Appendices (Revised July 2020)
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Appendices (Revised July 2020)
APPENDIX A – Faculty Director Forms
Budget Worksheet Template……………………………………… 2
Expense Log……………………………………………………… 3-4
Faculty Director’s Responsibilities……………………………….. 5-11
Incident Report Form……………………………………………… 12
List of Previous HWS Faculty Directors…………………………. 13-14
Medical Expenses Incurred Form (student expenses)……………. 15
New Course Proposal Form for Off-Campus Programs…………… 16-21
Off-Campus Driving Practices and Safety Policy………………… 22
Reflections on Field Experience………………………………….. 23-28
Travel Form………………………………………………………. 29
APPENDIX B – General Forms/Publications
Behavior Standards Agreement……..…………………………….. 31
Reentry Handbook………………………………………………… 32-41
Student Evaluation (overseas programs) …………………………. 42-48
Passport Application Instructions………………………….……… 49
CISI Insurance Information……………………………………….. 50- 62
1
BUDGET WORKSHEET TEMPLATE
(Program Location) Fall 2020 Budget
Dates: XX/XX/XX to XX/XX/XX
Faculty Director: XXXXXXXX
Number of Participants: XX
Cost per Student: $ XXXXXX
Budget items
Faculty Airfare $ *
Cost of Living Allowance (COLA) $ *
Faculty Accommodations $ # (or *)
Institutional Charges $ *
Student Accommodations $ *
Office/Photocopying $ #
Phone/Postage/Internet $ #
Entertainment $ #
Faculty Ground Transport $ *
$ #
Student Transport $ # (or *)
Guest Speakers $ #
Excursions $ # (or *)
Faculty Director Insurance $ *
On-Campus (Postage, Fed Ex) $ *
Miscellaneous
Bank Fees $ #
Visas $ *
TOTAL EXPENSES $
Contingency $ #
GRAND TOTAL $
* = Prepaid by invoice or separately
# = Funds deposited into Community Bank account for Faculty Director use for program expenses (Total
=XXXXX)
2
Your name: _______________________
DAILY EXPENSE LOG Program location: __________________
Expense Date Local Amount Description Faculty Faculty Student Student Group Excursions:
# currency in U.S. Lodging Transport Lodging Transport Meals entrance fees,
and dollars etc.
amount
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Your name: _______________________
DAILY EXPENSE LOG Program location: __________________
Expense Date Local Amount Description Phone/ Entertainment Office Equipment Contin- Other/
# currency in U.S. postage/ supplies/ gency Misc
and dollars email copies fund
amount
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4
Hobart and William Smith Colleges – Center for Global Education
Faculty Director’s Responsibilities for HWS Programs
Thank you for your willingness to lead a Center for Global Education program on behalf of Hobart
and William Smith Colleges. Successful programs are dependent upon the skill and dedication of
the Faculty Director, and being the Faculty Director of an off-campus program involves
responsibilities beyond those of teaching a course. You are asked to read the following guidelines
related to your responsibilities as a Faculty Director. If there are any points that you wish to discuss
prior to departure please contact Thomas D’Agostino, Dean of Global Education. Please return a
copy of the document with your signature to the CGE Office (Trinity Hall 3rd floor) to indicate that
you accept these responsibilities as outlined.
Your responsibilities will be to direct the Program and teach a course(s) as determined in advance in
consultation with staff of the Center for Global Education.
In connection with directing the Program, your responsibilities will include the following:
1) Program Recruitment
In partnership with the Center for Global Education, the Faculty Director is responsible for the
active recruitment of students into the program before the application deadline. This will include
attendance and participation at recruitment meetings organized by the CGE and organizing
recruitment meetings of your own; distributing promotional materials and publicizing the program
in your or your colleagues’ classes; and serving as a program contact in answering student and
faculty inquiries about program details.
2) Health and Well-being
The Faculty Director is responsible for safeguarding the health and well-being of students enrolled
in the Program through responsible management and prudent judgment. This includes assuming the
specific duties and obligations as set forth in Schedule A which is incorporated and made a part
hereof.
3) Academics
The Faculty Director is responsible for oversight of the academic content of the program, including
supervising the work of adjunct faculty and ensuring that they are fully instructed on appropriate
teaching practices. Points to be emphasized to adjunct faculty include the following:
a. A complete written syllabus showing readings and other required work, a schedule of class
meetings and assignments, course requirements, expectations for student attendance and
performance in class, and procedures for evaluating student work and computing their final
grades must be distributed within the first week of class.
b. Procedures for evaluating student work and computing their final grades should include, for
example, the number and type of papers, presentations, projects, exams, and other work;
expectations for attendance and class participation; and the weight assigned each in the
calculation of the final grade.
5
c. Except for illness (medical proof of which may be required), students should be expected to
attend all classes and participate in all other assigned activities.
d. HWS policy on the total number of scheduled class hours for a regular term course (170
minutes per week for a 14-week semester) must be made clear and observed.
e. Final grading must be discussed with the instructor prior to leaving the country so that the
Faculty Director and Hobart and William Smith Colleges can be confident that appropriate
standards have been maintained. Ideally the grades should be submitted at that time, but if
this is not feasible a specific timetable for submission must be agreed upon. It is particularly
important that grades in courses taught by adjunct faculty be submitted in a timely manner.
The Faculty Director is responsible for ensuring that all grade reports are submitted to the
HWS Registrar’s Office as soon as possible after the completion of the Program.
4) Student Registration
The Faculty Director is responsible for assisting students with registration procedures for the
following semester. If the group will be away on a program-related activity and without internet
access at the time of registration, the Faculty Director must contact the CGE and the Registrar’s
Office to discuss alternative arrangements to ensure students are able to register in a timely way.
