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ABSTRACT

DOCUMENT RESUME

SO 030 324

Standards and Responsibilities in InternationalEducational Interchange. Guidelines Series I.National Association for 17oreign Student Affairs,

Washington, DC. Field Service Program.Department of State, Washington, D.C.8123p.

National Association for Foreign Stadents Affairs(NAFSA), 1860 19th Street, Washington, DC 20009.Guides - Non-Classroom Use (055)Legal/Legislative/Regulatory Materials (090)

MF01/PC01 Plus Postage.Foreign Policy; *Foreign Student Advisers; *ForeignStudents; Global Approach; Higher Education;*International Educational Exchange; InternationalPrograms; Nonformal Education; *ProfessionalContinuing Education; *Professional Development;Program Improvement; *Study Abroad; Volunteers

The original mission of the National Association forForeign Students Association (NAFSA) was to improve the experience offoreign students in the United States by enhancing the professionalexpertise of personnel working with them. The guidelines presented inth:..s document are designed to assist personnel and institutionsworking in any capacity in international exchanges. Topics covered in,.ue publication are: (1) educational Interchange policyconsiderations; (2) standards and principles for professional staffand volunteers; (3) standards and principles for non-formaleducation; (4) external relations; (5) student reponsibilities ininternational exchanges; and 16) decions with respect to studyabroad programs. (NL)

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Reproductions supplied by EDRS are the best that can be madefrom the original doctoment.

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S DEPAMMEN, OF IEDVCAT/ON

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Standardsand Responsibilitiesin International Educational Interchange

National Associationfor Foreign Student Affairs

PERS6SluN PILPRUU10-1 THIS Nt

MA'EG,An. Ar, ELEN ..akAN`ED BY

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'HE EC A RE 'tillJRCEs.NF3RMA',_.)N ...ENTER ERIC.,

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Standardsand Responsibilitiesin International Educational Interchange

Published by the

Field Service ProgramNational Association for Foreign Student Affeirs1860 19th St.. N.W.. Washington. D.C. 20009

Winter 1979Reprinted Summer :981

This statement was adopted by the NAFSA Board of Directors on lune10. 1979. and is a revision of the original statement issued by theboard on October 21. 1970. and May 2. 1964.

Copies of this publication are free, except for a postage and handling charge."a

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ince Its 1948 !minding as an organization w ith 60 mem-11.7 bets and a budget ot S1.400. the National Associationtor Foreign St udent Affairs INAFSAI has exhibited umtin-uous growth and decelopment. Today, with over 4,000members across the countrt It represents ocer 1.000 dt..d-demo, instil utions. business and educational organiza-tions, to..al citizen groups actice in foreign stulent affairs.and courtest associates from embassies and legations inWashington. D.C.

In 1963. the Field Sercice Program was establishedunder a grant to NAFSA from the Bureau of Educationaland Cultural Affairs of the U.S. Department of State. Thegoat of the program initiallt was tl) improce the experienceof toreign students in the U.S. lit enhancing the profes-sional evertise of persons on college and unit ersitt 4a111-pubes working in educational echange programs andthose associated cc ith related communitt groups. Morere( ent interpretation has permitted expansion of the grantto include sercices to persons dealing with U.S. studentabroad programs. Numerous publications dealing cc it h allaspects of international educational interchange hec e beenprepared and distributed through the generous support ofthe grant. Principal among these ha% e been the c ()fumes inthe Guidelin- StTit's. each of w hich suggests standardsand procedure in dealing with the subject treated. The

ACKNOWLEDGEMENTGuidi lines undergo periodic rec ision to incorporate newideas and decelopments as the association continues itsefforts to encourage high standards in educational ex-change programs.

This recised Guideline on Stondurds und Responsi-bilities is offered fur the benefit of all persons working inunt capacitt in the cid of 4n1ernational interchange ofpeople fur educational purpuses It is also intended for theguidance of officials of institutions and organizationsInc oh. ed in educational interchange programs.

