Presentation Transcript

1. REsponsible Study AbroadFaculty-Led programs

2. Responsible Study Abroad

   Revised March 2014 How to Identify: Your RisksYour StudentsYour ResponsibilityHow to PrepareHow to Respond

3. Know your Risks

4. So What Can Happen? Accidental Death Alcohol Poisoning Automobile Accident Assault and Rape Broken Bones Drug Overdoses Emergency Surgery Food Poisoning Hospitalization Kidnapping and Ransom Natural Disaster Mental Health Issues Snake and Insect Bites Suicide Terrorist Attacks … ANYTHING
5. Some Known Tragedies In Guatemala, St. Mary’s College students brutally raped and all 16 people in the group, including the professors, were robbed when a group of armed bandits flagged down their bus at gunpoint. Earlham College student was sexually assaulted by the host father of the family with whom she was living in Japan. University didn’t move her after she complained of previous advances. Case settled. Bus accident in India claimed the lives of 4 students participating in the Semester at Sea program run by the University of Pittsburgh (last minute scheduling error when transporting by bus instead of plane). Faculty and university sued for contributing bottle of wine to party that resulted in a student to student rape after the faculty left the party. Ohio State University graduate student died from complications related to altitude sickness in the Himalayas. The faculty originally downplayed his illness and did not think it was serious.
6. Greater Risks with Fewer Resources Poverty/Poorer Sanitation Higher Disease Risk (tropical, vectors, bites) Political Instability Geography (floods, volcanoes, etc.) Underdeveloped Infrastructure and Regulatory Systems (driving, vehicles, EMS) Emergency Handling (standards, diagnosis, treatment, response time) Irregular Regulations Enforcement and not the same liability protection

7. Know your Students: Making connections

8. Have we met? Who is my faculty leader? Many questions, phone calls and concerns can be alleviated from your first contact with a student. Stay in touch with your group, even if it’s just to say hello. Put the students in touch with each other. Start a Facebook group or an email chain.
9. What’s in it for them? Students are studying abroad for a whole host of reasons. Help them articulate their goals: Complete a minor Try something new Graduate early Practice a language Have an adventure Complete a required course Boost their resumes
10. Where are they coming from? Your students are likely to be of the Millennial generation (born in 1982 or beyond). You already know them & their peers ..They are: Experiential learners & Results – oriented achievers They are also: Competitive. Stressed out. Over-booked. Eager. They need: Structure, feedback and support. …And they love technology.

11. Know your Students:providing support

12. Mental Health / Disabilities More than double the students register with Disability Services than 10 years ago. Increased diagnoses (ADD, Asthma, Obesity, Depression, etc.) Abuse of prescription drugs has increased dramatically since the mid-1990s according to Center on Addiction and Substance Abuse (CASA) Suicide is the second leading cause of death for North Americans of college age Cutting has become more common Rate of eating disorders remain the same Helicopter Parents Lack of coping skills Significant alcohol use and abuse
13. How do we work with Counseling & Disabilities Services? Counseling Center Student invited to disclose in application E #’s sent to Counseling Center No information is exchanged Counselors will speak to students about study abroad Disabilities Services Student invited to disclose in application E #’s sent to Disabilities Services If any red flags, DS will ask student to sign a waiver to release additional information Study Abroad will obtain an accommodations plan & share with faculty
14. What can I ask? Be aware of federal regulations such as ADA and HIPPA. Students are not required to disclose personal information. Create a group dynamic – meet often before departure and get the students comfortable. Encourage your students to ask questions about any concerns they may have. If a student does disclose to you, document it. You can reach out to our office so we can connect you with Disabilities or Counseling as necessary.
15. Alcohol & Drugs Alcohol accounts for 1,400 college student deaths annually. College students have higher rates of alcohol or drug addiction than the general public (CASA). Nearly half the students said they drank or used drugs to relax, reduce stress or forget about problems (CASA). Nearly half of America's full-time college students drink alcohol and/or use drugs at least once a month (CASA). The percentage of students who reported using illegal drugs other than marijuana, such as cocaine and heroin, in the past month jumped from 5.4% in 1993 to 8.2% in 2005.
16. Using a behavioral agreement When? If a student has an incident of any kind (drugs, alcohol, non-attendance, non-compliance). This is a written warning, signed by you and the student. What? Reiterate the behavior, state the consequences. Why? 1) Documentation; 2) Grounds for dismissal if behavior continues
17. Aren’t they adults? Well, kinda. Greater Risks Adventurous Promiscuous Once in a lifetime New travelers Additional Stress Lack of Usual Support Lower drinking age and inexperienced drinkers Think about: Creating a group contract. When drafted as a group, this creates buy-in and also empowers the students. Study Abroad is different from the home campus in many ways.