5) Academic and Social Discipline
The Faculty Director is responsible at all times for student academic and social discipline within the
Program. Students are understood to be subject to the academic and social codes of conduct of
HWS and the conditions detailed in the “Behavior Standards Agreement” (signed by each student as
a condition of Program participation) and to be subject to institutional discipline when in violation
of those codes. In the event a student fails to meet any of these conditions, the Faculty Director will
ordinarily immediately consult with the Dean of Global Education and the appropriate HWS Dean.
In collaboration with the CGE, the Office of Campus Life, and the appropriate Dean, the Faculty
Director has the authority to require the withdrawal and return home of any student who violates the
“Behavior Standards Agreement,” the HWS academic or social regulations, or local criminal laws;
engages in conduct that could bring the Program into disrepute; engages in disruptive behavior;
threatens their own health and well-being or the health and well-being of other students; or
undermines the Faculty Director’s authority in rightful pursuit of the Faculty Director’s
responsibilities. A student who has been found in violation of program standards may appeal their
removal from a program by submitting a letter of appeal to the Provost and Dean of Faculty within
24 hours of receiving notification about removal from the program. Upon receiving an appeal the
Provost and Dean of Faculty will consult with relevant staff and program participants, as needed,
and render a decision. The ruling of the Provost and Dean of Faculty will be final.
6) Student Housing
The Faculty Director is responsible for general oversight of all student housing arrangements. The
Faculty Director is responsible for providing the Center for Global Education at HWS a complete
list of student addresses and contact numbers (as well as their own address and telephone number)
as soon as possible upon arrival.
6
7) Social Activities and Excursions
The Faculty Director is responsible for general oversight of all program-related activities and
excursions. The Faculty Director, or a designate clearly identified to students as the Faculty
Director’s surrogate, is expected to accompany students on all formally sponsored group academic
and social excursions.
8) Emergency Contact Info and Student Whereabouts
The Faculty Director is responsible for ensuring that students know how to contact the Faculty
Director or a designate at all times and for being generally available to students for consultation and
in case of emergencies. The Faculty Director is also responsible for knowing each student’s
whereabouts at all times, including travel plans over weekends and breaks. This should include a
clear sign-out policy for which all students are held responsible. It should be possible to report on
the expected whereabouts of every student for whom the Faculty Director is responsible at all times.
9) Budget
In partnership with the Dean of Global Education, the Faculty Director is responsible for the
development of the program budget. A standard budget worksheet is used to generate the
appropriate budget line items for the development and maintenance of the program from start to
finish. The Faculty Director is responsible for oversight of all Program funds and expenditures
against the budget, including notifying the Dean of Global Education in the event of the need for
authorization of any extraordinary expenditure. An expense log is provided, and accurate records of
expenses should be kept, along with supporting receipts whenever possible, and submitted with the
final report. The Faculty Director is expected to prepare and submit a final fiscal report within three
weeks of the end of the program.
10) Course and Program Evaluations
Evaluations for the course(s) taught by the Faculty Director as part of semester-long study abroad
programs will be administered online through the same process as is used for on-campus courses.
The CGE will email a link to an online overall program evaluation to students near the end of the
program and will let the Faculty Director know that this has been done. This evaluation asks
students for general feedback on their courses but is not as detailed as the specific course
evaluation. Please remind students to complete these evaluations. A report based on the program
evaluation feedback will be provided to the Faculty Director after program grades are in.
11) Final Report
The Faculty Director is responsible for submission of a final written narrative report within three
weeks of completion of the Program. The report should include both a full description and a
comprehensive evaluation of the Program. Some of the elements to include are:
a. A statement of the goals and objectives for the Program.
b. An evaluation of the courses, including those taught by adjunct faculty.
c. A summary of excursions, guest lecturers and speakers, visits, and other special events, and
an assessment of their value relative to Program goals and objectives.
7
d. An evaluation of student responses to various aspects of the Program – housing/homestay
experience, meals, classes, excursions, group dynamic, etc.
e. An assessment of services provided by host institutions and/or contractual agents.
f. Suggestions for future Program Directors: What worked? What did not work? What
improvements would you make?
g. A record of any significant medical problems or other unexpected difficulties, including any
disciplinary problems and actions taken.
h. A list of possible contacts for future Programs.
i. An overall assessment of the Program, relative to its goals and objectives.
12) Additional Responsibilities
a. The Faculty Director is responsible for ensuring that students are met upon their arrival by
the Faculty Director or a formal designate and that students are advised before departure of
all arrival protocols and arrangements.
b. The Faculty Director should inform the Center for Global Education immediately of any
students who fail to report on the assigned date or of any students whose travel plans are
known to be disrupted.
c. Students should be informed about how to contact the Faculty Director and whom to contact
for immediate emergency assistance at all times.
d. The Faculty Director should compile a list of all local emergency numbers as soon as
possible upon arrival, including those of doctors, police or other civil authorities, embassy
and consular offices, and administrative officers of host institutions. In addition, the Faculty
Director should compile a list of contact numbers for all of the students participating in the
program. The CGE will provide the Faculty Director with phone numbers and email
addresses for individuals to contact for each student in the event of an emergency.
e. The Faculty Director is responsible for managing any medical and other emergency
situations that may occur. The Faculty Director should be familiar with emergency
procedures and how to utilize the CISI insurance all program participants have to locate
medical doctors and facilities.
f. The Faculty Director should be aware of contingency fund policies and under what
circumstances these funds may be used.
g. The Faculty Director should be aware of HWS alcohol and drug policies and be aware of,
and sensitive to, the laws of the host country regarding alcohol consumption and illegal drug
use.
h. The Faculty Director is responsible for making reasonable accommodation(s) for a student
with documented special needs or a disability.