This Guideline has been prepared Lit a task forceestablished bt the NAFSA Commission on Polict andPractice. chaired bt Josef Mestenhauser. Unicersitt ofMinnesota. Other members cc ere Anne Cont. Unicersittof Wisconsin. jun Heise. Universitt of Michigan, IcanPutman. Jr.. State Um% ersitt of New York. Robin Fuller,c'anderbilt Um% ersitt . and Kenneth Rogers. Indiana Uni-cersitt. The task force received important assistancefrom the members of the commisison. the. Steering Com-mittee of the NAFSA Field Set-% ice Program, the NationalTeams of the fice professiunal sections of NAFSA. theNAFSA Board of Directors. and sec eral iodic idual mem-bers. fhe association is grateful tor the int ensi ork that

ent into the preparation of tin more comprehensicedocument.

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CONTENTSINTRODUCTION

NAFSA's Growth and ProfessionalismProfessionalism in Educational Interchanges

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1

2

1. EDUCATIONAL INTERCHANGE POLICY

CONSIDERATIONS 3

Possible Effects of Not Having a Policy 3

Elernents of a Comprehensive Policy 3

Decisions About the Foreign Student Population 4

2. STANDARDS, PRINCIPLES FORPROFESSIONAL STAFFS, VOLUNTEERS 7

General Principles 7

Responsibilities of Foreign Student Advisers 8

Responsibilities of Foreign Student Admissions Officers 9

Responsibilities of ESL Teachers 10

Responsibilities of Community

Activities Programmers 11

Responsibilities of Advisers to U.S. Students Abroad 12

3. STANDARDS AND PRINCIPLES FOR

NON-FORMAL EDUCATION 13

Needs for Non-Formal EducaVon 13

Purposes 13

Principles 14

Special Activities 14

* Curricular Activities 15

4. EXTERNAL RELATIONS 17

Self-Determination 17

Free Inquiry and Expression 17

Freedom of Association 17

Institutional Rights 17

Right of Privacy 18

Additional Expectations 18

5. STUDENT RESPONSIBILITIES ININTERNATIONAL INTERCHANGES 19

6. DECISIONS WITH REST ECT TO STUDY

ABROAD PROGRAMS 21

Desirable Percentage of Students to Study Abroad 21

Operational Pattern 21

Group Programs Operated by a U.S. Campus 21

INTRODUCTION

in a world uf increasing global interde-Ipendence, international education has becomean essential part of U.S. higher education,whether in the small, private college or the publicuniversity. It is, however, a component ...nen left tuchance for development, refinement, review anddirection by individual institutions. Institutionalservices that support international educationalinterchange are among those often left to developwithout policy direction and management co-ordination.

In response to the need for comprehensiv eguidance for establishing and fur maintaining pro-

egrams in international student education, theNAFSA Field Service Program published its firstGuideline on Responsibilities and Standards inWork with Foreign Students in 1964. That docu-ment was designed for use by professionals in-volved in foreign student affairs, administrativeofficers of colleges and universities, career guid-ance counselors w orking with foreign students,and others.

This is the first revision of that earlier docu-ment and reflects many important developmentsin higher education as w ell as the evolution ufNAFSA as the single ricaional agency concernedwith professional standard; for those :nv olvedw ith educational interchanges. This publicationincludes, for the fust time, special attention tu theimportance of study abroad advising as a distinc-tive professional role.

This Guideline is designed for the policy makerand policy implementer. It advocates a set ofstandards that will guide and direct the effectiveexecution of responsibilities in international stu-dent education by cumpetent and well-trained pro-fessional or volunteer staff, whether full-time urpart-time. More importantly, however, this state-ment presumes to be a set of principles based onthe consensus and common experience uf thosewho deal with foreign student affairs at collegesand universities in this country as well as abroad.

To this end, NAFSA expects this statement to beuseful as a sourcebook for thir:, who developpolicy for institutions and organizatiohs, a state-ment of professional c,nduct for staff, and a guidefor the continuing development of a dynamic fieldof educational endeavor.

NAFSA's Growth and Professionalism

NAFSA is a professional association of institu-tions and individuals c,mrnitted to internationaleducational interchange. Iis membership includespublic and private educational institutions, pri-vate organizations, and individuals, both em-ploy ees and volunteers, who work with studentsand scholars either coming to the United Statesfrom abroad or going from the United States toother countries.

