Abc's Of A Study Abroad Office

The ABC’s of Establishing a Study Abroad Office

By Sandi Smith, Ed.D. Director, Institutional Relations Global Learning Semesters 2006

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Table of Contents Introduction ........................................................................................................................................... 5 Campus Commitment............................................................................................................................ 6 Mission Statement............................................................................................................................... 6 How is Education Abroad related to the college/university mission statement?..................................... 6 How will we develop and maintain quality study abroad options? ......................................................... 8 Why will we promote study abroad to every student?........................................................................... 9 Why do we provide support services for students to participate in study abroad? ................................. 9 Institutional Integration ....................................................................................................................... 11 Who is involved? ............................................................................................................................... 11 Institutional Polices and Procedures .................................................................................................. 12 Setting standards for student eligibility to study abroad ...................................................................... 13 Developing policies and protocols for program approval .................................................................... 14 Why is transfer of credit approval essential? ...................................................................................... 15 What is involved in utilizing financial aid?........................................................................................... 16 How will students be registered while abroad?................................................................................... 17 What type of billing structure do we want? ......................................................................................... 18 Promotion ............................................................................................................................................ 19 Utilize Faculty.................................................................................................................................... 19 General Promotion ............................................................................................................................ 19 Diversity and Special Needs.............................................................................................................. 20 Parents ............................................................................................................................................. 20 Support Services ................................................................................................................................. 21 Advising process ............................................................................................................................... 21 Advising materials ............................................................................................................................. 22 Application process ........................................................................................................................... 23 Transfer of credit process .................................................................................................................. 24 Financial aid process......................................................................................................................... 25 Registration process.......................................................................................................................... 26 Pre-departure Orientation .................................................................................................................. 27 Emergency protocols......................................................................................................................... 29 Professional Resources ...................................................................................................................... 30

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© 2006 Global Learning Semesters, Inc.

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Introduction This document is meant to provide a foundation of the basic information necessary for starting a new study abroad office. This information is by no means comprehensive in scope, and in many cases provides a superficial introduction to topics. Recommended resources are provided throughout the document, and attached to this booklet are sample forms and supplementary documents to provide examples of how other study abroad offices are handling certain aspects of a study abroad office. These materials were prepared by Dr. Sandi M. Smith, Director of Institutional Relations, for the HACU Administrative Workshop: Maximizing Study Abroad capacity building training for HACU member institutions. HACU: Hispanic Association of Colleges and Universities and Global Learning Semesters, Inc. have partnered to provide the Hispanic Study Abroad Scholar program. This program provides study abroad advising and scholarship assistance to HACU students. Global Learning Semesters, Inc. has prepared this document and related training materials for use of HACU member institutions in building an institutional infrastructure and campus climate that supports and strategically integrates study abroad into institutional internationalization efforts. These materials may not be reproduced without permission from Global Learning Semesters, Inc.

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Campus Commitment Mission Statement One of the most challenging aspects of any study abroad office can be to determine what level of support your office has on campus and how to increase that support among faculty and various divisions of the administration. If there is not senior-level administration commitment, it is likely that study abroad will remain marginalized and experience pervasive obstacles. Involving faculty is an excellent way to obtain support and increase efforts to make study abroad an integral part of a student's academic program. Faculty can be utilized to lead short-term programs and to promote the value of international experience to students. Further academic support can come from creating an advisory council of faculty on your campus to assist you in developing a mission statement for education abroad at your institution and with whom you can consult regarding new programs, appropriate departmental credit equivalencies for courses taken overseas, setting policies and procedures, or ways to increase the visibility of education abroad for students. In addition to involving faculty, it is important to identify which university offices and administrators support your efforts and might be appropriate sources for fostering education abroad visibility on campus. Determining multiple strategies for institutionalizing education abroad on your campus will be critical to the long-term success of your efforts.

How is Education Abroad related to the college/university mission statement? It is important to draw justification for study abroad from the college/university mission statement. Look for statements from mission statements and senior level administration for internationalizing the curriculum, developing students with a global perspective, preparing students for a global workforce, etc. Write a mission statement for study abroad that makes it a priority to integrate international education services into the foundation of the college/university mission. A study abroad office mission includes an academic enhancement role and student support services. It is essential to include with your mission statement, some measurable intended outcomes for study abroad. Your statements of intended outcomes will guide your policies and practice. It is also important to understand that every institution invests dollars and staff in endeavors that support and enhance the institutional mission and outcomes. Just as we see different levels of support for campus housing on various campuses, we also see different levels of support for international education. Study abroad has long been considered an elective or “luxury” experience and thus has not been tied to the core values (and therefore finances) of most institutions. The closer you correlate study abroad with institutional priorities, the more leverage you will have in gaining support for your endeavors. An example of a campus mission statement that is easily identifiable with education abroad. Mission Statement: Connecticut College educates students to put the liberal arts into action as citizens in a global society. And they go on to describe their core values as: Academic Excellence, Diversity, Equity, and Shared Governance, Education of the Entire Person, Adherence to Common Ethical and Moral Standards Community Service and Global Citizenship, Environmental Stewardship. This makes it easy to integrate study abroad into the core values of the institution. Another example of a university mission statement is: © 2006 Global Learning Semesters, Inc.

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The University of Miami’s mission is to educate and nurture students, to create knowledge, and to provide service to our community and beyond. Committed to excellence and proud of the diversity of our University family, we strive to develop future leaders of our nation and the world. However, some university mission statements require a little more work to integrate international education into the core values. The University of North Carolina mission statement is much more focused on local needs: [Our] mission is to discover, create, transmit, and apply knowledge to address the needs of individuals and society. This mission is accomplished through instruction, which communicates the knowledge and values and imparts the skills necessary for individuals to lead responsible, productive, and personally satisfying lives; through research, scholarship, and creative activities, which advance knowledge and enhance the educational process; and through public service, which contributes to the solution of societal problems and enriches the quality of life in the State. And yet other university mission statements do not lend themselves easily to integrating international education as a core value. The mission of Montclair State University as a multipurpose public institution is to develop educated persons of inquiring, creative, and disciplined intelligence to be competent in careers that are fulfilling and to be socially responsible contributors to society. This University strives, therefore, to graduate people on the bachelor's and master's level who have had sound education in the arts and sciences and relevant specialized training built upon that base. A study abroad office mission statement can also come in many diverse forms and visions. The Ashland University mission statement is brief, yet explicit, but not clearly related to the university mission statement: The Office for Study Abroad promotes opportunities for global education to all eligible Ashland University students in order for them to gain an understanding of other countries, regions, languages, and cultures through direct overseas experience. George Washington University has taken the approach of being very explicit about their connection to the institution’s core values: In support of the University's mission to "promote the process of lifelong learning from both global and integrative perspectives," the Office for Study Abroad offers international education opportunities to GW students through the University's overseas study centers, international exchange partners, and affiliated organizations. As an extension of the University's academic program, we promote academic excellence and provide access to high quality international education programs in expanding geographic destinations to serve a diverse student population representing a wide array of academic disciplines. As educators, we facilitate the academic, personal, professional, and intercultural development of students through the programs and services we provide. And one more example of a carefully crafted mission statement that not only integrates international education into the university core value, but also sets criteria and objectives for policy: The University of Illinois at Urbana-Champaign is a world leader in research, teaching, and public engagement. Many hands - at home and abroad - make it so, and many benefit. Study abroad is one of the ways in which our students and others build and benefit from Illinois' international engagement. Our mission is to provide and facilitate a range of study and education opportunities abroad consonant in breadth and quality with on-campus Illinois curricula, offered for © 2006 Global Learning Semesters, Inc.

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short or long duration according to curricular objectives and in consideration of students' obligations, at a range of costs and with opportunities for scholarship or subvention such that study abroad opportunity is available to all students in good standing. Attention to students' health, safety, and well-being abroad underlies all other considerations. Our intention is that through study abroad we and our partners prepare students for global citizenship, guiding them to a greater understanding of world and domestic cultures and encouraging them to share that understanding with their hosts abroad and communities at home; that students gain or enhance area, linguistic, subject, and cultural knowledge and competence; that students contribute to their host communities; and that students emerge wiser and more engaged citizens. Another mission statement that both integrates study abroad with the university mission and lays a foundation for policy and practice: The Center for International Programs Abroad is dedicated to fulfilling Emory College's commitment to internationalization through study abroad. In collaboration with Emory faculty, CIPA develops, promotes, and administers programming for undergraduate students that encourages both intellectual and personal growth through challenging scholarship and cultural immersion. Its services support students and faculty before, during, and after the study abroad experience in order to ensure that study abroad is an essential part of an Emory College education.

