International Educator - January/February 2013 - 58

considered for teaching abroad. At the University of Texas-Austin (UT-Austin) only full-time faculty may be considered, and they must be approved by their chairs and deans. At other institutions the policies are more flexible. “We leave it up to each individual department to determine what the relevant qualifications are within the particular field of study,” says Laux. At Western Illinois University and UW-Oshkosh, both adjunct and retired faculty may be considered for teaching abroad, though Graff is quick to add that adjunct faculty would only be considered for teaching abroad if they had a well-established, long-term relationship with the institution. At UW-Oshkosh, a rigorous procedure for faculty selection is followed, beginning at the departmental level and ending with approval by the provost. Each department has its own criteria for the selection of program leaders, who are approved first by the department to teach specific courses and then by the dean. Next, the Office of International Education shares a list of all university personnel who will accompany the group with the affirmative action office, human resources, and administrative services. Affirmative action and HR share any issues or concerns directly with the provost, who makes final decisions about participation by university personnel in education abroad. (No confidential information is shared with the Office of International Education.) “Faculty or staff who have past-due emergency cash advances are not eligible to lead programs since all program leaders must be provided with emergency cash reserves,” Graff adds. Many institutions are adding required attendance at faculty workshops and orientations as a requirement for teaching abroad. At UT-Austin, all faculty teaching under the auspices of the education abroad office must attend a health and safety workshop before teaching abroad, which is a requirement that may be extended to all faculty teaching abroad in the future. UW-Oshkosh has a more frequent training for faculty teaching abroad. “We train faculty every time they leave: if they leave twice a year, they come to training twice a

ONLINE RESOURCES

Proposal Form for Faculty-Led Programs at the University of Utah http:/ /learningabroad.utah.edu/ie/New_LA_Prog.php Proposing Study Abroad at the University of Texas-Austin http:/ /world.utexas.edu/abroad/faculty/proposing Faculty Guide (including proposal process, pgs. 8-27) University of Wisconsin-Oshkosh http:/ /www.uwosh.edu/oie/fac/FacultyGuide.pdf
year,” says Graff. “A lot of what we do in the orientation is in response to incidents that have happened to professors while they’re abroad and requests from them to address certain types of situations.” The University of Utah requires faculty who are teaching abroad to participate in orientations offered twice a year, once in the fall and once in the spring. “New faculty really need to be there,” says Laux, adding that it’s open to all faculty, “and in the long run I think even some of our veteran faculty will come every year. They find that to be part of the supportive role we can play, in providing them with a refresher.” to help them think through health and safety issues, to help the students with advising questions and financial aid, those kinds of things.” About three years ago the university hired an international risk analyst who has been involved in ongoing policy development. “That has been tremendous,” says Lemery. “And one of the policies that just went into effect last year is a requirement for all programs to go through a health and safety assessment. We are bringing all programs on campus into the fold more and more, with the emphasis on the health and safety and risk management aspects of the programs. There have also been some policy changes in the last year concerning insurance coverage and emergency evacuation policy. There’s been a lot of tightening up in terms of the health and safety aspect of the programs.” At Western Illinois University, where increasing the number of faculty-led programs is part of the administration’s strategic initiative, a process is underway to update and more clearly define the role of faculty who are teaching abroad. Currently the focus is on defining policies that have to do with student behavioral issues. “We have institutional policies that apply to situations that come up during study abroad,” says Emily Gorlewski, assistant director of education abroad. “But professors are often not familiar with this role, or these policies. We’ve realized that not laying out the expectations for faculty explicitly and in writing beforehand can cause some confusion. Sometimes they just follow their own initiative when situations arise that would be handled by student affairs if they oc-

