Maricopa Community Colleges

Study Abroad Faculty Directors Handbook

HANDBOOK CONTENTS

Section I Introduction.................................................................................2

Section 2 Initiating a New Study Abroad Program...................................8

Section 3 Budget Development................................................................16

Section 4 Study Abroad Program Proposal Process.............................22

Section 5 Study Abroad Financial Management.....................................31

Section 6 Supervision and Program Coordination.................................38

Section 7 Marketing and Recruitment......................................................44

Section 8 Student Selection and Enrollment...........................................50

Section 9 Pre-departure Orientation.........................................................54

Section 10 Employee and Student Insurance...........................................67

Section 11 Safety and Crisis Management................................................70

Section 12 Post Program Responsibility...................................................74

Section 13 Web Links to Forms and Resources.......................................79

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SECTION 1 – INTRODUCTION

International Education Mission Statement

Recognizing this globe as the home that all cultures, nations, and people must share, the Maricopa County Community College District (MCCCD), through the leadership of its faculty and staff, commits itself to prepare its students for successful participation in a global community. As one of the largest educational systems in the world, MCCCD must be a significant leader in international and intercultural education. The teaching and learning which occur in our colleges develop the knowledge and skills, and promote the attitudes and values that will enable our students to become productive citizens in a changing and multicultural world. The infusion of international and intercultural perspectives within our curriculum and across our campuses enables our students to participate and become leaders in the global community.

Study Abroad – a Longstanding Tradition

In 1986, MCCCD offered its first study abroad program to Guanajuato, Mexico. Sponsored by Mesa Community College, 44 students participated in the four-week program and studied Spanish, History, and Sociology. The success of that initial program has led to nearly three decades of ongoing study abroad programs on every continent and a wide array of course offerings for students. Almost all of the ten colleges have at one time or another hosted one or more study abroad programs.

Global Engagement through Study Abroad

Global Engagement is embedded into the Maricopa Community Colleges Governing Board Mission, as the district recognizes the importance of preparing our students for successful careers and civil lives in the global community. Through our study abroad programs, the Maricopa Community Colleges provide students with activities that strengthen global awareness, develop intercultural competencies, and enhance academic learning.

One of the district’s Governing Board Global Engagement outcomes addresses study abroad, stating that: Students will develop the competencies to analyze and participate in democratic processes through community, civic, and global learning activities. A metric associated with this outcome addresses the number of students participating in study abroad programs.

These overseas short-term programs are specifically designed to expose students to other cultures and peoples, and prepare them to participate in an increasingly interconnected global community that demands cross-cultural skills and knowledge. With recent international events and the globalization of the world economy, students preparing to enter the workforce have a clear interest in obtaining global competencies that can enhance their opportunities for success in the job market. It has never been clearer that MCCCD must continue to offer its students and community a window to the world, broadening their perspective, and exposing them to new and diverse viewpoints.

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Designed in collaboration with faculty, college International Education Directors and the district International and Intercultural Education Office, each MCCCD program is unique in its approach to covering the course curriculum, and increasing the global competencies of students through foreign language acquisition, and exposure to cultural differences in communication, critical thinking and problem solving.

The Study Abroad Faculty Directors Handbook

This comprehensive handbook was created to help faculty develop and carry out safe, successful, and fiscally sound study abroad programs that ultimately help MCCCD achieve the Governing Board’s outcome related to study abroad. This guide provides step by step guidelines for faculty program directors, from idea to implementation and the ultimate safe and successful return of students from abroad. The handbook also helps administrators understand how to provide appropriate oversight to programs the colleges host abroad.

Responsibilities of Leading a Program Abroad

The responsibilities of leading a study abroad program are manifold, and faculty who undertake this should know that it is no small task to propose, initiate, and successfully execute a program abroad. But faculty also report that the rewards are equally great, and many of them opt to lead their programs repeatedly, year after year.

It is deemed important and fair to make faculty aware of the range of additional areas they can expect to address abroad including overall student oversight, illnesses, discipline issues, on-site logistics, crisis management, insurance, lodging issues, telecommunications, and any other unexpected issues that may arise.

In most cases there are at least two faculty leading a program abroad (this is strongly encouraged,) and sometimes up to five or six teaching within the same program (for long-standing programs with a strong momentum on student recruitment.) Whatever the number, it is the responsibility of the faculty program director to provide leadership to the faculty team, to clearly delineate responsibilities for all involved, and to be a resource and problem-solver for any additional needs that arise for faculty and students while abroad.

MCCCD faculty who lead, accompany, and assist in the development and implementation of these study abroad programs are to be commended for the contribution they are making that provides life-changing experiences for students. This work is much appreciated.

Faculty Program Director

Throughout this handbook, the faculty member taking the lead role is referred to as the faculty program director. All other residential and adjunct faculty are referred to as accompanying faculty. The role of a faculty program director on a study abroad program encompasses the traditional faculty responsibility for academic content and instruction as well as the responsibility to serve as MCCCD’s representative abroad in other matters affecting participants and the program as noted above. Programs abroad entail more than just the courses, therefore, the role of the faculty program director extends beyond the strictly academic, and s/he must be prepared to assume these additional duties for the duration of the program, including on evenings and weekends.

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Study Abroad Oversight and Support

Each college that leads programs abroad will have a designated study abroad oversight person who will oversee and provide direction to the faculty program director. In some cases this will be the International Education Director; in other cases it will be a dean or other administrator assigned to oversee study abroad programs at the college. Faculty program directors will interface with this administrator in regard to all aspects of program planning as needed, especially as relates to legal and fiscal matters.

College international education offices offer varying degrees of support to the study abroad faculty program directors, depending upon the college resources to do so. It is, however, the responsibility of the faculty program director to become as knowledgeable as possible of the district and college guidelines and protocols related to planning and executing a MCCCD study abroad program, and to assume the ultimate responsibility for the administration of all the details related to the study abroad program.

Not All Colleges Offer Study Abroad Courses

Study abroad programs hosted by any of the MCCCD colleges are open to all students district-wide, however not all colleges have elected to sponsor study abroad programs. In either case, study abroad is available to all MCCCD students, and they can be directed to preview the selection of courses from the catalog that is published by the district International and Intercultural Education Office annually.

Standards of Good Practice

It is important for all faculty involved in study abroad programming to be aware of The Forum on Education Abroad’s (The Forum) Standards of Good Practice that MCCCD abides by. As an institutional member of this organization, MCCCD is committed to adhering to the professional standards that are set forth by the Forum to strengthen the quality of our study abroad programs. As the only organization whose exclusive purpose is to serve the field of education abroad (which includes study abroad), The Forum is recognized by the U.S. Department of Justice and the Federal Trade Commission as the Standards Development Organization (SDO) for its contribution to this field. The Forum's Standards of Good Practice are recognized as the definitive means by which the quality of education abroad programs may be judged.

The Forum on Education Abroad’s Standards of Good Practice promotes best practices and excellence in curricular design, engages in data collection and research, conducts program assessment and quality improvement, as well as advocates on behalf of its members and the field of education abroad.

The goals of the Forum's ‘standards’ work are to:

● Provide a forum for discussion and generation of good practices● Develop, publish and disseminate agreed upon standards of good practice● Develop and provide tools for measuring good practices● Advocate for global adoption of standards of good practice

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In addition to following these standards, MCCCD is committed to also adopting the aspirational Code of Ethics set by the Forum. These guidelines are distinguished by the hallmarks of integrity, idealism, and commitment to the common good.

The purpose of the Forum on Education Abroad’s Code of Ethics is to provide a guide for making ethical decisions to ensure that those in the education abroad field provide services in accord with the highest ethical standards, with the ultimate goal of ensuring that students’ international educational experiences are as rich and meaningful as possible. The Code of Ethics is not meant to substitute for college and district policies and practices, but rather to inform the development of them. As part of our dedication to the Forum’s mission, MCCCD is committed to ongoing reflection and periodic review of the extent to which our own study abroad programs meet and fulfill the ethical principles articulated in the Code of Ethics. The six ethical principles for Education Abroad are:

1 Truthfulness and Transparency

2 Responsibility to Students

3 Relationships with Host Societies

4 Observance of Law and Good Practice

5 Conflicts of Interest

6 Gifts, Gratuities, Discounts, Rebates and Compensation

Required Training

In order to develop and execute the best study abroad programs possible to our students, MCCCD requires that all new faculty program directors receive training prior to their development of a program proposal to lead a study abroad program. Faculty program directors must become knowledgeable in many topical areas, both financial and non-financial, before developing and leading a program abroad. Please contact the district International and Intercultural Education Office for details of the next scheduled training.

The college study abroad oversight person will also take the same training program that new faculty leading programs will take, to be informed about the processes and responsibilities associated with overseeing study abroad programs.

Crisis management training is required for all faculty program directors and highly recommended for all accompanying faculty. Details about the next training, generally held in the spring, are available by contacting the District Office of International and Intercultural Education.

How to Use this Handbook

This handbook will serve as a guideline for faculty program directors to develop a study abroad program. Each section is a “step” to developing and implementing the program. The last

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sections include the appendix with links to forms that can be modified for programs. (Many of these forms are also hyperlinked throughout the document.)

The information contained herein is intentionally detailed, so that colleges that may not typically do study abroad programs will have a guidebook to turn to for all aspects of the program planning. Each section will be useful and relevant at a different time in the program planning, which spans approximately 24 months from the time of the program idea to the time faculty will depart for a program abroad with students.

If you are not already familiar with your college International Education Director, or designee, please contact the district International & Intercultural Education Office to determine your point of contact. Each college may have a slightly different reporting structure and/or offices that handle responsibilities involved in study abroad development (e.g. Bursar versus Fiscal Office). The college International Education Director (or designee) will be able to help clarify this information.

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KEY POINTS TO KEEP IN MIND

The responsibilities of leading a study abroad program abroad are manyfold, and faculty who undertake this should know that it is no small task to propose, initiate, and successfully execute a program abroad. But faculty also report that the rewards are equally great, and many of them opt to lead programs repeatedly, year after year.

College international education offices offer varying degrees of support to the study abroad faculty program directors, depending upon the college resources to do so.

MCCCD requires that all new faculty program directors receive training prior to their development of a program proposal to lead a study abroad program.

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SECTION 2 – INITIATING A NEW STUDY ABROAD PROGRAM

Process Overview: Key Steps & General Timeline

The list below offers a general overview of the process. There are many other steps required for conducting a study abroad program that are outlined in the handbook.

Key Steps and General Timeline for a New

Study Abroad Program – Planning to Program Execution

The Planning PhaseSeptember/October Discuss idea and potential courses with department head and college IE

Office, and begin to research the site and conceptualize the program.Week of Accountability (Fall or Spring)

Take required study abroad faculty training for new faculty program directors.

February 1 Submit Site Assessment Proposal for travel in the summer. (Submit earlier if travel is to occur over intersession or spring break.)

Summer (May or June ideally)

Travel abroad to execute site assessment and secure vendor quotes.

Upon return to U.S. Complete Site Assessment Report. Utilize information in report to develop the Study Abroad Program Proposal.

Upon return to U.S. Schedule meeting with college International Education Office to make final decision regarding the proposed study abroad program.

August 1 Submit Study Abroad Program Proposal.

August – Week of Accountability

Submit an International Travel Report on the site assessment trip as per district policy. (Include a copy of the Site Assessment Report.)

Program Implementation PhaseUpon Program Approval

Contact the college International Education Office to schedule regular “touchpoint” meetings with the International Education Director.

Upon Program Approval

Submit course offerings to appropriate Department Chair for creation in SIS.

Upon Program Approval

Establish application and payment deadlines. Determine orientation date(s) and publish information.

Upon Program Approval

Begin to execute marketing campaign to recruit minimum number of students needed. Design & print promotional materials. Advertise on campus website.

2nd Week of September Text for district catalog due.

Late Fall/Early Spring Engage actively in marketing efforts and student recruitment. Host information sessions and make classroom presentations to recruit students. Hold activity during International Education Week (3rd week of November).

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March 1 Recommended “Due Date” for student applications.

Mid Spring Monitor student enrollment and payments. Review program budget based on numbers of students enrolled. Make “go” or “no-go” decision. If program doesn’t make, cancel course(s).

Late Spring If program makes, confirm that ALL student payments have been collected to ensure the budget will support payments to vendors. Begin requisitions.

Pre-Departure PhaseLate Spring Conduct student pre-departure orientation(s) (general and site specific)

Late Spring Meeting with college International Education Director to review budget and pre-departure logistics.

Program Execution PhaseSummer Execute study abroad program with students in host country.

5 Days Upon Return to the U.S.

Submit Cash Reconciliation Sheet

Within 30 days following the conclusion of the program or by Week of Accountability in August

Submit International Travel Report to college International Education Director

Seeking College Support for Study Abroad Program Idea

The first step when initiating a new study abroad program is to secure support of the idea from key individuals at the college, including: department head; college International Education Director or other college oversight person; and the college Vice President of Academic Affairs. It is important that these parties are informed and supportive of initiating a site assessment proposal to set up the proposed program.

A meeting should be scheduled with the International Education Director (or designee) early in the planning phase to discuss some of the points listed below. The intent of this meeting is to make sure the program idea is on track, before time and energy in it is invested in the study abroad program.

1. What is the overall concept and feasibility for the program including potential course offerings?

2. What administrative/international experience has the faculty member had? Depending on the level of international education experience, it may be suggested that the faculty pair up with someone who is experienced in leading study abroad for the first time. In either case, it is advisable for faculty to work as a team of two, rather than for a faculty to lead a program alone.

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3. Are there any travel alerts or travel warnings posted on the U.S. Department’s web site for the proposed destination? If so, this would not be an appropriate site for a study abroad program.

4. Is the faculty aware of the level of time commitment it will require to take a program from start to finish? The International Education Director will discuss the commitment involved in initiating a program, marketing the course, recruiting the necessary students, executing the program and post program evaluation. The key point here is for the faculty member to understand what is entailed in leading a study abroad program before embarking upon the journey.

5. Does the proposed program fit a needed academic or geographic niche which is not currently available to students within the district’s existing study abroad program offerings? With a goal of creating greater diversity in study abroad programs, programs should not compete with one another. That is not to say that more than one program cannot take place in the same country. However, if two programs are similar, the interested participants may be divided between the options and possibly neither program will fill. Hence, the faculty will ideally strive to create a unique program offering.

Proposing a New Study Abroad Program

The Maricopa Community College District is dedicated to offering a wide variety of study abroad opportunities to meet the needs of a diverse student population. If faculty are interested in developing a program at a new site abroad, there must be justification for offering the course outside of the U.S., as well as a direct link to the course content and the international location. To avoid having two competing programs offered at the same time in the same location abroad, faculty should notify the college or district International and Intercultural Education Office to verify if there are any pending programs under development in the proposed location.

Required Site Assessment

It is expected that a faculty program director of a study abroad program be familiar with the proposed program site before traveling abroad with a group of students. Therefore when proposing to lead a program abroad, the faculty program director must conduct a site visit to the location to accomplish the following:

● Assess the site for safety● Make arrangements for lodging, use of classroom space, planned excursions, etc. ● Establish a realistic budget and secure detailed cost estimates● Connect with institutional partners (when applicable)● Initiate the process for developing a Memorandum of Understanding (MOU) with the

host institution as needed● Study and assess availability of health services● Complete a detailed Site Assessment Report that requests extensive information about

the proposed study abroad program site

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Site Assessment Proposal

The key areas that need to be addressed in a site visit are outlined in the Study Abroad Site Assessment Proposal. Read the information below before completing the Site Assessment Proposal. The college International Education Office can assist you in this process. Questions may also be directed to district International and Intercultural Education. The latest Site Assessment Proposal form may be downloaded from the district’s website.

Specific instructions on submitting the Site Assessment Proposal for approvals are noted at the end of this section, along with information on required post-travel reporting.

Planning and Conducting the Site Visit

Most site visits are completed within 4-5 days plus travel time. However, more time may be needed if a service-learning program is being developed, and/or, due to other circumstances, including great travel distances (Asia, Africa, etc.) In order to maximize time and district resources, the faculty member must be well organized to accomplish all that needs to be completed in the time allotted. The faculty program director should not rely on developing the program itself while abroad, as a lot can be completed in advance via the internet and email correspondence. Some areas that should be included in initial research before the site visit are listed below.

● Country and Site Specific InformationGather facts about the destination country, cities and host institution (if one has been identified), communication styles, gender roles, cultural, religious, and social norms of the host country, economy, politics, etc.

● Logistical and Programmatic DetailsResearch options and be prepared to follow up on them once abroad. Set appointments with local contacts in advance of the trip. Areas to address while abroad:

○ Travel to and within the host country and to activities/excursions○ Lodging options○ Potential host institution, if applicable○ Classroom space○ Potential excursions, guest speakers○ Local communications (e.g. cell phone use)○ Local regulations (e.g. Do students need to register with the local police upon

arrival? Where is the closest police station and American Embassy/Consulate located?)