How will we develop and maintain quality study abroad options? It is important to understand international education best practices as you make decisions about which study abroad options your office will promote, support, approve, and/or affiliate with. What are the priorities of our institution and how do those priorities fit with various study abroad options? In the same way your institution allows students to choose their major and a variety of academic avenues to earn a diploma, it is also necessary to encourage a variety of study abroad options for students. There is not one “ideal” study abroad program or type. Think of it as providing a “portfolio” of options for students to choose from. Different types of programs will produce different outcomes. Things to consider when reviewing/promoting programs: -

length of program geographic location language of host country academic standards and structure academic curriculum choices immersion in host culture interactions with locals housing safety and emergency services orientation services utilization of host country resources on-site staff cost

There are currently no “certified” or “accredited” study abroad programs per se. The Forum on Education Abroad is a professional organization authorized to establish “best practices” that will distinguish programs that operate on the highest standards. Familiarize yourself with these standards and ask program directors and/or providers how they measure up to best practices for responsible study abroad programs. Just as there is not one ideal location for a study abroad experience, there is also not one ideal structure for a study abroad program. There is a time and a place for various types of structures in developing various student outcomes. If the priority of your institution is to promote and develop foreign language © 2006 Global Learning Semesters, Inc.

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proficiency, then it goes without saying that you would not limit your students’ options to programs in the U.K., neither would you put much of your efforts into short-term faculty-led programs. It is crucial to determine the appropriate methodology to produce the intended outcomes. There are valuable and consequential learning outcomes from a two-week international experience, however, a two-week experience can not be considered an appropriate methodology for developing an adequate level of intercultural competency. Thus, the type of program should be appropriate for the intended outcomes. Unfortunately, some institutions operating without explicit intended outcomes can look to the “number of study abroad enrollments/participants” as their measure of success. However, the “number of study abroad enrollments/participants” does not indicate the quality, relevance, nor learning outcomes of the international experience. Even with the best of intentions... it is actually possible to generate learning outcomes that initiate and/or reinforce negative stereotypes and enhance discomfort of intercultural interactions if programs are not developed and facilitated appropriately. As education abroad enters the arena of public scrutiny and administrative importance, institutions are being compared and ranked. Unfortunately, to date, measures are limited to comparing mere headcounts. And thus, there is a threat that number crunchers will emphasize volume at the expense of quality. It may be necessary to remind someone that just as universities are not ranked by U.S. News and World Report by enrollments alone, similarly schools should not be ranked in international education by enrollments alone. Quality of education is measured by relevant and measurable intended outcomes. appropriate measures of quality should be applied to education abroad.

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Why will we promote study abroad to every student? In the midst of a rapidly inter-connecting world, it is clear that every student who graduates from college, in this decade and beyond, will experience international interactions in his/her career. No matter what a student’s career ambitions, it is crucial that they understand the international implications and interactions related to their specific career field as well as learning general intercultural interaction and communication skills which are applicable to every educated citizen. Students without substantial international experience will soon be at a disadvantage in the job market. Just as we recognized a decade ago that every graduate should have basic computer skills necessary to survive in the job market, we now need to acknowledge and support the fact that every college graduate needs to attain a basic level of intercultural competence to function and succeed in society. In order to influence the participation of faculty, it is important to have senior-level administration explicitly support international education. And from the participation of faculty we will see a greater influence on students. Study abroad should be seen as an academic option for EVERY student. There are many misperceptions about who studies abroad and why. So it is essential to overtly and aggressively attack those misperceptions and make it clear to faculty and students and parents that study abroad is for everyone.

Why do we provide support services for students to participate in study abroad? Study abroad has long been an option to college students from almost any academic institution. However, at many institutions, the students who took advantage of a study abroad experience were those with aggressive initiative and determination to explore the maze of institutional policies and procedures to take advantage of a “special” academic opportunity. Study abroad is not usually something forbidden, but if students don’t see a clear path to get there, they usually give-up the dream. Most campuses don’t leave it to a student’s initiative to figure out where to park their car on campus. You will find almost every campus has well defined policies, procedures, communications, orientation, and support for parking services. Why would we expect students to succeed in a maze of institutional bureaucracies if they are left to their own devices when they want to study abroad? By emphasizing that Education Abroad is an academic experience, first-and-foremost, we elevate the purpose to its rightful place among academic endeavors. Conducted appropriately, Education Abroad is © 2006 Global Learning Semesters, Inc.

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not a leisure activity, is not sightseeing, is not extra-curricular, is not a marginal, elitist activity for those characterized by wanderlust. Education Abroad as an essential and integrated academic function which requires parallel support functions that promote and ensure academic success. It is essential that we provide an infra-structure that makes Education Abroad a viable option for every student and provide academic support services that promote academic success relevant and appropriate to Education Abroad. This means we need to provide well established and communicated policies and procedures, options for every academic major, supporting staff roles and affordable options. The majority of U.S. institutions of higher education provide such common functions, such as: new student orientation, academic advising, on-campus housing, recreation programs, student government, among others. There is a reason why these functions/services are provided at the vast majority of academic institutions in the U.S. (If you don’t know why, this is a good question to ask and explore.) So, if we have found that these support services are crucial ingredients of academic success for the vast majority of U.S. college students, why would we not expect that these functions are necessary for Education Abroad? Students participating in Education Abroad are a subset of the entire academic population just as engineering and history majors, transfer students and work-study students, or students in fraternities and sororities are all subsets of the entire student population. These subsets do not detract from the primary goal of providing a quality educational experience. Since the majority of academic/student support services are deemed necessary and applicable for all of these subsets of students, likewise academic/student support services are relevant to the ultimate success of Education Abroad.

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Institutional Integration Okay, let’s do it. Let’s put your Study Abroad Services into place.

Who is involved? Your campus will need someone with academic leadership to sanction the establishment of a Study Abroad Office. This will usually be a Vice President for Academic Affairs. This person will have the authority to coordinate various divisions within the institution and have authority over academic decisions. Your campus will also need to designate one individual on campus to serve as the point person for “coordinating” Education Abroad on campus. Depending on the size of your institution, this may be a ½ responsibility of an existing staff member. Some institutions may choose to give a tenured faculty member teaching release time to serve this administrative function. However, since the responsibilities will have a variety of management functions outside the teaching and advising functions, the responsibilities are usually better suited for a mid to senior level staff member. It may be best suited for an experienced academic advisor or continuing education division. The basic functions the Education Abroad Coordinator will be responsible for include: -

liaison with misc. campus offices, divisions, and faculty about policies and procedures advising students about appropriate program options advising students about policies and procedures coordinating pre-departure orientation coordinating marketing and promotion events updating informational and promotional materials and website liaison between student and program provider and/or host institution flag-bearer for emergency policies, procedures, and response

Other campus personnel involved in developing and maintaining an Education Abroad office will include: -

Academic Dean(s) Academic Department Chairs or faculty representatives Registrar Admissions or transfer credit office Risk Management Dean of Students Financial Aid Housing Counseling Services Health Services

To-Do List: endorsement from President and/or Provost establishment of Education Abroad advisory committee establishment of Education Abroad Coordinator position establishment of communication network with relevant administrative offices/staff

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Institutional Polices and Procedures It is important to convene a campus-wide committee to establish policies and procedures related to study abroad. Once these policies and procedures are agreed upon by the committee, it is essential to have the policies and procedures approved at the highest level of administration. And, after policies and procedures are approved, it is crucial to share these with faculty and students. Some of the basic policies and procedures to consider include: -

will study abroad credit be approved for “resident” credit or transfer credit? will transcript include grades from host institution? If so, will those grades be calculated into cumulative gpa? who will approve programs / foreign institutions your students can study at? what will be the criteria for approving a program / institution? who will approve individual courses for transfer credit? what will be the criteria for approving transfer of credit? what courses can not be transferred from a study abroad program? what will be the process for approving transfer credit? how will students be registered while abroad? how will students register for the semester they return to campus? who will be responsible for processing financial aid? what will be the process for students utilizing financial aid? what information is needed on a study abroad application? what is the criteria for a student to study abroad? who is responsible for reviewing and approving exceptions/waivers? who/where is repository for study abroad applications? what is done with the information on the study abroad applications? who is responsible for emergency protocols / response what will students do about on-campus housing before, during and after study abroad?

To-Do List: convene Education Abroad advisory committee establishment of Education Abroad policies and procedures appropriate communication of policies and procedures to faculty and students

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Setting standards for student eligibility to study abroad What will be the criteria for students to apply and be approved to study abroad? Some of the commonly used criteria include: -

GPA requirement: few institutions allow study abroad below a 2.5 gpa and some institutions require as much as a 3.0 gpa. Faculty-led programs more often use a 2.0 gpa because the home faculty will have more responsibility for supporting students who may struggle academically. The reasoning for having a minimum gpa requirement is that if students are struggling in a familiar academic environment, it would be irresponsible to expect them to have any degree of success in a foreign academic environment.

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Disciplinary Clearance: many institutions require that a student be in good standing on campus, not only academically, but also socially. Thus, a disciplinary clearance is required through the Dean of Students or Office of Student Judicial Affairs to ensure that the student is not currently on probation and if the student has had previous infractions that they receive appropriate advising before going abroad.

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Residency requirement: most 4-year institutions require two full semester on campus before being approved for study abroad. This helps to ensure the level of academic and personal success before sending a student into a foreign environment. It also improves a student’s integration into their home institution before going away and thus promoting stronger ties to student support systems and develops roots for the student to return to a familiar home campus.

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Essay or Statement of Purpose: some institutions require students to write an essay to express why they want to participate in study abroad, indicating how the chosen study abroad program will fulfill academic and personal goals. This usually has a twofold utility: 1) it provides a sense of how mature and realistic the student is about choosing an appropriate study abroad experience – academically and personally, and 2) it provides a writing sample to make sure of the student’s capability for foreign institutions.

