Handbook For Faculty Leading Groups Abroad

Section II History of Faculty Led Courses Abroad at SAOThe Study Abroad Office has been offering full administrative support for UIUC courses since 19991.Most of this support has been fo

University of Illinois

Handbook For Faculty

Leading Groups Abroad

2010-2011

Table of Contents

I Introduction and Definition

B Common Behavioral Issues

C Documenting Behavioral and Other Incidences/Concerns

• Airfare and Airport Transfer

• Pre-departure and On-site Orientations

• Cell Phone

• Program-sponsored Excursions

• Opportunities for Interaction with Locals

C Promotions

D Applications and Refunds

E T.A Selection and Expectations

F Pre-departure Orientations and Handbook

Introduction and Definition

The Study Abroad Office provides leadership and support for internationally oriented courses to takeplace abroad, in locales of immediate significance for the course This Faculty Handbook outlines theprocesses, guidelines and general good advice on the development and implementation of faculty ledcourses abroad

There are various models of courses abroad that can be created, several of which have been done on theUniversity of Illinois, Urbana-Champaign (UIUC) campus The models can be divided into two generaltypes: 1) Full Course Abroad and 2) Partial Course Abroad The Full Course Abroad model is when theactual class begins and ends abroad (pre-departure orientations and post-return receptions excluded),and the program length may be as short as 3 or 4 weeks or as long as a semester, credits offered beingdependent on contact hours The Partial Course Abroad model generally has a substantial portion to amajority 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 isconducted

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 directthese programs help to achieve these goals Faculty directors ensure that academic goals are reachedthrough their course content, including lectures, discussions, assessments, group excursions, home staysand other program-specific requirements Students consistently report being more interested in thecourse because it took place abroad instead of on campus

The second, and equally important, goal of expanding participants’ intercultural experiences andcompetence is reached through the efforts of many First, the program sponsors in the college anddepartment in which the course is housed, in collaboration with the Study Abroad Office, provide thesupport and incentives for developing courses abroad The Study Abroad Office, through student andfaculty 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 facultydirector and program assistants are immediately available to help guide and support students throughouttheir experience on the course abroad

This handbook provides resources to clarify the process of designing and implementing a programabroad Each program, however, is unique and has its own set of issues and challenges, and for specificguidance and support, faculty directors and all program creators are welcome to contact the Study AbroadOffice 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 materialand 2) expand the intercultural experiences and competence of program participants All who sponsorand direct these programs are responsible for ensuring that these goals are attained Regarding thesecond goal, there are several ways to ensure its attainment Simply through their participation in acourse abroad, students’ intercultural experiences are expanded Faculty Directors can enhance theseexperiences by building in formal and informal interactions with the local community members Theassumption is that by expanding the number of intercultural experiences a student has, we will also beenhancing their intercultural competence However, turning experience into competence in an area takestime 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 ofMinnesota)

Section II History of Faculty Led Courses Abroad at SAO

The Study Abroad Office has been offering full administrative support for UIUC courses since 19991.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 theStudy Abroad Office Hundreds of students participate every summer and winter break in faculty ledgroups 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:

1 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.

2 Summer 2+ weeks includes study abroad programs in addition to courses abroad.

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 coursesabroad The same evaluation is used for the summer courses abroad as well The table illustrates theaverage response and the standard deviation

Possible Responses: 1 (not very or not much) – 6 (very or a lot)

Evaluation of LAS 199: Global Studies, WB 07-08, T N = 111, T in program =155

Dev

Compared to other UIUC classes, how challenging was the class you took? 3.69 1.13

How satisfied were you with the housing arrangements? 3.99 1.78

How much did you spend in personal expenses, outside the program fee? 494 238

How satisfied were you with the meal arrangements? 3.86 1.78

How satisfied were you with the (non-academic) support you received during

How satisfied were you with excursions provided in your program? 5.40 0.98

Were there many opportunities to interact with local students and others? 4.24 1.54

Did you have any safety concerns while living and traveling in the host country? 2.28 1.38

Did you have any health concerns while living and traveling in the host country? 1.74 1.04

Within the evaluation, students are also asked open-ended questions regarding their experience Manystudents commented on having ‘eye-opening’ experiences, particularly with regard to other cultures Forexample, 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 theopportunity 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 hasbeen 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-programNarratives 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 veryfulfilling

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.

1 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

2 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 youunderstand 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

3 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 eachother for support and confirmation To minimize the negative effects and maximize the constructive aspects ofthese informal groups, Faculty Directors should familiarize themselves with the basics of group dynamics andknow simple strategies on managing them (See Appendix for description of Group Dynamics.) We encourage

you to be knowledgeable of group-building strategies and pro-active in the process to minimize problems anddissent.