● Healthcare○ What healthcare facilities are available to students?○ What kinds of services are provided?○ What healthcare warnings are in effect for this site? What special precautions are

necessary?○ Are there vaccinations or other medical precautions required? Information is

available on the CDC website.

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○ How difficult would it be to evacuate a student from this site for a medical emergency?

● Legal Issues○ What are the local laws that students and participating faculty should know?

Building the Program Itinerary

Once the initial research is completed, the faculty program director should build a tentative itinerary for the site assessment addressing program logistics and cultural excursions/activities and associated costs for each area. Prioritize the most important program elements first. An example of a logistical consideration would be to review and secure lodging needs and determine availability of local transportation before exploration of the neighboring town to see if it would be a good excursion location. Most MCCCD programs include additional excursions to neighboring towns, and even countries. While it is important they be reviewed for logistics and cost efficiency, top priority should be given to the main program first (course needs, lodging, transportation, etc.)

Developing a Host Institution Relationship

If the faculty member plans to work with an in-country host institution, be sure to meet with them while abroad and address classroom space, associated costs, mutual expectations, etc. Visit with potential guest lecturers and review what is expected of them. Some institutions will want to develop a Memorandum of Understanding (MOU). See below for additional information on how to develop an MOU for an international partnership. Keep in mind that only the MCCCD Legal Office may sign any legal documents. Faculty program directors will need to work with their College International Education Director (or designee) and the MCCCD Legal Office to formalize any MOUs or contractual agreements.

Assessing Lodging Abroad

Another important step is to visit each of the lodging location(s) in person (e.g., dorm, hotel, apartment, or homestay) to assess if they are clean, located in a safe area, and accessible to public transportation, etc. (Several points to consider are included on the Site Assessment Proposal noted above.) Aside from safety, the second most important point is to determine how much in advance it is necessary to book the hotel/dorm/apartment and what payment arrangements will be required. Because this Agreement is being made over a year in advance, faculty should confirm the price in writing as early as possible and understand any disclaimers. Some programs will work with a third party provider that will coordinate the lodging. It is still important to view the options chosen by the provider. While the meeting may be short, it still is essential to ensure that the accommodations are appropriate for MCCCD students.

Confirming Rates and Fees

Finally, the faculty member should review the accuracy of all entrance fees, hotel rates, etc. so a precise budget can be created. While one cannot predict what the exchange rate will be 12-18 months in the future, faculty can develop a program budget using the most accurate numbers to date. If possible, never rely on prices listed on a website. Instead, verify in person or via

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telephone when creating the budget. If possible, ask personnel if they expect the price to increase (e.g. entrance fees) and secure current pricing in writing.

When working with foreign vendors, such as hotels or host institutions, secure itemized cost estimates and vendor payment options (e.g. wire transfers, purchase orders, checks). Please work with vendors to determine agreeable deadlines so all involved at MCCCD are aware and can meet these important payment dates.

By the time the faculty member returns home from the site visit, s/he should be able to determine feasibility, outline the ideal itinerary, and project a budget in order to determine a marketable price for the study abroad program.

Memorandum of Understanding (MOU) and Contracts

Depending upon the relationship with the host institution, a Memorandum of Understanding may or may not be required. If the host institution is merely providing services (classroom space and arrangements for guest lecturers for example) but not immediately seeking a partnership, nor desiring or requesting an MOU, then a vendor relationship may be sufficient. (Information on the process for developing a new vendor is outlined below.)

In some cases an MOU will be required by the foreign institutions in order to lay the groundwork for the relationship, and to define terms of mutual interest and cooperation. The MCCCD Legal Office has an International Memorandum of Understanding (IMOU) template on its website that can be utilized for this purpose. (See below for more information.)

Keep in mind that only the MCCCD Legal Office may sign any legal documents. Faculty program directors will need to work with their college International Education Director (or designee) and the MCCCD Legal Office to formalize any IMOUs or contractual agreements.

Developing an International Memorandum of Understanding

A Memorandum of Understanding is an agreement between two parties in the form of a legal document. It is not fully binding in the way that a contract is, but it is stronger and more formal than a traditional gentleman's agreement. Sometimes, the term is used synonymously with a letter of intent, particularly in private law. A letter of intent expresses an interest in performing a service or taking part in an activity, but does not legally obligate either party.

As noted above, MCCCD has an IMOU template that can serve as an outline of what should be discussed and ultimately agreed upon between the partnering institutions for inclusion in the IMOU. Keep in mind that the MCCCD Legal Office will need to review and make the final determination on the acceptability of the terms outlined in the IMOU; therefore all parties involved may save time by using the MCCCD International Memorandum of Understanding template. It is likely that this template is more detailed than the one the international partner may suggest.

This IMOU is broken down into the following six sections and each requires discussion and mutual agreement:

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1. Cooperating Institutions2. Potential Areas of Cooperation3. Benefit of Cooperation4. Resources and Other Commitments5. Supplemental Agreements6. Duration

Keep in mind that the IMOU includes a beginning and end date and that no money is exchanged or agreed to be paid, but rather that the partnering institutions have agreed to potentially work together in the areas of cooperation outlined in the IMOU.

Be sure to work with the college International Education Director (or designee) and district International and Intercultural Education Office when there is intent to develop an IMOU as they can answer some preliminary questions and provide samples of previous IMOUs that may be helpful.

Obtaining Quotes from Vendors

When building your budget, obtain detailed written quotes from program suppliers/vendors including required services, dates, and total costs. Documentation MUST be kept to support cost estimates.

If a contract is required, it must be forwarded to the district Legal Office for approval and signature. It is imperative that you plan ahead and allow a minimum of 6 weeks for any contract approval, in addition to whatever lead is needed to meet programmatic needs.

Remember, no payment can be made until the contract is approved by district Legal Services. And under no circumstances should a faculty program director personally sign any contracts for a study abroad program.

See section on “Study Abroad Financial Management” for purchasing requirements when working with foreign vendors.

Proposal Submission Process for Travel to Conduct Site Assessment

Once the information above has been reviewed and the Site Assessment Proposal has been completed, the proposal is ready for submission. Be sure to complete the following as noted in the proposal:

1. Complete and attach a standard district Travel Authorization Form (used for all district travel) and attach to the proposal.

2. Put a “sticky arrow” on each of the forms to indicate where they need to be signed. (This helps avoid having paperwork arrive at the district without all the required approvals.)

3. Gather the required signatures at the college as indicated on the forms, beginning with the faculty’s department head; the International Education Director; the Vice President for Academic Affairs; and the college President. The college president’s office will send the paperwork to the district International and Intercultural Education Office once it has been signed by the President.

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When travel paperwork reaches the District Office, it is reviewed and signed by several additional parties, with the Chancellor having final approval authority.

Please follow-up on the submitted proposal to ensure it is being processed, as there are instances when paperwork is held up awaiting signatures. Generally, processing a proposal will take approximately 2-3 weeks from the time of submission. Processing time can sometimes be shortened by delivering the paperwork in person to the appropriate offices for signatures.

Emergency Travel

It is strongly recommended that international travel paperwork is submitted a minimum of 60 days in advance, to avoid having the travel be considered “emergency travel” (travel taking place in less than 30 days from the time of submission.) If the paperwork is submitted less than 30 days prior to departure, an explanation is required, as noted on the travel proposal form.

Site Assessment Report

Upon completion of the site visit, the faculty program director is required to submit a detailed report about the findings and appropriateness of the site for a future study abroad program with students, addressing all areas noted in the Site Assessment Report.

KEY POINTS TO KEEP IN MIND

Avoid arrangements that require cash payments for host family stays. Negotiate payment through a university or other vendor that will disburse funds directly to the host families.

Secure itemized cost estimate for student meals if they will be offered as part of the program. Special meals such as welcome and farewell receptions should be itemized and included as well, whether with the same or a different vendor as the one who handles other student meals.

Itemized cost estimates should also be secured for other areas of the program, including local transportation (if a coach will be utilized); facilities usage; guest lecturers; excursions; etc.

If possible, quotes should indicate pricing that is valid through dates of the study abroad program.

If either a host institution or a study abroad service provider is arranging most in-country lodging and program logistics, a contract may be required by the vendor and/or MCCCD. As noted above, only the MCCCD Legal Office can sign a contract.

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SECTION 3 – BUDGET DEVELOPMENT

Creating the Program Budget

In an effort to maintain fiscal responsibility and provide access as to as many students as possible, it is important to build self-supporting budgets with sufficient funds to support quality academic programs and keep costs affordable for students.

Creating an accurate and workable budget may be the most difficult and important challenge faced when developing a new study abroad program. If prices are set too high, some students will be priced out of the program. If the price is mistakenly set too low, the program will not be self-sufficient. Every effort must be made to develop a realistic budget that will support the program fully and that can be adhered to, without going over the approved budget represented in your approved travel paperwork.

When creating a budget, you are in effect determining what the overall program will cost each student. Student and faculty costs (both fixed and variable), foreign currency exchange rates, and contingency funding must all be taken into consideration. The Study Abroad Program Proposal budget is based on the minimum number of students required to make the program run. Enough students must participate in order to make the course reasonably affordable for all, especially because faculty expenses will be calculated into the student program fee.

Below is a list of sample variable and fixed program costs to consider. Variable expenses are incurred when each student is charged a set price for the service. Fixed costs are fees charged the entire group independent of the number of students (e.g. facility rental, bus rental, speaker’s honorarium).

STUDENT VARIABLE EXPENSESEach student is charged a set price for these items.

Lodging Apartments, dorms, student residence halls, hostels, homestays, hotels Variable

Airfare International airfare Variable

Local Transportation

Local transportation to & from airport (bus, van)Host city mass transportation passes

Variable and/or fixed

Cultural Excursions and Events

Cultural excursions – Determine a price for each cultural excursion including entrance fees, round trip transportation costs (e.g. local transportation, coach bus, van, train), tour guide, group meals, and/or lodging for overnight excursions.

Variable

Medical Insurance

Travel insurance (medical) during program (see below for description of coverage)

Variable

Group Meals Group meals-if included in the program or for welcome and farewell celebrations

Variable

Emergency Fund Fee

Fee to fund a study abroad emergency account to offset costs of a crisis overseas, such as emergency evacuation in the event of natural disaster or political unrest)

Recommend $25 fee per student. Account must be set up through Fiscal with internal transfers

Variable

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made from study abroad program account(s) to college study abroad emergency fund account.

Continue to make yearly transfers to build up enough of a reserve to handle an emergency.

STUDENT FIXED EXPENSESThe “per student” price is determined by dividing the fixed group cost by the minimum number of students.

Classroom Rental

Cost for facility or classroom rental Fixed

Administrative Fee

Host institution administrative fee Fixed

Educational Technology

Lab rental (computer, photography, etc.), internet access, library resources

Fixed

Gratuities Tips for drivers, tour guides, or group meals Fixed

Guest lectures Fee to cover honorariums for classroom guest lectures Fixed

Tour guides Fee for local tour guides Fixed

Contingency Fee

Fee to cover unanticipated expenses, drastic currency fluctuations, banking fees, and wire transfer fees as outlined in section below on currency analysis. Recommended 3-10% of program fee. Wire transfer fees can range from $20-$65 per transfer.

Fixed

Faculty Expenses

Per student cost to fund each faculty on trip including expenses for: airfare/baggage, lodging, per diem meals & incidentals (gratuities, laundry, baggage handling, and tips), local transportation, admissions, excursions, cell phone, car rental, permits, and travel books, maps or other materials to prepare for the program

Fixed

Medical Insurance Coverage

MCCCD requires that every participating student be covered by an international medical insurance provider approved by the Risk Management Office. Currently, the two approved providers are iNext and HTH Worldwide. The suggested amount to budget for insurance is included in the study abroad form. If the faculty program director elects to purchase additional insurance for students in a specific program, additional money may need to be allocated for this. Information on study abroad insurance is available on the Forms and Resources page of the district International and Intercultural Education website.

Participating faculty are covered by the district’s insurance while out of the country. No additional expense is required in the program fee, for faculty insurance, in fact, faculty are prohibited from utilizing student fees and/or district funds to purchase additional insurance for participating faculty.

Currency Analysis

Bills invoiced and paid in foreign currencies can cause some uncertainties and risks, because the exact dollar costs are not known until the day the transaction is posted. When building a budget, it is important to experiment with different foreign exchange rates to allow for currency fluctuation. A good practice is to review the fluctuation for the past year and determine how stable or unstable it has been. Additionally, reflect on the current and pending political and

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economic situation. Allow ample contingency funding to account for variation in foreign currencies.

Per Diem Meals and Incidental Expense Allotment

The maximum allowable meals and incidental expense (M&IE) allotment for MCCCD employee international travel can be obtained from the U.S. Department of State website.

PLEASE NOTE: FACULTY RARELY REQUEST THE FULL AMOUNT OF PER DIEM

Given that MCCCD faculty-led study abroad programs are funded by student program fees and can represent a significant cost to the program (depending on how many faculty are teaching abroad), it is recommended to keep the faculty per diem rate conservative, yet fair. Depending on the host country, faculty program directors have found that a per diem allotment of $30-$40 per day has been reasonable and fair. Meal percentages for the daily per diem allotment are calculated as follows:

Breakfast 20% Lunch 25% Dinner 55%

As per MCCCD policy, whenever meals are provided at no additional cost to the traveler, regardless of the menu or whether the traveler participated in the meal, (including meals on planes, meals included in the conference registration fees, and meals reimbursed to another traveler), the traveler shall not be entitled to any per diem for those particular meals. Regardless of menu, a continental breakfast is considered a provided meal.

Obtaining Quotes from Vendors

When building the budget, obtain detailed written quotes from program suppliers/vendors including required services, dates, total costs, and possible methods of payment. Documentation MUST be kept to support cost estimates.

If a contract is required, it must be forwarded to district Legal Office for approval and signature. A minimum of 6 weeks is required for any contract approval. No payment can be made until the contract is approved by district Legal Services. Under no circumstances should a faculty program director personally sign any contracts for a study abroad program.

See section on “Study Abroad Financial Management” for purchasing requirements when working with foreign vendors.

Utilizing Service Providers

Some study abroad programs have utilized study abroad service providers to set up in-country logistics, arrange housing, classroom space, guest lecturers, etc. Some of the advantages of study abroad service providers are: more streamlined and simplified program planning process; single vendor to handle some or all of the above listed services; shorter site visit (due to a shorter “to do” list when in-country); fewer cash handling challenges; and the service provider’s expertise on the host country.

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Things to consider when using a third party provider are that they typically include a higher program cost, which can make the program prohibitive for community college students; and not all providers are reputable. However, there are reputable providers that work with community college budgets, and they can lessen the work for the college and the faculty program director, by arranging many of the program logistics for a single fee. Contact the college international education office for information on these providers.

What constitutes a contract?

The term "contract" includes a wide range of documents including agreements, memoranda of understanding, licenses, leases, rentals, purchases, intergovernmental agreements, grants, educational services agreements, and donations.

The key to whether something is a "contract" requiring a signature from the District Legal Office depends in part on what the document commits the district to do, not on what the document is called. A document may look like it doesn't commit the district to any responsibilities or legally binding issues; but, for instance, if it requires the district to hold the other party harmless against certain claims, or limits the other party's damages, it is a legal commitment. The District's Legal Office has contract templates that can be adapted to fit each case, that include the proper protections, including hold harmless clauses and insurance requirements.

How do the colleges determine what needs to be signed by the District Legal Office?

Here are some examples of documents that need to be reviewed and signed by the District Legal Office.

1. Agreements under which the district is committed to spending funds2. Agreements under which the district rents outside facilities (regardless of the price),

because of the "hold harmless" provisions in them3. Agreements under which we are legally committed to provide something to someone

else, or do something for someone else, whether or not we are paid for doing so4. Agreements, including "no cost" agreements: that contain "hold harmless" or liability

limitation clauses; that contain clauses that conflict with the state's public records law; where student privacy rights under federal law need to be enforced; that involve credit courses; that have tax implications (such as revenue sharing, commercial enterprises); or under which federal funds are being spent

If you are not sure whether something needs to be review/approved by the Legal Office, don’t guess; just ask.

What needs to take place before a contract will be signed?

If the contract or agreement requires the district to spend money, the following must take place, in this order:

1. Issuance of a requisition for the funds to be spent. (The requisition should indicate that a contract will be entered into to support the expenditure.)

2. Signing of the contract by the outside party and then forwarding the contract to Legal3. Appearance of an approved requisition in the fiscal system

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4. Signing of the contract by Legal5. Issuance of a purchase order by the Purchasing Department6. Contractor may begin work

Note that a contractor may not begin work until procedures 1-5 are complete. The district Legal and Purchasing Offices have made special arrangements under unusual circumstances, but those arrangements must take place before the contractor begins work, not after. The Legal Office strives to turn contracts around as fast as possible once received. But if steps 1-3 have not been completed, the information in the contract is not complete and will be delayed. Provisions requiring changes will also delay processing of contracts.