The association consists of five professional sec-tions:

Council of Advisers to Foreign Students andScholars (CAFSS), 141, hich is made up of staff mem-bers and administr.itors of institutions and organi-zations concerned w ith the advising of foreign stu-dents, scholars and trainees in the United States,

Admissions Section (ADSEC), whose membersare staff and administrators involved in the selec-tion, admission, and academic placement offoreign students at undergraduate, graduate, andprofessional levels, and in the assessment ofcredit for studies completed by U.S. studentsabroad;

Association of Teachers of English as aSecond Language (ATESL), which includes teach-ers and administrators of programs in he teach-ing of English as a foreign language,

Community Section (COMSEC), which con-sists uf volunteers and salaried staff involved inprograms and service,. for foreign students andscholars in U.S. community life;

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Section on U.S. Students Abroad (SECUSSA).for administrators. faculty and staff inYolved inthe advising of students interested in study , travel.short-term eniployment. or volunteer service inother count!"-'s. and in organizing ad operatingformal programs in these fields.

Professionalismin Educational Interchanges

In Americ an higher educ dhoti, many thousandsof people on a full-time, part-time, or occasionalbasis, salaried ur unsalaried, take part in some as-pect of interchanges or deal yy ith participants in.,cich programs. Regardless of the nature or the ex-tent of the inyulyement, they can he effective parti-cipants only with knowledge of accepted princi-ples and practices deyeluped uyer many years ofexperience ith international interchanges.

NAFSA's objectiyes as d professional organiza-tion are;

to assure that all indiyiduals participating ininternational educ ational interchanges betw eenthe United StatOs and other countries achieve theeducaonal and personal goals envisioned furtheir sojourn in the United States;

to assure that those professional people whocome in contac t ith participants in interchangesare guided by a firm belief in the worth, dignityand potential of every human being, regardless ofnational or ethnic origin, cultural or linguisticbar kground. sex. race. social status, political affil-iation or religious belief:

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to assure that participants in educational in-terchanges learn as effectively and freely as possi-ble. recognizing that the learning achieved in oneculture is to be applied in others;

to promote the larger goals of educational in-terchanges. reflecting the increasing need for peo-ple of all countries to learn &Jou one another andunderstand the conditions for interdependence.More specifically, the American people are urgedto learn about the world and the ways in which itaffects us, while people O7 other countries arn ex-pected to learn about us. our ways of life, and theways in which our decisions and policies affectthem.

This Guideline is designed to encourage thoseorking professionally in international inter-

change to carry out and stimulate wide public dis-cussion, understanding, and practice of thesestandards and responsibilities. NAFSA requestsIts members to collect and distribute case studiesbearing on responsibilities, e :deal principles, pro-fessional standards, and resolution of difficultproblems for wide discussion in professional con-ferences and workshops. These efforts will assistmembers of the profession in improving their pro-fessional competence and in resolving conflictsarising out of the application of these standards.

In the meantime. this Guideline is offered to ihemembers of the profession and to officials of theirinstitutions and organizations for serious studyand implementation.

* The phrase "Internahunal educahonal interchange' isiised in this publication to describe the increasing two-wayflow of students and scholars across international boun-daries for educational purposes.

1EDUCATIONALINTERCHANGE

POLICY CONSIDERATIONS

stablishment of clearly stated policies for international educational interchanges which

are accepted and w ell-understood by those who di-rect or implement institutional purposes is an es-sential ingredient in the international ed...;ationprocess. Such policy must draw on and relate tothe fundamental mission of the institution, recog-nize and Cirect sufficient resources for carryingout the policy, and carry the authority of the high-est level in the institutional gov Jrnance structure.

A meaningful institutional policy develops fromthe understanding of;

the obligation to provide international di-mensions in the institution's educational pro-grams in relation to the educati9nal missionof a college or university in today's interde-pendent world;

international interchange as a factor inattracting staff and students for whom inter-national interests are of particular im-portance;

international involvements as a means ofsecuring special funding for educational pro-grams;

mechanisms for funding which can bemore carefully planned and administeredwithin stated policies;

recognition of the student expectationfor first-hand experiences with other cul-tures as a part of their own educational ex-perience;

and maintaining international educa-tional interchanges as an educational priorityagainst competing and often transitory inter-ests.