Health, Safety, Student Behavior, and Other Risk Management Issues
At UT-Austin, although programs that are run under the decentralized model are independent of the education abroad office, all university programs are required to submit information to the university’s education abroad portal, so that the whereabouts of all students and professors engaged in education abroad can be tracked. “There was a big push to centralize facultyled programs about eight years ago,” Lemery explains. “At that time there were a number of programs that had been running for years. They didn’t really need help, they knew what they were doing and were doing a great job. But it was realized that for faculty who had never taken students abroad and were thinking about doing so, there was a need for assistance: to help faculty get the programs up and going in terms of logistics and recruiting,

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http://learningabroad.utah.edu/ie/New_LA_Prog.php http://world.utexas.edu/abroad/faculty/proposing http://www.uwosh.edu/oie/fac/FacultyGuide.pdf

Table of Contents for the Digital Edition of International Educator - January/February 2013

International Educator - January/February 2013
Table of Contents
From the Editors
Frontlines
In Brief
Intimate Proximity: The Human Face of Genocide
After the Curtain Fell
University of Michigan: Global Giant
Special Section: Japan
Education Abroad
Forum
In Focus
International Educator - January/February 2013 - International Educator - January/February 2013
International Educator - January/February 2013 - Cover2
International Educator - January/February 2013 - Table of Contents
International Educator - January/February 2013 - From the Editors
International Educator - January/February 2013 - 3
International Educator - January/February 2013 - Frontlines
International Educator - January/February 2013 - 5
International Educator - January/February 2013 - 6
International Educator - January/February 2013 - 7
International Educator - January/February 2013 - 8
International Educator - January/February 2013 - 9
International Educator - January/February 2013 - In Brief
International Educator - January/February 2013 - 11
International Educator - January/February 2013 - 12
International Educator - January/February 2013 - 13
International Educator - January/February 2013 - 14
International Educator - January/February 2013 - 15
International Educator - January/February 2013 - 16
International Educator - January/February 2013 - 17
International Educator - January/February 2013 - Intimate Proximity: The Human Face of Genocide
International Educator - January/February 2013 - 19
International Educator - January/February 2013 - 20
International Educator - January/February 2013 - 21
International Educator - January/February 2013 - 22
International Educator - January/February 2013 - 23
International Educator - January/February 2013 - 24
International Educator - January/February 2013 - 25
International Educator - January/February 2013 - 26
International Educator - January/February 2013 - 27
International Educator - January/February 2013 - 28
International Educator - January/February 2013 - 29
International Educator - January/February 2013 - After the Curtain Fell
International Educator - January/February 2013 - 31
International Educator - January/February 2013 - 32
International Educator - January/February 2013 - 33
International Educator - January/February 2013 - 34
International Educator - January/February 2013 - 35
International Educator - January/February 2013 - 36
International Educator - January/February 2013 - 37
International Educator - January/February 2013 - University of Michigan: Global Giant
International Educator - January/February 2013 - 39
International Educator - January/February 2013 - 40
International Educator - January/February 2013 - 41
International Educator - January/February 2013 - 42
International Educator - January/February 2013 - 43
International Educator - January/February 2013 - 44
International Educator - January/February 2013 - Special Section: Japan
International Educator - January/February 2013 - 46
International Educator - January/February 2013 - 47
International Educator - January/February 2013 - 48
International Educator - January/February 2013 - 49
International Educator - January/February 2013 - 50
International Educator - January/February 2013 - 51
International Educator - January/February 2013 - 52
International Educator - January/February 2013 - 53
International Educator - January/February 2013 - 54
International Educator - January/February 2013 - 55
International Educator - January/February 2013 - Education Abroad
International Educator - January/February 2013 - 57
International Educator - January/February 2013 - 58
International Educator - January/February 2013 - 59
International Educator - January/February 2013 - Forum
International Educator - January/February 2013 - 61
International Educator - January/February 2013 - 62
International Educator - January/February 2013 - 63
International Educator - January/February 2013 - In Focus
International Educator - January/February 2013 - Cover3
International Educator - January/February 2013 - Cover4
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