8
i. The Faculty Director must be aware of and understand HWS Title IX policies and all other
relevant policies related to racial or other discriminatory harassment and take appropriate
action, in consultation with HWS officials, if a complaint is made.
13) In the Event of an Emergency
The Faculty Director is authorized, in the event of an individual or group emergency, including a
medical, natural, or national emergency, to act with the full authority of Hobart and William Smith
Colleges to take prompt action to strive to ensure the safety and well-being of all students. The
Faculty Director should advise the Dean of Global Education at HWS immediately of any threat of
political or civil disturbance or possible natural threat and will coordinate with the CGE and with
representatives from CISI (and its affiliate Drum-Cussac) to promptly implement a plan that will
strive to ensure the safety and security of the group. To the fullest extent possible any
communication to parents should be vetted by the Dean of Global Education and appropriate
campus officials to ensure consistency of message. The “Emergency Procedures and Evacuation
Guidelines” developed by the CGE should be reviewed in advance of the Program and followed
during the course of the Program.
14) Indemnification
This letter further confirms for you that Hobart and William Smith Colleges agree to indemnify and
hold you harmless from and against any losses, liabilities, damages, claims, and expenses incurred
by you or asserted against you as a result of actions taken by you within your scope of employment
with Hobart and William Smith Colleges while serving as Faculty Director of this Program. This
agreement applies so long as you comply in good faith with the terms and conditions of this
Agreement and your actions are in good faith and in the reasonable belief that you are acting in the
best interest of Hobart and William Smith Colleges in your capacity as Faculty Director and
provided you give Hobart and William Smith Colleges prompt written notice upon your becoming
aware of a potential or threatened claim or if a claim is interposed.
I acknowledge and agree to the responsibilities and duties described above.
Faculty Director
Name: __________________________ Date: __________________________
Signature: _______________________
9
Schedule A
The Faculty Director is obligated to perform the following duties:
1. Immediate notification to the CGE is warranted when:
a. An incident occurs involving death, serious injury, or hospitalization
b. Faculty or staff want to terminate the program early due to civil unrest,
terrorism, or hazardous conditions
c. A disciplinary matter may result in sending a participant back to the US
d. An allegation of racial, sexual, or discriminatory harassment of any kind is
made
e. There is suspicion of theft or embezzlement
f. An official notice (subpoena, warrant) from the local jurisdiction is received
g. The program receives notice that litigation has been threatened or filed
h. An incident occurs that might trigger insurance coverage
2. Notification is warranted when:
a. Activities will exceed the program budget by 5% or more
b. The Faculty Director receives an inquiry from the local press
c. A student or employee falls ill or is injured and requires medical attention
(non-emergency)
3. Records to Keep:
a. Documentation that students and staff attended orientation sessions (See 4
below)
b. Accident and incident reports and any investigation notes
c. Notes regarding any student behavioral or disciplinary issue
d. Contracts with external contractors, specialists, and professionals
e. Insurance policies
f. Foreign facility inspection and maintenance checklists
g. Premises and equipment inspection and repair records
h. Receipts and accounting documenting all program-related expenditures
i. Student Travel and Medical Expenses Incurred forms
4. Provide Orientation to Participants Covering the Following Topics:
a. Cultural, safety, and other issues
b. How faculty and staff roles abroad may differ from roles at home
c. The duties of on-site faculty members and foreign staff
d. Daytime and after-hours contact information for key personnel
e. Crisis management, including a review of the “Emergency Procedures and
Evacuation Guidelines” developed by the CGE
f. Travel procedures, methods, and processes and the risks associated with
travel
10g. Excursion procedures and requirements
h. Responding to and reporting student complaints during the program,
including incidents of crime and harassment
i. Codes of behavior for staff and students, addressing such issues as
fraternizing, consuming alcohol, and conduct during “free time”
j. Review of the relevant laws of the country, legal sanctions, and response to
legal problems
k. Review of personal safety issues
l. Housing rules, including safety and security measures
m. Communicating with Hobart and William Smith Colleges to give progress
updates and reports on significant injuries, medical issues, or incidents
n. Basic first aid procedures, medical and dental care facility locations, and
claim procedures
o. Incident reporting procedures
(REV. JULY20)
11Center for Global Education
Incident Report Form
This form is for Faculty Directors to document incidents (accidents, altercations, etc.)
involving students participating in a Center for Global Education off-campus program.
INCIDENT DESCRIPTION
Name of Program: ________________________________ Today’s Date: ________________
Time, Date and Location of Incident/Accident: _________________________________________________
Nature of Incident: _______________________________________________________________________
Name of Student(s) involved: ______________________________________________________________
1. How, when and from whom did you hear about the incident?
2. Was medical attention offered to the student? Yes/No If no, why not?
Did the student accept the offer to seek medical attention? Yes/No If no, why not?
If yes, where was the student taken? (name and address of hospital and attending physician):
What was the result?
3. Was the student offered assistance or encouraged to report the incident to local or international authorities? Yes/No If no, why
not?
Did the student accept the offer to contact authorities? Yes/No If no, why not?
If yes, what office was contacted? (name and address of police station or consulate). What was the result?
COMMUNICATION
1. Who reported the incident to the Center for Global Education and who responded from CGE? When? How?
2. Who reported the incident to student’s family or guardian? When? How?
Follow up information should also include dates, times, persons contacted, actions taken, additional phone or contact numbers. Append such notes to
a final report, keep them on file and forward to CGE.
