Managing, Mitigating, Monitoring

1. Managing, Mitigating, Monitoring Risk Assessment in Study Abroad CIEE Conference Minneapolis MN Nov 2013

2. Managing, Mitigating, MonitoringRisk Assessment in Study Abroad Joe Brockington, Kalamazoo College Pat Martin, Swarthmore College Michael Messina, Syracuse University Jen Murray, Bard College

3. Partnerships • Multiple levels of engagement with deep local connections • Reciprocal responses and programming

4. Travel Warning: West Bank • Articulating a mission • Protecting participants • Advocacy & Influence

5. Nationalism / Anti-Americanism • Dialogue on expectations and preparation • Bolster exchanges • Support local advocates

6. Risk Assessment: Definitions Risk is “the probability that exposure to a hazard will lead to a negative consequence.” (Ropeik and Grey, Risk, (2002) Risk Assessment is, therefore, an assessment of hazards, exposure, consequence(s), and probability of negative consequence.

7. Risk Assessment

8. Risk Assessment: Hazards • 3 types of hazards • Objective hazards—environment • Subjective hazards—people • Program hazards—context

9. Risk Assessment: Risk Potential Illustration courtesy of Drew Lemon (NOLS)—adapted from the Dynamics of Accident Model developed by Alan Hale (See Curtis www.princeton.edu/~oa/files/safeprog.pdf )

10. Hazards • Objective hazards—What hazards are present in the environment (e.g. water, urban crime, availability of alcohol, housing choices, the possibility of fire, etc.?) • Subjective hazards—What hazards do the people (both participants and staff—as well as local people in the environment) bring with them (e.g. swimming proficiency, health issues, disabilities, attitudes, interests, etc.?) • Program hazards—What hazards does the context, the programming itself present (e.g. excursions involving 3rd party transportation, program activities such as SCUBA diving or snorkeling, internships, etc.)

11. Subjective/Student-Generated Risks • Subjective hazards—What hazards do the people (both participants and staff—as well as local people in the environment) bring with them (e.g. swimming ability, health issues, disabilities, attitudes, interests, etc.)?

12. Program/Context-Generated Risks • Program hazards—What hazards does the context, the programming itself present (e.g. excursions involving 3rd party transportation, program activities such as swimming, SCUBA diving or snorkeling, internships, etc.)?

13. Objective/Environmental Risks • Objective hazards—What hazards are present in the environment (e.g. water, urban crime, availability of alcohol, housing choices, the possibility of fire, etc.)?

14. Managing Risk(s) • Typical Responses to Risk • Avoid • Mitigate (Remove, Reduce, Educate) • Transfer • Insure • Ignore

15. Risk Perception Factors (excerpt) • Most people are more afraid of risks that are new than those they’ve lived with for a while. • Most people are more afraid of risks that can kill them in particularly awful ways. • Most people are less afraid of a risk that they feel they have some control over (e.g. driving), and more afraid of a risk they don’t control (e.g. riding or flying). • Most people are less afraid of risks that come from places, people, corporations, or governments they trust, and more afraid if the risk comes from a source they don’t trust. • We are more afraid of risks that we are more aware of and less of afraid of risks that we are less aware of. • We are more afraid of risks when uncertainty is high, and less afraid when we know more. • You will generally be more afraid of a risk that could directly affect you than a risk that threatens others. . . . [When the risk becomes personal] fear goes up, even though the statistical reality of the risk may still be very low. (Ropeik/Gray)

16. Managing Risk(s) • Leveraging your local network • university security, • administration, • host families, • instructors, • students

17. Talking About Risk • Conversations about risk are not easy • Such conversations are more about persuasive speaking, than assessment • Need common understanding of what constitutes risk • Get stakeholders to agree on what is a hazard, how to measure exposure and consequences, and how to calculate probability

18. Managing Risk(s): Insurance Providers • Risk management services • Travel services • Health services • Evacuation services • and of course, Insurance Services!

19. Resources • United Educators: “Guide to Managing Risks in Wilderness Education”(Google the title) • Brockington, Joseph and Margaret Wiedenhoeft, (2014?) “Assessing and Mitigating Risk in Education Abroad” in Crisis Management in a Cross-Cultural Perspective, NAFSA, in press.