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Letters of recommendation: some institutions require students to obtain letters/forms of recommendation from faculty members to get a sense of academic maturity, independence, and relevance of international experience.

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Student Waiver: many institutions now include a student rights and responsibilities document with an application so the student is aware of all policies and procedures and indicates that the students has read, understands, and agrees to abide by policies and procedures and waiver of responsibility and legal liability.

To-Do List: convene Education Abroad advisory committee establishment of Education Abroad eligibility criteria and application process appropriate communication of policies and procedures to faculty and students

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Developing policies and protocols for program approval Will the institution function with an approved list of vetted programs appropriate for the majority of students on your campus, OR will you set general criteria that must be met by any program, and leave the exploring to students? Some institutions expect students to utilize their own initiative to find a study abroad program they want to participate in. After a student has chosen a program they merely obtain approval from the study abroad office as long as the program meets basic, general criteria. Other institutions operate from an approved list of programs they recommend to students based on vetted programs they deem appropriate for the majority of students and commonly related to institutional or departmental priorities. There are obviously pros and cons to operating on the extreme of either option. However, it is advantageous to have some meld of both options. Some of the common criteria for approving appropriate study abroad programs include: -

is the academic transcript supplied by an accredited institution? is the academic teaching conducted by appropriately credentialed faculty? what are the academic terms? (# of weeks, contact hours) is appropriate care taken in providing safe and appropriate housing for students? what provisions are made for on-site administrative and emergency support?

Reasons that some institutions operate with an approved list of programs include: -

ensure academic rigor and standards guide students into programs reviewed and recommended by faculty streamline and standardize the promotion, application, approval, and transfer of credit and financial aid functions encourage closer working relationships with commonly used programs financial considerations (for the institution and/or the student)

It is possible to ensure all of these concerns and not utilize an “approved list”, similarly, it is possible to utilize an “approved list” and still need to make exceptions for students with justification for using alternative programs. Once your institution has approved of the criteria for appropriate study abroad programs for your students, it is necessary to make this criteria available to students and faculty. It is also necessary to decide who will review and approve programs, and handle petitions for exceptions when necessary. Will this be the responsibility of the Education Abroad Coordinator/Director, or will you utilize a faculty committee to make these decisions?

To-Do List: convene Education Abroad advisory committee establishment of Education Abroad program standards and approval process appropriate communication of policies and procedures to faculty and students

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Why is transfer of credit approval essential? The function of transfer credit approval is essential not only for the student, your institution, but also the program provider/host institution. Students should always obtain documented course pre-approvals before participating in a study abroad program. The home institution should welcome a standardized transfer credit pre-approval process so they can put the appropriate people in place to make decisions about international curriculum, make sure standardized criteria are followed, and have the opportunity to review and approve courses students plan to take while abroad. Furthermore, the pre-approval process is required for disbursing federal financial aid to students. It is necessary to ensure that students will be enrolled full-time while abroad and will receive a minimum of 12 credit hours transfer credit when they return, or students will jeopardize the use of financial aid. For the student’s sake, confirmation that the home institution will accept the credit from the host institution when they return is the responsible approach. Students also need to verify how the credit will be applied to his/her graduation requirements. And finally, for students on financial aid, they need to verify that they will be enrolled full time to obtain financial aid and scholarships. Program providers now also request course pre-approvals not only to make sure they can provide the curriculum the student is expecting and needs, but also that the student is serious about earning academic credit and does not intend to go live in another country and not attend classes or be a disruption to other students with serious academic goals. Will the transfer of credit from study abroad integrate seamlessly into the academic progress of the student on the home campus? Who will be responsible for submitting the courses, grades, credit from the study abroad transcript upon completion of the program? And will that transfer credit be utilized to calculate the student’s gpa, academic progress, and degree completion requirements? The most common structure is as follows: 1. Host institution sends official transcript to home institution Registrar Office, 2. Registrar submits transfer credit on the student’s transcript according to standard policies and procedures for transfer credit (student must earn “C” or better to receive credit, courses are listed but grades are not, grades are not calculated into home campus cumulative gpa), 3. The student’s transcript will in some way indicate that transfer credit courses were taken on study abroad, 4. Academic departments may individually approve transfer credit courses to count toward major requirements. The argument exists that if the home institution promotes international education and has taken the time to pre-approve courses (beyond a cursory look at course descriptions, and actually look at syllabi), why shouldn’t Education Abroad courses be translated onto the home transcript as equivalent resident credit. This is a question sometimes better addressed to the home institution’s accrediting body(ies). It is not right to assume that accreditation bodies will approve of Study Abroad courses translated into resident credit if criteria and standards are not clearly established. Arguments abound that there are clearly times a student could be penalized/misjudged for having “transfer credit” on his/her transcript. Similarly, arguments continue about the seriousness of student academic motivation when they know the grades they earn while on study abroad will or will not show on their home institution transcript.

To-Do List: convene Education Abroad advisory committee establishment of Education Abroad transfer credit policies and procedures appropriate communication of policies and procedures to faculty and students © 2006 Global Learning Semesters, Inc.

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What is involved in utilizing financial aid? The 1992 reauthorization of the federal Higher Education Act of 1965 promotes students utilizing federal aid for academic study abroad experiences. Thus, if an institution allows students to transfer credit from study abroad, they should also maintain a process for utilizing federal financial aid. It is important to verify full-time enrollment (usually done through course pre-approvals), and the reasonable cost of the academic program (a document can usually be issued by the program provider or the host institution). In calculating the budget for academic expenses for a study abroad program, the financial aid office can include “reasonable” round-trip airfare, cost of local transportation, cost of local accommodations, books and supplies, meals, and the program tuition. Institutions must develop a process by which to disburse federal funds to students if they are not on campus when funds are available. Measures should be taken to ensure that study abroad students utilize direct deposit or a Power of Attorney to obtain funds. Be sure that funds are NOT sent to a student’s campus mailbox, where they will be held-up the entire semester while the student is away. Also, prepare a process for confirming financial aid awards to program providers who may be able to waive payment deadlines upon receipt of financial aid confirmation.

To-Do List: convene Education Abroad advisory committee establishment of Education Abroad financial aid policies and procedures - calculate Education Abroad budgets - verify award to program provider - verify enrollment and academic progress - disbursement of funds appropriate communication of policies and procedures to faculty and students

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How will students be registered while abroad? Some institutions have a process by which students fill out a form requesting a “leave of absence” from their matriculation while on study abroad. While some institutions utilize this administrative process for tracking purposes, this essentially is a legal process that detaches a student from student status while on study abroad. And can legally release the home institution from providing any financial aid and student support services while on leave of absence. The appropriate process for institutional tracking and maintaining student support services, is to utilize a “space holder” registration on the home campus indicating the student is on study abroad. As an example, create a course “SA 300: Study Abroad Fall 2005” that all study abroad students will be registered for that particular term. When students are approved to study abroad, they will be register for this 12 credit course number. There are a myriad of issues related to “space holder” registration, including billing issues, FTE’s for academic departments, financial aid, academic progress and grades. A policy and procedure for this function should be discussed thoroughly by multiple stakeholders on campus (registrar, registration technology systems, financial aid, bursar, academic deans, etc.) There are pros and cons as to whether students enroll in a space-holder course themselves, or if a staff member submits a bulk registration for all the study abroad students. - students should prove intent by registering themselves – yet sometimes they go off and forget to do so - staff can make sure it gets done – yet if students drop out of study abroad and decide to register for classes on-campus, staff can sometimes throw students out of intended classes

To-Do List: convene Education Abroad advisory committee establishment of Education Abroad registration policies and procedures appropriate communication of policies and procedures to faculty and students

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What type of billing structure do we want? There are typically three billing structures utilized by institutions. 1. Students pay the program provider for all study abroad program costs and are totally responsible for coordinating financial aid with the program provider, 2. The home institution is billed by the program provider and pays for the student fees, and the home institution is responsible for collecting fees from the student, or the program provider invoices the home institution for “academic” fees, and the student for the balance of the program costs, 3. Most private schools have higher tuition rates than most study abroad programs, thus the home institution charges their students full/regular home-campus tuition and then pays the program provider the varying program tuition rates and keeps the surplus (or subsidizes the deficit) with the tuition they have collected. This is justifiable when the home institution records study abroad credit as resident credit, and thus the academic rigor of the study abroad program is vetted and approved to meet the high academic standards of the private institution. See the chart below for some issues related to billing structures. Issue

#1 Student Pays Provider

#2 Student is billed by school for program cost

#3 Student is billed for home tuition rate

Students pay advertised list price Home institution may negotiate price with provider Simplifies utilization of financial aid Students may not be allowed to utilize some institutional and private aid Institution may need to utilize a portfolio of approved programs to balance finances Students may complain about paying more than program price Institution may be able to subsidize more expensive programs with surplus from less expensive programs Institution may produce a revenue stream with surplus Institution may suffer on tuition projections

Smaller institutions very dependent upon strategic tuition forecasting will hesitate to encourage students to spend their tuition dollars elsewhere for one semester. And thus, they may feel the need to discourage students from semester study abroad programs. This must be remedied! Some institutions will charge students a Study Abroad Fee (ranging from $50 to $2,000 per semester) to offset the administrative support while students have sent their tuition dollars to a program provider. Some institutions supported by larger endowments and/or State or Federal affiliations are not as tuition dependent, and thus are not adversely impacted when students take their tuition dollars elsewhere for a semester. Thus, billing structures are a fundamental issue that must be examined and developed appropriate to the home institution’s financial status.