Contracts submitted for signature after the work is complete cannot be signed; the district's signature cannot legally be retroactive. The contractor will have to submit a claim to be paid.

Miscellaneous Student Costs Not Covered in the Program Fee

In addition to the published program fee, it is also important to provide students with estimates for items that may not be included in the advertised price, so they can budget accordingly. Examples of such costs include:

Airfare, if not in program price Ground transportation NOT covered in program fee (bus pass, subway, taxi) Airport exit tax, if applicable Host family gifts Immunizations, if required Meals NOT covered in program fee Personal expenses (e.g. laundry, spending money) Textbooks/supplies Tuition/course fees, if not in advertised price Passport Visa, if applicable

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KEY POINTS TO KEEP IN MIND

Every effort must be made to develop a realistic budget that will support the program fully and that can be adhered to, without going over the approved budget represented in your travel paperwork.

Allow ample contingency funding to account for variation in foreign currencies.

Given that MCCCD faculty-led study abroad programs are funded by student program fees it is recommended to keep the faculty per diem rate conservative, yet fair. Elevated per diem rates can price a study abroad program out of the budget range for community college students.

Participating faculty are covered by the district’s insurance while out of the country. No additional expense is required in the program fee, for faculty insurance, in fact, faculty are prohibited from utilizing student fees and/or district funds to purchase additional insurance for themselves.

If you are not sure whether something needs to be reviewed/approved by the Legal Office, don’t guess, just ask!

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SECTION 4 – STUDY ABROAD PROGRAM PROPOSAL PROCESS

Study Abroad Program Proposal

Once the site assessment has been completed or approved, the faculty program director must complete and submit the MCCCD Study Abroad Program Proposal along with a district MCCCD Travel Authorization Form.

As required by district International Travel Policy, all courses offered as part of study abroad must be approved MCCCD courses and must meet academic standards. All courses taught will be equal to or surpass the same academic quality and excellence of a course offered locally at any of the MCCCD colleges. The course competencies and content outline must be those that are officially approved for the course and published in the MCCCD course bank. The courses must meet the MCCCD rules for contact hours concerning the length of time a course is required to meet. The proposed study abroad program will not be approved if courses are offered for recreational or travel purposes only.

General Process

A Study Abroad Program Proposal form is completed in collaboration with the individual providing oversight for study abroad programming, typically located in the college International Education Office. The chain of college and district signing approvals (in program proposal) is listed below.

Department Head College Director of International Education Appropriate Vice President College President District International Education Executive Vice Chancellor and Provost Chancellor

A proposal routing slip is advised to ensure paperwork is routed properly.

Note: Each college may have slightly different processes before a study abroad program is approved. Faculty should meet with their college International Education Office to discuss any additional requirements.

The district International and Intercultural Education office works closely with faculty and individual college International Education Offices to ensure compliance with district travel and purchasing requirements as well as risk management issues, and offers any support needed for successful program completion. Study abroad programs are intended to be self-supporting and are therefore ineligible for funding by district International and Intercultural Education internal grant funds.

Program Deadlines22

In order to allow sufficient time for the production of the study abroad program catalog and program promotion, and to allow prospective students time to plan ahead, please refer to the schedule below for the timeline for proposal submissions to the district International and Intercultural Education Office:

Program Proposals Due to District by: For Programs Beginning:

August 1st – New Proposals Following Summer

September 1st – Renewals Following Summer

April 1st – Midyear Programs Following January (Winter intersession) orSpring (Spring Break)

Participating Faculty

The faculty program director must be a residential faculty, and in most cases would also be the person that completes the site assessment.

If the faculty program director intends to include additional courses taught by other faculty, ONLY residential faculty may be listed on the MCCCD Study Abroad Program Proposal and on the MCCCD Travel Authorization Form. If faculty program directors are considering using adjunct instructors to teach a course, they may not be added until they are officially assigned the course for that term. Approval cannot be given for an adjunct to travel abroad until the adjunct is officially employed by MCCCD, which cannot occur until spring semester (for a summer program). On the proposal, indicate a TBD anywhere that one would otherwise mention an adjunct faculty by name.

Information Contained in the Study Abroad Program Proposal

The Study Abroad Program Proposal will ask you to provide information on the following: Basic information on the proposed program Summary of courses to be taught abroad Course Information Form and contact hours Travel Itinerary Facilities Budget summary Program Safety and Risk Reduction Checklist Study Abroad Oversight Administrators Checklist International Travel Request information Approval/signature page

Courses

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Study abroad course content must foremost reflect the Maricopa Community Colleges’ strategic goal of training globally competent individuals who value and respect cultural differences. A program course offering should have a connection to the program site that justifies the rationale for taking students abroad. The proposal must demonstrate how the proposed course(s) will increase students’ international/intercultural awareness, skills, and competency. MCCCD study abroad programs are now being broadened beyond the list below to match a national trend toward greater diversity in study abroad program offerings. Examples are provided below; the list is not comprehensive.

● Courses that appeal to a wide audience and that fulfill Arizona General Education Curriculum (AGEC) requirements (past history shows this has helped programs fill)

● Language and culture courses (SPA, ARB, CHI, etc.)● Cultural awareness courses (ASB102 Cultural Anthropology, SOC243 Contemporary

Mexican Society, etc.)● Thematic courses which integrate all course competencies (POS210 Political Ideologies,

SOC101 Intro to Sociology, BIO105 Environmental Biology, etc.) ● Art, Art History, or Humanities courses which focus on the program's theme (ART295

Ceramics in Mata Ortiz, Mexico, HUM205 Introduction to Cinema, etc.)● Intercultural Communication courses (COM263) centered on the program’s overall

theme● Courses taught in a comparative perspective to include the host culture and the culture

of the program participants (SOC250 Comparative Human Institutions)● Business courses centered on the program's overall theme (IBS154 Pacific Rim

Countries: International Business Environment, IBS101 Intro to International Business with visits to or lectures by guests from multinational corporations)

● STEM (Science, Technology, Engineering, and Math) courses that will help increase diversity in study abroad course offerings

Course Information Form

Embedded into the Study Abroad Program Proposal is a link to a Faculty Course Information Form that is to be used to submit detailed information on each course that will be taught abroad.Information required includes:

Course number, course title, course credits, and course prerequisites Course description, competencies, and outline (These are available on the Center for

Curriculum and Transfer Articulation website.) Course syllabus Course justification Contact hours (see below)

After completing the Course Information Form, it will need to be printed and attached to the completed proposal before submission. Please use one Course Information Form per course that will be included in the program proposal. Each course is reviewed separately, so please DO NOT combine contact hours for more than one course at a time.

Contact Hours

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As per MCCCD International Travel Policy, the total number of contact hours awarded for courses taught abroad must be at least that which is officially required for the course (1 credit requires at least 15 hours of classroom or other supervised instruction). Contact hours cannot be awarded for a “visit” or a “tour” unless those activities include a lecture, discussion, reflection or other instructional activity. In other words, the activities listed must be linked to the course content. Accordingly, be certain to include pre and post-trip class meetings as contact hours if they involve instruction covering course material. It is permissible to go over the required number of contact hours. It is quite common to do so and can be helpful in case there is an issue/concern with how some hours are documented. However, not all activities on the itinerary have to be included in the contact hours. If excursions and other activities are offered as enrichment, but a specific instructional activity is not associated with them, please list them separately.

SAMPLE CONTACT HOURSDay/Date/Time Activity/Location Instructional Activity (classroom

lecture, discussion, reading activity, lab work, field work)

Hours

Fri Jun 28 - 2013

9:00 am – 12:00 pm

First day of class - MCC Introduction: Chap 1: Globalization Lecture and Discussion – Country Focus: Protesting Globalization in France - p 28

Chap 2: National Differences in Political Economy Lecture and Discussion – Country Focus: Corruption in Nigeria - p 55; EU’s current economic outlook.

3hr

Wed Jul 3 - 20139:00 – 11:00 am

SPECIAL EVENT1:00 – 5:00 pm

Belgium - College

BrusselsEU Parliament and US Commercial Service

Chap 4: Ethics in International Business Lecture and Discussion

Guided Tour: EU Parliament, NATO, and US Commercial ServiceReflection and journal on the function of these organizations, and their cultural and economic implications.

2hr

4hr

As noted above, one Course Information Form per course will need to be submitted, which includes contact hours for each course.

Travel Itinerary

The proposal also asks for a travel itinerary. For the sake of the program proposal, only a brief overview of the departure and return dates and locations (cities) where overnight excursions will occur needs to be provided. Plan to leave a very detailed itinerary with the college International

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Education Office prior to departure that provides coordinates for each day abroad as well as contact information, for use in the event that someone needs to contact you.

Budget Development

In the next section of the proposal a detailed program budget is required, addressing the categories listed in the budget template that is embedded into the proposal. Keeping in mind the information on budget development covered above, and utilizing the cost estimates and information gathered on the site assessment, use this template to develop an estimate of the full program budget (total program cost). The following sections will be addressed:

1. Summary of student expenses2. Summary of faculty/instructor expenses3. Calculating the instructor fee/student4. Estimating the total program cost

The proposal form outlines this process in detail.

Program Safety and Risk Reduction Checklist

For the ultimate health and welfare of participants in study abroad programs, faculty leading programs will be required to familiarize themselves with the district’s Crisis Management Plan (detailed in Section 10) prior to departure. Additionally, faculty will be required to complete and initial all of the actions listed on the Program Safety/Risk Reduction Checklist* prior to departure.

The Program Safety/Risk Reduction Checklist includes items such as: identifying the local emergency phone number (U.S. 911 equivalent); identifying the closest medical treatment center; checking the most recent State Department advisory report for travel to the host country and conducting a pre-departure orientation session that includes information concerning safety and risk management issues for program participants.) These steps support safety for all.

Study Abroad Proposal: International Travel Proposal Section

Embedded into the Study Abroad Program Proposal is the standard district International Travel Proposal that is required for all who travel on behalf of the district. When completing the section on “Explanation, Justification, and Benefits of International Travel Opportunity,” faculty will have to answer the five questions below. Please note it is the content, not the length of these answers that is noteworthy. Brevity is fine.

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Explanation, Justification and Benefits of International Travel Opportunity(Sample Answers to the 5 questions that are included in the proposal)

1. Purpose: Briefly describe the purpose of the international travel opportunity, noting what role you will play (keynote speaker, conference presenter, conference participant, board member, etc.).“A Glimpse into the EU” focuses on examining the interconnectedness amongst cultural values, globalization, and its impact on the world’s economic systems. It will explore closely how the European Union (EU) functions and its impact not only in the world economic system at large but specifically how it affects the economic system in the USA. The selected countries for this program (France and Belgium) have pivotal roles within the EU. The European Council sits in Brussels and it offers the perfect setting for the program and its focus.

My role will be that of faculty program director and faculty member as I plan to teach IBS101: Introduction to International Business. The France and Belgium study abroad program will offer MCC and MCCCD further exposure in the international education arena. It also adds a new program and option for our students.

2. Relationship to District Position: Describe how the international travel opportunity is linked to your job responsibilities.I am currently in my third year as Residential Faculty in the Business and Information Systems Department. My area of focus comprises general business courses with an emphasis on International Business. It is my goal to grow the International Business program by improving the AAS-Business degree/Certificate in International Trade, qualifying students to take the national exam to become Certified Global Business Professionals.

The Certified Global Business Professional certificate will offer students a leading edge in today’s era of globalization. The CGBP is a new credentialing program in the International trade arena. By offering this credentialing preparation, MCC will continue to embed itself as a state of the art college among colleges.

Additionally, developing this study abroad program in France and Belgium enhances our International Business offerings.

3. Justification: Why is it important to travel outside the country to have this experience? Is this opportunity or a similar one available in the U.S. or its territories?IBS101 - Introduction to International Business (G) – A comprehensive and unique overview of International Business with a global and European perspective on international trade including foreign investments, impact of financial markets, international marketing, and operation of multi-national corporations. The students will have a distinctive opportunity to meet with executives and governmental officials engaged in international business regularly. This course will include tours of multi-national corporate offices, factories, and facilities, in addition to, financial institutions, law offices, a chamber of commerce, technological firms, marketing companies, and a visit to the EU Council and Parliament. Most importantly, the students will be able to ask executives and officials questions regarding the global implications of doing business abroad: what are the challenges, why they are successful, what are the opportunities, and advantages of an International Business career.

Meeting successful International Business practitioners in the field coupled with cultural tours, textbook readings, related papers, and videos will give an exciting insight and overview into doing business in international markets. Students’ observation and inquiry into the successful business practices, decisions, and applications with International Business will enhance the study abroad experience, and broaden the course competencies for this course. The emphasis will be on the EU.

4. Tangible Benefits: Please describe the tangible benefits derived from participating in this international travel opportunity for student/s, College/s and the District.MCCCD and district International and Intercultural Education are committed to Global Engagement and serve as a catalyst to generate interest, involvement, and development of global projects for students, faculty, and other members of our community. This study abroad program, entitled, “A Glimpse into the

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EU” will offer our students a stimulating academic and cultural platform for learning, and life-transforming experiences that will enhance their resumes and better prepare them to enter the world of business and become globally competent and citizen diplomats.

Study abroad programs are sanctioned by the Governing Board approved “Strategic Plan for International Education,” by the newly Governing Board-approved International Travel Policy, and by MCCCD’s mission of “Global Engagement.

5. Sharing the Outcomes: Note how the learning will be shared with others at MCCCD?The students will have the opportunity to share their learning upon returning to the college community by way of presentations. Through the presentations they will demonstrate what they have learned while abroad and how it impacted not only content learning (based on courses taken), but their view of globalization, and their future careers.

Students will demonstrate their learning by answering the following questions:● What did I learn while abroad?● How did the learning impact my view of the world and globalization?● How can I impact my community, and share my learning?● How will this experience enhance my resume and impact my future career?● What will I do differently due to this experience?

Students that receive scholarships will join the faculty in creating a network presentation for administration, faculty, staff, and students to showcase the impact of study abroad on our students’ education and career paths.

Fiscal Accountability

It is important that faculty program directors do the due diligence in developing the program budget with accuracy, and that the costs listed in the program proposal budget are backed up by research and vendor quotes, and contracts when appropriate. As part of the program proposal, faculty will ultimately be required to verify with their signature that the study abroad program budget has been adequately developed and reviewed to the best of their ability.

Additionally, the college administrator responsible for the oversight of study abroad programs will have to confirm that the estimated budget has been adequately developed and reviewed, that itemized quotes and cost estimates have been secured for key services, and that questions or concerns about the budget have been discussed with the college fiscal office.

District Purchasing may require that the requestor submit further documentation about the study abroad program and/or a competition not practical justification to be compliant with purchasing due diligence requirements.

Points to Keep in Mind When Completing the Proposal

The following is a list of key elements that faculty program directors should follow when completing the program proposal. Using this checklist will help eliminate the probability of the proposal being returned due to questions, which delays the proposal approval. Keep in mind that faculty cannot begin to promote the program until it has been approved by the Chancellor.

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Access the newest version of the Study Abroad Program Proposal from the district International Education website.

Be sure to complete every section in detail. Follow the examples given in each section. Be sure to include one Course Information Form per course being offered. If you plan to extend your stay abroad beyond the program dates, note it under the

“Personal Travel” section. Otherwise, simply put ‘NA’. Keep in mind, these expenses may not be included in the overall program budget.

On the signature page of the MCCCD International Travel Request portion of the proposal, list the name of the faculty program director where it asks for ‘Name and Title of Requester.’ List all other participating faculty except adjuncts under ‘Names of Travelers.

If adjuncts are being considered, they will have to file their own travel paperwork in the spring semester once their course is listed in the Student Information System (SIS). (Travel cannot be authorized for them before they are officially employed by the district to teach the course.) See below for information on sending adjunct international travel paperwork to the District Office.

Complete and attach a standard district Travel Authorization Form (used for all district travel) and attach to the proposal.

Official signatures are required in two different places: 1) on the Study Abroad Program Proposal/International Travel Request signature page and 2) on the Travel Authorization Form.

Submitting the Study Abroad Program Proposal

The college International Education Offices (International Education Director or other designee) will review the proposal before signing and forwarding to college and district administrators for signatures/approvals. Faculty should also be sure to provide the college International Education Office with an electronic copy of the proposal should there be minor changes that need to be made.

Put a “sticky arrow” on each of the forms to indicate where a signature is required.

Secure college signatures as noted on the proposal. Use a routing slip to ensure proper routing. A link to a sample routing slip is available in Section 13.