Possible Effect of Not Having Policy

In the absence of policy:indi-idual faculty with enthusiasm fur

international interests, but little knowledge ufhow to develop them, are likely to start aclivi-

ty by inviting foreign scholars or students tothe campus or by setting up a stu,ly abroadprogram. Such well-meant attempts not orhcan conflict with one another, but they can al-so become costly fiascos that harm both theparticipants and the institution;

o students and staff may leave the institu-tion to find outlets elsewhere for their inter-national interests;

unqualified and poorly financed foreignstudents may be ,:cepted with harmful re-sults both to the students and the institution,and in possible violation of legal require-ments under U.S. law;

students and faculty coming from or go-ing to another country may have totally un-realistic expectations and may not oily bedisappointed in their experience, but may beinvolved in serious academic, financial, orlegal difficulties.

Elements of a Comprehensive Policy

Institutional decision makers have a number ofcnoices to make in determining a satisfactorypolicy on international educational interchanges.Attention to the following considerations is perti-nent:

Directional flow cf students and schol-ars. An institution may accept foreign studentsor foreign scholars and allow or encourage its owndomestic students and faculty to study and carryon research or service outside the United States,or it may decide to engage in only some or none ofthese programs.

Nature and scope of interchanges. Institu-tional objectives for educational interchangesmust be carefully weighed with specific attentionto the nature and scope of those interchangesfaculty exchanges, language and area studies, de-sirable mix of foreign and American students, the

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means to ensure credible study abroad experienrfor American students, and teaching and researthat deals with international, interculturaL andcomparative topics. A comprehensive programthat involves most of those elements mas bo highlssatisfactory for one institution and wholly inap-propriate for another.

Once the scope of involvement is decided. an in-stitution must determine the nature and extent ofservices needed for international interchanges.Competent services must be provided both forforeign students and scholars coming to thecampus and for U.S. students and scholars goingabroad. The services required sary according tuthe goals of the institution, hut a certain numberare prerequisites to any international involve-ment. A foreign student program on a U.S. campuF,needs admissions services and es dluation uf for-eign credentials. The admission of foreign stu-dents and scholars also invohes certain commit-ments to auvising them on aspects of their legalstatus in the U.S. Many other desirable programsfor high quality education include. orientation tuthe U.S.. training in English as a foreign language.personal counseling, and opportunities for nun-formal learning and interacticn with U.S. cultureoff campus.

While staffing for d program is dependent uponwhat services an institution chouses to offer, ex-perience has caown that an institution vhiLh en-rolls 350 foreign students should have the equiva-lent of one full-time foreign student ads;ser withclerical assistance and at least une admissionsperson who specializes in foreign admissions dndcredentials esaluation. For fewer foreign admis-sions, an institution may consider contracting itscredentials evaluation to another institution uragency. Larger foreign student programs can ad-just their ratios of students to staff, dependingupon their goals, taking advantage of economies ufscale.

In the case of study abroad programs, staffingdepends upon whether an institution operates itsown programs. contracts with others for theseprograms, or is in a consortium operating jointprograms. As a minimum, an institution must hasea person designated as a contact point for possibleentry into a program. It is highly desirable also tohave an academic adviser, an orientation pru-gram, and an adviser on cost information. Clericalsupport for these functions, of course, is neces-sary. If the program is to be operated by the insti-tution itself, then provisions must be made for pro-gram planning. academic content, participantselection and orientation, transportation. supers i-sion and instruction abroad, experience in thehost country culture and a range of other needs.

Administrative location of services. Institu-tions vary widely in the administrative location

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and lesel assigned to services for foreign studentand studs abroad programs. Either or both may belocated in the president's ur vice president's of-fice, in academic affairs, in student affairs. in aninterndtional program unit, in the retlistrar's of-fice, or as independent units. The placement ofsuch responsibility within the institutional heir-archy will determine its emphasis. The rationalefor setting the responsibility within the insutu-t ion's accountability structure must be consideredcarofully in each institution.

Decisions About the Foreign StudentPopulation

Ratio between U.S. and foreign students.Policy makers are urged to decide what they con-sider is an dppropridte dnd feasible cultural mix(ratio) of the U.S. and foreign students in the insti-tution as a w hole, at each academic level, in par-ticular schools or departments, dnd for what pur-poses.

Geographic origin. The institution flaaV Vv ishto accept students from one or more countries orworld areas or seek broad geographic representa-tion i.. its fureign student population. Financial aidpulicies must recognize and deal with the foreignstudent pupulation and the objectives fur interna-tional educational interchange.