To-Do List: convene Education Abroad advisory committee establishment of Education Abroad tuition policies and procedures appropriate communication of policies and procedures to faculty and students © 2006 Global Learning Semesters, Inc.

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Promotion Study abroad should be an option within every academic major/department. Students and faculty in every academic department/major should know that there are study abroad options relevant and appropriate for every field of study. Not only are many students misinformed about study abroad options, but even more damaging is that many faculty do not understand that there are appropriate study abroad options for every academic field. Every academic department should review, approve, and promote relevant study abroad programs on which students can earn credit towards their major requirements and relate to their academic goals. A Study Abroad Coordinator is often responsible for providing academic departments with resources from which an academic department can review study abroad options related to each department’s curriculum. By overtly connecting study abroad to the academic departments, we begin to institutionalize study abroad and make relevant academic connections to the experience instead of perpetuating the misperception that study abroad is an “elective” experience and not necessarily meaningful to the academic goals of the student and the institution. Once your institution has established policies and procedures for study abroad, and begins to establish the role of a Study Abroad Coordinator, the President or Vice President for Academic Affairs should take an influential leadership role in distributing policies, procedures, and academic department goals to every department and every faculty on campus.

Utilize Faculty Faculty must be utilized to promote international education. For way too long institutions have been hindered in promoting and increasing participation in study abroad for the mere oversight of faculty misinformation! It is a common story that a student will go to his/her professor and ask advise about study abroad, and the faculty will inadvertently misinform the student or even blatantly discourage the student from pursuing it further. Some surveys suggest that after peer influence, faculty are the second most influential forces in student decisions to study abroad. And when faculty are not adequately prepared for that role, we find that many students are stopped before they ever have a chance to participate. Faculty must be appropriately informed about institutional policies and procedures at a minimum. And for maximum effect, faculty should be trained to advise students about appropriate study abroad options.

General Promotion It is critical that every campus overtly promote study abroad to students. Some of the commonly used promotional tactics include: -

user-friendly and prominently linked website location specific and discipline specific information information sessions RA orientation new student orientation freshman seminars parent weekend workshop study abroad fair posters, flyers, bulletin boards radio, newspaper and internet ads and student articles train admissions officers

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Diversity and Special Needs Promotion efforts must also address diversity and special needs populations. Current data collection indicates that some categories of students are under-represented in Education Abroad participation. Promotional materials and outreach can help an institution and individual students overcome some of the perceived obstacles of under-represented students. Education Abroad professionals are encouraged to consider the student profile on your campus and the representation of students who participate in study abroad. There are supplemental resources available for addressing the needs of the following under-represented categories: • academic majors: to include engineering, technology, health sciences • ethnicity / race: to include every student beyond upper and middle class white students • gender: increase male student participation • non-traditional students: to include community college, part-time, commuters, lowincome, first-generation, students caring for family • students with disabilities: physical, mobility, vision, auditory, mental health, medical, cognitive, developmental, and combination

Parents Don’t forget to promote study abroad to parents. Be sure to target ads and articles to be seen by parents in admissions materials, financial aid materials, orientation materials / and on-campus workshops, parent’s weekend seminar or open house, parent FAQ’s for study abroad, etc.

To-Do List: convene Education Abroad advisory committee establishment of Education Abroad tuition policies and procedures appropriate communication of policies and procedures to faculty and students

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Support Services Advising process Advising skills and competencies are very important. Professional competencies and ethics are a crucial factor in providing support services. International education has long been considered an elective and/or marginal function of colleges and universities and adequate attention was not always given to hiring and training personnel. Any staff or faculty on campus with an interest in anything international was often swept into the position of developing study abroad on a campus. This is akin to finding a staff or faculty member who rides a bicycle to work and shows an interest in sports and expecting him/her to develop an NCAA athletic program on campus. Study abroad advising skills involve understanding of general academic advising functions, institutional exceptions and special policies for study abroad, international education options (locations, difference and similarities), and experiential education and cross-cultural pedagogy. Those advising students about study abroad options should be aware of some basic principles and know where to utilize professional resources for assistance and advice. It is not the role of an advisor to tell a student which program he/she should participate in. There is no “one ideal” program. Although students often choose to study abroad because of peer influences, an advising session can sometimes be the critical link in a student’s decision-making process. A study abroad adviser cannot not make the decision for a student, however, there are some basic questions which can help students select appropriate program options: • • • • • • • • •

What year is the student in school? Does the student have a declared major? What are the student's academic goals for study abroad? Does the student need to fulfill specific courses while abroad? Is the student capable of a language immersion program? What kind of support system will the student need while overseas? Is the student fairly independent or will the student need significant guidance and support? What is the student's academic standing? How does the student envision financing the experience? Is the student comfortable functioning in a metropolitan, urban, capital city?

To-Do List: make sure Education Abroad coordinator/advisor(s) have/receive appropriate professional training

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Advising materials Just as the tennis teacher is not expected to teach tennis without rackets and balls... it is important that anyone facilitating study abroad advising have appropriate advising materials. Advising materials will include user-friendly communications on policies and procedures for study abroad and accurate publications on study abroad program options. Materials that pertain to institutional policies and procedures should be reviewed and approved by relevant divisions (registrar, financial aid, Deans, etc.) or the Education Abroad Advisory Committee. Advising materials for study abroad program options can be obtained by contacting programs and requesting brochures. Advising material resources: goabroad.com iiepassport.org studyabroad.com http://www.globaled.us/irl/ http://globalscholar.us/

To-Do List: develop an Education Abroad resource library and/or database which is userfriendly and easily accessible for students

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Application process The application process should be as user-friendly as possible, keeping in mind all the data you need to collect from/about students and the comprehensive policies and procedures students need to follow. Institutions should keep track of matriculated students participating in study abroad, whether students are on “leave of absence” or maintaining residential status. Applications range from a single sheet of paper to elaborate multi-page documents. Application deadlines are very important. Deadlines should be clearly and redundantly printed on application paperwork, in the study abroad office, on the study abroad webpage, on a campus-wide calendar. Students will most likely submit applications on the exact deadline, so be sure to set deadlines strategically. Applications should include a simple, user-friendly checklist if multiple steps, items, documents are required. Applications should be designed to be as simple as possible, while still obtaining all the necessary information.

To-Do List: develop an appropriate application process

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Transfer of credit process There are four significant factors in transfer of credit: 1) is the study abroad credit from an accredited institution and how is credit translated to U.S. equivalency (contact hours, grading scale, faculty credentials, teaching methodology, assignments and readings, evaluation of work, language of instruction, language of transcript) approval should parallel transfer of credit policies for transfer and/or international students; 2) who determines how the credit is distributed in the students’ academic progress (core/general ed. requirements, major requirements, elective credit); 3) will the credit be designated as “transfer” credit or “residential” credit, and will the gpa be calculated into cumulative gpa; and 4) who should receive the transcript after the student completes study abroad program and who will submit to the students home transcript. After these questions are carefully answered by a multi-division advisory committee (e.g., Registrar, Admissions, Academic Deans, Faculty Senate), policies and protocols should be put into place. Userfriendly communications should be developed to make sure faculty, students, and relevant divisions are all operating on the same page.

To-Do List: develop user-friendly and standard transfer of credit procedures and forms

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Financial aid process While some students may not realize that financial aid resources can be used to make a study abroad experience affordable, others may think there are endless scholarships out there waiting to be tapped for an international experience. It is increasingly necessary to identify affordable options for students and to be aware of financial assistance available to students. It is important to understand the general policies and procedures common to most colleges and universities regarding access to financial aid. But it is also imperative that you have first-hand discussions with the financial aid office on your campus to understand your campus-specific policies and procedures. *** IF your financial aid office is not experienced in providing aid for study abroad, be sure to assist them in communicating with financial aid offices from several of your peer institutions so they can set up policies and procedures that will support your endeavors. It is crucial to work closely with your financial aid office to develop “user-friendly” procedures for your students to utilize financial aid for study abroad. NAFSA Guide to Basic Facts regarding Financial Aid for Study Abroad (http://www.secussa.nafsa.org/basicfinancialaid.html)

To-Do List: develop user-friendly and standard descriptions of steps for utilizing financial aid for Education Abroad - who is financial aid advisor - forms to fill out - timeline - responsibilities - actions

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Registration process There are different administrative protocols for registration of students while participating in study abroad. Some of the issues in question are about providing student support services, liability, and accountability. Some institutions prefer to take a hands-off approach and thus expect student’s to be much more proactive in administrative processing of a study abroad experience. But even institutions like Harvard which long had a hands-off approach recently restructured administrative policies and procedures to support student participation in study abroad. When students maintain home-campus registration privileges while on study abroad, they have access to computer services and other student support services. Some of the commonly used registration models are described below. •

Leave of Absence – requires a student fill out a document stating his/her intention to take a leave of absence from regular matriculation to participate in a study abroad program, with the intent of returning to matriculation after the conclusion of the study abroad experience. This is a legal status that excludes students from maintaining regular students status and support services while away. This status may or may not be recorded on the institutional student database.