Student Expectations and Responsibilities Students do 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 withpeople 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

self-orientation worksheet to all applicants, as well as specific suggestions during the general

pre-departure orientation, to help them guide their research and planning for the trip Faculty Directors

can also provide motivations to get students to do 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 Illinoisand the United States It is often difficult for students to understand what is expected of them in thisregard Students need to be aware that behaviors with minimal or no consequences at the University ofIllinois 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 do 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 toknow local people and, in their feedback forms, state that they wish they had had more opportunities

to do 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 do complain ifthey feel that the Faculty Director was not visible or accessible to handle basic life concerns they

had

- 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 withdisabilities With planning, it is possible to accommodate these students to maximize theircourse abroad experience It is best to address the question of disabilities directly, as part ofthe introduction to your class At the beginning of each course, preferably in the pre-departurestage, make a general announcement to students: “If you need accommodations for any sort ofdisability, 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 Whenyou meet with a student, explain the course requirements and ask them to clarify any specialneeds It is preferable to be aware of student disabilities before departure to ensure thataccommodations can be made Please feel free to consult with the Study Abroad Officeregarding how disabilities may be accommodated abroad

For more information about teaching students with disabilities, please refer to “TeachingStudents with Disabilities – A Practical Guide”, which is available on the UIUC DisabilityResources and Educational Services website:

http://www.disability.uiuc.edu/page.php?id=61

IV Timeline and Process

A Timeline Overview

The entire process of offering a UIUC course abroad can be broken down into three major stages: departure, On-site, and Post-program On average, this entire process takes 10-12 months3 Thetimeline for summer and winter courses looks roughly as follows These steps are given briefexplanations in the following pages

Pre-Pre-departure Summer Winter

• LAS course proposal request issued by Dean Hancin-Bhatt

2 Submit program proposals to College and Departments Spring Spring

3 Meet with prospective faculty, sponsors to discuss plans Aug.-Oct May-Oct

4 Directors submit Program and Budget Planning Forms Mid-Oct July/Aug

6 Individual Director Meetings with SAO Nov.-Jan June-Sept

7 Directors and SAO promote program; accept applications Nov.-Feb Aug-Sept

9 Finalize Program Budget and review Program Fee Jan Sept

10 Directors initiate contact with students Jan Sept

11 SAO secures reservations, submits deposits/payments Jan.-Mar June-Oct

12 SAO generates Official Student Budgets mid Feb early Oct

13 Deadline for student applications early Feb late-Sept

14 Director plans pre-departure preparations early Feb Oct

15 SAO and Director review apps and make acceptances mid Feb Sept./Oct

16 SAO sends acceptance emails to students Feb.-March early Oct

17 Submit invoices to SAO for advanced payments Feb.-May Oct-Dec

19 Students’ Health & Safety Orientation w/ SAO March Oct

20 Directors arrange for cash advance, accounting sheets 2 weeks prior to departure

On-site4

1 Airport pickup and delivery to housing Upon arrival

6 Students fill out Program Evaluation Form Final day of program

3 This is significantly under the recommended time frame of 15-18 months discussed at professional workshops

4 See Directors’ Orientation Handbook for details.

1 Submit accounting, excess funds to SAO Within 2 weeks

2 SAO administers on-line student feedback forms Within 2 weeks

4 Submit grades and other forms

5 Maintain contact with your students

B Pre-departure Stage

The Pre-departure stage has many administrative steps to it The following is a brief description ofeach step, outlining the general responsibilities of all involved

Summer Winter

The request for LAS/SAO Course Abroad proposals is issued in the form of a memo by theresponsible LAS dean, and it goes to Deans, Directors and Department Heads The request forproposals is generally issued 10-15 months prior to the program departure date

Summer Winter

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 orcurricular perspective, whether or not a nomination or proposal should proceed to planning stages

Summer Winter

3 Meet with prospective faculty and sponsors to discuss plans Sept.-Oct June-Nov

In the case of the LAS-based initiative, the LAS Dean, SAO and the potential faculty directors andinterested department heads get together for a meeting during which the Course Abroad initiative isoutlined 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 CourseAbroad Faculty Handbook, immediate deadlines, and anything else that is appropriate for preparingfaculty 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

Summer Winter

4 Directors submit Program and Budget Planning Forms to SAO Sept/Oct July/Aug.The Program and Budget Planning Forms assist the Course Abroad planners in detailing as much ofthe program as possible before recruitment begins The more detail and certain the plans are at thisstage, the more likely students are willing to commit to the program and the less likely there will bedissatisfied 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 aspossible Based on initial cost projections given in the Budget Planning Form, the SAO builds theProgram Budget and eventually sets the Program Fee Factors to consider when proposing aprogram 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;

5 See Directors’ Orientation Handbook for details.

• Student interest in program, course and location;

• Interest and efforts in recruiting students;

• Interest in formalizing opportunities for students to interact with local culture;

• Ability to collaborate with SAO to make the program successful

Summer Winter

5 Individual Director Meetings with SAO Nov.- Jan May-Sept.Months before departure and application deadlines, directors meet individually with SAO’s Short TermProgram Coordinator The Faculty Handbook is usually distributed at this meeting, if not before.Topics that are covered in this first orientation are as follows:

• Keys to Success: Group Dynamics, Student Expectations/Responsibilities, Positive Starts (for new faculty directors)

• Review of SAO policies and procedures (student paperwork, cancellation policies, etc.)