Socio-economic background. Dependingupon financial did resources available, a decisionmust be made dS tu the extent tu which financialdid will be provided to academically qualified butfinancially needy students.

Admistiions qualifications. Deusions mustbe made on acceptable admissions qualifications.including:

1. Academic level and quality uf workundertaken in a foreign educational system,vt hich requires d knowledgeable individudl tudetermine equivalence.

2. English language proficiency throughacceptable methods of measurement.

3. Educational objectives which can befulfilled bs instruction offered dt the, institu-tion.

4. Adequate financial resources. Pr.orto authorizing the studem to enter the UnitedStates for study or transfer from another in-stitution, the institution is obliged to deter-mine the adequacs uf the student's financialresources for the program of study. These re-sources Indy be eny combination of personal,famils, sponsor. or institutional fundsin-luding those klihich the institution may devel-

op specifically fur foreign student education.This provision must include adequate health

and accident insurance fur both students anddependents, travel costs and financial sup-port in the event of emergencies.

5. Legal obligations. By acceptingforeign students an institution assumes obli-gations involved in admiss.un and enrollmentof foreign students. These obligations result

chiefly from federal legislation and regula-tion with respect to entry and sojourn ofaliens, but als1 from laws governing taxes,social security and other requirements fordliers. Decisions must be made as to who willbe responsible for carrying out institutionalobligations within the institution.

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STANDARDS, PRINCIPLESFOR PROFESSIONAL STAFFS, VOLUNTEERS

General Principles

Professionally, all who work in any phase of in-ternational educational interchange of ieople areexpected to develop and maintain competence intheir fields dS described below. This expectationapplies equally to part-tune and full-time v. urkers.salaried or unsidaried.

1. Primary responsibility. The basic responsi-Wit of professionals IS tO the fore.gn and U.S. students and scholars w ith lwm thei, ork and totheir institutions.

2. Job setting or environment. All professionals should be thoroughly familiar with lheir ins' itutions and their obligations to students, with theresponsibilities assigned to their positions. andwith the prerogatives, facilities and resourceswhich are or are not available for carrying out theresponsibilities.

3. Preparation and continued growth. Profes-sionals should strive to go beyond minimal aca-demic credentials in relevant disciplines requiredfor entry level positions They should seek continu-ing professional development opportunities andassist others t o do so in areas such as:

acquiring additional formal study or readinr.maintaining liaison with counterparts at

other inst itutions:attending professional conferences, seminars

and workshops:conducting and cooperating in relevant re-

search in accordance with established ethics andmethodologies for cross-cultural research:

gaining first-hand experience and under-standing of other cultures through internationalstudy and travel whenever possible.

4. Representation of the field. Professionalsin the field of international interchange have theresponsibility to represent and interpret the entirefield, including unique needs of participants toconcerned people in and outside educational insti-tutions.

5. RepresentaVon of qualifications. Profes-siondls in the field must restrict themsehes to theperformance of duties for which they are profes-sionally trained and qualified.

6. Responsibility for ethical action. Prof ussion-als must alw aNs act in a responsible and ethicalmanner and abide by the standards of the aca-demic and professional uimmunitN and of NAFSA.

7. Self-enhancement or profit. Professionalsdo not seek self-enhancement through compari-sons or evaluations damaging to others. Neithershould they seek personal profits through 'nflu-ence upon or association with students or staffwith whom they work. Acceptance of free trips.services, or personal gifts without appropriate dc-countability and awareness of cultural implka-nuns may result in implicit reciprocal obligationsand damage the reputation of professionals andtheir field.

8. Reports and evaluations. The individual ina professional position should report regularly tosuperiors and undertake regular self-evaluation ofwork accomplished while at the same time seekingevaluation of others.

9. Development of professionalism. Profession-als, salaried or unsalaried, should seek to fosterthe development of their field by:

acquiring. contributing to and applyingspecialized and sNstematic knowledge, skills andattitudes relevant te the field:

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working for higher standards of performanceand effectiveness;

fostering a Fel of professional standards andethics:

developing broader institutional and com-munity support for the field:

joining, supporting and participating in activeleadership in NAFSA as the professionalassociation in the field:

working toward better understanding be-t ween the people of the U.S. and the world:

promoting the development of other countriesand the welfare and betterment of their citizensthrough education and training:

creating the awareness of global per-spectives.