Once the proposal has been approved by the Chancellor, the district International and Intercultural Education Office will send an email notification immediately to the faculty program director, the college International Education Director, the Vice President of Academic Affairs and District Purchasing.

Once the program has been approved, the approved courses will need to be submitted to the appropriate department chair(s) for incorporation into the course schedule in SIS.

International Travel Approval for Participating Adjuncts

If adjuncts will be used for the program abroad, as noted above, defer seeking approval for their international travel until the course they are teaching is officially in the SIS system (for courses being taught in the summer, this would usually be in January.) Once the course has posted, the

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adjunct will need to submit the following documents to the college/district administration for approval, following the same process noted directly above:

1. A copy of the previously signed and approved program paperwork (Study Abroad Program Proposal and Travel Authorization Form) for the program the adjunct will be teaching in.

2. An International Travel Request signature page with the adjunct’s signature. (This can be obtained by printing out the signature page from a blank International Travel Proposal form.)

3. A completed and signed Travel Authorization Form. Please note, in most cases the estimated costs will be $0.00, because funding for the additional TBD instructor (the adjunct) will have been included in the overall program budget of the approved study abroad program.

The adjunct will sign the signature page of the travel request (#2 above) and the Travel Authorization Form (#3 above) and submit them to the college International Education Office or where the signature process begins. Upon approval by the college president, the paperwork will be forwarded to the District Office for additional approvals culminating at the Chancellor’s Office. Once the Chancellor’s approval has been granted, the adjunct will receive a notification from the district International and Intercultural Education Office.

KEY POINTS TO KEEP IN MIND

Be sure to allow plenty of lead time at your individual college for review and securing of required signatures prior to submitting the Study Abroad Program Proposal to the district International and Intercultural Education Office.

Remember to use a separate Course Information Form for each course that will be included in the program proposal. Please DO NOT combine contact hours for more than one course in a Course Information Form, as reviewers need to review each course separately.

If adjuncts will be teaching in the study abroad program, their travel cannot be approved until after their course is in the system and they are in “approved travel status.”

Not all of the activities on the itinerary have to be included in the contact hours. If excursions and other activities are offered as enrichment, but a specific instructional activity is not associated with them, please list them separately.

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SECTION 5 – STUDY ABROAD FINANCIAL MANAGEMENT

Establish Fund 230 Account to Collect Student Funds

Upon program approval, establish a Fund 230 account to deposit payments (revenue) from which to pay expenses previously approved within the proposal budget. The account number remains the same from year-to-year and the remaining funds in the account will roll over each year. Provide the following information to the appropriate college department(s) and approval authorities:

● Name of Study Abroad Program● Account Representatives: (e.g. faculty program director, department chair, and

International Education Director or designee)● Revenue Source: Student fees● Expenditures: Out-of-state travel, out-of-country travel, official functions, supplies,

printing, professional services, advertising, and postage

Establish Deadlines for Program Deposits and Payments

After determining the cost of the program fee, establish a deposit amount and deadline(s) for payment(s).

● A deposit reserves a spot and demonstrates commitment on the part of the student. ● A minimum of a $250 non-refundable deposit is required to act as a deterrent to casual

enrollment and cancellation (which will be non-refundable after a specified date.)● In some cases, if enrollment is low or close to the minimum, faculty program directors

will need to only consider those who have paid a deposit when deciding viability of the program.

● Conversely, if the program is filled to capacity, only students who put down a deposit will be considered. Others may be put on a waiting list.

● Breaking down the payments into 3-4 installments can be beneficial in helping students budget.

● Set deadlines well in advance of any payment deadlines to vendors so that sufficient funds have been collected before vendors need to be paid.

● Work with college Fiscal Office and Bursar/Cashier Services to ensure adherence to college refund policies.

● Provide program fee and deposit/payment deadlines to the college Bursar/Cashier Services. The Bursar will need to create an SIS item type to track payments.

● Create a mechanism to notify the Bursar/Cashier Services of accepted students into the study abroad program so the program fee can be added into SIS.

● In order for students to put down a program fee deposit, they must be enrolled at the sponsoring college and have a student ID number. Community members who participate in programs are often not in SIS and need be admitted to the college first.

Establish a Cancellation and Refund Policy

● If there is no clear cancellation policy, a program account could end up in a deficit if students cancel without penalty after a certain date. The policy should outline deposits

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(refundable and non-refundable as well as applicable dates) and penalties if participants withdraw at various points along the timeline, including after the program has started.

● Considerations to keep in mind include: What is the refund policy of each vendor? Which deposits are refundable and which are not? Under what conditions will vendor deposits or portions thereof be refunded and what is the timeline?

● Each participating student should be required to sign a Conditions of Participation and Agreement that outlines the terms of their participation and the refund policy.

Budget Feasibility

Prior to making payments to vendors, the faculty program director must thoroughly revisit, review, and evaluate budget feasibility and contractual arrangements (both original and revised budgets) based upon the confirmed numbers of PAID students participating. If the number of participants enrolled in the program drops below the minimum number of students designated in the program proposal, in order to break even, a new budget may need to be developed and submitted for approval. Budgetary and logistical changes need to reflect a lower number of student participants.

Making Payments to Vendors

It is crucial that faculty program directors adhere to the payment deadlines in place for program fees. Directors should monitor program budgets regularly to ensure fees are collected by the deadlines, in preparation for requesting assistance to process payment of program expenses. Note that funds (program fees from students) must already be collected and actually deposited into the appropriate program account (not just anticipated) before the faculty program director can draw on them for wire transfers, checks, or cash advances, as all study abroad programs must be self-supporting.

Several internal steps requiring the assistance of various departmental personnel are necessary to accomplish any single transaction for payment. Additionally, all transactions must remain in compliance with MCCCD policies and procedures. All requests for payment must be made 30 days in advance of payment due date.

Methods of payment to foreign vendors should have been diligently explored when securing quotes and cash payments should be avoided to the extent possible. Payments should be made directly to vendors prior to departure whenever possible. Some of the most commonly used methods are:

Check Wire transfer Purchase order Purchasing Card

Identifying alternatives to cash payments reduces the amount of cash faculty program directors are responsible for while traveling, thus reducing liability and increasing safety during the program, as well as reducing the expense reconciliation paperwork required upon return. When direct payment to a vendor is not a viable option, a cash advance can be requested by the faculty program director.

If paying for program via a wire transfer, use an MCCCD Wire Transfer Form. The names on the form change as the designated people change, therefore you will want to check with the MCCCD Treasury Department to see if names of the designated people are current.

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An “Approved” Study Abroad Program Proposal is Prerequisite to Paying Vendors

Prior to requesting payment of any program expense, the faculty program director must first do the following:

1 Complete the Study Abroad Program Proposal (see Section 4 above for process) and secure approval(s) to lead a Study Abroad Program.

2 Complete and secure approval(s) of a Travel Authorization Form (TAF). a Attach a breakdown of the total estimated costs included on the TAF. Costs

should be inclusive of all program travel expenses. Costs should be based upon a set number of faculty and student participants (including the faculty listed on the proposal as “TBD”).

3 Review the MCCCD Administrative Regulations on Travel.4 Submit the online Annual Travel Acknowledgment Disclosure .

Please note that cash advancement should only be utilized when all other alternatives have been explored and no other viable option is possible.

Processing Requisitions for Payment

The following steps are required when requesting payment of program expenses directly to suppliers:

1 Secure an itemized quote/invoice or comparable document from the vendor that provides:

a Vendor’s name and addressb Detailed description of the goods/services renderedc Cost of goods/services, including number of faculty/students participating, where

applicable. (If requesting goods, applicable shipping/handling and tax must be included.)

d Payment terms for deposits and paymentse Dates quote is valid for (If possible, negotiate quote in advance to include dates

of program.)2 Confirm acceptable form of payment (i.e., check, wire transfer, purchase order, or

Purchasing Card). See below for information on use of purchasing card.a If paying by check (checks can only be issued in U.S. funds), wire transfer or

purchase order, the supplier must first be set up in the MCCCD supplier database. The faculty program director must secure completed W8-BEN and W8-ECI forms for foreign suppliers or Vendor Registration and/or W9 form for domestic suppliers.

3 If paying by wire transfer, secure receiving bank information and complete a Wire Transfer Request confirming the following bank-related information: ABA number, routing number, bank account number, and beneficiary/payee. Include estimated wire transfer fee.

4 Provide Fund 230 account number for requisition.5 Contact the International Education Office (or designee) to generate online requisition for

payment.

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6 Remain involved and in communication with the International Education Office (or designee) regarding status of payment.

After an online requisition is completed, it must go through the appropriate college approving authorities prior to fiscal processing which may include: Department Chair, International Education Director, Dean/Vice President, and/or President. Therefore, the approval process can take time, so it is important to plan ahead!

What is the Purchasing Card?

The Purchasing Card program is designed to authorize employees to make small-dollar purchases of materials and supplies in support of operations, without undue delay. The MCCCD Purchasing Department, in conjunction with the purchasing card vendor and the campus fiscal agents, issue the cards. The Purchasing Card is a credit card that offers an alternative to the existing MCCCD purchasing processes and provides for an efficient and effective method of payment for items purchased. The card is to be used only for official MCCCD purchases and must follow MCCCD purchasing policies and procedures.

In brief, a Purchasing Card is:● Authority and responsibility granted by MCCCD to individual designated MCCCD

employees● For official district use only● Authorized for purchases of $2,500 or less (colleges/sites may elect for a lesser or

greater amount)● Authorized for use with only certain categories of merchants and commodities

A Purchasing Card is NOT:

● A means to avoid appropriate purchasing or payment procedures● A card to obtain cash, credit, or gift cards● A right of employment● For personal use

What are the benefits of a Purchasing Card?

The Purchasing Card enables cardholders, purchasing, and accounting staff to perform more efficiently and focus on the value-added aspects of their jobs by:

● Reducing the time needed to purchase and receive supplies● Reducing the number of requisitions and purchase orders● Reducing petty cash use and reimbursements● Reducing the number of checks issued● Reducing invoicing problems

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Obtaining a Card

● All participants must be permanent, full-time, board-approved employees of Maricopa Community Colleges.

● The individual must obtain approval from the department head and campus fiscal authority prior to participation in the program.

● Each participant must complete an Individual Purchasing Cardholder Application and a Purchasing Cardholder Agreement.

● The department head must sign the Cardholder Agreement.● The assigned reviewer must sign a Purchasing Card Reviewer Agreement form.● Each participant and their assigned reviewer must attend a training session before a

Purchasing Card can be issued. Here is a link to the Purchasing Card Training. You will probably need to do an in-person training session as well.

Employee Cash Advance

If a cash advance is needed to cover on-site program expenses for faculty and students (after other cash handling options have been diligently explored), a request should be made no later than four weeks prior to departure. Previously approved budgeted expenses may include but are not limited to:

Airport transfers Lodging during excursions Bus rentals for excursions Admission fees Meals included in student program fee Honoraria for foreign instructors Public transportation passes or tickets Per diem for faculty Miscellaneous expenses (e.g., telephone, fax, photocopying) Emergency funds (5-15%)

Advanced funds will be issued in U.S. dollars either as an electronic funds transfer (EFT) or by a physical check. The employee is responsible for determining the most efficient and safest method to handle these funds (i.e., traveler’s checks), deposit into a personal credit or debit card account and/or purchase foreign currency. If cash is lost or stolen, it cannot be replaced, and it is the responsibility of the employee to pay back.

While abroad, it is the faculty program director’s responsibility to track all expenses and receipts and keep all expenses within the approved budgeted amounts. Failure to comply with the academic and budgetary responsibilities outlined in this handbook may jeopardize the opportunity to direct a faculty-led study abroad program in the future.

Following MCCCD accounting policies and procedures, advanced funds cannot be disbursed earlier than two weeks before departure. If a need exists for funds to be issued sooner, a written justification must be provided to the college International Education Office. Requests will be reviewed for consideration by the college International Education Office in conjunction with the Fiscal Office. Employees are required to obtain and keep all valid receipts for all expenses paid by advanced funds. Employee must maintain a Cash Advance Expenditure Reconciliation (see

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appendix) worksheet to properly track and record all program-related expenses. In cases when receipts cannot be obtained in the host country, an accurate account of the expense(s) must be documented on a Cash Advance Perjury Statement accompanying the Cash Advance Expenditure Reconciliation.

There are two equally important phases to a cash advance: 1) Request and 2) Closure. The following steps are required when requesting a cash advance:

Cash Advance Request

1 Provide an itemized written request that details each expense. Indicate number of students and faculty on program and include documentation to support per unit expenses when available. If costs are quoted in foreign currency, conversion to U.S. dollars must be completed before submitting request. The recommended currency converter sites are: OANDA and XE.

2 If any funds for official function expenditures are included (i.e., welcome/farewell parties, giveaways, group meals beyond meal per diem, etc.), an MCCCD Official Function Form must be submitted for college administrative approval signatures.

3 If an EFT is preferred, complete a Direct Deposit Form and provide directly to the District Accounts Payable manager prior to submitting request for advance.

Cash Advance Closure

The following steps are required when closing a cash advance:

1 The cash advance reconciliation must be submitted within (5) business days upon return to the country from the study abroad program.

2 If receipts are in a foreign currency, they must be converted to U.S. dollars using a documented conversion rate.

3 If receipts are in a foreign language, an English translation must be provided.4 All original, itemized receipts reflecting payment, the completed Cash Advance

Expenditure Reconciliation worksheet, and any unused funds (must be in U.S. dollars) should be delivered to the appropriate college office (e.g., Cashiers Office, College Business Office, Fiscal Office, etc.) for closure.

5 If an expense is incurred for which there is no receipt, a Cash Advance Perjury Statement must be completed describing the expenditure and the reason why an original receipt is missing.

It is important to mention that per MCCCD travel policy, a travel advance not received or lacking required documentation for expense reconciliation will become taxable after 30 days from the date the employee returned to the U.S.

Any approved program expenses paid by the employee that were not included as part of the advance may be submitted for reimbursement through completion of an Expense Claim Form.

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KEY POINTS TO KEEP IN MIND

It is crucial that faculty program directors adhere to the payment deadlines in place for collection of program fees.

Remember that funds (program fees from students) must already be collected and actually deposited into the appropriate program account (not just anticipated) before the faculty program director can draw on them for wire transfers, checks, or cash advances, as all study abroad programs must be self-supporting.

Cash advances should only be utilized when all other alternatives have been diligently explored and no other viable option is possible.

The cash advance reconciliation must be submitted within (5) business days upon return to the country from the study abroad program.

Methods of payment to foreign vendors and various cash handling options should be diligently explored, prior to departure on a study abroad trip.

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SECTION 6 – SUPERVISION AND PROGRAM COORDINATION

Supervision and Program Coordination

In order to ensure consistency and quality programming, MCCCD study abroad programs are centrally coordinated and supervised by the respective college International Education Director or Study Abroad Oversight Administrator. Each college has a different organizational/reporting structure. Central coordination helps ensure that all affected parties are in regular communication and that the study abroad programs adhere to college and MCCCD travel and financial requirements. Such coordination and supervision includes:

● Scheduling periodic meetings

● Creating timelines and checklists, requiring approval by supervisors

● Review and evaluation of budget feasibility and contractual arrangements (both original and revised budgets – based upon minimum class sizes)

● Verification of travel requisition and travel authorization documentation

● Monitoring of fee payment deadlines

● Completing pre-departure checklist (things to do; copies to take; etc.)

● Collecting all pre-departure required forms

● Overseeing post-program debrief and evaluation

Periodic Meetings with Key Parties at the College

As soon as the Study Abroad Program Proposal has been submitted for approval, the faculty program director should contact the college International Education Director or Study Abroad Oversight Administrator to set up periodic meetings leading up to the program departure. The goal of these meetings during the pre-departure preparation phase is to coordinate the program logistics and will include all or some of the affected college parties.

Depending on roles and responsibilities at each college, such parties will include the faculty program director, and may include the academic department chairperson, academic department secretary, Fiscal Office, Bursar, Admissions/Registration Office, Financial Aid Department, and the International Education Director or Study Abroad Oversight Administrator. The first meeting may include all college parties in order to clarify roles and responsibilities and to allow for communication and agreement on budget feasibility, registration deadlines, payment requirements, enrollment numbers, cancellation decisions, funding sources, and pre-departure paperwork.

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Schedule of Planning Activities

A Schedule of Planning Activities should also be developed and agreed upon by all parties at the first touchpoint meeting. This timeline will be overseen by the college International Education Director (or designee) to ensure everything is on track for completion. Specific planning activities will include:

Marketing efforts such as information session dates, promotional materials, etc.