12List of Previous HWS Faculty Directors
Below is a list of HWS faculty who have led semester-long programs in recent years. We encourage
you to use them as a resource. (Note: in some years programs were directed by faculty from partner
institutions and we have indicated this in those cases.)
Fall 2009 Auckland Mary Kelly
Brazil William Garcia (Union College)
Galway David Galloway
Madrid Juan Liebana
Queensland Leo Fleishman and George Shaw (Union College)
Vietnam Mark Jones
Spring 2010 Rome Stan and Patricia Mathews
Fall 2010 Galway Kara Doyle (Union College)
Mendoza Richard Salter
Queensland Nan Arens and Meghan Brown
Vietnam Jim Spates
Spring 2011 Ecuador/Peru Scott McKinney and Eugenio Arima
Rome Nick Ruth and Michael Tinkler
Fall 2011 Auckland Khuram Hussein
Brazil William Garcia (Union College)
Galway Kevin Dunn
Queensland Holli Frey (Union College)
Vietnam Martin Benjamin (Union College)
Spring 2012 Rome Kirin Makker and Eric Bulson
Fall 2012 Galway Hugh Jenkins (Union College)
Mendoza Richard Salter
Queensland Tom Drennen and Meghan Brown
Vietnam Jack Harris
Spring 2013 Rome Stan and Patricia Mathews
Fall 2013 Auckland Pat Collins
Brazil Daniel Mosquera (Union College)
Galway Nick Ruth
Queensland Susan Kohler/Nicole Theodosiou (Union College)
Rome 1) Jeff Anderson/Kristen Welsh 2) Cheryl Forbes
Seville Caroline Travalia
Spring 2014 Ecuador/Peru Fernando Rodriguez-Mansilla and Brien Ashdown
Galway Tim Madigan (St. John Fisher College)
Rome Michael Tinkler and Christine Chin
Fall 2014 Galway Denis Brennan (Union College)
Mendoza Scott McKinney
Queensland Mark Deutschlander and Beth Kinne
Rome Walter Bowyer
Vietnam Mark Jones
13Spring 2015 Galway Jo Beth Mertens
Rome Kirin Makker and Liliana Leopardi
Fall 2015 Auckland Jim MaKinster
Galway Anna Creadick
Queensland Laurie Tyler and Kathleen LoGiudice (Union College)
Rome Jack Harris
Seville Juan Liebana
Vietnam BK Tuon (Union)
Spring 2016 Galway Jack Rosenberry (St. John Fisher College)
Rome Gabriella D’Angelo and Ted Aub
Fall 2016 Auckland Kirin Makker
Galway David Hodgson (Union College)
Mendoza Brien Ashdown
Queensland Beth Newell and Kristen Brubaker
Rome Walter Bowyer
Vietnam Chris Annear
Spring 2017 Ecuador/Peru Scott McKinney
Galway Elizabeth Ramey
Rome Stan Mathews
Fall 2017 Galway Wes Perkins
Queensland Nicole Theodosiou and Hans Mueller (Union College)
Rome Jeff Anderson
Seville Fernando Rodríguez-Mansilla
Vietnam Tom Lobe (Union)
Spring 2018 Galway Jim MaKinster
Rome Christine Chin and Michael Tinkler
Fall 2018 Auckland Nick Ruth
Galway Dianne McMullen (Union College)
Mendoza Colby Ristow
Queensland Mark Deutschlander and Darrin Magee
Rome Jim Capreedy
Vietnam Chris Annear
Spring 2019 Galway Anna Creadick
Rome Ted Aub and Liliana Leopardi
Fall 2019 Galway Jack Harris
Queensland Don Rodbell and Quynh Chu-LaGraff (Union College)
Rome Leah Himmelhoch
Seville Juan Liebana
Vietnam Teresa Meade (Union College)
Spring 2020 Auckland Diana Baker
Galway Josh Greenstein
Rome Meghan Brown and Gabriella D’Angelo
14Center for Global Education
Medical Expenses Incurred
To the Faculty Director: please fill out a form for each student who incurs medical expenses while abroad if
these are paid out of program funds. This information will be used by the CGE to invoice the students upon their
return. Please make sure that there is both a receipt and an itemized invoice for each expense. The students will
not be able to claim these expenses back from CISI without these. Please attach all receipts/invoices to this form.
Faculty Director’s name: ……………………………………………………………….
Country where expenses were incurred: ………………………………………………..
Semester and year: ……………………………………………………………………..
Name of student: ……………………………………………………………………….
Date expense Dr. or hospital name and Amount Method of payment
incurred address
15(HWS Off-Campus Program Courses)
INSTRUCTIONS AND PROCEDURES FOR NEW COURSE PROPOSALS
***NEW COURSE PROPOSALS MUST BE SUBMITTED WITH THE OFF CAMPUS PROGRAM
PROPOSAL***
Applicable For Courses in Departments, Programs, First-Year Seminars, Bidisciplinary Courses, and Off-
Campus Programs
Below are instructions and procedures regarding the process for getting new courses approved. Please read this
information thoroughly before filling out the appropriate form for proposing a new course.
The Committee on Academic Affairs will only consider proposals submitted on course proposal forms. New
course proposals for off campus programs must be submitted with the off campus program proposal.
I. Information on initial procedures for proposing a new course in departments, programs, off-
campus programs, first-year seminars, and bidisciplinary courses
A. Complete Sections A and B. Section C will be completed by the COAA after, action
is taken on the proposal. BE SURE ALL APPROPRIATE SIGNATURES APPEAR
ON THE FORM before submission. All proposals must be completed electronically or
typed out.
B. After the Registrar has determined that all necessary information and signatures are
included, the proposal is posted to the COAA Canvas site for review.
