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

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.

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.

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

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 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.

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.

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 Phase
September/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 Phase
Upon 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).
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 Phase
Late 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 Phase
Summer / 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