Program application deadlines

Scholarship application deadlines

Interview procedures/scheduling

Contract development (as needed)

Vendor fee payment (deposit and final) deadlines

Purchasing and purchase order (PO) generation requirements

Travel advance forms preparation and deadlines

Student fee payment deadlines

Exchange rate fluctuation analyses

Mandatory orientation date(s)

Important Meeting Discussion Points – International Education Director and Faculty Program Director

The faculty program director will set up bi-weekly or monthly meetings with the college International Education Director and/or other college collaborators. Since this “team” is ultimately responsible for ensuring program enrollment and financial stability, it will be critical that this team maintains communication throughout the program planning stages. Some examples of topics for discussion:

Changes in program – The faculty program director is responsible to notify the college International Education Director (or designee) of any changes that may occur related to the program so he/she can alert all affected parties at the college. For example, if the hotel room rate increased significantly, the overall total program cost could be affected. Depending on individual college processes, individuals that may need to know include the academic department secretary, Fiscal Office and Bursar. (Securing detailed cost estimates in advance should ideally avert this from happening.)

Monitoring currency fluctuations for financial stability of the program.

Monitoring student enrollment in the program. This status will become critical as the application deadline approaches. Several decisions may need to be made in order to determine whether to continue to promote or cancel the program, or make modifications to the program budget based upon the minimum class size. Consensus of affected parties will be recorded via email correspondence.

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Monitoring student payments – It will be essential for the college International Education Director (or designee) or an assigned person in the Bursar Office to monitor the student fee payments for financial feasibility of the program. Identify a person to contact students who do not meet the payment deadlines.

Vendor requisition process – If the academic department secretary creates the travel advance requisitions, these requisitions will be electronically routed to the college International Education Director or designee (funding account’s responsible party) before being forwarded to the Fiscal Office for review and approval. The Fiscal Office will verify the class size and payment information utilizing SIS and the college International Education Director (or designee).

Travel advance process – Prior to departure, the college International Education Director (or designee) or Fiscal Office will review the travel advance policy with the faculty program director to ensure understanding for what the cash advance may or may not be used for. Faculty should be knowledgeable of MCCCD administrative regulations regarding financial travel documentation. In addition, the college International Education Director (or designee) should review the pre-departure checklist with the faculty program director and ensure s/he has copies of all of the proper documents to carry abroad in case of an emergency.

Continued Communication While Abroad

Notify the International Education Office that faculty and students have arrived safely in the host country.

Once abroad, the faculty program director and college International Education Director (or designee) shall continue to communicate regarding any deviations or changes in the program. Financial or legal examples include a sudden increase in entrance fees or hotel rates, or a change to a signed contract that impacts the program. A faculty program director should never assume that these changes should only be conveyed once the program is completed and they have returned home. Rather, they should be communicated right away.

An example of a safety issue that should be communicated would be a student who suddenly disappears for a night and returns two days later (please refer to Section 11 on Safety and Crisis Management regarding proper steps to follow).

In the event of any emergency, the faculty program director should contact (or assign other faculty to contact) the college International Education Director immediately (based on protocols noted in the Crisis Management Plan.

If there are any student conduct issues while abroad, document and communicate them to the IE Director (or designee) for possible disciplinary action upon return home.

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Sample Study Abroad Program Director Expectations

This form is used at Mesa Community College and serves as an agreement of expectations between the college and the study abroad program directors. They are required to initial each section and sign below.

Program Name Year

Program Director

Study abroad directors shall serve as an extension of the college for which they serve while they travel with students on a study abroad program. As an extension of MCC, I agree to the following:

_____ I have read and understand the Study Abroad Faculty Directors Handbook and will adhere to the guidelines contained within the handbook.

_____ I will submit all required program proposals/renewals as well as fiscal and travel reports by established deadlines, complete and accurate to the best of my knowledge.

_____ If there are any amended changes to proposal program dates, course contact hours, modality of teaching method (e.g. face-to-face to online), or budget items, the Study Abroad Oversight Administrator must be notified in writing.

_____ I will process all vendor requisitions and contracts in a timely manner and monitor student payments to make sure the study abroad program is financially feasible.

_____ I will participate in the IE Study Abroad Scholarship grading process according to established timeline for the grading and awarding of scholarships.

_____ I will uphold all rules, regulations, and policies of MCCCD as well as abide by the Professional Code of Ethics (RFP Policy Manual Appendix H) for the duration of the study abroad program (see reverse side of form).

_____ I will stay in contact with the International Education office as needed and will alert the Director of International Education immediately should an emergency or behavioral situation arise while I am traveling with the students.

_____ I will not bring non-faculty or family members on the study abroad program if it could create a conflict of responsibilities or compromise the academic integrity of the program.

_____ I will not participate in any activities that could cloud my judgment and render me incapable of handling a student emergency should it arise.

_____ I will actively encourage all students to conduct themselves accordingly with the Student Code of Conduct for my college, and will inform all students of the rules and regulations which they must follow before the departure of my program.

_____ I will be fiscally responsible with any funds for my study abroad program and if applicable, will complete my cash advance reconciliation and any required documentation within five (5) business days upon return to the country from the study abroad program.

_____ I will submit travel reimbursement requests, if applicable, within 30 calendar days after the completion of the trip or by June 30th.

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RFP Policy Manual Appendix H: Professional Code of Ethics

Professors, guided by a deep conviction of the worth and dignity of the advancement of knowledge, recognize the special responsibilities placed upon them. Their primary responsibility to their subject is to seek and to state the truth as they see it. To this end professors devote their energies to continuously developing and improving their scholarly competence. They accept the obligation to exercise critical self-discipline and judgment in using, extending, and transmitting knowledge. They practice intellectual honesty. Although professors may follow subsidiary interests, these interests must never seriously hamper or compromise their freedom of inquiry.

As teachers, professors encourage and protect the free pursuit of learning in their students. They hold before them the best scholarly and ethical standards of their discipline. Professors demonstrate respect for students as individuals and adhere to their proper roles as intellectual guides and counselors. Professors make every reasonable effort to foster honest academic conduct and to ensure that their evaluations of students reflect each student’s true merit. They respect the confidential nature of the relationship between professor and student. They avoid any exploitation, harassment, or discriminatory treatment of students. They acknowledge significant academic or scholarly assistance from them. They protect their academic freedom.

As colleagues, professors have obligations that derive from common membership in the community of scholars. Professors do not discriminate against or harass colleagues. They respect and defend the free inquiry of associates, even when it leads to findings, practices and conclusions that differ from their own. Professors acknowledge academic debt and strive to be objective in their professional judgment and supervision of colleagues. Professors accept their share of faculty responsibilities for the governance of their institution and for maintaining the highest professional standards through a meaningful culture of peer review.

As members of an academic institution, professors seek above all to be effective teachers and scholars. Although professors observe the stated regulations of the institution, provided the regulations do not contravene academic freedom, they maintain their right to criticize respectfully and seek revision. Professors give priority to their paramount responsibilities within their institution when determining the amount and character of work done outside it. When considering the interruption or termination of their service, professors recognize the effect of their decision upon the program of the institution and give due notice of their intentions.

As members of their community, professors maintain the rights and obligations of other citizens. Professors measure the urgency of these obligations in the light of their responsibilities to their subject, to their students, to their profession, and to their institution. When they speak or act as private persons, they avoid creating the impression of speaking or acting for their college. As citizens engaged in a profession that depends upon freedom for its health and integrity, professors have a particular obligation to promote conditions of free inquiry and to further public understanding of academic freedom.

SIGNATURES

Name: Study Abroad Program Director Date

Name: Study Abroad Oversight Administrator Date

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Post Program De-Briefing Meeting

Within the first two weeks after the faculty program director has returned from abroad, s/he should meet with the college International Education Director (or designee) for a post-program debrief. During this meeting, the faculty should share any information that is warranted. For example, if there is not a receipt for a pre-paid excursion or activity, the explanation should be documented. Detailed receipts in foreign countries can sometimes be difficult to obtain; however, the faculty program director should make every attempt to obtain such documentation, or provide an explanation as to why such receipts were unavailable. Any deviations from the program should be documented and communicated to the affected college parties.

KEY POINTS TO KEEP IN MIND

As soon as the Study Abroad Program Proposal has been submitted for approval, the faculty program director should contact the college International Education Director or Study Abroad Oversight Administrator to set up periodic “touchpoint” meetings leading up to the program departure.

A Schedule of Planning Activities should also be developed and agreed upon by all parties at the first touchpoint meeting.

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SECTION 7 – MARKETING & PROMOTION

The marketing and promotion of study abroad programs is shared by the faculty program director, accompanying faculty participating in the program, and the college International Education office. The district International and Intercultural Education Office also publishes an annual study abroad catalog during the fall semester.

Program marketing and promotion is vital to actualizing study abroad programs. Below is a list of time tested marketing strategies that Mesa Community College faculty have used to enroll students in their study abroad programs. This should be considered as a menu of possible options for promotion that you can pick and choose from rather than a “must do” list. At the end of this section a very simple and successful approach is outlined by a PVCC faculty who skipped most of these strategies noted below.

MARKETING STRATEGIES

Promotional Materials

Create “rack cards” with key program information on them that can be shared with students.

For multi-year programs, develop enticing non-dated promotional materials that can drive students to a website that is kept updated with current information. Include things such as program description, courses, cultural excursions, contact information, and financial aid/scholarship information.

Place flyers, with tear-off tabs, rack cards, bookmarks, or catalogs at strategically placed locations on campus (e.g. International Education, Enrollment Services, Academic Advising, campus and classroom bulletin boards, academic departments, Student Life, Library, etc.)

Distribute promotional items to public libraries and retailers, houses of worship, and cultural centers that might have an indirect tie to the programs that are being offered (e.g. Chinese Cultural Center for a program to China). Bring to community events as appropriate.

Create a photo gallery of the location abroad and cultural excursions to share with prospective students at study abroad tables, etc.

Codify student testimonials for sharing with students. Create/prepare slideshows and/or video footage for sharing with students.

Information Sessions, Presentations, and Study Abroad Tables/Fairs Hold publicized information sessions (general and/or program specific) that

provide an overview of the program(s), costs, and financial options to help fund a study abroad program including: financial aid, scholarships and any other programs on campus that could provide educational awards (e.g. AmeriCorps). It is beneficial to have representatives from respective departments that support financial options (e.g. Financial Aid Department).

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Make presentations and/or include promotional material at new student orientations. (It is helpful to create a PowerPoint presentation to be used in both information sessions and classroom presentations.)

Collaborate with other MCCCD International Education Offices to hold information sessions, presentations in targeted classes, and/or have a table present during campus events with high student traffic (e.g. Homecoming, Club Involvement Fair, and International Education Week.)

Make presentations to classrooms and student groups/clubs (e.g. Phi Theta Kappa, Honors). Target classes that would be natural feeders to the courses abroad. For example, if offering SPA 201 in the summer, go to SPA101 classes in the fall and SPA102 classes in the spring.

Make presentation to academic advisors during the fall/spring semester(s.) Promote at faculty and departmental meetings. Have a study abroad fair featuring faculty program director, participating faculty, and

past participants (especially good during International Education Week in November). Faculty can bring photos, maps, souvenirs, or treats from the host country. Regional dance or music can be featured along with a slide show or looping PowerPoint presentation. Be creative! Ask students to sign an interest list for future follow-up to capture the names, majors, and email addresses of each student who drops by to ask questions.

Set up tables in high traffic areas on campus and hand out information to interested students.

Networking on Campus and College/District/Community Distribution

Network with other departments on campus (e.g. Honors, Career Center, Native American Center, Service-Learning) to find out if there are any scholarships or educational awards available to students for study abroad programs. Cross promoting programs is a win-win for students and any departments involved.

Involve study abroad alumni in information sessions, manning of study abroad tables, and in orientations.

Use electronic message boards or marquee, if available. Display sandwich board posters in strategic places on campus. Send promotional literature to other campuses and departments, especially to

targeted disciplines. Request a story in the student newspaper that promotes study abroad programs. Encourage inclusion of study abroad program information in recruitment

materials (can be great recruitment tool and helpful for marketing). Incorporate study abroad programs into class discussions to whet student’s

appetite. Successful program promotion targets specific students through a variety of

channels. In addition to contacting students directly, it is equally important to connect with other faculty who might be teaching courses that relate to your program as well as Academic Advisors of students enrolled in specific degree programs.

Consider having a photo contest for returning students to showcase their experience and generate interest for future programs.

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Send out an announcement about the program district-wide.

Internet Promotion and Social Media

Use social media to promote programs (e.g. Facebook, Twitter, etc.) Post programs for free on third-party websites such as www.StudyAbroad.com

and www.iiepassport.org . Ask faculty to include notices to online students. Consider a blog and/or podcast in addition to your website. Include resource links (e.g. passports, medical insurance, travel guides, currency

converter, embassies, immunizations, TSA guidelines, weather forecasts, etc.)

MAINTAINING A PROGRAM WEBSITE

If resources are available at the college, it is highly recommended that you develop a website as part of the college International Education site that allows students, parents, and advisors to easily find information about the program. If possible, link to the campus home page and departmental websites. Content can include:

Basic Programmatic Information

Name of host country/city, dates of program, age requirements, and/or disability limitations.

Create an enticing description of the program and cultural excursions (include links to excursion sites) but carefully choose your language. Emphasize that the programs are academically based. Do not make reference to “trips” or “tours.”

Program structure/itinerary (what to expect during the program; what a typical day is like) and brief description of collaborating university (in host country) with optional link to website. Include description of student housing.

If offering more than one program, cross-reference available study abroad courses in different formats. For example:

Britain: ART150, HIS251, TEC106 Ireland: ART142, REL250, STO290ART142: IrelandART150: BritainHIS251: BritainREL250: IrelandSTO290: IrelandTEC106: Britain

Reference AGEC tags, course competencies, and any prerequisites.

Program Expenses and Payment Details

Explanation of items included in program fee. Indicate any items NOT included in program fee and provide cost estimates.

Examples may include:o Airfare

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o Airport exit fee, if applicableo Ground transportation in host country (e.g. bus pass, subway, taxi)o Meals NOT covered in program feeo Miscellaneous out-of-pocket expenses (e.g. laundry, spending money)o Passport (link to Dept. of State) and visa, if applicableo Textbooks & course supplies (e.g. camera for Digital Photography class)

Tuition/course fees (link to appropriate office for current rates (e.g. Cashier Services).

Explanation of payment deadlines, refund policy, and procedures.

Application Procedures and Key Dates

Step-by-step instructions for application, registration, and payment process with downloadable application

Contact information for faculty program directors and International Education Office Names of faculty teaching courses along with email link (wait to name adjuncts until

course is listed in SIS) Dates of information sessions (general and/or program specific) Date(s) of mandatory orientation(s) (general and/or program specific)

A Recruitment Tip from Vietnam Study Abroad Program Director, David Bradley, PVCC

For the inaugural year of the Bridging the Gap: Teaching English in Vietnam I realized students would not learn of this study abroad program if I relied upon the online schedule of classes, or posted flyers or paper handouts. So I sent an email to my teaching colleagues on campus, asking for 5 minutes of class time, to explain the program and hand out flyers. Face to face contact is the best for communicating information that is unusual, and which can be helped by expressing the passion I feel about the importance and quality of the program. Enrollment maxed out within 2 months of starting registration. I will continue to do this in the future for programs of this type.

Editor’s Note: This program filled entirely in the fall, before Thanksgiving. This program director had it figured out! This demographic is different, and others might have to work harder to get the same results.

SCHOLARSHIPS AND FINANCIAL AID

Another way to recruit students is to make them aware that scholarships and financial aid are available. You may want to develop fliers with study abroad and financial aid FAQ’s to share with students and post this information on the website. Include information on scholarships (campus, local, national), grants, financial aid, and any community partnerships that may be available on the campus. Also include links to campus Admissions, Cashier Services, and Financial Aid.Some helpful scholarship resources include:

Benjamin A. Gilman International Scholarship Boren Awards Fastweb Studyabroadfunding.org

Additional resources are listed on the district International and Intercultural Education website. 47

KEY POINTS TO KEEP IN MIND

Only market programs reasonably and honestly and deliver what was promised. Word-of-mouth from study abroad alumni is the best marketing tool of all!

Face to face contact is best for communicating information that is unusual, and which can be helped by expressing the passion an instructor feels about the importance and quality of their program.

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SECTION 8 – STUDENT SELECTION AND ENROLLMENT

While the mission of the Maricopa Community Colleges is to provide open access to higher education for diverse students and communities, a selection process for students participating in faculty-led programs is important for the following reasons:

A selection process incites seriousness among the students because their participation is not taken for granted. Academic quality and intercultural seriousness of the program is reinforced.

The selection process articulates the policies and procedures of the program and the institution as well as the application requirements before the student applies. If students do not meet the pre-established application requirements, or have a negative academic and/or student conduct reference, it may be used to deny participation in the program.

By having a clear application process, it ensures that all students can be treated fairly and uniformly.