II. Administrative procedures following COAA action:
COAA acts on the proposal and the Registrar records the action and loads the course into the
PeopleSoft system of record.
16NEW COURSE PROPOSAL FOR OFF-CAMPUS PROGRAMS
The recommended submission date is at least one year prior to instruction.
The DEADLINE for the proposal is SIX MONTHS prior to instruction.
SECTION A
Instructor__________________________________________________________________________________
Department________________________________________ Course Number___________________________
New Course Title___________________________________________________________________________
Short Title (30 space maximum for data processing)________________________________________________
Name of Off-Campus Program_________________________________________________________________
Indicate type of Off-Campus Program (check one): _____Consortial _____HWS
A. Please provide a complete course description. Attach any additional information if needed. (For writing
catalogue copy, please refer to "Instructions And Procedures For New Course Proposals.")
1. Course summary:
2. Suggested readings:
3. Format of class meetings (lectures, labs, conferences, seminar, etc.):
4. Term/s offered:___________________________________________________________________________
5. Frequency (check one): _____annually ____ alternate years _____one time only
6. Prerequisites:_____________________________________________________________________________
*Normally, all courses above the 100-level will require prerequisites. If there is a departmental policy to the
contrary, it should be stated in the catalogue.
17B. Indicate methods for evaluating student learning (numbers of papers; examinations, projects, etc.)
C. Indicate if this course fulfills a major or minor requirement in your department or in an interdisciplinary
program. Indicate also if this course is a new requirement.
D. The Colleges’ Aspirational Goals
1. Which aspirational goal(s), if any, does this course address, either partially (P) or substantially (S)? To
review the aspirational goals see http://www.hws.edu/academics/curr_goals.aspx. To assess whether this
course partially or substantially addresses an aspirational goal and how many goals the course may
address, please follow CoAA’s recommended guidelines (see Aspirational Goals CoAA guidelines).
Provide a check below to indicate the goals addressed by this course.
____ P ____ S The ability to reason quantitatively
____ P ____ S An experiential understanding of scientific inquiry
____ P ____ S A critical and experiential understanding of artistic process
____ P ____ S A critical understanding of social inequalities
____ P ____ S A critical understanding of cultural difference
____ P ____ S An intellectual foundation for ethical judgment as a basis for socially responsible
action
2. Please provide a justification for these goal designations and how the course will address them.
3. CoAA recommends that:
(1) no course be listed as substantially addressing more than two goals; courses that substantially address
one goal may substantially address one more goal or partially address one or two more goals.
(2) no course be listed as partially addressing more than three goals; courses that partially address
multiple goals would not likely address more than three goals using the guidelines above.
If you believe this course is an exception to these general guidelines, please provide a justification for CoAA to
consider. However, exceptions will be rare.
184. How will these goals be assessed in this course? Please note that the course syllabus should reflect
both content of the goals covered in the course and any assessment of those goals.
E. Does your course have a service-learning civic engagement component? Please describe what evidence will
will demonstrate that this service is a learning experience for the students.
F. Identify departments or programs which wish to cross-list this course. (Please ask the Department Chair or
Program Director to sign this proposal. See signature block at end of Section B.)
G. Support required for course:
1. Please assess the off-campus library resources required for this course.
2. Indicate other special support required for this course, such as films or video, field trips, etc. (This
question is informational; approval of this course does not imply that extra budgetary resources will be
available.)
H.
1. How will the offering of this new course affect the department's curriculum? Which existing course(s)
will be offered less frequently or discontinued?
192. How will the offering of this new course as part of an approved off-campus program affect the staffing of
courses within the department?
3. Will this course reduce your department's ability to contribute to the general curriculum and/or
interdisciplinary programs? Explain.
SECTION B
NOTE: The Department Chair or Course instructor may complete SECTION B.
I. CHECK ONE: ______New Course ______Change of Old Course
II. COURSE ATTRIBUTES:
Course Number:_______________________ Old Course Number:___________________________
Course Title:______________________________________________________________________
Terms Offered: ______Fall ______Spring
Maximum Class Size:_________________
Projected Class Size:__________________
Projected Number of Sections (if applicable):_________________
Credit (CHECK ONE): _____1 Credit _____½ Credit
Cross-listed Courses:
20SIGNATURES REQUIRED FOR COAA APPROVAL:
_________________________________________________ _________________________________
Course Instructor’s Signature Date
__________________________________________________
Print Instructor’s Name
__________________________________________________ _________________________________
Department Chair’s Signature Date
__________________________________________________
Print Department Chair’s Name
__________________________________________________ _________________________________
Signature of Chair/Director, Cross-listed Courses or Program requirements Date
________________________________
Print Chair/Director’s Name
Cross-listing:
Name of cross-listed Department/Program Signature of Department/Program Chair, Date
On the first line, list the name of the cross-listed department and provide the signature of the chair. On the extra line, indicate
which requirements in the major or minor would be addressed by this course.
1.____________________________________ ____________________________________
1.________________________________________________________________________
2.____________________________________ ____________________________________
2.________________________________________________________________________
3.____________________________________ ____________________________________
3.________________________________________________________________________
SECTION C
ACTION OF THE COMMITTEE ON ACADEMIC AFFAIRS
New Course (Off-Campus Program)_________________________________________________, is
Check One:
________APPROVED ________NOT APPROVED ________REVISE AND RESUBMIT
__________________________________________________ _________________________________
(Signature). Chair. Committee on Academic Affairs Date
Additional Remarks:
21Center for Global Education Off-Campus Driving Practices and Safety Policy
The Center for Global Education (CGE) strongly discourages faculty directors and
individual students from renting or driving private vehicles while participating in off-
campus programs. Whenever possible, faculty and students are encouraged to use public
transportation. When private transportation is required, faculty directors should hire
vehicles and drivers from licensed vendors with proven safety records. If you rent a car
for your own private (non-program related) use, you are advised NEVER to give students
a ride.