•

Study abroad application – utilizing a standard study abroad application, student status is indicated on the institutional student database in some specific mode, thus ensuring that a student is not seen as a non-returning student.

•

Study abroad placeholder – the institution sets up a 12 credit placeholder “course” in which all study abroad students are registered for the term they are abroad.

•

Resident credit approval – study abroad courses are reviewed and pre-approved prior to student participation and are eligible for home-campus course equivalencies. Study abroad section indicators will be added to home campus course #s and registration will look exactly like students are on campus except for the section indicator which will be common to all study abroad registrations.

To-Do List: describe to students a user-friendly and standardized protocol for registering students status while participating in Education Abroad

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Pre-departure Orientation All students require some level of assistance prior to departure for any study abroad experience. Depending on a student’s previous international experience, they may or may not willingly participate in pre-departure orientation services. It is important to make every effort to ensure that every student receives general pre-departure information. Information may be provided through printed materials, oncampus workshops, and/or online interactive programs. Most institutions now make an effort to make pre-departure orientation a mandatory step in the process to studying abroad. There are lots of resources available to assist any office in developing and facilitating responsible predeparture orientation printed materials and programs (see toolbox). If your institution does not have the staffing resources to provide adequate pre-departure orientation, it is imperative that you ensure that your students receive pre-departure orientation from their chosen program (third party provider or host institution). Legal liability expects that students are provided sufficient orientation. A suggested outline of Pre-Departure topics from the PLATO Project: http://www.globaled.us/plato/curriculum.html Module 1: General Overview and Introduction This module provides an introduction to Education Abroad, as well as a general overview of different programs and benefits of differing programs. Module 2: Logistical Issues I The first of two modules on Logistics, this module provides background both for students who know where they plan on studying abroad and those who have not yet decided on a program or location. Topics include academic issues, student support services, and financial resources. Module 3: Cross-Cultural Issues This module defines culture and examines differences and similarities in cultures, values, communication, and identities. Students should have a foundation for understanding and exploring intercultural relations. Module 4: Country-Specific Culture Having looked at general cross-cultural issues and characteristics, students in this module will take a closer look at culture. They will begin to examine cultural issues and characteristics specific to their host country. Module 5: Language Issues This module will address general linguistic issues in general, including living in non-English speaking countries. The module will also be relevant for students studying in countries where English is spoken, as it will discuss issues related to traveling in non-English speaking countries. Module 6: Country-Specific Language Learning This module investigates the process of foreign language learning -- specifically, the language of a student's host country. It will also discuss opportunities to learn indigenous or secondary languages in countries where English is spoken. Module 7: Global Citizenry and Understanding the World Being prepared for study abroad requires having a general understanding of global issues, including learning about the U.S., impressions of the U.S. by other countries, multi-national organizations (such as the UN, EU, NAFTA, etc.), as well as the role of transnational institutions and corporations. Module 8: Learning about your Host Country Following a basic understanding of global matters, students will gather important information about their specific host country. This includes an overview of the history, political climate, international relations, and current events of the country.

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Module 9: Logistical Issues II The second module on Logistics will examine issues critical to the student's upcoming sojourn, such as packing needs, and health and safety issues. Module 10: Planning for the Return Home This module provides critical background to prepare students for their return to the U.S. This includes information on immigration and customs, coping with reverse culture shock, and maximizing the academic, professional, and personal benefits of the study abroad experience. In my experience of conducting pre-departure orientation at six different colleges/universities over the past 13 years, I recommend conducting all “logistical” modules before cultural modules. Students will inevitably have lots of logistical questions and do not see beyond those issues until they are satisfied.

To-Do List: develop a pre-departure orientation session that is applicable for students at your institution

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Emergency protocols Every institution should develop emergency policies and procedures relevant to study abroad issues. It does not matter if your institution sends 2 students on study abroad or 2,000 students every year. There are very good examples of emergency protocols available from professional organizations and peer institutions. Seek out examples from several institutions and then develop protocols specific to your institution. It is imperative that all relevant offices/divisions on your campus contribute to the development of the protocols and are actively prepared to participate in emergency response. It is advisable to include all of the following offices when developing a campus Emergency Response Plan for Study Abroad: Office of International Education, Risk Management, Legal Counsel, Dean of Students, Academic Deans, Counseling Center, Campus Chaplain, Public Relations, and Campus Police. A good resource publication is “Crisis Management in a Cross-Cultural Setting” published by NAFSA: Association of International Educators (www.nafsa.org). Examples of Emergency Protocols: San Diego State University: http://www.sa.sdsu.edu/isc/PersonalEAP.pdf#search='study%20abroad%20emergency%20respo nse' Georgia Tech: http://www.nacua.org/bibliography/files/students/xxvi-22-042.pdf#search='study%20abroad%20emergency%20response' Coastline Community College: http://coastline.cccd.edu/page.asp?LinkID=693 Texas A&M: http://cirt.tamu.edu/ CalPoly: http://www.calpoly.edu/~iep/documents/faculty/CRISIS%20RESPONSE%20PLAN.pdf#search='st udy%20abroad%20emergency%20response' University of Iowa: http://www.uiowa.edu/~uiabroad/Special_Note_on_Security/Emergency_guidelines.pdf#search=' study%20abroad%20emergency%20response' Iowa State University: http://www.iastate.edu/~study-abroad/Faculty/Emergencies.html Indiana University: http://www.indiana.edu/~overseas/policies/safety.shtml University of Virginia: http://www.virginia.edu/iso/studyabroad/documents/CMP.pdf#search='study%20abroad%20emer gency%20response'

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Professional Resources Professional roles of a study abroad office are integrated into the larger structure of the institution. Study abroad responsibilities include areas such as: academic advising, career advising, registration, financial aid, curriculum standards, transfer of credit, housing, dean of students, budgeting and procurement, risk management, promotions and marketing, counseling center, health center, computing services...

Professional Organizations for Study Abroad -

NAFSA.org “NAFSA: Association of International Educators (formerly National Association of Foreign Student Advisors) is a member organization promoting international education and providing professional development opportunities to the field. The association has three major foci: creating and disseminating knowledge; influencing public policy; and maintaining a strong association of professionals serving in international education responsibilities.” NAFSA is the largest, oldest, and most comprehensive of professional organizations serving not only professionals with responsibilities related to study abroad of U.S. college students, but also: admissions, advising, and legal support of international students entering the U.S., and broader roles in internationalizing education and intercultural development. Getting Started: A Guide for New Education Abroad Advisers (http://www.nafsa.org/knowledge_community_network.sec/education_abroad_1/educatio n_abroad_2/practice_resources_12/advising/beginner_s_guide)

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Forumea.org “The Forum on Education Abroad is a global membership association whose exclusive purpose is to serve the field of education abroad. It was created by experts in the field specifically to meet the needs of the profession. Its members worldwide are educational institutions, consortia, agencies, organizations, and individuals that provide, direct, manage or support education abroad opportunities. The Forum members represent 60% of the U.S. student population studying abroad. No other association provides the services and products provided by the Forum. By offering opportunities for dynamic discourse and up-to-the-minute information sharing, The Forum promotes high quality and effective programming through: • Advocating standards of good practice, • Promoting the integration of education abroad into high-quality curricular development and academic design, • Encouraging outcomes assessment, • Conducting research and data collection, • Engaging in advocacy of education abroad at all levels.”

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AIEAworld.org “The Association of International Education Administrators (AIEA), a membership organization formed in November 1982, is composed of institutional leaders engaged in advancing the international dimensions of higher education. The purposes of the Association are to: 1. provide an effective voice on significant issues within international education at all levels, 2. improve and promote international education programming and administration within institutions of higher education, 3. establish and maintain a professional network among international education institutional leaders,

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4. cooperate in appropriate ways with other national and international groups having similar interests.”

