International Educator - January/February 2018 - 31

Voices from the Field:
Practical Advice
be constantly reviewed and adapted." For Bradshaw, this means that even
though his institution just had an external review that gave it high marks
for its emergency procedures, "I am currently working with our risk
management and insurance providers to think about improvements and
ways that can speed our ability to respond in the wake of an emergency
situation. We are also exploring the multitude of online tools now available to track and communicate with students."
According to Malveaux, "A few years ago we did not have an
organized team for risk assessment or for emergency situations. But
times have changed, and there is a far greater need now. For breaking
situations, Jonathon D. Zinger, assistant director of the office of global
safety and security at Northwestern University, advises, "Verify your
sources, and only use reputable outlets, especially if your main source
of intel is from open-source channels. Use tools like social media to
gain an advantage for on-the-ground information. For example, following local police departments on Twitter allows you to receive fast
and credible information." He adds, "Social media can also be used to
contact your travelers, and to keep external groups informed."

Implications for
Faculty Training
"When training faculty to serve as leaders for study abroad programs,
we used to simply tell them to refer all media inquiries to our media
relations office for any official statement," says Bradshaw. "Today, for
every official media relations office statement there could be dozens
of social media posts. In our training with faculty program leaders, we
now discuss what content is appropriate for official college Facebook
or YouTube channels, but we also discuss individual student social
media. And while often there are important issues of confidentiality,
having a group debriefing for any situation abroad in which all program
participants are provided with good information is often the best way
to ensure that rumors and misinformation don't become the dominant
message online."
While the ease and ubiquity of global communication makes it
impossible to "control" the message in the way it once was, it can also
help increase transparency and foster positive communication and
support when needed, Malveaux says. "I want students to be able to be
transparent in their communication with parents and friends. Of course,
I want them to speak with me as well about their concerns." n
JANET HULSTRAND is a writer, editor, and teacher who divides her time between
France and the United States.

"When you are notified about a potential
incident, try to gather information from
multiple reputable sources before sending out a
communitywide announcement. Once you have a
basic understanding of what may be happening
on the ground, an initial 'informational' alert
can be sent to essential stakeholders. This
should state a brief overview of the situation,
the number of travelers in the area, the number
of organization-owned buildings in the area,
and actions taken so far by your team. Not only
will this provide an assessment of the incident
to the organization, it also allows for the risk/
security department to control the internal flow
of information."
-Jonathon D. Zinger, assistant director, office
of global safety and security, Northwestern
University
"In addition to training on college procedures
and other tools for emergency response, we
are now adding case studies to our training for
prospective program leaders, where they discuss
ways to manage both formal and informal communications following a hypothetical incident."
-Geoffrey Bradshaw, director of international
education, Madison Area Technical College
"Many students are not going to leave their
smartphones at home. So we had better figure
how to communicate with them on their terms;
that way, we have a better chance to figure out
how to manage the flow of information. We use
social media (Twitter, Facebook, and so forth)
to our advantage: Program leaders and a risk
assessment team member can communicate on a
daily basis to avert risks, report on the welfare of
group members, and relay other pertinent information to college administrators back home."
-Greg Malveaux, coordinator of study
abroad, Montgomery College

J A N.+ F E B .18 INTERNATIONAL EDUCATOR

31  



Table of Contents for the Digital Edition of International Educator - January/February 2018

From the Desk of
Frontlines
In Brief
Global Spotlight: Malaysia
Quick Questions
Feature: Recruiting Farther Upstream: U.S. Institutions Are Exploring New Opportunities Among International High School Students
Feature: CASE STUDY: The Business of Global Engagement
Feature: Middle Class Rising: As the Number of Families with Discretionary Income Grows, So Do Prospects for More International Students
Education Abroad
International Student Affairs
International Enrollment
International Education Leadership
Forum
In Focus
Feature: Minimizing Risk, Maximizing Results
Advertiser Listings & Index
International Educator - January/February 2018 - BB1
International Educator - January/February 2018 - BB2
International Educator - January/February 2018 - Cover1
International Educator - January/February 2018 - Cover2
International Educator - January/February 2018 - 1
International Educator - January/February 2018 - 2
International Educator - January/February 2018 - 3
International Educator - January/February 2018 - 4
International Educator - January/February 2018 - 5
International Educator - January/February 2018 - 6
International Educator - January/February 2018 - 7
International Educator - January/February 2018 - From the Desk of
International Educator - January/February 2018 - Frontlines
International Educator - January/February 2018 - In Brief
International Educator - January/February 2018 - 11
International Educator - January/February 2018 - 12
International Educator - January/February 2018 - 13
International Educator - January/February 2018 - Global Spotlight: Malaysia
International Educator - January/February 2018 - 15
International Educator - January/February 2018 - Quick Questions
International Educator - January/February 2018 - 17
International Educator - January/February 2018 - Feature: Recruiting Farther Upstream: U.S. Institutions Are Exploring New Opportunities Among International High School Students
International Educator - January/February 2018 - 19
International Educator - January/February 2018 - 20
International Educator - January/February 2018 - 21
International Educator - January/February 2018 - Feature: CASE STUDY: The Business of Global Engagement
International Educator - January/February 2018 - 23
International Educator - January/February 2018 - 24
International Educator - January/February 2018 - 25
International Educator - January/February 2018 - Feature: Middle Class Rising: As the Number of Families with Discretionary Income Grows, So Do Prospects for More International Students
International Educator - January/February 2018 - 27
International Educator - January/February 2018 - 28
International Educator - January/February 2018 - 29
International Educator - January/February 2018 - Education Abroad
International Educator - January/February 2018 - 31
International Educator - January/February 2018 - International Student Affairs
International Educator - January/February 2018 - 33
International Educator - January/February 2018 - International Enrollment
International Educator - January/February 2018 - 35
International Educator - January/February 2018 - International Education Leadership
International Educator - January/February 2018 - 37
International Educator - January/February 2018 - Forum
International Educator - January/February 2018 - 39
International Educator - January/February 2018 - In Focus
International Educator - January/February 2018 - Cover3
International Educator - January/February 2018 - Cover4
International Educator - January/February 2018 - SCover1
International Educator - January/February 2018 - SCover2
International Educator - January/February 2018 - S3
International Educator - January/February 2018 - Feature: Minimizing Risk, Maximizing Results
International Educator - January/February 2018 - S5
International Educator - January/February 2018 - S6
International Educator - January/February 2018 - S7
International Educator - January/February 2018 - S8
International Educator - January/February 2018 - S9
International Educator - January/February 2018 - Advertiser Listings & Index
International Educator - January/February 2018 - SCover3
International Educator - January/February 2018 - SCover4
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