The CGE recognizes that there may be some times when it is not feasible to use hired
vehicles. In these cases, the faculty director(s) will be responsible for renting cars or vans
for use in transporting students to and from program field sites. These vehicles should be
rented only from reliable companies that carry insurance meeting local statutory limits,
conduct regular maintenance and meet or exceed the standard level of safety compliance
for that country and locality. These rented vehicles may be driven ONLY by faculty or
staff who have met the Colleges’ requirements for safe driving. Each driver must certify,
in writing, that s/he has had no accidents nor moving violations since the time that s/he
was last approved by the Colleges’ Department of Buildings and Grounds as an
authorized driver.
If driving in a tight convoy, drivers must agree in advance how to best maintain contact
with one another (e.g., cell phone, intermediate checkpoint, etc.). In addition, all drivers
and passengers must receive and follow written safety rules:
• Occupants must use seat belts at all times
• Occupants shall not consume, possess or transport alcohol or illegal
substances
• Occupants must always remain seated and should not be engaged in any
activities that may distract the driver.
• Drivers cannot drive after midnight unless they have rested for several hours
during the day and feel alert.
• Drivers may not drive for more than two hours without a 15 minute “safety
break” with total time behind the wheel not exceeding 10 hours per day
• Drivers must have at least 6 hours off between one day of driving and the next
• Drivers and all students riding in vehicles must be given and read materials
provided by the CGE about safety standards and driving practices in the
country (countries) where their programs are based.
(Rev. 8/4/15)
2223
24
25
26
27
28
Center for Global Education
Travel Form
This form is for students who plan to travel outside the host city while studying abroad. Students
must complete this form for each trip and give it to the Faculty Director prior to their departure.
Name: _______________________________________________________________________
Address in host country: _________________________________________________________
Phone number in host country: ____________________________________________________
Departure date/time: ____________________ Return date/time: _____________________
Destination (city and country): ____________________________________________________
Mode of transport: ______________________________________________________________
Flight number/details, train/bus itinerary, etc.: ________________________________________
_____________________________________________________________________________
Traveling companion(s): _________________________________________________________
Address/Phone at destination (name of hotel/hostel or host you are staying with): ____________
_____________________________________________________________________________
29APPENDIX B
GENERAL FORMS/PUBLICATIONS
Behavior Standards Agreement……..…………………………….. 31
Reentry Handbook………………………………………………… 32-41
Student Evaluation (overseas programs) …………………………. 42-48
Passport Application Instructions………………………….……… 49
CISI Insurance Information……………………………………….. 50-
30Center for Global Education Behavior Standards Agreement
Program:___________________ Semester and year:___________
Living abroad differs significantly, academically and socially, from home campus life. Daily academic and
social life may also have a heightened intensity that comes with shared living accommodations, continuous
interpersonal contact within our program, being in an exciting and new location, and the rigorous demands of
classes in a different university setting. Such exciting challenges and daily demands require that a courteous,
co-operative, and attentive attitude prevails. Concern and respect for others combined with responsible and
thoughtful judgments on how your actions will affect other members of the Program and the community in which
we will be living are expected standard conduct so as to ensure a quality academic term abroad, maximum
safety of each participant, and the protection of the rights of all participants and members of our host country.
Behavior that interferes with the rights of other individuals, the academic program, or violates the law of the
country you are in is in violation of this Behavior Standards Agreement. Behavior deemed unacceptable may,
at the discretion of the on-site Program Director, the Dean of Global Education at HWS or the appropriate
Dean’s Office, subject the participant to disciplinary action, including dismissal from the program.
Participants affirm and agree to abide by the following:
I will attend all required academic activities, including classroom sessions, walks, tours and so on, and turn in
assignments on time.
I will abide by the stated rules of the residence in which I am housed, including the rules about when people not
on our Program are allowed into the residence, quiet hours, and local laws in regard to the use of alcohol. I will
be respectful of all those with whom I live and those who live near me.
Should I choose to avail myself of additional travel while the Program is in session, I will communicate my travel
plans to the Faculty Director or a representative of the Program (in cases with no specific Faculty Director). I
will consider their advice and understand that tardiness or absence in classes, excursions, or other program
activities as a result of this travel is unexcused, is in violation of the Behavior Standards Agreement, and is
subject to disciplinary action.
I understand and will abide by the HWS International Travel Policy, specifically with regard to travel to areas
deemed to be of greater risk by the US Department of State. I agree not to travel to any such area between
the start and end dates of my program. The International Travel Policy may be found at:
https://www2.hws.edu/center-for-global-education/international-travel-policy/
I will neither use nor possess any illegal drug. Any quantity is prohibited, and no further warnings will be
considered. Only prescription drugs with a valid prescription will be allowed. I will not use non-prescription or
prescription drugs recreationally rather than for the medical purpose intended.
I will neither use nor possess firearms, explosives or other dangerous weapons, chemicals or substances or any
other contraband.
I will not participate in harassment of any kind, including sexual harassment.
I will not participate in illegal activities of any kind.
I will conduct myself in public so as not to offend, by ordinary standards of common courtesy, my fellow
participants or members of the host country. This includes property damage, theft of property, abuse of alcohol
or public drunkenness, or any other behavior which directly impinges upon the rights of others.
I have read and agree to comply with the above guidelines
31COMING HOME: CLOSING THE CIRCLE,
OPENING NEW DOORS
A Student Guide to Reentry by the Center for Global Education
CONTENTS
Forward: “What now?”