• Planning the division of labor between SAO and faculty director

• Preparing program-specific cultural pre-departure orientations

• Preparing program-specific handbooks

• Program Budgets/Plans

Recruitment is discussed as needed Successful recruitment depends on the efforts of the sponsorsand the program directors, including program assistants Programs that go to the more populardestinations (i.e., the big cities in Western Europe) can usually reach their minimum numbers withoutmuch director assistance However, to reach maximum program participant numbers, and thus help tokeep costs as low as possible to students, program directors need to be highly engaged in recruitmentefforts This is particularly important for programs to non-traditional destinations In addition, allDirectors and Program Assistants need to understand the application process and to know theinformation requested by students The Workshop on Recruitment or individual meetings with SAOare designed to provide this information This is also a good opportunity to plan a collaborativerecruitment strategy

Summer Winter

6 Directors and SAO promote programs; accept applications Nov.-Feb Aug.-Oct.Once SAO has the Program and Budget Planning forms, LAS or SAO generates a flyer with theCourse Abroad header to give a consistent look to all programs within the Course Abroad initiative.Directors are encouraged to use the fliers and to develop supplemental information sheets, such as asyllabus and/or itinerary, and to make the information flow consistent and as complete as possible.Recruitment for the courses abroad can begin as soon as the fliers are ready, and ideally this is 4-6months prior to the application deadline

SAO applications are done though the SAO web site: https://www.studyabroad.uiuc.edu

Applications consist of a request for specific identification and emergency information, an essay onhow the course abroad meets the applicant’s academic and personal needs, a copy of a currenttranscript Applications incur a $25 fee If accepted to the program, students are automaticallycommitted to $300 advance payment Directors may request additional information by generating asupplemental application, and they should give SAO an e-copy of the form so that it can bedistributed with the general course abroad application

As soon as a completed application is accepted into a program, students are informed by anacceptance letter The letters include instructions on committing to the program, and next steps in theon-line application process like the Health Questionnaire and Orientations If directors do not haveon-line access, they are sent e-mail messages regularly on the list of current applicants (names ande-mails) so that they can get in touch with the applicants and keep their interest in the program

Courses Abroad are open to non-UIUC students, although UIUC students are given priority inacceptance In addition to applying for the program, non-UIUC students who are accepted mustapply for non-degree status at the University ($65 application fee) and pay the appropriate tuition thatapplies If the student is coming from an AESOP school (within the CIC Consortium), then they donot register for the course through Illinois The AESOP Consortium dictates that AESOP studentsregister at their home institution (i.e., not at UIUC), therefore they do not pay UIUC tuition Thedepartment sponsoring the course, then, does not receive instructional units (IUs) for those students,

so this is a slight disincentive for opening these programs up to AESOP students too early However,two or three extra persons may mean the difference between a course going or not going, and theextra people will lower the per student fixed costs The SAO advisor who liaises with AESOP isresponsible for disseminating information about the courses abroad to the AESOP memberinstitutions and managing the AESOP student paperwork

Summer Winter

At least 6-8 months prior to departure, the Faculty Director and SAO make initial arrangements andreservations with overseas providers, e.g., hotels, dorms, home stays, university/classroom space,travel companies (for excursions) This includes getting firm estimates for anticipated costs, makingreservations, establishing criteria for usage/refunds, etc When any contracts are involved, theyshould be sent directly to SAO at the earliest possible date and we will ensure that the contracts areprocessed properly and signed by the appropriate University official Faculty Directors and SAO workclosely together in this process to ensure that program providers and arrangements are acceptable.During this time, too, SAO requests bids for airfare arrangements, if the course abroad includes agroup flight Faculty Directors do not normally need to seek airfare bids

Summer Winter

9 Finalize Program Budget and Review Program Fee Jan Sept

The Program Budget should be finalized before the application deadline (the end of January forsummer programs, by mid-September for winter programs) and the final costs of the programestablished SAO generates the Program Budget and Fees, reviews them with LAS, and sends them

to the Faculty Director After the LAS/SAO review, there can be no additions to the projected programcosts, and changes to the budget are expected only in the areas of exchange rates and number ofparticipants The Program Fee is based on meeting the minimum number of students for theprogram As soon as a program’s final Program Fees are set, Confirmation of Participation forms,which detail the expected costs to students and which require a second commitment to all costsincurred, are prepared so they can be sent with student acceptance letters