18. Know your Responsibility

19. Faculty Director Duties In loco parentis? In place of parents. High level of responsibility Highest possible standard of care in the eyes of the Courts Faculty Director Handbook (online) The law never “is,” it is always becoming.
20. Structure Choosing Program Where you go What you do How you do it Vetting Transportation Accommodations Medical Facilities (HTH) Technology Vehicles Seat belts Communication Creating Functions Student screening Positions/roles Protocols
21. Legislation What are the rules? What are the consequences? Mission and purpose-driven Program structure Keeping students busy Hold students to high academic standards (schedule exams for Monday morning) Explain implications of negative behavior on others Optional student leader
22. Education Marketing materials Pre-course information Syllabus and materials Orientations (pre-departure and on-site) Language and cultural education Time spent in country Teachable moments
23. What are Misbehaviors? Drinking too much Illegal drugs Trusting predators Cheating Taking high profile risks Breaking rules Exercising poor judgment and decision-making
24. Dodging “Misbehaviors” Facilitate the development of healthy relationships (student-professor, student-student, student-locals). Debrief often on cultural, social items as you go along. Talking about it within a reasonable time frame will help students process. Empower students by helping them to set realistic expectations, to get involved and to become culturally & socially competent (group contract). Ensure that there is healthy fun built into your program (activities, events, some free time).

25. A Legal time-out

26. 4 C’s (Legal Boundaries) Constitutional State Action / Public Institution Codes (statutes) Federal Funding mandates voluntary laws (affirmative action, disability codes…) Contractual Offer, Accordance, Consideration (benefit detriment) Contacts (torts) DBIL: Duty, Breach, Injury, Linkage
27. Codes (Statutes) FERPA / HIPAA Protect students’ academic / medical privacy Title IX Prohibition Against Sex Discrimination Being smart around students Do not hold office hours in your hotel room … Do not room with students, or drink with them. Americans with Disabilities Act (ADA) Prohibits discrimination on the basis of disability The Rehabilitation Act (1973) states that no otherwise qualified individual with a disability shall be excluded from the participation in any federally funded program or activity.
28. Contractual Handbooks, codes, catalogs, materials, etc. Your marketing materials are a contract. Sometimes changes in itinerary can occur. If they do, communicate this to your students IN WRITING. They must agree (also in writing) to confirm the new contract. Consideration (benefit/detriment) Must be realistic/truthful. Present benefits and drawbacks as well as realistic risks. Do NOT put costs on your materials that have not been approved by Continuing Education.
29. Contact (tort) Duty: What you’re responsible for in your role Breach: A break between your role and the delivery of what you’re responsible for Injury: Self explanatory Linkage: Between a Breached Duty and Injury That’s tort.
30. Negligence (category of tort) Negligenceis the doing of something which a reasonably prudent person would not do, or the failure to do something which a reasonably prudent person would do, under circumstances similar to those shown by the evidence. It is the failure to use ordinary or reasonable care.
31. Manage your duties Train Consider special characteristics of the population you are serving and train them for the activity… according to national standards. Supervise Look at many factors (age, foreseeability of harm, etc.) Be available, confront issues, document everything, respond effectively and efficiently Maintain Equipment/Facilities Warn in Impending Danger (reasonable care) Think about what might happen and accommodate for it. Point out dangers and what students can do to protect themselves.