Section 1: Closing the Circle
1.1 Packing Up
1.2 Coming Home
Top Ten Reentry Challenges
Section 2: Opening New Doors
2.1 Questions and Opportunities
2.2 Life-Long Learning
Forward: “What now?”
This handbook is designed to help you prepare for the transition back “home”. You may not realize it just yet, but
coming home can be just as hard—or harder—than going abroad. Why? In part, because you expect an easy
transition. After all, familiar is part of the definition of home. As opposed to perhaps every moment of being
abroad, being at home should feel easy and natural. So it’s a great shock to many when being at home is anything
but.
It’s not easy because while you were away, you’ve changed. Coming home just allows you to see those
changes. This handbook is designed to help you make this transition successfully.
In addition, many students express frustration at how quickly their experiences abroad fade. For some, these
experiences might all start to feel “like a dream”. But your experiences abroad should be of continuing
relevance of you in your life. This handbook is designed to help you apply your experiences to, well, the rest of
your life!
It is organized into three themes: Closing the Circle looks at a few things you can do in the final weeks of your
study abroad experience to prepare for the next phase—and the next handbook theme: Coming Home. Lastly,
Opening New Doors suggests ways you can keep your international experience alive and relevant, including
information about some of the programs the CGE offers for returning students.
32SECTION 1: CLOSING THE CIRCLE
Are you ready to leave this place? Have you wrapped up all your academic work? Think back to all the times
over the last few months (or in those months of planning and anticipation) that you said “before I leave I’d
really like to…”
Now’s the time to review this list and see if there’s any way to fit a few more of these things in before you go.
We hope this will ignite a lifetime passion of travel and intercultural endeavor on your part, but although many
students say they will return to their host country again, in reality most do not. So get out there while you can
and have as few regrets as possible.
Think about all the photographs you’ve taken over the last few months. Did you really photograph everything
that’s important to you? How about what you see on your walk to class every day? Or your host-family? Do you
have a photograph of your favorite café or restaurant, or your host-country friends? Don’t end up with a
thousand pictures of churches, temples or castles and none of the things that make up your day-to-day life,
because it’s those commonplace details you’ll think and talk about most when you’re back.
An idea: do a “day in the life” photo-shoot. Photograph your whole day from
morning till night, so you can visually answer the question “what was a typical
day like?”
1.1 Packing Up
Remember the airline weight limits you worried about before you left? They still apply. Check with your airline
if you don’t remember what they are. Now might also be a good time to pack up some things you wouldn’t have
thought about bringing home otherwise. Think of the food you’ve (hopefully) grown to love over the last couple
of months. Is there anything you’d like to share with your family, or just have at home for a taste of your host-
country on those days when you’re missing it? (Remember you can only bring back dry or canned/jarred food,
not fresh meat, agricultural products or cheese.) Are there any recipes you’d like to have? Now’s the time to ask
about them and write them down.
Other things you might want to pack up include memories. If you’ve been keeping a journal, the last few weeks
are a great time to reflect on your experience. The times in peoples’ lives that are characterized by change often
have a crisper quality to them; every experience seems to be imbued with a deeper meaning. Try to capture this
in your writing.
Ask yourself some questions:
What did I accomplish while abroad?
What did I learn about myself?
What did I learn about this country?
What friends did I make, and what did they teach me?
What will I miss the most?
What am I most looking forward to?
What does this experience mean for my future? Will I live differently now?
33What did I learn about my own country and culture while abroad?
Do I want to return to this place? What have I left undone?
You’ll want to ask yourself these questions again after you’ve been home for a while, but thinking about them
now can be rewarding and can help you put a little closure on your experience.
1.2 Coming Home
The first (and often most surprising) thing to know about coming home is that in many ways you will feel like
you did when you arrived in your host country a few months ago: exhausted and excited. Probably it will feel as
great to be home as it felt to be in your host country for the first few days, though for different reasons. You’ll
enjoy some home cooking, connecting with old friends, and telling your family about your experiences.
But, just as your initial elation at being in a new and exciting place was tempered by a realization at how foreign
and unfamiliar it felt, your honeymoon period at home may also start to not seem totally right. Things that you
expected to be familiar may now seem quite alien:
* You might find it strange to hear English being spoken everywhere.
* You might think your family throws too much away. You may balk at spending $50 for a meal out
when you know your host family lived off that much for a month.
* The abundance in the supermarket may stop you in your tracks, as you have become used to getting
by with less.
* You may be dismayed at how fast-paced U.S. culture is, or frustrated at how little people actually
want to hear about all your experiences (or look at all your pictures).
What the above symptoms indicate is that your values might have shifted while you were abroad. This is totally
normal—but it also can be disquieting.
This isn’t all that’s tough about coming home, however…
TEN TOP IMMEDIATE REENTRY CHALLENGES
as rated by university students
There are lots of reasons to look forward to going home, but there are also a number of psychological, social,
and cultural aspects which can prove difficult ─ often because they are unanticipated. The following list was
generated by interviewing students like you who have been through the experience and survived nicely.
However, they say you should take the process seriously by being realistic and thinking about it and your
possible reactions. They offer the following thoughts on reentry for your consideration in the hope they will
make your return both more enjoyable and more productive.
1. BOREDOM After all the newness and stimulation of your time abroad, a return to family, friends, and old
routines (however nice and comforting) can seem very dull. It is natural to miss the excitement and challenges
which characterize study in a foreign country, but it is up to you to find ways to overcome such negative
reactions ─ remember a bored person is also boring.