10. Advising. Professionals should deelop aneffect ive advising relationship through:

dealing with all persons with patieace, under-standing, and respect for their individuality andculture:

informing and describing alternatives, andhelpiag the indi% idual decide the action to betaken. Except in matters of lcil% or institutionalregulation, final decisions are the responsibilitN ofthe individual foreign student or scholar,

striving to assure that the information pro-vided is accurate, clearly stated and as completeas possible, so that each student or staff memberwill he fully aware of the alternatives available indetermining a course of adtion:

in:erpreting to foreign students and staff theacademic practices and regulations of :he institu-tion: local, state and national laws: acceptedstandards of conduct: and expectations and re-actions of those they meet in the United States(This should be done, insofar as possible, on thebasis of background knowledge of the students'and scholars' own cultures.):

maintaining confidentiality and personal in-formation about students and scholars arid theirpersonal problems within proscribed and institu-tional policy;

referring students and scholc,s to other col-leagues for assistance whenever their problemsreqcire knowledge, training, or authority not pos-sessed by the person initially providing advice.

11. Obligations in administration. Profession-alz, with administrative responsibilities have thefollowing obligations:

planning and evaluation. Administratorsmust assess the needs in their areas o: responsi-bility: maL, adequate plans to meet these needs.provide necessary leadership in carrying out theplans successfully; avoid duplication; a.,sure co-ordination of services: make periodic reports, andevaluate their total programs;

staffing. Administrators must select the most

«impetent people available for staff responsibili-ties; provide staff with adequate orientation to theinstitution and its international education pro-gram; cssign them to tasks best suited to theirskills, experience, '-ind interests; provide ap-propriate in-service training opportunities to in-crease their competence; encourage them to takeadvantage of professional geowth opportunitiesprovided by the institution or outside agencies andprofessional associations; and provide them withas much administrative support and encourage-ment as possible to enable them to work with ef-fectiveness and sat isfact ion.

Re:-ponsibilitiesof Foreign Student Advisers

In addition to the principles and obligationsnoted on page 7, the foreign student adviser (FSA)has the following responsibilities:

1. Leadership and coordination. In most U.S.colleges and universities the FSA is the originatorand'or coordinator of various policies, services,and programs related to foreign students andscholars.

2. Identification and mobilization of re-sources. The FSA should develop close relationswith a broad range of people who may be able toassist foreign students and staff in their life in theinstitution and the community. Close liaison shouldbe maintained with faculty and staff who are re-sponsible for academic advising, student records,financial aid, housing, food and health services,student activities, career counseling and place-ment.

3. Interpretation of background and needs.The FSA must often provide two-way interpre-tation of objectives, needs, educational back-grounds. cultural differences, and problemsbetween foreign students and scholars and theirsponsors on the one hand and administrators,faculty, U.S. students, and the community on theother. It is desirable not only to facilitate theexpeditious completion of foreign students'academic' programs, but also to enable them tolearn as much as theN ish to about the UnitedStates and its cult ure and problem, .

4. Appropriateness to academic programs. Itis a responsibility of the FSA to encourage foreignstedents and their academic advisers and profes-sors to keep in mind that the foreign students willhe using their education in their home countmesafter graduation. Constant attention 1,,nould begit,en to adapting or supplementing the U.S. educa-tional experience to make it applicable tc home-count ry needs.

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5. Learning with foreign students. The FSAshould provide or encourage the development ofprograms through which the American campus orcommunity can benefit educationally from thepresence of foreign students.

6. Responsibility for staff. Advisers shouldascertain that all office staff and volunteers aretrained to understand and practice the principlesand obligations described in this document. andespecially those regarding attitude. accuracy andconfidentiality.

7. Responsibility to sponsors. Although pro-fessionals on U.S. campuses should be aware ofthe needs and requirements uf foreign students'sponso, s dnd home governments. they should nutassume responsibility fur relationships betweenthe students and their sponsors ur goernments.

8. Immigration regulations. Major oblNationsof FSA's are:

providing information to foreign students andscholars about their legal rights and respon-sibilities as temporary residents in the U.S.;

assuring institutional adherence toregulations uf the U.S. Government. especiallythose of the Immigration and NaturalizationService:

providing accurate. up-to-date information tostudents and scholars about such regulations.

