbook? ?? for leading study abroad programs, Towson State University’s Short Term Study Abroad. .. challenges, and for specific guidance and support, faculty directors and all program creators are welcome to contact the Study Abroad Office for further information and assistance Goals of Courses Abroad. .. thus far Feedback from Faculty The Course Abroad experience is enriching for the faculty leaders, as well Based on their Post-program Narratives and informal discussions, faculty consistently report