342. “NO ONE WANTS TO HEAR” One thing you can count on upon your return: no one will be as interested in
hearing about your adventures and triumphs as you will be in sharing those experiences. This is not a rejection
of you or your achievements, but simply the fact that once they have heard the highlights, any further interest on
your audience’s part is probably unlikely. Be realistic in your expectations of how fascinating your journey is
going to be for everyone else. Be brief.
3. YOU CAN’T EXPLAIN Even when given a chance to explain all the sights you saw and feelings you had while
studying abroad, it is likely to be at least a bit frustrating to relay them coherently. It is very difficult to convey
this kind of experience to people who do not have similar frames of reference or travel backgrounds, no matter
how sympathetic they are as listeners. You can tell people about your trip, but you may fail to make them
understand exactly how or why you felt a particular way. It’s okay.
4. REVERSE “HOMESICKNESS” Just as you probably missed home for a time after arriving overseas, it is just as
natural to experience some reverse homesickness for the people, places, and things that you grew accustomed to
as a student overseas. To an extent it can be reduced by staying in contact via phone, email, and social media,
but feelings of loss are an integral part of international sojourns and must be anticipated and accepted as a
natural result of study abroad.
5. RELATIONSHIPS HAVE CHANGED It is inevitable that when you return you will notice that some relationships
with friends and family will have changed. Just as you have altered some of your ideas and attitudes while
abroad, the people at home are likely to have experienced some changes. These changes may be positive or
negative, but expecting that no change will have occurred is unrealistic. The best preparation is flexibility,
openness, minimal preconceptions, and tempered optimism.
6. PEOPLE SEE “WRONG” CHANGES Sometimes people may concentrate on small alterations in your behavior
or ideas and seem threatened or upset by them. Others may ascribe “bad” traits to the influence of your time
abroad. These incidents may by motivated by jealousy, fear, or feelings or superiority or inferiority. To avoid
or minimize them it is necessary to monitor yourself and be aware of the reactions of those around you,
especially in the first few weeks following your return. This phase normally passes quickly if you do nothing to
confirm their stereotypes.
7. PEOPLE MISUNDERSTAND A few people will misinterpret your words or actions in such a way that
communication is difficult. For example, what you may have come to think of as humor (particularly sarcasm,
banter, etc.) and ways to show affection or establish conversation may not be seen as wit, but aggression or
“showing off.” Conversely, a silence that was seen as simply polite overseas might be interpreted at home,
incorrectly, as signaling agreement or opposition. New clothing styles or mannerisms may be viewed as
provocative, inappropriate, or as an affectation. Continually using references to foreign places or sprinkling
foreign language expressions or words into an English conversation is often considered boasting. Be aware of
how you may look to others and how your behavior is likely to be interpreted.
8. FEELINGS OF ALIENATION Sometimes the reality of being back “home” is not as natural or enjoyable as the
place you had constructed as your mental image. When real daily life is less enjoyable or more demanding than
you remembered, it is natural to feel some alienation. Many returnees develop “critical eyes”, a tendency to see
faults in the society you never noticed before. Some even become quite critical of everyone and everything for
a time. This is no different than when you first left home. Mental comparisons are fine, but keep them to
yourself until you regain both your cultural balance and a balanced perspective.
9. INABILITY TO APPLY NEW KNOWLEDGE AND SKILLS Many returnees are frustrated by the lack of
35opportunity to apply newly gained social, technical, linguistic, and practical coping skills that appear to be
unnecessary or irrelevant at home. To avoid ongoing annoyance: adjust to reality as necessary, change what is
possible, be creative, be patient, and above all use the cross-cultural adjustment skills you acquired abroad to
assist your own reentry.
10. LOSS/COMPARTMENTALIZATION OF EXPERIENCE (SHOEBOXING) Being home, coupled with the pressures
of job, family, and friends, often combine to make returnees worried that somehow they will “lose” the
experience. Many fear that it will somehow become compartmentalized like souvenirs or photo albums kept in
a box and only occasionally taken out and looked at. You do not have to let that happen: maintain your
contacts abroad; seek out and talk to people who have had experiences similar to yours; practice your cross-
cultural skills; continue language learning. Remember and honor both your hard work and the fun you had
while abroad.
© Dr. Bruce La Brack, School of International Studies, University of the Pacific
These challenges might seem daunting, but the most important thing to realize is that this is totally normal, and the
ups and downs you’re experiencing constitute what is frequently called “reverse culture shock”. It actually often gets
mapped just like the U-curve describing cultural adjustment in a foreign culture.
The best way to be ready for reverse culture shock is to expect it, and to realize that most of it is caused not by
changes in home, but changes in you. You won’t know how far you’ve come until you can reflect on the journey
from the place you call(ed) home. This is actually a great time to not only learn about yourself and how you’ve
grown while abroad, it’s also a great time to learn about home from a far more objective perspective than you’ve
ever had before. Lots of students come back saying that they never felt more American than when they were
abroad, and never more foreign than when they were back in the U.S.
The first thing to do is relax. Like culture shock the first time around, you’ll get through this, and end up stronger
for the experience. You’ll have your ups and downs, good days and bad. Some of the same coping skills you used to
get yourself through the low points while abroad will serve you well here—reflect in your journals, keep active, rest
and eat well, explore your surroundings with new eyes. Soon you will have adjusted, though we hope that you’re
never quite the same as you were before your experience abroad
Some Advice…
Suggestions on coming “home”, from University of the Pacific students (Stockton, CA)
▪ Talk with others who have come back from abroad and share your experiences, frustration, and joys. These are the
people who can help you through it. Almost everyone agrees.
▪ Accept that you have changed and that things are not going to be the same as when you left and that that’s a good thing.
36You can also read