Related Professional Organizations with subgroups focused on international education issues AAHE (www.aahe.org) American Association for Higher Education is a national organization of more than 8,500 individuals dedicated to improving the quality of American higher education. AAHE's members--faculty, administrators and students from all sectors, as well as policymakers and leaders from foundations, government and business--believe that higher education should play a more central role in national life and that our institutions can and must become more effective. AACRAO (www.aacrao.com) The American Association of Collegiate Registrars and Admissions Officers is a nonprofit, voluntary, professional education association of degree-granting postsecondary institutions, government agencies, higher education coordinating boards, private educational organizations, and education-oriented businesses. Its goal is to promote higher education and further the professional development of members working in admissions, enrollment management, financial aid, institutional research, records, registration, scheduling, academic standards, and student progress. ACE (www.acenet.edu) ACE is a forum for the discussion of major issues relating to higher education and its potential to influence the quality of American life. ACE provides leadership and advocacy in an ever-changing environment by representing the views of the higher education community to policy makers and by offering services to its members. AAC&U (www.aacu-edu.org) The Association of American Colleges and Universities is the institutional membership association focused on advancing the aims of liberal education. AAC&U is a national resource and leader for keeping learning at the center of the work of higher education institutions. AEE (http://www.aee.org/customer/pages.php?pageid=28) The Association for Experiential Education is a nonprofit, professional membership association dedicated to developing and promoting experiential education worldwide. NSEE (http://www.nsee.org/index.cfm?fuseaction=home) National Society for Experiential Education is a nonprofit membership association of educators, businesses, and community leaders. Founded in 1971, NSEE also serves as a national resource center for the development and improvement of experiential education programs. NACADA (http://www.nacada.ksu.edu/) The National Academic Advising Association promotes and supports quality academic advising in institutions of higher education to enhance the educational development of students. NACADA provides a forum for discussion, debate, and the exchange of ideas pertaining to academic advising through numerous activities and publications. NACADA also serves as an advocate for effective academic advising by providing a Consultants Bureau, an Awards Program, and funding for Research related to academic advising. NASPA (http://www.naspa.org/) A professional association for student affairs administrators in higher education. The leading voice for student affairs administration, policy and practice and affirms the commitment of student affairs to educating the whole student and integrating student life and learning. With over 9,400 members at 1,400 campuses, and representing 29 countries, NASPA is the largest professional association for student affairs administrators, faculty and graduate students. NASPA members are committed to serving college students by embracing the core values of diversity, learning, integrity, service, fellowship and the spirit of inquiry. © 2006 Global Learning Semesters, Inc.

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General Handbook NAFSA's Guide to Education Abroad for Advisers and Administrators: The Guide provides an overview of the major areas involved in education abroad advising and administration. Written by current education abroad professionals, chapter topics range from advising students to program management to issues of financial aid and safety considerations for overseas study to marketing to assessment. The Guide also contains a references section which lists printed resources and online information available in a wide variety of areas.

Safety Interorganizational Task Force on Safety and Responsibility in Study Abroad (http://www.secussa.nafsa.org/safetyabroad/default.html) Addresses “Best Practices” and legal issues related to providing safe and responsible study abroad programs. Safeti Clearinghouse (http://www.globaled.us/safeti/aboutsafeti.html) The SAFETI (Safety Abroad First - Educational Travel Information) Clearinghouse Project, develops and disseminates resources to support study abroad program development and implementation, emphasizing issues of health and safety. This is possible using a World Wide Web-based Clearinghouse format, enhancing collaboration between higher education institutions, government, and non-governmental organizations. It is funded through support by FIPSE (the Fund for the Improvement of Postsecondary Education) of the US Department of Education. Crisis Management in a Cross Cultural Setting is “a compendium of experience and expertise from many professionals in the field of international educational exchange, Crisis Management in a CrossCultural Setting is an essential sourcebook, designed to prepare international educators for crises.” (http://www.nafsa.org/publication.sec/education_abroad_materials/crisis_management_in)

Data Collection IIE Open Doors Report (http://opendoors.iienetwork.org/) The most comprehensive data collection project in the U.S. reporting descriptive data of U.S. students studying abroad and international students studying in the U.S.

Transfer Credit Resource The AACRAO International Guide: A Resource for International Education Professionals, http://www.aacrao.org/publications/catalog/international.cfm

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Special Needs / Under-represented Students PLATO Project: http://www.globaled.us/plato/diversity.html A resource for information useful in promoting study abroad participation among underrepresented students, addressing some of the issues and challenges ethnicity may play in their study abroad experience, and linking them to additional information, resources, and scholarships. African American Students “The World in Your Hands” is a publication developed at the University of Pittsburgh Study Abroad Office, and offers encouragement, advice, and resources for African American students considering study abroad. (http://www.abroad.pitt.edu/appsandforms/worldinyourhands.pdf) Diverse Online: Portal for Diversity in Higher Education: http://www.diverseeducation.com/ Diversity Issues & Study Abroad (Brown University) http://www.brown.edu/Administration/OIP/pdf_docs/diversity_st_abroad01.pdf Black and Multicultural Professionals in International Education (B/McPIE) Special Interest Group (SIG) of NAFSA. The B/McPIE SIG welcomes advisers who are interested in promoting greater involvement of people of color in international education. To subscribe to B/McPIE's listserv discussion group BMCPIE-L, send a message to [email protected] with "subscribe BMCPIE-L yourfirstname yourlastname institution" in the body of the message, leaving the subject line blank. "Abroad, Minority Students' Challenges Transcend Academics" by Paul Desruisseaux (Chronicle of Higher Education, 1992, login required) "Study Abroad Matters: Top 10 Reasons for African-American Students to Go Abroad" by Starlett Craig (Transitions Abroad, 1998) "Encounters of Another Color" by Stephanie Griffith (The New York Times, 1987, available for purchase) "Minority Students Abroad: an Inspiring Experience" by Joy Gleason Carew (Chronicle of Higher Education, 1993, login required) "Over There" by Dianne Williams Hayes (Black Issues in Higher Education, 1996) "Soul and Sushi" by Lynette Clemetson (Newsweek, 1998, login required) "Perceptions of African American Educators toward Historically Black Colleges and Universities" by Cynthia Frierson (Education Resources Information Center (ERIC), 1993) "Diversity in Study Abroad." Transitions, May/June 2000. "Expanding Your Horizons" by Keisha Anderson, Black Enterprise, June 1996. Connected Careers for the Future: A Guide to International Careers for Young People of Color. Video anchored by Charlayne Hunter-Gault. Features on-site interviews with Latino, African American, Asian American, and Native American who are working in international careers. Available for purchase from: The Global Center, 575 Eighth Avenue, Suite 2200, New York, NY 10018. Tel: 212-246-0202. Go Girl: The Black Woman's Book of Travel and Adventure. Anthology of 52 travel tales by female writers including Maya Angelou, Gwendolyn Brooks, Audre Lorde, and Alice Walker. Edited by Elaine Lee, 1998. A World-Class Education: Rewards Abound for Those who Dare to Teach or Study Abroad. by Robin Smiles, Black Issues in Higher Education, August 2001.

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Globalization, Culture, and Sharing. by Julianne Malveaux, Black Issues in Higher Education, August 2001. An African-American in South Africa. Transitions Abroad, July/August 1998. African-American Students Abroad. Transitions Abroad, July/August 1995. Asian American Students Asian Americans: Factors Influencing the Decision to Study Abroad, J. Scott Van Der Meid, Brandeis University, Frontiers: An Interdisciplinary Journal of Study Abroad, 2004. http://www.frontiersjournal.com/issues/vol9/vol9-04_vandermeid.htm Reflections of Asian-American Students, NAFSA Session Document. http://www.nafsa.org/knowledge_community_network.sec/education_abroad_1/education_abroad_2/docu ment_library_7/regional_education_abroad/reflections_of_asian-american Students with Disabilities Access International Education (University of Pittsburgh) http://www.ucis.pitt.edu/aie/ Mobility International (http://www.miusa.org/) Since 1995, MIUSA has served as the National Clearinghouse on Disability and Exchange (NCDE), a project sponsored by the Bureau of Educational and Cultural Affairs of the United States Department of State and managed by MIUSA to: educate people with disabilities and related organizations about international exchange opportunities; increase the participation of people with disabilities in the full range of international volunteer, study, work and research programs; advise international exchange organizations about the Americans with Disabilities Act; and facilitate partnerships between people with disabilities, disability-related organizations and international exchange organizations. SAFETI Clearinghouse, Support for Students with Disabilities, http://www.lmu.edu/globaled/irl/irlca8.html Engineering Students GE3 (http://www.iie.org/programs/global-e3/) Global E³ is an international exchange program for engineering students at member institutions. The program offers the opportunity for American students to study in one of 17 countries overseas, and for international students at partner campuses to study in the United States. The program is designed to allow students to take courses overseas for credit at their home institutions. Engineering and computer science students from Global E³ consortium member institutions can study abroad for one semester or a full academic year. Students are also given the opportunity to complement their study abroad experience with an internship after one semester of study abroad. National Resource Center for International Engineering Education (University of Rhode Island) http://www.uri.edu/iep/nrc/index.html

Other Special Needs Resources Online An annotated bibliography by David J. Comp (University of Chicago) of research on under-represented categories: http://www.knowledgeexchange.org/download/other/Research on Underrepresentation in Education Abroad - Expanded.doc Research on Underpresentation (543 KB Word document) Women Abroad (University of Michigan) http://www.umich.edu/%7Eicenter/overseas/study/women_abroad.html © 2006 Global Learning Semesters, Inc.

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NAFSA Rainbow Sig: Gay, Lesbian, Bi-sexual, Transgender Special Interest Group (http://www.indiana.edu/~overseas/lesbigay/) NAFSA Community College Subcommittee: To subscribe to this listserve for Community College education abroad professionals, send an e-mail to [email protected] (leave the subject line and body blank) or contact Rosalind Raby, the Education Abroad team's liaison to community colleges. NAFSA Whole World Subcommittee: NAFSA subcommittee committed to promoting study abroad in under-utilized destinations. http://www.nafsa.org/knowledge_community_network.sec/education_abroad_1/education_abroad_2/docu ment_library_7/leadership_history/leaders_2004_education

Professional Discussion Forum SECUSS-L: This e-mail discussion group focuses specifically on issues relevant to education abroad advisers. Requests for information, announcements, job postings, and topics for discussion are posted on this listserv and archived in a searchable database. To subscribe to SECUSS-L, type "SECUSS-L" in the box on the University of Buffalo's listserv subscriber site (http://listserv.acsu.buffalo.edu/user/sub.shtml).