APPLICATION PROCESS

Determine Student Eligibility

To ensure a healthy, comfortable, and educationally productive environment for students, faculty and the host institution, minimum requirements for acceptance may be based on the factors listed below:

Academic and student conduct background (e.g. minimum GPA with unofficial transcript and disciplinary conduct check with Dean of Students)

Two letters of recommendation from an instructor, advisor, or supervisor (may use a form template)

A personal statement of interest reflecting on how the program will fulfill their academic, personal, and/or professional goals

A personal or group interview with the faculty program director (phone or in-person) Ability to withstand the physical exertion of program (may require involvement of campus

Disability Resources Department)

Ensure that the student has a sense of maturity, responsibility and citizenship to not only represent the U.S. and MCCCD, but to handle the requirements of living and studying abroad. Students who are on academic probation or have pending disciplinary action may be denied participation.

Admission with no minimum eligibility requirements may create the perception of a tour versus an academic study abroad program.

Application Deadline and Approval Timeframe

An application deadline and approval timeframe will need to be set that ensures sufficient time for enrolling the required number of participants and finalizing all pre-departure logistics (budget, vendor requisitions, airfare, etc.) For summer programs, March 1 is a recommended application deadline. This may vary from college to college. Late applicants can be accepted on a case-by-case basis depending on the timeline of fiscal processes.

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A rolling admission process (first-come/first-money-down) works well. This allows the faculty program director to immediately accept qualified students and track how many students have been accepted into the program. It is recommended that faculty program directors respond to student applications within two weeks. When accepted, applications should be date stamped to provide a record in the event that a program fills up and a waiting list is necessary.

It must be established who initially collects the applications and notifies the students of acceptance or denial. It could be either the faculty program director or the International Education Director (or designee), depending on roles and responsibilities at individual colleges.

Application Approval

Once eligibility and selection criteria as well as admissions procedures have been established, create application materials and determine who will collect and distribute the materials (International Education Office or faculty program director.)

The application may include the following information and attachments:

Student contact information, emergency contact information Course preference, if applicable Academic and disciplinary information Health/medical information stating need for any special accommodations Application deadline Approval process and timeline Deposit and payment balance deadlines as well as refund policy Statement indicating that application can be accepted or denied Date of mandatory orientation Resources for financial aid and/or scholarship opportunities Template form for Letters of Recommendation Contact information for International Education Office and faculty program director

Application Template

A Study Abroad Program Application template (developed by Mesa Community College and adapted for district-wide use) is available as a great starting point for your student application. Each college will need to insert the college and program-specific information into the template before sending it to students.

Student Attachments:

The application will require each student to provide the following:

Personal Statement of Interest Two Letters of Recommendation Unofficial Transcript

Interview Process

In addition to reviewing the application, interviewing of prospective students is highly recommended, as it can be a determining factor in selecting students for participation in a program. Although time consuming, interviewing allows the faculty program directors to get to know students, discuss their motivations and goals, and provide a chance for students to ask

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questions about the program and the process. This dialogue can also help set the expectations for the time abroad together! Some guidelines to follow include:

Interviews may be conducted via phone, in-person, or as a group. Consider conducting the interviews with a co-director, other participating faculty

member, or other appropriate faculty or staff. Conduct interviews in an unbiased manner to provide each student an equal opportunity. Explain deposit and payment requirements as well as refund policy. Document the outcome of each interview.

PRE-DEPARTURE LOGISTICS AND PAPERWORK

Upon acceptance into the program, the following pre-departure paperwork should be collected from each student (see appendix for forms):

1. Conditions of Participation and Agreement2. Voluntary Assumption of Risk & Release of Liability for International Travel – Include

detailed information listing the specific dangers endemic to the Program’s area of travel. Current form is available on the district Risk Management website.

3. Two copies of students’ passports – The faculty program director will take one copy abroad and one will be filed in the International Education Office. A copy of the faculty passports are kept in the International Education Office as well. (Faculty should take care to shred these copies upon return to the United States.)

Prior to Departure Checklist (things to do; copies to take)

Collect Open Doors Report survey at pre-departure orientation for statistical reporting purposes. Contact college International Education Office for information.

At the pre-departure orientation, have students sign a Behavioral Agreement specific to the program. Collect and file with pre-departure paperwork.

Make sure all students are registered in the required courses. Make sure students are paid in full (program fees/tuition) and track payments for student

financial aid/scholarships. (Financial aid is typically not disbursed until the first week of classes.)

Enroll students with medical insurance provider (iNext or HTH) (see Chapter 10 on Employee and Student Insurance.)

Register entire group with Department of State Smart Traveler Enrollment Program (STEP).

Provide final program itinerary to the International Education Director (or designee). Confirm that all faculty have digitally signed the MCCCD Annual Travel

Acknowledgement. Process all program requisitions and purchase airfare for faculty. Make sure all travel paperwork is processed through district International and

Intercultural Education Office for any adjunct faculty participating in the program (following the process explained in the Study Abroad Program Proposal Process in section 4.)

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Emergency Data and Cards

Compile a spreadsheet containing the following information for each participating student and faculty, and send electronic copies to all participating faculty:

1. Host country contact information for the faculty program director (address/phone for accommodations, address/phone for local U.S. Consulate/Embassy, insurance contact information, and college emergency contact information)

2. Student/faculty name, date of birth, phone, email, passport number, and pertinent medical information

3. Students’ emergency contacts with emergency phone contact information

Additionally, provide each student with an emergency card (laminated, if possible) containing the information noted below. Students should be instructed to carry this card with them at all times when abroad. It has important information that they or others might need to access in the event of an emergency.

Minors Abroad

A policy is currently under development regarding minors participating in study abroad programs through the Maricopa Community Colleges. By law, minors cannot be denied admittance into a program based on age. They must be considered based on the same criteria for participation that all students are considered by. Additional information on this will be added to the handbook soon; in the interim, contact your international education office or district international education for guidance on admitting minors into a program, as they do require special paperwork and processes. (Updated 5-5-2015, KH)

SAMPLE EMERGENCY CARD

o Nameo Emergency contact name(s) and phone numberso Faculty program director phone contact information in host

countryo Address/phone number(s) for place of stayo College emergency contacts with phone numbers (24/7)o Address/phone numbers(s) for local universityo Local doctor/pharmacyo Contact information for local American Consulate/Embassyo Insurance informationo Host country emergency phone number (equivalent of U.S.

“911”)o Local reputable taxi serviceo How to call the U.S.o

Sample Template of Emergency Card

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KEY POINTS TO KEEP IN MIND

By having a clear application process, it ensures students are treated fairly and uniformly.

An application deadline and approval timeframe will need to be set that ensures sufficient time for enrolling the required number of participants and finalizing all pre-departure logistics (budget, vendor requisitions, airfare, etc.).

For summer programs, March 1 is a recommended application deadline.

You want to ensure that the student has a sense of maturity, responsibility and citizenship, to not only represent the U.S. and MCCCD, but to handle the requirements of living and studying abroad.

Interviewing prospective students is highly recommended as it can be a determining factor in selecting students for participation in a program.

Upon acceptance into the program, be sure to have the students complete and acknowledge terms in the required paperwork noted above 1) Conditions of Participation and Agreement, and 2) Voluntary Assumption of Risk & Release of Liability for International Travel.

At the pre-departure orientation, have students sign a Student Behavioral Agreement specific to the program.

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SECTION 9 – PRE-DEPARTURE ORIENTATION

Pre-departure orientations should include sufficient academic, logistical, and cultural information so students can make the most of the time they have in the host country. Students should be given general study abroad orientation information as well as program specific information. This preparation should help build students’ awareness of themselves as part of particular cultural traditions and be used as a springboard toward deeper cross-cultural understanding and global comprehension.

For most students, this will be the first experience going abroad and being exposed to another culture. For all study abroad programs, but particularly for short-term programs abroad, mandatory pre-departure (and reentry) orientations play a critical role in making a visit to another society a valuable learning experience. Without these types of orientations academic travel abroad has the potential to become superficial tourism, rather than transformative learning.

This section provides faculty program directors the tools needed to conduct orientations that prepare students not only for the academic expectations, but also the cultural learning that we hope will take place. It is important to provide some cultural orientation before students leave the U.S. as this helps them to learn some of the social cultural norms of the host country. Cultural orientation also helps to minimize unacceptable behaviors and, most of all, prevents any misunderstanding and miscommunication. Reinforce the concept of students as “cultural ambassadors” and emphasize that their conduct will be seen as representative of the United States as well as the state of Arizona and the Maricopa Community Colleges.

The Guide to Successful Short-Term Programs Abroad (Sarah E Spencer and Kathy Tuma) provides some tips on running a successful orientation:

Have a specific agenda of subjects to cover. Try to be brief yet complete in your explanation of the subjects discussed. Have more than one person present the information in order to keep the students’

attention, as well as to serve as experts on specific topics (i.e., counselor, intercultural communications instructor, local health department professional, former study abroad students).

If available, use visual aids such as slides, posters, handouts and copies, and PowerPoint presentations.

Allow some time for questions and answers after each topic is covered, but keep the meeting moving.

GENERAL ORIENTATION

Group Building

Faculty-led study abroad programs are intense experiences that require group cohesion and cooperation. Discuss issues related to group travel and the potential stress this could put on faculty and students and their intergroup relationships. Build trust and respect among

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participants through group discussions/activities. Convey that there are times when the wishes of an individual must be sacrificed for the good of the group.

Health, Safety, and Legal Issues

All participating faculty must become familiar with the MCCCD Crisis Management Plan PRIOR to departure. Additionally, it is suggested to discuss the following topics during the orientation:

● Provide advice on how to keep oneself healthy before, during, and after travel including information on jet lag and “traveler’s flu.”

● Give precautions and recommended requirements for transporting prescription and over-the-counter medicines. Medication should be kept in original containers.

● Provide information on medical insurance that be will provided by the program. Understand and explain how to use student insurance, if necessary.

● Discuss risk of being sexually active with other group members or local people during program.

● Discuss policy on alcohol and drug use abroad.● Inform students that they should ALWAYS notify faculty program director of independent

travel plans during the program. Make certain they sign a Voluntary Assumption of Risk & Release of Liability for International Travel form.

● Emphasize practicing the buddy policy during the program.● Provide wallet-sized emergency cards with contact information for student’s emergency

contacts at home as well as the faculty program director and applicable host country information (place of stay, emergency numbers, medical insurance, etc.) See section above or appendix for sample template.

● Consider having Campus Safety give a general safety presentation.● Consider having the Dean of Students give a presentation on college policies while

abroad.● Consider having Counseling faculty give a presentation on mental health issues while

abroad.

Safety Precautions to Take While Traveling Abroad

Provide safety precautions to take while traveling including the following recommendations:

Traveler should dress conservatively and strive to blend in rather than stand out. Travel light. Conceal passport, cash, and credit cards. Consider wearing a money wallet, travel belt,

or neck wallet/pouch. Avoid handbags, fanny packs, and outside pockets which are easy targets for thieves.

Make two copies of passport identification page, airline ticket information, and driver’s license. One copy should be left with family or friends and the other packed separately from valuables. Also pack a copy of your birth certificate.

Alternately you may want to take minimal copies with you and store other copies electronically for greater security.

Always carry an extra copy of passport identification page with you.

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Luggage should be labeled with name, address, and telephone number both inside and outside of each piece of luggage. Use covered luggage tags to avoid casual observation of identity or nationality.

Note credit card and ATM information and spending limits, including a phone in case the card is lost or stolen. Due to fraud protection systems, make sure to call debit/credit card companies before departure to document which countries the card will be used in.

Leave at home: valuable or expensive-looking jewelry, irreplaceable family objects, unnecessary credit cards, copies of itinerary, passport, and credit cards with family or friends.

Intercultural Competency

● Remind students of their role as ambassadors of the college, district, and the United States while they are abroad.

● Discuss what it means to be an American in an intercultural context.● Consider having an experienced faculty give a presentation on cross-cultural issues

including w-model for cross-cultural adjustment and culture shock symptoms.● Remind students that culture shock is a normal part of many students’ experiences

abroad. While the shock may not be as severe as for one participating on a semester or year-long program, it will still occur to some degree. Help them to normalize these feelings and emphasize that they should talk to the faculty program director if they are feeling anxious or depressed while abroad.

● Incorporate country/cultural awareness exercises.

Logistical

● Explain process for obtaining a passport (and visa, if applicable). If students already have a passport, ask them to check the expiration date. The U.S. Department of State recommends that you renew your passport approximately 4-6 weeks before it expires. Some countries require that your passport be valid at least 6 months beyond the dates of your trip. Some airlines will not allow you to board if this requirement is not met. Familiarize yourself with the passport requirements of the country you are traveling to and advise your students accordingly.

● Review the Transportation Security Administration (TSA) traveler information including the 3-1-1 rule for carry-ons.

Reentry

● Review reverse culture shock symptoms. Remind students that reverse culture shock is also a normal part of many students’ experiences when returning home.

● Hold an event for returning study abroad students to share and reflect upon their experiences. Refer to the “Post Program Responsibility” section for examples of what to include in a reentry seminar.

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SAMPLE AGENDA

Orientation #1: General Study Abroad Orientation (in the U.S)

1. Welcome by director of the International Education

2. Cross-cultural issues presentation by experienced faculty member

3. Group dynamics presentation by experienced faculty member

4. College policies abroad presentation by Dean of Students

5. Health/safety presentation by experienced faculty member or campus security

○ Immunizations needed○ Common illnesses in country○ Information on prescription and over-the-counter medication○ Pre-departure medical check-ups○ Alcohol/drug use○ Insurance information○ Gender, race, sexual orientation, religious tolerance issues

6. Mental health issues presented by Counseling staff

7. Pre-departure logistics presented by study abroad staff

8. Breakout sessions for individual programs: faculty program director and students

Discuss, complete and sign the Student Behavioral Agreement Form Complete any other pending forms

Handouts/Papers to Complete (See appendix.)

Conditions of Participation Agreement (Collect from late applicants. Others should have been collected at time of deposit).

Student Behavioral Agreement Assumption of Risk and Release of Liability for International Travel Information on student insurance Student handbook

Optional Activity: Fears and Expectations Activity (if needed, depending on the program location and perceived needs of the group)

Students will be divided into small groups of three to four and given flip chart paper and markers. They will be asked to talk about their fears and expectations and draw pictures to represent these feelings. After 15 minutes, the groups will come back together and share their posters with the entire group. Issues will be discussed and addressed. (Groups can be purposely be divided so that students are not all from the same study abroad program. This will allow for greater discussion of fears and expectations.)

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PROGRAM SPECIFIC ORIENTATION

The faculty program director, participating faculty, and a representative from the International Education Office should facilitate the second pre-departure orientation. The date should be announced when the program is marketed so that students can plan to attend this mandatory orientation. The orientation should be 2-4 hours long, depending on the amount of information that needs to be shared.

During the second orientation the academic and cultural expectations specific to the program as well as final logistical information should be discussed. This is also a good time to confirm that all students have turned in the required paperwork and to share information regarding what to pack and flight arrangements.

Remember, orientation is an ongoing process throughout the entire program. After all of your meetings, presentations and cultural lectures are done, the process continues. For the cultural learning and understanding of the host culture to continue, the faculty program director and other participating faculty need to be available as a resource throughout the time abroad to act as a sounding board, give guidance, help, or sometimes just to lend a sympathetic ear. The more prepared the students are for their study abroad experience, the better, deeper, and more enriching the experience will be for all concerned.

Consider enriching the orientation by eliciting former study abroad participants to attend and speak about their experiences and what to expect while abroad.

Key components of the orientation include:

Academic● Faculty program directors should provide syllabi and course expectations, a schedule of

class meetings and excursions.● Address policy regarding dropping courses after the program has begun. What are the

academic and financial penalties?

Behavioral

● Discuss behavioral expectations for living, studying, traveling, and functioning as individuals and a cohesive group. Consider creating a group “code of conduct” for the program. This can facilitate discussion and be a tool that can be referred to if/when behavior issues arise.

● Remind students that they are bound by campus student codes of conduct and local laws (that may be very different from U.S. laws) at all times during the program. Discuss how behavioral and disciplinary issues will be handled during the program.

● Discuss local laws concerning drug use, political activism, and potential risky behavior.

Country/Cultural Awareness

● Provide overview of communication styles, gender roles, and cultural, religious, and social norms of the host country. Compare and contrast with American culture.

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● Compare and contrast information about host country’s geography, economy, and transportation systems.

● Great resources for information are the CIA World Factbook and CultureGrams ™ (check your college library eResources to confirm if there is campus access.)

Logistical

● Clearly spell out international travel arrangements. Explain procedures for meeting up with the group if they miss a flight during their travels from the U.S. or become separated from the group during the program. Have students notify their emergency contacts of their travel plans. Talk with students about security measures they are likely to experience in airports as well as specific airline luggage restrictions.

● If students will be traveling separately from the group, obtain a copy of their flight itinerary and discuss how they will connect up with the group in country.