32. Know how to Prepare

33. Prepare Yourself! Read your Handbook Pre-Departure Checklist Emergency Contact Form Emergency Action Plan More on this in a second … Upon Arrival Checklist Cell Phone (do not pack) Get and Stay Informed
34. What does OSA do to prepare students for study abroad? Pre-departure orientation Safety: travel.state.gov (STEP) Health: cdc.gov (travel consult) Reminders on EIU code of conduct Emergency information cards The OSA application Signed code of conduct Signed refund policy
35. Before you go: The Conversation Aside from academic meetings regarding your syllabus and coursework, make time to TALK to your students! The group will benefit from meeting each other before they depart. Talk candidly about your destination. Discuss preconceived notions. Talk about rules & regulations; conduct & consequences (group contract). Be available for questions from students AND their parents.
36. Before you go: Materials Group contract should be agreed upon and signed before departure. Emergency Action Plan. Contact sheet with information on lodging, school, faculty contact info. Emergency information cards. Remind students of health and safety information available to them via U.S. State Dept & CDC.
37. Before you go: Paperwork Send OSA a final copy of your itinerary, including all contact information. Emergency Contact Form: Make sure we have your in-country cell number or a plan for when we will receive it. You should receive a copy of all student applications. *We also recommend traveling with a copy of each student’s insurance card and passport.
38. What’s an EAP? An EAP, or Emergency Action Plan, is useful to have in the case of an emergency. It is a resource for parents and students, as well as faculty leaders. What’s on it? Detailed plan, contact info. See an example from Nicaragua
39. Immediately Upon Arrival Let us know you’re there! ACTIVATE Cell/Satellite PHONE (new policy) Notify us of no-shows or missing students Call us or email us if we do not already have your cell phone number Refrain from turning off your cell phone for long periods of time
40. Shortly After Arrival Advise students to never leave w/o money and ID Advise students to inform you when leaving site and provide contact information Advise students to avoid travel to dangerous locations Remind students about known health and safety risks Remind students of EAP, communication tree, and buddy system Plan reflection time Conduct on-site orientation
41. On-Site Orientation Identify resources: faculty leader contact info, medical, emergency. (Re)Distribute a contact sheet for all locations (hotels, school, other). Review emergency plan and identify a central meeting place. Review group contract as necessary. Identify student leader.

42. Know how to Respond

43. Prepare for Unforeseen Emergencies Know how to respond in the event of an emergency Know your institution’s priorities Safety of students/staff Public Image Know who to contact, and how, for what and when Have a back-up plan in case something above fails
44. What is a medical emergency? ANY HOSPITALIZATION – no matter how brief Rape or sexual assault Severe food poisoning Severe allergic reaction Anything of a psychiatric nature Any incident involving injuries or potential injuries
45. Responding to Medical Emergencies Seek appropriate medical care. Call your Emergency Assistance Provider 24/7 Notify EIU of your location and status. Work with EIU to maintain communications with the insurance company and the local treatment facilities. Protect student’s right to medical privacy. File the appropriate report with EIU.
46. What is a general emergency? Natural Disasters Terrorist Attacks Protests/Civil Unrest Foiled Terrorist Plot Military Coups Widespread Riots Anything “newsworthy” regardless of its impact on students or programs.
47. Responding to General Emergencies Secure a safe location. Account for all students. Contact or respond to directions of local authorities. Notify EIU of your location and status.* Wait for further instructions from EIU. Communicate instructions/information to students. Maintain communications with EIU. * Note that e-mail may be the best form of communication, so use and check e-mail often during a crisis, particularly if it is widespread.
48. Best Practices for Emergencies Communicate with EIU. Never leave students alone without appropriate supervision. Account for all students, staff and faculty. Respond to concerned and worried callers. Provide EIU with regular updates. Assess safety for continued program. Communicate assessment to students.
49. Behaviors that require a response: Withdrawal Compulsiveness Self-destructiveness Depression Suicide threats Anything else that negatively impacts the well being of an individual or the group Behavior contracts may sometimes be necessary Work with Counseling Center to get help Psychological Intervention
50. Disciplinary Intervention Keep EIU informed – we can assist with assessment and response Some violations call for immediate dismissal (see handbook) Levels of violations 1st - Verbal Warning 2nd - Written Warning 3rd – Dismissal Forms for warnings and dismissal.
51. Upon Return Let us know how it went! Submit a program report Suggestions for the future

52. And now for some scenarios ..