20. Joseph Brockington Associate Provost for International Programs Kalamazoo College, MI, USA brocking@kzoo.edu

21. Relationships with Program Providers • Importance of Personal Relationships • Program Knowledge • Program Agreements • Reporting Policies • Communications • Incident Sharing and Debriefing

22. International Dimension of Federal Regulations • FERPA • Clery Act • ADA • Title IX

23. The Institutional Nexus • Clear Communication • Clear Roles within the Institution • Off-Campus Study Protocols Institutional Crisis Management Within Departments

24. Syracuse Institutional Context: A Tradition of Study Abroad Syracuse launched its first overseas center in Italy in 1959, with new programs and centers following in the 1960s and 70s. Currently, 40% of SU undergrads study abroad. Most SU colleges have a global requirement, which can be satisfied through study at one of SU’s eight centers abroad, through world partner exchanges and affiliates, or on one of SU’s 40+ summer or short-term programs, mostly faculty-led. F

25. Institutional Context: Risk Management and Study Abroad On Dec 21, 1988, 35 SU students returning from study in London were among the 243 passengers who perished on PanAm 103, when a terrorist bomb exploded over Lockerbie, Scotland. This event continues to impact Syracuse institutional culture with a heightened awareness of real and possible threats.

26. 25 Years of Collaboration Between Risk Management (RM) and SUA • Aftermath of PanAm/Prior to 911 • 1990-1995: RM focus on mitigating risks for University, with legal review of all SUA policies and procedures; student liability waivers; insurance abroad; compliance with overseas laws and US regs (FERPA, ADA, etc.). All group flights for students booked with non-US carriers.

27. Collaboration Between Risk Management (RM) and SUA • Prior to 9/11 (cont’d) 2. From 1996-2001: RM and SUA work on mitigating risks and clarifying responsibilities for all parties (University, Participants, Parents), using NAFSA Health and Safety Guidelines. Emergency plans focus on health crises and pandemics (e.g., SARS in HK). RM assists with closure of SU Zimbabwe Center in 2001.

28. Collaboration Between RM and SUA • Post 9/11- present: Expansion of Resources 3. ISOS membership for political evacuation, risk analysis, and 24-hour medical info services. 4. Emergency plans abroad expanded to include SMS text blasts, backup meeting sites, program relocation 5. Students abroad required to log personal travel plans

29. Study in Travel Warning Countries • SU’s longstanding policy has been to restrict undergraduates from studying abroad in locations with current Department of State Travel Warnings. • Exceptions are granted by the Provost on a case by case basis, and subject to conditions (Israel is an exception). • In 2010 SU’s Middle East Studies Program requested an exception for study in Lebanon.

30. Fact-Finding Process:Vetting Programs for an Exception to SU Travel Warning Policy • (1) review of DOS and ISOS advisories with particular attention to safety and security conditions in the specific location/city of study; • (2) survey of peer university study abroad programs in target location, and consults with those study abroad directors; • (3) consults with SU faculty and/or grad students with recent experience at host U;

31. Process for Vetting Programs (cont’d) • (4) SU faculty/chair statements about the importance/relevance of the particular site/program and unique academic resources for students in a given major/career track; • (5) consideration of on-the-ground resources in the case of a crisis, and history of past crisis response by the host university, if relevant.

32. Recommendation to Provost and Outcome • The final report and appendices were reviewed by SUA senior leadership and RM, with a joint recommendation to the Provost to allow undergraduates who meet specific criteria to study in Lebanon. • The Provost approved, contingent on vetting process for applicants, and.. • Requiring approved students to sign an additional Conditions of Participation form.

33. Members Comprising the Applicant Interview and Review Committee • Risk Management Officer  • Chancellor’s cabinet representative (e.g., Associate Provost for International Education) • Member of SU faculty with recent on-the-ground experience and expertise in the country’s history/culture/politics • Director of Programs, SU Abroad • SUA adviser/admissions counselor for specific program 

34. Vetting Applicants: Criteria Checklist • Strong academic record • Able to articulate compelling rationale for study in particular location/program  • Commitment to region/locale as evidenced through prior coursework and language study • Cognizant of risks; takes official DOS security/safety situation and advice seriously • Maturity and independence; can share examples of coping under stressful or crisis situations • Understanding  and acceptance about on-the-ground resources and student services • Academic flexibility to remain on track with degree program if program is relocated or cancelled 

35. Conditions of Participation Form for Study in a Travel Warning Country • Customized to individual program sites • Includes DOS posting link and hard copy attachment • Student states that s/he has read both the Department of State and ISOS postings and understands the risks • The student states that s/he has voluntarily made the decision to study abroad and assumes personal responsibility for this decision, despite the risks presented • The student releases the University from liability for this decision • If the student is under 21 and/or financially dependent on parents or guardian, both the student and parent/guardian sign the form.

36. Michael Messina Director of Institutional Relations International Programs, SU Abroad Syracuse University, NY USA mjmessin@syr.edu For additional information, contact: Assoc. Provost for International Education and Engagement, Syracuse University mrhimley@syr.edu OR Sue Shane, Director of Programs, SU Abroad sshane@syr.edu