● Emphasize what is included in the program fee (meals, local transportation, laundry, etc.) and advise students regarding how much additional cash will be required to cover meals that are not included.

● If there is a home stay, students should be given as much information as possible about the host family and arrangements. Encourage students to bring hospitality gifts and give suggestions of what might be ideal gifts for the family.

● Recommend amount of additional cash required for personal spending and additional travel options. Give advice on how to carry funds as well as to obtain and use local currency.

● Make packing recommendations about appropriate clothing and electrical adaptors (if applicable) for host country.

● Give advice on use of cell phones and/or prepaid calling cards while abroad and explain how to call home from the host country.

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SAMPLE AGENDA

Orientation #2: Program Specific Orientation (in the U.S)

While the first (general program orientation) in some cases may have had students participating in a variety of study abroad programs the college is offering, this second orientation is specifically for students who are all enrolled in the same study abroad program.

1. Welcome by faculty program director

2. Discuss academic expectations (review curse syllabus and program itinerary)

3. Discuss behavioral expectations and code of conduct

4. Provide overview information on host country

5. Review of pre-departure logistics presented (last minute logistical questions (flight arrangements, last minute packing tips, housing/hotel arrangements)

6. Completion of any pending forms as needed

Handouts: Course syllabi and course expectations Schedule of class meetings and excursions

Optional Activity: Student Goal Setting ActivityMost programs encourage student journaling. A faculty member can lead this activity.

Students can do their first journal entry during the orientation and set their personal goals for the study abroad program as well as objectives for reaching those goals.

After 15 minutes, students will be asked to share their goals as well as any additional questions and/or insights regarding the overall objectives of the study abroad program.

HOST COUNTRY ORIENTATION (DONE UPON ARRIVAL ABROAD)

Once in the host country, the on-site orientation can set the tone for the entire study abroad experience students are about to begin. This is an opportunity to provide a strong foundation for the program and establish respect among the students and faculty. The orientation may be broken down into steps such as: Arrival and Survival, General Orientation, and Academic Orientation. Students will most likely be tired from their flight(s), so they may not be able to absorb much information on the day of arrival.

Arrival and Survival

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If possible (and applicable), complete a group check-in for dorm/apartment housing.

Hand out keys and explain rules, regulations, and security. Be extra clear about excessive noise, parties, curfews, and overnight guests.

Explain responsibility for damage to the residence and the need to replace anything broken or damaged.

Point out important areas such as kitchens, bathrooms, showers, laundry, and internet access.

Review obligations and procedures for housekeeping and consideration of roommates.

Homestays - Students in homestays may be much more nervous than other students about their housing. They are concerned about whether or not they will get along with their host family, language barriers, personal safety, comfort, and mutual expectations.

Review some guidelines for having a successful family stay including being a respectful, courteous and a helpful guest.

Make sure that the student has the name, address, and phone number of their host family with them at all times.

Information on Host City and Country and Getting Around

Provide a packet of information with maps, timely periodicals or articles about the host city and/or country, local happenings, concerts, exhibits, and events occurring during the program’s duration as well as a program calendar. It is helpful to have a specific agenda of topics to cover and have more than one person present the information if possible, to keep student attention.

Topics covered during the orientation can include: program calendar, money/banking, communications, transportation, health and safety, as well as food in the host culture.

Provide a map of local area and if applicable, designate a health clinic, pharmacy, ATM, police station, and grocery store/market.

Give a walking tour of the local neighborhood where students will be staying and emphasize a few important safety tips for the host city. Point out useful facilities such as:

o Public transportation stops○ ATM machines and bank○ Grocery store/market○ Post office○ Health clinic○ Pharmacy/drug store○ Police station○ Historical sites/landmarks

If in a non-English speaking country, provide cultural and survival language instruction. Give time and directions to and from the housing location to the site of first program

meeting(s).

Program Calendar62

Make sure students understand dates of classes and departure points and times for any cultural excursions or activities during the program.

Discuss protocol for free time and procedures if students will be traveling on their own during a free weekend.

Money and Banking

Assume that most of your students have never traveled abroad. It is helpful to have some local currency on hand for a visual while you explain the notes and coins used in the host country.

Suggest reliable and convenient ATMs, banks, and/or exchange bureaus. Explain sales tax in the host country as well as local tipping practices. Reiterate that planning ahead will help students’ budgets. It’s helpful to point out what items or services in the host city are relatively inexpensive

and those that are particularly expensive.

Communications Identify a way students can contact the faculty program director at all times while in the

host country (It is expected that all faculty program directors secure a cell phone for use on the program while abroad.)

If phone cards are needed, inform students how and where to purchase cards. Explain how students can call home and how people from home can call students.

Provide any necessary dialing codes in both directions. Provide students with information on the most cost effective way to call home. Remind

them of the time differences. Inform yourself of the general way cell phones work in the host country so you can point

students in the right direction. If your program facilities do not have a computer, be sure to identify internet cafes with

flexible hours and good rates. Provide local post office information so students may send postcards and letters home. Provide a mailing address in the host country if students need to receive a package from

home. Give students an idea of how long they can expect to wait for a letter or a package.

Transportation

It is possible that students have never taken public transportation even in the United States, let alone in a foreign country!

Give a clear, basic overview of the subway and/or bus/tram system in the host city. Include operating hours and provide a couple of sample trips to places in town that they might want to visit.

Provide students with the correct vocabulary, pricing, and procedures for purchasing tickets or passes.

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Mention areas that should be avoided in the evenings or parts of town that are undesirable.

If possible, try to plan an activity in the first day or two where students can take public transportation (if applicable) with faculty the first time.

It is helpful to provide students with approximate costs and hailing procedures for reputable taxis, keeping in mind they may have never taken a taxi before. Be sure to know the protocols for the host country. For example, in some cities ONLY taxis called on the phone are reliable and it is imperative to NEVER hail a cab.

If possible, supply students with a phone number for a legitimate and reliable taxi should they need to get home late at night.

Health and Safety

In the event of an illness or medical emergency, it is important to know and understand how to access local medical facilities. Obtain, read and understand the medical insurance policy that the program provides because at some point during the program a sick student will most likely need to use it.

Explain how medical emergencies will be handled during the program. Provide a list of doctors that can be contacted should a student become ill. Ideally, provide doctors who speak English so that students can communicate more comfortably.

Give students the emergency phone number to call for ambulance, fire, and police-the host-culture of equivalent of 911 in the United States.

Remind students to carry their program issued emergency cards with them at ALL times. Ask students to provide faculty program director with information about their destinations

on travel weekends. Reiterate that students need to think about their safety at all times and that they should

make good decisions for themselves throughout the program. Remind students that they should be especially cautious in crowded subways, train

stations, elevators, tourist sites, marketplaces, festivals, and marginal areas of cities. They should try to seem purposeful when moving about. Even if lost, the traveler should act as if they know where they are going. When possible, ask directions only from individuals in authority.

Make students aware of scam artists who may approach offering bargains or a guide. Warn students about pickpockets who often have an accomplice who will jostle, ask for

directions or the time, point to something spilled on clothing, or create a disturbance to distract the traveler. A child or even a woman carrying a baby can be a pickpocket. Beware of vagrant children in groups who create a distraction while picking pockets.

Review the rules and regulations of student conduct including a discussion on the use of alcohol (include host country drinking age) and drugs and any legal ramifications in the host country and go over the information in the sample orientation agenda below.

Remind participants that one of the keys of staying safe in a foreign environment is being alert and keeping their wits about them. Clouded thinking compromises the chances of making their best decisions, putting them at a higher security and safety risk.

Food in the Host Culture

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Address the importance of food and any particular applicable rituals of meals in the host culture.

Suggest different options for eating out such as pubs, restaurants, cafes, bistros, etc. Discuss what types of foods students can expect to find, what things cost, and general cultural differences regarding food.

If food shopping is greatly different than in the United States, it is helpful to talk about appropriate procedures as well as communication and interaction with small shopkeepers.

In non-English speaking countries, it is helpful to provide students with an easy reference list of food terms.

Student Conduct, Alcohol, and Drugs

Review the rules and regulations of student conduct including a discussion on the use of alcohol (include host country drinking age) and drugs and any legal ramifications in the host country. Be clear about what alcohol use will be tolerated versus what may be considered grounds for expulsion from the program. You may want to include the statements about responsible use of alcohol noted on the orientation agenda below.

Academic Orientation

Although students will have been given academic information about their program prior to departure, it is important to review the information again once they are on site.

If students will be taking courses at a local college/university, give information and background on the academic institution as well as a tour of the facility.

Review academic and attendance policies.

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SAMPLE AGENDA

Orientation #3: In-Country Orientation (Abroad)

1. Arrival and Survival

2. General Orientationa. Information on Host City and Country and Getting Aroundb. Program Calendarc. Money and Bankingd. Communicationse. Transportationf. Health and Safetyg. Food in the Host Culture

3. Student Conduct: Alcohol and Drugs

4. Academic Orientation

STUDENT CONDUCT, ALCOHOL AND DRUGS

Review the rules and regulations of student conduct including a discussion on the use of alcohol (include host country drinking age) and drugs and any legal ramifications in the host country. Be clear about what alcohol use will be tolerated versus what may be considered grounds for expulsion from the program. You may want to include the following statements. Responsible use of alcohol is when:

o A student abides by the laws of the country in which he/she is living.o A student does not miss any scheduled class or activity because of the effects

of alcohol consumption.o A student does not become ill due to the effects of alcohol consumption.o A student does not engage in inappropriate behavior toward another individual

as a result of alcohol consumption.o A student does not engage in destructive behavior toward property as a result of

alcohol consumption.o A student does not engage in behavior that causes embarrassment to other

members of the group, the faculty member(s), or the in-country host(s) as a result of alcohol consumption.

o A student does not place himself/herself or other members of the group in a dangerous situation due to the effects of alcohol consumption.

o Students in a group do not facilitate/encourage or ignore a fellow student who is abusing alcohol.

Handouts Information packet (maps, timely periodicals or articles about the host city

and/or country, local happenings, concerts, exhibits, and events) Program calendar Host country survival language vocabulary/phrase list

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KEY POINTS TO KEEP IN MIND

The U.S. Department of State recommends that you renew your passport approximately 4-6 weeks before it expires.Some countries require that your passport be valid at least6 months beyond the dates of your trip. Some airlines willnot allow you to board if this requirement is not met. Familiarize yourself with the passport requirements of the country you are traveling to and advise your students accordingly.

Review the rules and regulations of student conductincluding a discussion on the use of alcohol (include host country drinking age) and drugs and any legal ramifications in the host country. Be clear about what alcohol use will be tolerated versus what may be considered grounds for expulsion from the program.

The more prepared students are for their study abroad experience, the better, deeper, and more enriching the experience will be!

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SECTION 10 – EMPLOYEE AND STUDENT INSURANCE

EMPLOYEE INSURANCE

International Study: Health & Accident Insurance - Aetna – MCCCD Travel Assistance Insurance Services

Aetna, our AD&D insurance provider, provides travel assistance services through Worldwide Assistance Services, Inc. The phone number for Worldwide Assistance Services is 1-877-935-3704 (U.S. and Canada). If an employee is traveling abroad, please call collect: 1-312-935-3704. Benefits include medical referrals, prescription replacement, medical evacuation, emergency travel arrangements, return of dependent children, emergency medical payments, and many other benefits.

Travel Brochure: https://hr.maricopa.edu/sites/default/files/aetna.travel.assistance.brochure.pdf

Travel Care - Travel Card: https://hr.maricopa.edu/sites/default/files/aetna.travel.assistance.ID_.cards_.pdf

The information noted above is current as of the publication of this handbook in 2016. Updated information on travel assistance insurance will be available on the HR website as it becomes available.

MCCCD Self-Insured Group Health Plan

The MCCCD self-insured group health plan, administered by Meritain Health, will cover employees for non-work related illnesses or injuries. At overseas locations, it is customary for the employee to pay the bill and get reimbursed upon return to the United States.

Workers Compensation

Workers' compensation insurance covers district employees who suffer a work-related illness or injury. It provides for the full payment of medical expenses, emergency evacuation, rehabilitation treatment, and any loss of salary. At overseas locations, it is customary for the employee to pay the bill and get reimbursed upon return to the U.S.

Medical Claims Outside of the United States

All services rendered outside the United States should be submitted to Meritain Health at P.O. Box 27267, Minneapolis, MN 55427-0267.

Charges submitted in foreign currencies will be converted to U.S. Dollars at the "date of service" applicable Markets Currency Exchange Rates when paid for with a major credit card.

Only emergency services are reimbursed at the in-network level; non-emergency services are covered at the out-of-network level. Non-emergency, out-of-country medical expenses are not covered for those on the Core plan.

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STUDENT INSURANCE

MCCCD has two insurance carriers for study abroad programs: iNext and HTH Worldwide (HTH). In some cases, one policy is a better fit for a specific program than the other, depending on location and program needs.

Links to information on these two programs is provided below:

iNext HTH Worldwide

Some considerations when selecting an insurance provider are:

Both iNext and HTH policies are considered secondary insurance policies. Hence students should be made aware that they will pay for medical expenses out-of-pocket while abroad, and then submit a claim to their U.S. provider once back in the States. However, HTH has contracted medical facilities with English speaking doctors in many major international cities with no out-of-pocket medical costs, which can be very beneficial. Determine whether or not HTH has contracted facilities in the city where your study abroad program will take place. In the event of a medical emergency, this may be a reason to use HTH over iNext.

Costs for the two policies are comparable, but do vary slightly. For a very short program, HTH may be more cost effective for a weekly rate, while for a longer program iNext may be. Currently, iNext coverage is good for a full year (the same price as one month). MCCCD students who are participating in the district’s short-term programs will have coverage beyond the duration of their program, should they elect to travel independently after the study abroad program takes place. Participants can travel abroad on numerous trips under an annual policy...whether for work or pleasure.

iNext offers limited coverage for trip delay, baggage delay, loss, theft, or damage to baggage and personal effects as well as travel document replacement. HTH is strictly medical coverage and does not offer these additional benefits.

HTH will only underwrite participants up to 64 years of age whereas there is currently no age restriction for iNext coverage.

HTH covers pre-existing medical conditions including mental illness whereas iNext does not provide coverage for either.

The MCCCD Risk Management Office has approved both providers for students enrolled in the district’s study abroad programs. The faculty program director, in consultation with the college IE Office, can make the determination as to which provider the college will use.

Please note: MCCCD study abroad funds may NOT be used to purchase iNext and/or HTH policies for faculty teaching in the program. Employee insurance is already covered by the benefits received through at MCCCD. Faculty should also know that in the case of a serious accident, their Workers Compensation is the “sole remedy”, and were they to utilize another policy; it would nullify their Workers Compensation.

Please contact your college International Education Office to get more information on these insurance providers.

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Getting Log-in Information to Enroll Students in the Insurance Program

Once an insurance provider is selected, contact the college International Education office to receive help in getting students enrolled. The district International and Intercultural Education office is also a resource for this information.

KEY POINTS TO KEEP IN MIND

There are two insurance providers for study abroad – iNext and HTH. It is a college decision as to which provider a study abroad provider uses, based on information provided above.

MCCCD study abroad funds may NOT be used to purchase HTH and/or iNext policies for faculty teaching in the program, as faculty insurance is already covered through the District.

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SECTION 11 – SAFETY AND CRISIS MANAGEMENT

While no one can predict an emergency or crisis, the district, college and program administration can be as prepared as possible to deal with an unforeseen event. When in an unfamiliar country, unanticipated events such as suicides, traffic accidents, natural disasters, or multiple injuries or deaths can quickly escalate into a group catastrophe if not dealt with immediately and effectively. Knowing what to do if a crisis occurs will minimize the chaos, rumors, and impact of the event on the other students and staff.

Within MCCCD, a crisis during a study abroad program is defined as:

A sudden, generally unanticipated, event that profoundly and negatively affects a study abroad participant(s) and has the potential to result in serious injury or death.

Crises shall also include but not be limited to situations involving illness; substance misuse/abuse; accident; natural disaster; taking of hostages; and death of a student, staff member, or a member of a participant’s immediate family.

Beginning in 2010, all faculty leading students abroad have been required to complete the crisis management training: Leading Abroad: Preparing MCCCD Faculty in Best Practices in Health, Safety, and Security. This training takes place during Week of Accountability in the spring semester. This training covers the MCCCD Study Abroad Crisis Management Plan in depth as well as reviews real-life scenarios that have taken place on MCCCD Study Abroad programs. Participants discuss how the scenarios should be handled according to the crisis management plan in place within MCCCD.

Every faculty program director and accompanying faculty will leave the training with an understanding of their specific role in the event of an emergency. They will also have a physical copy of the MCCCD Study Abroad Crisis Management Plan as well as access to the electronic version.