Summer Winter

As soon as Faculty Directors receive the name and mails of their applicants, they should initiate mail contact with them so as to keep students’ interest in and commitment to the program The initialcontact may be in the form of a ‘Welcome to the Program’ and can get the students started in theirresearch on the course locale/content This helps to build positive relationships between the Directorand students, and carries over, then, into the actual time abroad Students are more likely to drop out

e-of programs when they have rarely or never heard from the Faculty Director, and they will state such

Summer Winter

11 SAO secures reservations, submits deposits/payments Jan.-Mar June-Oct.Make sure that reservations are set, either through your direct contact or through the SAO advisor foryour course University regulations require that new vendors abroad complete W-8BEN or similarforms, so please make sure this is taken care of early Payments cannot be made until it is Submitinvoices to Karen Tempel for as many advance payments as possible (such as on-site personnel,

transportation, class trips and other related expenses) Once reservations with providers abroad arefinalized and SAO receives invoices and reviews them for accuracy and other information, the SAOpays deposits and gets authorized official signatures on contracts as required.

Summer Winter

12 SAO generates Official Student Budgets early Feb late Sept.Students requesting Financial Aid must apply for this aid by filling out the appropriate application atthe Financial Aid Office and submitting an Official Student Budget with their projected Course Abroadcosts SAO generates Official Student Budgets for each Course Abroad, and this is done as soon asthe Program Fee is finalized The Official Student Budget gives the different overall costs, includingthe Program Fee, tuition, projected costs for passports/visas, books, personal expenses, meals andany other required costs not covered in the Program Fee Students may pick up an Official StudentBudget for their Course Abroad at the Study Abroad Office

Summer Winter

13 Deadline for student applications early-Feb late-Sept.Applications for the programs can be accepted as soon as recruitment begins The deadline forapplication acceptance is set at least 3 months prior to the program’s departure In the case of thesummer programs, the deadline is in early February, and, in the case of winter programs, the deadline

is late September

As soon as the initial application deadline passes, program sponsors review the applicant numbersfor each program and decide whether or not to continue planning for the program The tendency hasbeen to assume that programs which have reached minimum capacity will succeed, programs whichhave only half the minimum number of participants will get a heavy subsequent recruitment push, andprograms which are less than half the minimum number of participants will likely be canceled Forprograms that are not canceled and not yet at maximum capacity, recruitment continues Ultimatelyapplications (accompanied by signed Confirmation of Participation forms) could be accepted as late

as the last day commitments must be made to providers and airlines Therefore the final absolutedeadline varies program by program, and year to year – for summer programs, perhaps as late asApril, for winter programs, sometimes as late as Thanksgiving Please consult with SAO for moreinformation Please also know that late applications have a high likelihood of falling through andshould not be relied upon to make a program go

Summer Winter

14 Director plans pre-departure preparations early Feb Oct

Students need to be encouraged to prepare for their course abroad, and good preparation will help to maximize the educational value of the experience In addition to preparing for the academic content

of the course, students need to prepare for the basic life issues that they will experience while

traveling in another country/culture

All UIUC students engaged in University-sanctioned activity abroad must participate in a health andsafety orientation (per Provost Katehi). Failure to ensure a student is appropriately oriented placesthe university and faculty/group leader in a risky liability situation Every semester the SAO provides ageneral health and safety orientation, including information on basic administrative issues at that time(e.g., payments, insurance and requisite paperwork) In some case faculty members conduct theirown health and safety orientation for their student group They should address the topics that areoutlined on the Health and Safety Orientation powerpoint within the health and safety link on the SAOwebsite (www.studyabroad.uiuc.edu)

Faculty Directors provide a program-specific orientation Suggested discussion/preparation topics include:

- Discuss academic goals of the trip.

- Discuss tentative or final program schedule, including excursions

- Discuss Faculty Director’s expectations concerning student behavior and responsibilities Set down guidelines for appropriate conduct (See Campus Guidelines.) Note especially alcohol abuse, dating and sexual misconduct issues

- Provide incentives for students to do their own ‘cultural’ research on their destination and to set expectations for their program If appropriate, have students contact their host families

- Provide information to students on how their families can reach them in case of an emergency

- Provide region-specific health and safety information by distributing information from the Centers for Disease Control and Prevention, U S Department of State, McKinley Health Center, and other sources Here are sample resources

o Centers for Disease Control and Prevention www.cdc.gov/travel.html

o U.S Dept of State website: http://travel.state.gov/travel_warnings.html

o U.S Dept of State Background Notes: www.state.gov/www/background_notes/index.html

o McKinley Health Center:

o Lonely Planet Health Info: www.lonelyplanet.com/health/health.html

o Travel Health On-line: www.tripprp.com/index.html

o Armchair World: The well-informed traveler: www.armchair.com/info/netinfo.htmlPlease consult with the Short Term Program Coordinator as needed