Scholarships Institute of International Education (IIE): An independent, non-profit organization, the Institute is a resource for educators and institutions worldwide. Their goals are: • to promote closer educational relations between the people of the United States and other countries • to increase the number of students, scholars and professionals who have the opportunity to study, teach and conduct research outside of their own country • to strengthen and internationalize institutions of higher learning throughout the world • to foster sustainable development through training programs in energy, environment, business management, and leadership development • to partner with corporations, foundations, and governments in finding and developing people able to think and work on a global basis National Security Education Program, David Boren Undergraduate Scholarship (known as NSEP) http://www.iie.org/Template.cfm?&Template=/programs/nsep/default.htm NSEP scholarships are intended to provide support to U.S. undergraduates who will pursue the study of languages and cultures currently underrepresented in study abroad and critical to U.S. national security. Awards are made up to $10,000 for a semester. Benjamin A. Gilman International Scholarship Program (known as “Gilman”) (http://www.iie.org//programs/gilman/index.html This program offers a competition for awards for study abroad, for US citizen students who are receiving federal Pell Grant funding at a 2-year or 4-year college or university. The Gilman is offered through the Bureau of Educational and Cultural Affairs of the U.S. Department of State and is administered by the Institute of International Education. Selected by competition, recipients are awarded up to $5000 to defray the costs associated with studying abroad. Freeman-Asia Scholarship (http://www.iie.org/programs/freeman-asia/index.html) The primary goal of Freeman-ASIA is to increase the number of American undergraduate students who study in East and Southeast Asia, by providing them with the information and financial assistance they will need. Awards are made up to $5,000 for a semester.

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Publications Intercultural Press specializes in intercultural publications relating to study abroad, international student advising, intercultural training and development, and intercultural communications. PO Box 700, Yarmouth, ME 04096; Phone: 207.846.5168 www.interculturalpress.com NAFSA Publications Best Practices in Mental Health: http://www.nafsa.org/_/Document/_/best_practices_mental.pdf Frontiers Journal (www.frontiersjournal.com/) The purpose of Frontiers is to publish thought-provoking research articles, insightful essays, and concise book reviews that may provide the profession of study abroad an intellectual charge, document some of the best thinking and innovative programming in the field, create an additional forum for dialogue among colleagues in international education, and ultimately enrich our perspectives and bring greater meaning to our work. Journal of Studies in International Education (www.asie.org/) The Journal of Studies in International Education is the official journal of the Association for Studies in International Education (ASIE). To broaden the discourse on the role of international cooperation and exchange in developing the human capacity to work in a global setting, the Journal of Studies in International Education provides a forum combining the research of scholars, models from practitioners in the public or private sector, and essays. Transitions Abroad Magazine (http://www.transitionsabroad.com/) Studyabroad.com: Student Handbook: http://www.studyabroad.com/handbook/handbook.html

Other online resources U.S. State Department Travel Resources:

travel.state.gov

State Dept. Travel and Living Abroad: www.state.gov/travel State Dept. Background Notes on All Countries: www.state.gov/r/pa/ei/bgn/ CIA Factbook on Every Country: www.cia.gov/cia/publications/factbook/ State Dept. Consular Information Pages: http://travel.state.gov/travel/cis_pa_tw/cis/cis_1765.html State Dept. Travel Warnings: http://travel.state.gov/travel/cis_pa_tw/tw/tw_1764.html U.S. Passport Office: http://travel.state.gov/passport/passport_1738.html U.S. Embassies & Consulates Worldwide: http://usembassy.state.gov/ U.S. Customs Service: http://www.customs.gov/xp/cgov/travel/vacation/kbyg/ State Dept. Traveler Registration: https://travelregistration.state.gov/ibrs/ Entry Requirements for Other Countries: http://travel.state.gov/travel/tips/brochures/brochures_1229.html Foreign Embassies in U.S.: http://www.embassy.org/embassies/

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Study Abroad Office Basics

Included here are general forms, examples, and instructions for establishing a study abroad office. 1. 2. 3. 4. 5. 6. 7. 8.

Study Abroad Advisory Committee Study Abroad Policies and Procedures Study Abroad Student Handbook Study Abroad Coordinator Job Description Study Abroad Application Campus flyers Academic major flyer Academic major graduation requirements / academic progress

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Study Abroad Advisory Committee Although many institutions have very divergent and de-centralized approaches to international education, the national trend is to centralize functions and responsibilities and authority. It is recommended that education abroad functions be centralized under the supervision of one academic administrator (Dean or Provost). Because study abroad functions cross over a microcosm of the broader institution, it is recommended to assemble an advisory committee reporting to the senior administrator on policy and practice of education abroad. It is recommended that the following institutional areas be represented on an education abroad advisory committee: -

Academic Deans and/or faculty representing various academic divisions Academic Department Chairs or faculty representatives Representation from academic policy committee/board Registrar Admissions or transfer credit office Risk Management / campus security / campus police Dean of Students Campus housing Financial Aid Housing Counseling Services Health Services

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Study Abroad Policies It is obviously recommended that each institution develop policies and procedures effective for their own institution regarding education abroad. Below are some examples and links to provide perspective on what others are doing. George Washington University: http://www.gwu.edu/~studyabr/policies.shtml Eligibility | Study Abroad Approval | List of Study Abroad Programs | Petitions | Course Approval and Transfer Credit | Withdrawal | Refunds Gustavus Adolphus College: http://www.gustavus.edu/oncampus/academics/ied/studyabroad/policies.cfm University of the Redlands: http://www.redlands.edu/Prebuilt/PDF/DepartmentsAndPrograms/StudyAboardPolicies.pdf#search='study %20abroad%20policies' University of Wisconsin System: http://www.uwsa.edu/fadmin/fppp/fppp45.htm Colorado College: http://www.coloradocollege.edu/international/policies.asp Duke University: http://www.aas.duke.edu/study_abroad/forms/packetformb.pdf#search='study%20abroad%20policies' University of Dayton: http://www.udayton.edu/~ethos/Documents/PDF/SAO_Safety_Guides.pdf#search='study%20abroad%20 policies' Indiana University: http://www.indiana.edu/~overseas/policies/policies.shtml Quinnipiac University: http://www.quinnipiac.edu/x867.xml West Virginia University: http://www.wvu.edu/~facultys/499EA1.htm

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Study Abroad Student Handbook One of the crucial responsibilities of providing study abroad services is to provide stakeholders with relevant information. It is common practice to develop a student handbook which reiterates study abroad policies and procedures and provides some level of pre-departure orientation materials. Examples online: Northern Arizona University: http://internationaloffice.nau.edu/studyabroad/menu/downloads/handbook.PDF#search='arizona%20stud y%20abroad%20handbook' University of North Dakota: http://www.und.nodak.edu/dept/oip/html/documents/StudyAbroadHandbook_008.pdf#search='study%20a broad%20policies' Lehigh University: http://www.lehigh.edu/~incis/HandbookSpring2005.pdf#search='study%20abroad%20handbook' University of Colorado Boulder: http://www.colorado.edu/OIE/StudyAbroad/hb-contents.html Northwestern University: http://www.northwestern.edu/studyabroad/forms/SA_Handbook_0607.pdf#search='study%20abroad%20handbook' TAMU: http://cibs.tamu.edu/studyabroad/Ghandbk.htm

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Study Abroad Coordinator Job Description Job Title: Pay Type: Grade:

Coordinator, Study Abroad

Position Number: Department Name: Reports to:

Academic Affairs

Summary The Coordinator, Study Abroad is an entry-level international education professional. Under the supervision of ____________________________________, the individual in this position will serve as advisor to students on education abroad opportunities and after training will assume a lead role in coordinating study abroad and education abroad programs for ___________________ College / University. Among the duties and responsibilities of the coordinator are advising students on study abroad programs, managing student services for overseas programs and maintaining careful and detailed records of students and programs. Further duties to include working with academic departments to encourage study abroad in every academic major. Other key duties include marketing and promotional activities, to include coordinating study abroad fairs, print and electronic marketing as well as outreach to underrepresented groups. Duties and Responsibilities Study Abroad Advising: The Coordinator advises student applicants and participants about all aspects of study abroad program opportunities available through our College / University. In addition, the Coordinator acts as advocate for students in their dealings with various offices of the College / University and with Study Abroad providers, parents and other entities involved in the process. The Coordinator must have knowledge of, or ability to learn, departmental and University policies and procedures. Managing Student Services: The Coordinator manages, with considerable independence, student services functions associated with a portfolio of overseas programs such as recruitment, application, selection, and predeparture preparation processes for overseas programs, provide information to students while they are overseas, and provide support for returned students including the processing of equivalencies and grades for work completed abroad; provide information to faculty and staff working with overseas programs related to student services functions. May perform some risk management duties due to emergencies that could occur with students participating in programs. File and Record Management: The Coordinator will maintain complete, accurate and accessible records of programs and participants to ensure that information is available as needed and communicated when needed. Detailed and comprehensive files are essential so as to permit analysis and review of operations. Program Promotion: The Coordinator will be responsible for marketing and promotion of study abroad programs both on and off campus. Duties in this area will include coordinating study abroad fairs and events, electronic marketing through websites and web promotion. Additional tasks will include outreach to faculty and academic units to encourage integration of study abroad into the curriculum. Other Duties As Assigned: Must possess the desire and abilities necessary to maintain a good working relationship with departmental employees, student employees, outside vendors, and other college / university departments. Subject to needs of the Office of _________________, the Coordinator may be asked to assist others within the office under the direction of the _______________________.