MCCCD Study Abroad Crisis Management Plan

This Crisis management Plan serves as the basis for crisis management procedures for study abroad programs for both the participating faculty and the college crisis management team that has been established. The Plan consists of crisis response procedures intended to guide staff in responding to a crisis, such as an illness or death of a student or faculty and other traumatic events which can affect the study abroad program. These procedures are intended to be time-sensitive, problem-focused interventions designed to identify and resolve crisis, restore equilibrium, and support productive responses. The on-site program director, the International Education office and host institution/country representatives should work jointly to incorporate this plan as they address specific country’s needs and issues prior to program departure.

Because the responsibility of a faculty program director is to also serve as MCCCD’s representative abroad in other matters affecting participants and the program, s/he must be prepared to assume additional duties for the duration of the program, including evenings and weekends.

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Faculty program directors are required to ensure that the program has a designated “on duty” contact at all times. Normally this role is filled by the faculty program director, who remains with the group for the duration of the program - at the orientation, for excursions, and during all program activities. Faculty program directors should not leave the city to attend an event or have a weekend away during the official program dates unless there is a second faculty member serving as the program contact during that time period and will be in the city where the program is located.

The on-site study abroad program director is the “first contact” in dealing with in-country program management, including any crisis which many occur. When a crisis does occur, the faculty program director should contact the college International Education Director (or designee) and/or college/Public Safety to convene the Crisis Management Team. Prior to program departure, the college International Education Director (or designee) will provide the faculty program director with the telephone list of the Crisis Management Team. This telephone list is vital as it will have the telephone numbers and email addresses so that anyone on the Crisis Management Team may be reached 24/7 while the program is abroad. Every college will have its own policy regarding who to contact first; therefore, it is the college International Education Director’s (or designee’s) responsibility to provide the telephone list and notification procedure to the faculty program director.

In most cases, the Crisis Management Team will include the following college and district team members:

Director of International Education Study Abroad Advisor. Vice President of Student Affairs Vice President of Academic Affairs College President College/Public Safety Director Counseling Department Chair Director of Public Relations Vice President of Administrative Services District Legal Counsel District Risk Management District International and Intercultural Education District Executive Vice Chancellor and Provost

Additional resources may include on-site program director and on-site host facilitator, host country support services (medical, police, rescue, consulate), insurance representative, and U.S. Embassy or Consulate representatives in the country where the study abroad program is held.

The responsibilities of the faculty program director during a study abroad emergency are the following:

● Serve as a resource for utilizing the district’s supplemental travel insurance (iNext or HTH).

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● Respond to perceived and real emergencies.

● Defuse threat if possible and ensure health and welfare of participants.

● Report incident site if situation warrants.

● Evaluate initial response needs (emergency medical attention, police report).

● Notify the college International Education Director immediately in the event of an emergency, and stay in communication with the International Education Director (or designee), college Public Safety, and U.S. Department of State officials as needed.

● Attend to needs of the group.

● Take meticulous notes recording all incidents and keep an event log with written documentation of events as they occur.

It is important that all accompanying faculty be aware of these responsibilities, in case the faculty program director would be the one involved in the emergency or if s/he were not present (e.g. attending to another emergency or accompanying part of the group on an excursion that could be to another city or country).

The plan consists of not only the responsibilities of each Crisis Management Team member, but also action plans for various types of crises or emergencies such as student misconduct, mental health, arrest of student and sexual assault. Each action plan provides:

A definition of the type of emergency Preventative measures Information to gather should it occur Action to take if necessary Follow-up

The best way faculty can be prepared is to be familiarized with the Crisis Management Plan that is in place. By attending the faculty crisis management training and reading and understanding the MCCCD Study Abroad Crisis Management Plan, faculty will be equipped to handle an emergency should one occur. We hope it never happens, but to be aware is to be prepared.

Safety and Crisis Management/Emergency Procedures

Required Crisis Management Training: Leading Abroad: Preparing MCCCD Faculty in Best Practices in Health, Safety, and Security

Protocols for faculty program director in the event of a personal emergency Overview of crisis management protocols College chain of command/phone list When to notify the district office, including the Executive Vice Chancellor and Provost

(this office will need to be informed of what has happened and what measures were taken before anyone speaks to the media, for example.

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KEY POINTS TO KEEP IN MIND

Notify the college International Education Director immediately in the event of an emergency, and stay in communication with the International Education Director (or designee), college Public Safety, and U.S. Department of State officials as needed.

In the event of an emergency, keep an event log with written documentation what is transpiring, including steps that are being taken to address the situation.

If a crisis does occur, the faculty program director should contact the college International Education Director (or designee) and/or college/Public Safety to convene the Crisis Management Team

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SECTION 12 – POST PROGRAM RESPONSIBILITY

Student Evaluation and Assessment

“It changed my life” is a statement often heard from participants upon their return from study abroad programs. While International Education Directors and instructors alike are happy to hear the student had an overall positive experience, we as educators are not as thrilled with this statement because it hardly explains what academic progress and/or personal growth was achieved through the experiential learning experience abroad.

It is the responsibility of everyone involved in the design and implementation of a study abroad program to employ efficient methods to assess student learning in all dimensions of the academic and intercultural experience. By developing these valid assessments, we formulate a case for the value of MCCCD’s short-term study abroad programs to those who provide the final approval and those who may be skeptics.

Areas that are assessed in MCCCD’s short-term programs are:

Academic core Development of intercultural competence Program logistics Program quality

Online program evaluations will be emailed to every student by the respective college International Education Director (or designee) one to two weeks after the completion of their program. Students are typically given two weeks to complete the evaluation. It should take no more than 20 minutes to complete. Students are told their responses are kept confidential and therefore they are not required to provide their name. It is up to the discretion of the International Education Director (or designee) to share any information with the faculty program director and/or accompanying instructors.

Faculty Learning Outcomes Assessment

It is expected that each course instructor will also have their own learning outcomes assessment and will choose the appropriate time to have students complete it. It is understood that the instructor of record for the course is knowledgeable of the MCCCD course competencies that students are to achieve by the end of the class. In designing a short-term study abroad program, the instructional goal of the instructor is to structure the course in such a way as to aid students in not only increasing their knowledge of a specific topic, but also developing specific cognitive skills and/or cross-cultural skills by utilizing the host country’s human and natural geography, government, societal norms, and value systems.

Examples include writing a contemplative essay, engaging in a debate, creating a multimedia presentation, creating a work of art, or using traditional techniques such as an essay exam or multiple-choice exam. There are several examples described in Chapter 12 of NAFSA’s Guide to Short-Term Programs Abroad that instructors may use when developing their assessment tools to measure instructional goals.

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Intercultural Competency

In addition to the academic skills acquired in a short-term program abroad, it is essential to provide students with the opportunity to gain intercultural competency – the ability to understand other cultures and their own. In an ever-growing global society, it is the responsibility of each MCCCD educator to provide students with the skills and tools required to meet existing and future workforce needs. In the fall of 2012, NAFSA: Association of International Educators commissioned a public opinion survey that showed U.S. citizens increasingly value international education's role in preparing students for the global marketplace. Nearly 80 percent of those polled agreed that "unless our colleges and universities do a better job of teaching our students about the world, our children and grandchildren will not be prepared to compete in the global economy."

An overseas experience provides the perfect platform for students to achieve intercultural competence, a skill needed in the global marketplace. What is important to note is this cannot happen on its own and must be facilitated by the instructor. It is rather easy to assist students in learning about the objective culture of the host country (social, economic, political, linguistic systems), but it is more difficult to teach the subjective side of culture (psychological features that define a group of people). This requires deliberate facilitation. There are several tools available to measure intercultural competency; however, many were designed for semester or year-long programs.

At this time, MCCCD includes a self-reporting section in the online evaluation as a way to measure a student’s intercultural development as a part of the study abroad program. Instructors must be aware of their responsibility to facilitate the opportunities for students to enhance their ethno-relativism, global-mindedness, and sense of self-efficacy.

Another dimension that is assessed in the online evaluation is logistics. Although this element is non-academic, it plays an important role in the overall success of the program. It also helps college administrators and faculty program directors adjust for future programs.

Program quality is the final dimension assessed in the online evaluation. This is critical for those who determine whether a program should continue in the future or not. The program quality does not necessarily reflect on the quality of the instructor, but rather raises questions as to whether the program location, duration, course offering(s), etc. should be modified or changed.

A statistical report of the student responses from the online evaluations is shared with the college International Education Directors (or designee) at the district International Education Council meeting in September. The college International Education Directors (or designee) will then share with college administration and all participating instructors.

Reentry/Unpacking the Experience

The most important, yet often neglected phase of a study abroad program is the reentry seminar. The learning has just begun and students should not consider their return to the U.S. as the end of that learning.

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As early as the pre-departure orientation, students should be taught that although the class lectures will have ended upon their return to the United States, the actual learning will have just begun. Guided reflections about the experience abroad should be incorporated before departure. These reflections must then continue during the program and finally after returning home. By facilitating these guided reflections before, during and after returning home, students become empowered to not only grasp firsthand empirical knowledge about their hosts, but to convert that knowledge into transformative learning. While there is no question that a short-term program of 2-4 weeks will have a lesser degree of impact on a students’ cross-cultural competence and understanding, an instructor who can build in the guided reflection throughout the program will increase the student’s ability to process and digest what they have seen and done abroad. If carefully facilitated and orchestrated, a short-term program can positively impact a student’s ability to integrate their knowledge and cross-cultural awareness with their lives at home (NAFSA’s Resource: Successful Short-term Programs Abroad, pgs.191-194).

The traditional view of re-entry has focused mainly on the emotional challenges that come with students seeing their home community or country again after studying abroad. Obviously, the longer the program, the more challenges they may face upon their return. What is important for instructors to do is to prepare students for this set of special social and psychological adjustments and make them aware of the reentry process.

Web-Based Resources to Help Students Prepare for their Return to the U.S.

There are several web-based resources available to help prepare participants for their return:

www.soleducation.com/alumni-reentry www.middlebury.edu/international/sa/returning https://www.haverford.edu/travel-resources/resources/re-entry http://www.lessonsfromabroad.org/

Journals and Social Media

Two simple ways instructors can help facilitate the re-entry process with guided reflection is by encouraging students to journal and/or by use of social media. Journaling allows instructors to not only facilitate guided reflections, but allows students to reflect back on what they were previously thinking or feeling. Instructors could encourage students to submit the journal two or three weeks after their return home in order to receive a final grade. This ensures that students take the time to complete the journal and facilitate the reflection of what changes and/or challenges they have encountered. Examples of journal questions could be:

1 How has reentry been? What have been the most challenging aspects of coming back into your home-based life?

2 When you look back at the travel, what did you learn about yourself?

3 What new insights do you have about your own place in today’s global community?

(Final Journal Entry, David Shallenberger, SIT Graduate Institute)

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Social media is another resource instructors could use if the entire class were involved. Faculty could encourage participants to post their five favorite photos or post a question for reflection and require everyone to comment. This could ultimately generate an organic source of discussion if students begin posting their own questions.

For additional resources, please refer to your respective college International Education Director (or designee).

‘The strength of any short-term program, therefore, lies in the ability of educators to effectively link doing and reflecting, experiencing and comprehending within a short timeframe. This is the foundation of experiential learning.”

(NAFSA’s Resource: Successful Short-term Programs Abroad, pg. 177.)

International Travel Reporting

Anyone who engages in international travel on behalf of/as a representative of MCCCD is required to complete a one-page International Travel Report within 30 days of their return to the United States. In the case of study abroad, one International Travel Report per program is required that notes all participating faculty on the program and the key program outcomes.

The International Travel Report can be found at the link above, in the Appendix, and on the district International and Intercultural Education website in the Forms and Resources section. The completed report should be submitted to the participant’s supervisor/department head and to the college International Education Director (or designee) for inclusion in the College Quarterly International Travel Report to the Chancellor. For all summer study abroad programs that end in late May, June or mid-July, the reports are due by the Week of Accountability in August. For programs that end in late July or early August, the reports are due 30 days following the conclusion of the program.

Faculty Evaluation and Assessment

In addition to the International Travel Report, all faculty who teach a course abroad are required to self-evaluate their program by completing an online evaluation. The evaluation should take no more than 20 minutes to complete and is reviewed by the college International Education Director (or designee) and the district International and Intercultural Education program manager. This evaluation is attached to the International Travel Report and used for evaluating the program. The evaluation ensures the program continues to serve needs of the students and the Maricopa Community Colleges, and also serves as the basis for continued support of the program and future funding.

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KEY POINTS TO KEEP IN MIND

It is the responsibility of everyone involved in the design and implementation of a study abroad program to employ efficient methods to assess student learning in all dimensions of the academic and intercultural experience.

MCCCD created an online program evaluation for students that assesses academic core, development of intercultural competence, program logistics, and program quality.

The respective college International Education Director (or designee) will email the evaluation to every participant one to two weeks after the completion of their program.

Students are typically given two weeks to complete the evaluation and should take no more than 20 minutes to do so. Students are told their responses are kept confidential and therefore they are not required to provide their name.

It is expected that each course instructor will also have their own learning outcomes assessment and will choose the appropriate time to have students complete it.

In addition to the International Travel Report, all faculty who teach a course abroad are required to self-evaluate their program by completing an online evaluation.

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LINKS TO FORMS

Initiating a New Study Abroad Program

● International and Intercultural Education website

● Site Assessment Proposal – New Study Abroad Program – This is a proposal to visit a proposed new study abroad site. (This form includes the International Travel Proposal in it.)

● Site Assessment Report – Upon completion of the site visit, the faculty member is required to submit a detailed report about the findings and appropriateness of the site for a future study abroad program with students. The faculty member is also required to file the International Travel Report as per district policy.

● International Travel Report – All employees of the Maricopa Community Colleges are required to complete an International Travel Report upon 30 days of their return to the United States.

● International Memorandum of Understanding – MCCCD’s template for developing IMOUs

Study Abroad Program Proposal Process

● Study Abroad Program Proposal – For use by faculty submitting proposals for approval to lead study abroad programs. Proposals are due by the Week of Accountability. Please note: If this is a first time study abroad program, you will need to complete a site assessment proposal.

● Multi-Year Renewal Form for Study Abroad – For use in renewal of previously approved programs.

● Faculty Course Information Form – May be used by faculty who are submitting a study abroad proposal for a program with several participating faculty. In this case, only the faculty program director would need to submit the full proposal. The participating faculty need only submit their specific course information (including contact hours) as an attachment to the main proposal.

● Study Abroad Insurance Per Diem Rates – Information on the maximum amount of Per Diem rates that faculty can claim is on the U.S. Department of State website. Please note that these rates listed are higher than what MCCCD faculty actually request for study abroad program per diems.

● Routing Slip – a sample coversheet used to send travel paperwork to the District Office. Helps ensure the paperwork is routed correctly, thus avoiding unnecessary delays.

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Study Abroad Financial Management

Conditions of Participation and Agreement – a form that outlines terms for student participation in study abroad programs, non-refundable deposits and other program expectations. Specific college/program information should be inserted in the areas indicated on the form.

W8-BEN – Vendor form used with foreign suppliers

W8-ECI – Vendor form used with foreign suppliers

Cash Advance Expenditure Reconciliation Worksheet – This Excel form is used to account for any cash advance given to the faculty. It includes three tabs at the bottom: 1) Instructions for Cash Advance Reconciliation; 2) Cash Advance Expenditure Reconciliation; and 3) Perjury Statement.

MCCCD Official Function Form – To be submitted for approval if the program includes official function expenditures (i.e., welcome/farewell parties, giveaways, group meals beyond meal per diem, etc.)

Purchasing Card Website – Information on securing a Procurement Card through MCCCD. Available on a very limited basis for use in study abroad by some colleges.

Student Forms

Student Study Abroad Program Application – a “ready-to-go” student program application template. Faculty/college will need to insert college and program-specific information into it before sending to students.

Conditions of Participation and Agreement – a form that outlines terms for student participation in study abroad programs, non-refundable deposits and other program expectations. Specific college/program information should be inserted in the areas indicated on the form.

Study Abroad Behavior & Student Conduct Guidelines & Agreement – This form provides a written clarification of behavioral expectations related to student conduct for student program participants.

Voluntary Assumption of Risk & Release of Liability for International Travel – Faculty program directors must require all students participating in the study abroad program to complete this form.

Student Insurance – Information on the two types of insurance MCCCD uses (INEXT and HTH) is available on the Forms and Resources page of the district International Education website.

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Sample Template of Emergency Card (front) / (back of the card) – a card each student in the program should receive from the program director that has key addresses and phone numbers. Students carry this on their person at all times, for use in the event of an emergency or should the student get lost.

Safety and Crisis Management

Study Abroad Crisis Management Plan – A handbook for Maricopa faculty leading study abroad with detailed information on the district's policy for responding to emergencies abroad.

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