Summer Winter

15 SAO and Director review applications and make decisions mid Feb Sept./Oct.Once the initial application deadline has passed, directors and SAO review applications to determineacceptances Issues to consider when reviewing applications are: applicants’ interest in the program(as expressed in their essay), strength of academic record, and self-disclosed history of disciplinaryaction It is important to review applications with these issues in mind since both SAO and thedirectors have to ensure the success of this program and the safety of all program participants, andone challenging student can develop into a serious problem for the whole program when abroad Ifthere is a concern about a student, then directors may contact the student directly to discuss this prior

to determining acceptance

Summer Winter

16 SAO sends acceptance emails and packets to students mid Feb.-March early Oct

As soon as acceptances and wait lists are determined, SAO sends emails informing students of theirstatus, and provides timely notice of and materials for next steps (passport/visa procurement,registration instructions, financial aid requirements, travel agent forms, provider forms, etc.) andgiving a schedule of pre-departure orientations to choose from At this point students are committed

to the $300 advance payment As soon as possible acceptance, SAO sends a packet of materialswhich includes: an official letter of acceptance, Confirmation of Participation form, a HealthQuestionnaire (if not already sent), the Pre-departure Self-Orientation Questionnaire (if not alreadysent)

To confirm acceptance into the program, students must return the Confirmation of Participation form,committing them to all costs of the program The balance of students’ program fee is charged to thestudent’s account at the beginning of the term in which the course abroad takes place

Summer Winter

17 Submit invoices to SAO for advanced payments Feb.-May Oct.-Dec.All invoices and formal requests for payments need to be sent to the SAO The SAO reviews themfor accuracy and other information and then requests payment

Summer Winter

18 Directors’ Pre-departure Orientation early Apr Nov

In early April, directors meet with SAO for the Directors’ Pre-departure Orientation The CourseAbroad Faculty Handbook is discussed and the orientation covers topics such as:

• Finances and Accounting while abroad

• Health and Safety Issues; Emergency response protocols; Managing problems

• Students’ pre-departure orientation outline

• Final paperwork: Emergency information sheets, cell phone numbers, etc

• Feedback forms for group

• What to do upon return; Post-program Narratives

Summer Winter

19 Students’ Pre-departure Orientation w/ SAO Apr Oct

Students going on the course abroad programs have pre-departure orientations which are, in part,general, and, in part, program-specific The SAO provides the general section of the pre-departureorientation, while the Faculty Director prepares and presents the program-specific part, includinghanding out any program handbook at this time While Directors work with their own groups toarrange the program-specific orientation, SAO offers students 6-8 times in which they can attend ageneral pre-departure orientation The SAO pre-departure orientation covers matters such asphysical safety, safety of property, State Department cautions, alcohol use, disease concerns andprecautions, general program rules, paperwork requirements, etc

Summer Winter

20 Directors arrange for cash advance and accounting sheets 3 weeks prior to departureDirectors call or e-mail Karen Tempel of the SAO (333-7741 or tempel@uiuc.edu) to set up anappointment to discuss final cash distributions for program payments and cash advances (collectingDirector’s Discretionary, Emergency Contingency, per diem, etc.) At this time, directors receiveaccounting sheets and reminders on how to use them Cash advances cannot be paid out the sameday, so directors must plan accordingly

If the director does not have a copy of the final program budget, they should request it during theirmeeting with Karen Directors are expected to keep their costs within the budgeted figures Coststhat go beyond the budgeted figures may not be reimbursable

Summer Winter

The SAO will need your Contact Information/Emergency Contacts List prior to your departure It is absolutely essential that SAO knows how to contact you at all times Make sure you know how students are arriving to the program, including flight plans Please leave contact information,

emergency contact lists and flight itineraries with the SAO before your departure

C On-site Stage

The following gives a brief overview of the administrative responsibilities during the On-site Stage

1 Airport pickup and delivery to housing Upon arrivalThe beginning of the program needs to be carefully planned and well-executed, as this helps set atone for the rest of the program, and the students who go on these programs are very sensitive tothis Reliable, on-time airport pick-up and transfer or some equivalent alternative is critical to thestudents’ feeling that the program is well organized At this time, you can remind students to check inwith their family at home upon arrival.

To ensure a positive beginning for the group, you should be prepared to do the following

- Have students call their parents to tell them of safe arrival

- Register your group with the US State Department or have group members register

themselves

- Distribute ‘Intent to Divert From Group Plans’ forms (in Appendix) and make sure your students use them!

- On-site orientation and Welcome Reception Topics to include:

• Services available in the program (housing, program, computers, etc.)