QUALIFICATIONS o o o o o o o

Bachelors degree Proficiency in Microsoft Office application suite Excellent oral and written communication skills Ability to organize and prioritize multiple tasks, performing successfully and with composure 5 years of relevant work experience Excellent computer skills, particularly with databases, e-communications Experience in data analysis, making administrative reports and presentation speaking skills

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Study Abroad Application PERSONAL INFORMATION

First Name

Middle Name

Last / Family Name

Nickname Do you currently hold a U.S.A. Passport?

Yes

Social Security number

No

Date of Birth (mm/dd/yy)

CURRENT CONTACT INFO

Street Address

Box or Apt. Number

City

State

Zip Code

Home Phone

Cell Phone

Campus Email

Personal Email

PERMANENT HOME INFO

Street Address

Box or Apt. Number

City

State

Home Phone

Zip Code

Cell Phone

No Yes Have you ever been convicted of a felony? If yes, please include a detailed description of the situation on a separate sheet of paper. OPTIONAL SECTION

Your responses to this section will not be used to evaluate your application. We use this information to assist in demonstrating compliance with federal regulations and for immigration planning. Gender:

Male

Race/Ethnicity:

Female

White / Caucasian Asian / Pacific Islander Black / African American Native American / Alaskan Native Hispanic Other: ________________________

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PROGRAM INFORMATION Which program are you applying for? From which institution is Transcript issued?

Program Name Program URL

Country

WWW.

Academic Term:

Year: ___________

Fall Spring Summer

EDUCATIONAL BACKGROUND Current Standing:

Freshman

Junior

Sophomore

Senior

Graduate / Continuing Education

Associates Bachelors Major

Current GPA

Expected Date of Graduation

Masters Expected Degree

Are you currently in good academic standing? Yes No Have you ever been charged with an academic or disciplinary infraction at any school? Yes No If yes,

please attach a separate piece of paper describing the type of infraction and how it was resolved.

PARENTAL / GUARDIAN / EMERGENCY CONTACT Full Name

Relationship to you

Street Address

Home Phone

City

Cell Phone

State

Zip Code

Email

FINANCING Do you plan to use financial aid to finance your semester abroad?

Yes

No

(This information is not used to evaluate your application, it is for advising purposes only)

STUDENT STATEMENT On a separate piece of paper, please write a personal statement and return this statement with this application form. Please answer the following questions in less than two double-spaced, typed pages: 1. Why does this specific study abroad program interest you? 2. How does this program relate to your academic goals?

CERTIFICATION I certify that all information I have submitted as part of this application is truthful, complete and accurate to the best of my knowledge. Signature: ______________________________________________

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Date: __________________________

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Academic and Disciplinary Clearance Form THIS SECTION TO BE COMPLETED BY APPLICANT: I authorize my current educational institution listed below to release my academic and disciplinary records described below and to my study abroad program and to notify them of any changes in my status between now and the beginning of the program marked below. Student Signature:_______________________________ Date: ___________________

PRINT Student Full Name

Social Security Number

THIS SECTION TO BE COMPLETED BY THE DEAN OF STUDENTS OR REGISTRAR: The student named above is in the process of applying to a semester or summer accredited overseas study program. As part of our application process, we would appreciate your confidential and full report about any academic and disciplinary sanctions this student has received. The existence of past sanctions is not necessarily grounds for disqualification, but is taken into account in our application evaluation and review. We would also greatly appreciate notification of any changes in the student’s academic and disciplinary status before the program begins. 1. Is the student currently on academic warning or probation?

Yes

No

2. Has the student previously been on academic warning or probation?

Yes

No

3. Is the student currently under judicial investigation or sanctions?

Yes

No

4. Has the student previously been under judicial investigation or sanctions?

Yes

No

If the student is or has been subject to sanctions please describe below or in an attached document. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Official Stamp or Seal here

Name:

__________________________

Title:

__________________________

Date:

__________________________

Email:

__________________________

Phone:

__________________________

Signature:

__________________________

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Study Abroad Course Approval Form This form must be filled out and approved BEFORE you participate in a study abroad program. If this form is not filled out and signed appropriately before departing for your study abroad program, you will be in jeopardy of not receiving any transfer credit for your study abroad program, AND if you plan to utilize financial aid for your program, you will not receive a financial aid disbursement without this form on file. You should get at least eight (8) courses pre-approved so you have options if it is necessary to change courses once you arrive at your host institution. Please obtain copies of course syllabi and take with this form to _____________________________ for approval.

Student Name Course #

Semester Abroad

Program

Study Abroad Course Title

Host Institution

Home Campus Equivalent

Type of Credit Core Requirement Major Credit Elective Credit Core Requirement Major Credit Elective Credit Core Requirement Major Credit Elective Credit Core Requirement Major Credit Elective Credit Core Requirement Major Credit Elective Credit Core Requirement Major Credit Elective Credit Core Requirement Major Credit Elective Credit Core Requirement Major Credit Elective Credit Core Requirement Major Credit Elective Credit

Approving Authority

Name

Phone

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Department

Signature

Email

Date

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Study Abroad is for EVERYONE!

Where will you be next semester? Yes, you can earn credit toward your USTA degree at while in:

Madrid

GREeCE

Buenos Aires, Argentina London

Paris, France Italy

Belize, Central America Cyprus

Siena,

Come talk to us in the Study Abroad Office Gilman Hall, Third Floor © 2006 Global Learning Semesters, Inc. 46 Please do not copy or reprint this document, or any pages therein, without permission from Global Learning Semesters, Inc.

Applied Psychology *

Social Psychology

*

General Psychology

*

Personality Theory

Attention Psychology majors Yes, you can Study Abroad! Your career will require you to interact with international organizations and individuals. The best way to learn critically important intercultural interactions skills needed for your career is to immerse yourself in an unfamiliar culture. Broaden your perspective and understanding of others. Study abroad is relevant to psychology students! Courses are accredited and transferable to your degree requirements. Financial aid is available. Consider what best fits your academic schedule: - earn 6 credits on Summer programs as brief as 4 weeks - earn 12-15 credits on a Semester program Semester in Cyprus • • • • • •

Semester in London

choose from more than 15 courses taught in Psychology Department curriculum choices outside your major immersion in Mediterranean community and culture safe, stable, modern country, a member of the European Union courses taught in English high level of independence for community involvement, independent study, or leisure activities

• • • • •

choose from more than 20 courses taught in the Psychology Department courses taught by British university faculty along side British students coursework which requires high level of self-directed interest and motivation immerse yourself in one of the most renowned cities in the world easy access to travel throughout the United Kingdom and western Europe

Summer in Belize • • • •

•

4-week program experience the only English-speaking Central American country expose yourself to a small developing country in a safe and stable society participate in an extremely diverse society made up of ethnic groups such as the Garifuna, Maya, Caribe, Amerindian, Kriol, North American ex-patriots, South and Central American immigrants, Asian immigrants, Mennonite immigrants, among others. Study the UNESCO recognized Masterpiece Culture of the Garifuna people

[email protected] * Cognitive Psychology 47 * Child & Family Psychology

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Abnormal Psychology

*

Gender Psychology

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Business Administration Degree Plan (A.B.) On-Campus complete degree in Four semesters Fall Year 1

Fall Year 2

MATH 121 or MATH 150 ENGL 101 MGT 113 SOC 101 GEOL101

CS 150 PHIL 102 ECON 106 MGT 290 PSYCH 105

Spring Year 1

Spring Year 2

MATH 180 or MATH 162 ENGL 102 MGT 101 ECON 105 HSCI 151

ENGL 219 or ENGL 220 MGT 102 HIST 101 HR 116 FREN 101

Complete degree with Summer Study Abroad Fall Year 1

Fall Year 2

MATH 121 or MATH 150 ENGL 101 MGT 113 HIST 101 GEOL101

CS 150 PHIL 102 ECON 106 MGT 290 SOC 101 or PSYCH 105

Summer Year 1 HIST 220 MGT 102

Spring Year 1

Spring Year 2

MATH 180 or MATH 162 ENGL 102 MGT 101 ECON 105

ENGL 219 or ENGL 220 HR 116 HSCI 151 FREN 101

Complete degree in Four semesters with Study Abroad Fall Year 1

Fall Year 2 (STUDY ABROAD)

MATH 121 or MATH 150 ENGL 101 MGT 113 HIST 101 CS 150

PHIL 102 MGT 290 SOC 105 FREN 101

Spring Year 1

Spring Year 2

MATH 180 or MATH 162 ENGL 102 MGT 101 ECON 105

ENGL 219 or ENGL 220 HR 116 HSCI 151 ECON 106 GEOL101

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