• City/site attractions and moving around independently

• Safety/security issues for specific locale

• List of reputable local medical clinics/hospitals, physicians, counselors, police (names, phone numbers, addresses, hours of operation)

• Final program itinerary

• Your roles and expectations, policies and guidelines for program

• Make sure students know how to get a hold of you at all times, including 4:00a.m The UIUC

is responsible for them while they are on the program, and you are their most direct contact to us

Directors must check back with the SAO Coordinator for short-term programs, either by e-mail or aquick call, upon arrival of the group, letting us know the general mood of the students/program andany unusual incidences that occurred during travel (that we might be hearing from parents about).This line of communication is important, especially because we always have nervous parents who calland want to know if their children have arrived safely, etc It is good for the program and Universityreputation when we can respond favorably

- To facilitate reimbursements, bill paying, and general financial resolution of a program, SAOdepends upon faculty directors’ careful accounting of program expenditures SAO helpsfacilitate this by giving accounting sheets to directors prior to their departure Receipts must bekept for all but personal per-diem expenditures, as there can be no reimbursement forexpenses without them All accounting sheets and receipts must be turned in upon return fromthe program Directors are reminded to keep the program costs within the budgeted figures, ascosts that exceed what is budgeted may not be reimbursable

- Keep in touch with SAO (sao@uiuc.edu) by e-mail, even if only a few words, to let SAO know how your program is going and apprising us of any potential discipline issues/concerns Parents and University administrators often call and ask about you, and everyone looks good when we can respond positively to these questions Also, keeping SAO apprised of potential student issues is a good way to keep documentation/records to support your actions, if they ever need to be supported, as well as to get help or advice on how to deal with behavioral and other issues Although it may never have happened to you before, please know that student discipline issues DO come up consistently every year

- Have at least weekly informal gatherings with your students so that you can monitor their adjustment to the new locale/program, etc It is particularly important to pay attention to housing and cultural adjustment issues, how they are spending their free time, etc These meetings help to build group cohesiveness and alleviate possible dissatisfaction.

- Take pictures and make special notes of your program that you can contribute to the SAO/LASScrapbook for Courses Abroad These pictures are used for outreach and presentationpurposes Pictures should include group members actively engaged in the localculture/learning environment

4 Provide ‘Release of Responsibility’ Forms As neededStudents who travel outside of the program’s planned excursions, usually done on weekends, mustcomplete a ‘Release of Responsibility’ form before leaving This form has students acknowledge theirresponsibility for their own travel, safety, health, etc while off the program itinerary These forms areprovided by SAO to faculty directors prior to the group’s departure

The SAO collects feedback on the program, our services, and the students’ perception of their growth

on this experience This information is important for future course abroad offerings and for generaladvocacy purposes Students also appreciate the chance to give feedback and do so readily,especially if the instructor encourages honest, helpful feedback SAO conducts an on-line survey,activate at the end of the program Results are shared with faculty after survey completes and dataprocessed

On-Site health and Safety Issues

1 CISI Insurance

All students studying, faculty and staff participating in international travel under the auspices of theUniversity of Illinois must be covered by CISI health insurance The insurance covers Medicalexpenses, including mental conditions, emergency medical evacuation, emergency family reunion,24-hour telephone assistance CISI cannot substitute for necessary emergency planning Studentsmust take their insurance cards with them (although in many cases students will pay up-front) Thepolicy excludes injuries resulting from alcohol abuse and injuries from excessively risky behavior such

1 Local-helpers Besides being useful for making local arrangements, local helpers are

excellent resources for:

-Helping with on-site orientation

-Local expertise for emergencies

-Additional staff to cope with emergency situations

-Additional point of contact

-Illinois faculty or staff could substitute for the local helper if they have enough local

knowledge and contacts

2 Communication is a critical aspect in support planning Consider how communication can better connect you and the group to the local environment, other students, and UIUC:

-Leaders should periodically check in with their responsible Illinois administrator

-Leaders need cell phones

-Leaders need to keep up with local and international news that may affect the program-Need for multiple means of contact

-Connection to the traveling group

-Everyone must know how to contact group leaders and vice-versa

-All students with cell phones is ideal, but not always practical; create phone trees

-Planned meeting places for emergencies

Student Management On-site

1.Faculty Free Time

Free time with or away from the group can be necessary for your own sanity, but comes withresponsibilities You are always on duty if a problem arises; please make sure your judgment is sound.Avoid becoming unavailable to the group for an extended time

2.Group Shepherding

It necessary to have systems to help shepherd participants Examples may include the use of sheriffs,extra staff, or the buddy system It is important to have contingency plans for separation and insure thatstudents are aware of such plans

3.Alcohol Abroad

Alcohol abuse is one of the biggest threats to US students abroad, closely associated with injuries andvictimization Student Code expects students to act responsibly with any alcohol consumption and notdisrupt or call into disrepute any University activity

4.Disruptive Behaviors

Disruptive behaviors such as those listed below effect the flow and environment of the course abroad:-Unannounced absences

-Tardiness

-Problems with other students

-Students being culturally insensitive

Establish protocol and expectations to deal with such disruptive behaviors and communicate them tostudents to avoid the complications

5.Dismissal Policies and Procedures

Due to concerns about liability, student safety and program integrity recommends strict dismissalenforcement when a major infraction has occurred

-Consult with your study abroad personnel and other university officials as necessary

-Thoroughly document all events and behaviors in case dismissal becomes necessary

-Have students sign any necessary documents

-Know that even an immediate dismissal may still leave the dismissed under some level of programsupervision until he/she has had opportunity to leave for home

6.Legal issues

Maintain communication with the University of Illinois regarding any issue that arises to reduce liability Beattuned to issues such as sexual harassment and negligence among others If you have any concernsregarding an issue we advise you to document the situation as thoroughly as possible

7 Vehicle Use Abroad

Road travel is single greatest risk abroad For liability, avoid driving students yourself Also, any studentdriving should be discouraged Instead, use licensed driving services or public transportation If rentingvehicles abroad, buy the insurance offered.

8 Managing Fraternization

Inappropriate fraternization can reduce authority or cause misunderstandings Avoid conflicts betweenbeing friends with the students versus being the enforcer of program and university rules If drinking,please be moderate

D Post-program Responsibilities

The following gives a brief overview of the administrative responsibilities during the Post-program Stage

1 Submit accounting, excess funds to SAO Within 2 weeks of return

Prompt return of accounting, receipts, excess funds, etc to the SAO facilitates the financial resolution

of a program, including bill paying, reimbursements, etc Accounts should be settled within 15 days ofreturn

2 Submit Post-program Narrative Within 1 month of returnFaculty directors submit a Post-program Narrative with their feedback on the success of the programand recommendations for future programs to all the program sponsors (SAO, college, departmenthead/chair person) The recommended content of this report is given in the Appendix and discussed

at the pre-departure orientation with SAO, and it generally includes feedback on the itinerary, pace ofactivities, housing arrangements, course content, guest lectures, problems or concerns encounteredduring the program (at all stages), and specific recommendations for future versions of the program

3 Submit grades to your department; submit photos/special stories to SAO for SAO/LAS Scrapbook; ensure that feedback forms arrived safely and get results

For students from other CIC schools who do not register here, and thus will not be on your grade roster, you will need to write a special letter stating their grade and submit it to the SAO For studentsfrom other, non-CIC institutions, they will be registered and on your grade roster

4 What to do with your students when you return

Study abroad is an incredible experience for students. Maintain contact with your students It ishelpful to guide students in learning how to integrate their international experience into their livesback on campus is essential. To help wrap up the course, a debriefing meeting a few weeks aftertheir return is recommended, where students can talk about their experiences and their feelings upontheir   return   Chances are that your mentoring and professorial relationship may be the mostsignificant one your students have experienced at the University Also, it is recommended to assiststudents with their readjustment and possible reverse culture shock Reassure them that, as difficult

as it is to adapt to an entirely new culture, it can be just as challenging to come back home afterbeing away for any period of time It is best to know what they might encounter in order to preparefor this adjustment period

- They may experience some level of reverse culture shock Remind them that the world at home didn’t stop while they were gone Upon return home, students may find they aren’t the only one who has changed during their absence Everyone and everything else may have changed too! Remind them to take time to readjust slowly

- Suggest they actively participate in the International Illini group of returned study abroaders andinternational on campus They can see the SAO for more information

- Other ways they may use the interests and skills they gained while abroad are:

Talk with students from the program or others who have studied abroad

Develop a Web site for the program

Share experiences by working as a Peer Adviser in the SAO

Talk about their Course Abroad experience to clubs and groups they belong to

Volunteer to share their international experience/interests in local schools

Be a ‘buddy’ to an international student (See OISA.)

Join international organizations and clubs

Continue foreign language training

Enter the SAO photo contest

Continue studying the host country by taking related courses, reading international papers, viewing films and videos, writing research papers, etc

Volunteer to work in the community or on campus Help organizations that support community service and development Look for groups working with immigrants, refugees, or the aged that can use the skills of listening, patience and empathy

V Health and Safety Issues

The safety and well-being of students, faculty and staff participating in a UIUC-sponsored study abroad program is of highest concern As the Faculty Director of a UIUC study abroad program, you may find yourself facing an emergency involving one or more of the students in your care Group members can and do become ill, suffer accidents, are the victims of muggings and assaults, find themselves caught up

in volatile political situations, and fail to arrive to pre-scheduled meetings as expected While it is, of course, impossible to plan for all contingencies involving our group members abroad, we do need to follow procedures that will allow us to react in a responsible and level-headed way when emergencies arise We need to be able to provide, in a consistent and predictable way, for the safety and well-being ofall group members We also need to take reasonable and prudent measures to limit the University’s legalliabilities

A Avoiding Problems

• Prepare the students well The SAO provides a Health and Safety Pre-departure Orientation for

students, and the ideas presented can be reinforced by the Faculty Director

During Pre-departure Orientation:

1.) If the students in your group are to be housed with local families, inform the families that they are required to notify you if there is an emergency involving a student; also tell the families that you have advised the students about the CISI Program, and be sure to share information about CISI with the families If the students are housed in a residence system or rented house, inform the local housing supervisor how to contact you if an emergency occurs Provide this same

information to other individuals who may be in regular contact with your students

2.) You should explain to the students that they are required to inform you about any medical

emergency, and that you, in turn, are required to contact the Study Abroad Office as soon as possible in order to inform them about any emergency Inform the students that this information will be treated with the strictest confidentiality, and that it will be shared by you and the appropriate SAO staff on a “need to know” basis only Also let them know that if a crisis involving a student is grave enough to jeopardize his or her safety or well-being, the emergency contact they have provided at the time of registration will be informed

3.) Ensure that students share with you any chronic medical conditions that they have and how you should respond specifically to an emergency related to that condition Get their physician’s name and phone and fax numbers

4.) Address the question of disabilities

The university of Illinois has led the nation in providing access and services for students with disabilities These students face challenges inside and outside the classroom, but with planning, they can be accommodated in courses abroad It is best to address the question of disabilities directly, as part of the introduction to your course During the pre-departure orientation make a general announcement to students: “If you need accommodations for any sort of disability, please speak to me the orientation, make an appointment, or see me during office hours When you meet with a student, explain the course requirements and ask them to clarify any special needs

For more information about teaching students with disabilities, please consult the Disability

Resources and Educational Services website, “Teaching Students with Disabilities – A Practical Guide”: http://www.disability.uiuc.edu/page.php?id=61

During the On-site Orientation:

1.) Provide all students in your group with the local telephone number(s) the students should use to contact emergency services (i.e the equivalent of the “911” that we use in the U.S., which

provides access to police, fire and emergency medical services)

2.) Provide all students in your group with a written list of reputable local medical clinics or hospitals, available through CISI

3.) Inform the students of the exact location of the nearest U.S Embassy or Consulate Remember toregister the students there upon arrival In order to register, you will need all of the information provided on the information page of their passports Strongly encourage the students to check theConsular Information Sheet (Dept of State Web-Site: http://travel.state.gov/travel_warnings.html) for each country they plan to visit in order to get updated information about each country they plan

to visit SAO gives students a Consular Information Form for them to complete and give to you in preparation for this

4.) Advise the students to avoid travel to or through any location where tensions exist and travel may

be dangerous Experience has shown that students may benefit from a security briefing offered at

US Embassies abroad; such briefings assist you in reinforcing your message to the students that travel to dangerous areas should be avoided

• Work with colleagues and contacts at host institutions for advice/guidelines on ensuring health and safety of your students

• Whenever possible, have more than one designated leader for your group, or make sure that your students know who to call next, if Faculty Director is not available

• Have a cell phone with domestic and international capabilities Not all phones have both, so be sure before purchasing your phone or phone service Be sure to leave the phone ON at all times

• Register your group with the nearest U.S Consulate or Embassy

• Have a copy of emergency contacts with you at all times, including UIUC’s SAO 24 –hour emergency line: (217) 333-6322

• Keep this handbook in an accessible place

• Have an evacuation plan that is appropriate for your group’s locale

• Make sure that student and parent phone trees are in place for quick responses to emergency situations

or to crisis-related news

B Common Behavioral Issues

Alcohol Abuse As on U.S campuses, alcohol abuse is a growing concern and problem for study abroad programs The majority of problems students get into on these courses abroad are alcohol-related Makesure your students are clear about your expectations and the local culture’s social and legal rules

regarding alcohol consumption

Responsible use of alcohol includes the following:

1 A student does not miss any scheduled event because of the effects of alcohol consumption

2 A student does not become ill due to the effects of alcohol consumption

3 A student is respectful of others sharing the same housing, and avoids congregating in loud groups for social purposes

4 A student does not engage in inappropriate behavior toward other individuals that is the result of alcohol consumption

5 A student does not engage in destructive behavior toward property that is the result of alcohol consumption

6 A student abides by the laws of the country or state in which he or she is living

7 A student does not engage in behavior that causes embarrassment to the other members of the group, the faculty member(s), the University or the in-country host(s) as a result of alcohol

consumption