9. Dependents. The FSA must assure that for-eign students are aware of the costs and problemsthey w ill encounter if they bring dependents withthem tu the United States. Tu be of greatest bene-fit. this information must reach them IA ell in ad-vance of their departure from their home coun-tries. Provision must be made for assistance tothose who do bring dependents in such matters ashousing. health services and insurance, schoolingfor children. etc.

10. Community programs. FSA's usuallyserve as liaison between the foreign student andscholar group and the local community. They oftenare leaders in encouraging community interest inforeign students. Meaningful contacts and associ-ations with the American communities are im-portant to the social and educational experiencesof foreign students in the United States. In theseendeavors the FSA also plays an impoetant role ininterpreting foreign cultures to Americans.

11. Emergency action. In case of emergency.such as severe medical or psychological problems.death or other crises, the FSA should take appro-priate and decisive measures and assume leader-ship in utilization of available campus and com-munity resources. These crisis situations are uneof the tests of the FSA's professional compctenceand allow no margin for error.

Responsibilities of Foreign StudentAdmissions Officers

Foreign student admissions officers, in additiontu the general responsibilities noted on page 7,have the following specific responsibilities.

1. Selection and admission. The admissionsofficer must assure that foreign students have therequisites for potential success, are screened andselected intelligently, and are given appropriateacademic placement. Close cooperation betweenthe admissions ufficer and the FSA is indispens-able to the accomplishment of these tasks in an ef-fluent. effective and sensitive manner. Spe-cifically . the admissions officer must assure thatthe following steps have been taken in the case ofeach foreign application:

a. Information. Each applicant should -oeive fully adequate. up-to-date informationabout the institution. its academic offerings.its facilities and its arrangements for foreignstudents.

b. Curriculum and instructional facilities.The institution should offer admission to aforeign student only when a suitable cur-riculum is available at that institution.

c. Academic background. Foreign ap-plicants' academic backgrounds must bethoroughly checked to assure that they areacademically prepared to undertake theirproposed programs of study. If the applicantsare admitted, their departments or academicadvisers must be given sufficient informationun their academic backgrounds to provide aproper basis for academic advising andplacement.

d. Language proficiency. The admissionsofficer should assure insofar as p- Aible thatadmitted foreign students have adequate pro-ficiency in English to enable them to performsuccessfully in the proposed academicprogram, or if the students are applying to anintensive English language program initiallyor exclusively, that they have sufficientability. aptitude and motivation to succeed.

e. Financial support. Since the admissionsoffice is usually the first point of contact forforeign students. it is crucial that a realisticpLture of finances ha communicated Is c.achforeign applicant.

The admissions office, in cooperetionwith the FSA and'or the financial aids offi-cer. should put together an accurate esLmateuf the minimum resources necessary fo: thecomplete academic and non-academic costsstudents will incur.

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Admissions offices should furnish pre-tpectite foreign students w ith cemplete anddetailed information on costs, including trans-portation to the institution from usual ports ofentry. tuition and fees, room, meals, booksand supplies, winter clothing, health and ac-cident insurance, local transportation. vaca-tion expense, summer maintcn2ncc and/orsummer school costs, costs if dissertations,costs for dependents. incidentals and anyothc.- items required for realistic cost esti-mates. A sche'nle of payments must also begiven to enat admitted foreign students tomake suitable arrangements for the neces-sary financial resources. If costs are likely toincrease, this should also be stated.

The admissions office has the responsi-bility of verifying that all prospective stu-dents have the total resources neeessary forthe full periods of study for which they areadmitted.

f. Health. There must also be positiveevidence that each foreign applieant lb ingood Physical and mental health.

2. Test use. The admissions officer shouldunderstand and explain to others the proper useof standardized tests as applied to foreign stu-dents. It should be recognized that such tests areuseful indicators, but that they are less reliableand valid for students from other cultural andlinguistic backgrounds than for U.S. students.While tests. including those for English proficien-el,, may be employed ab aids in the admission pro-cess. they should nut be used as the sole or mostimpurtant eriteria in the selection of foreign stu-dents for admission. Willi reference to evaluatingforeign applieants' performance on standardizedexternal English proficiency tests, close coopera-tion between the admissions officer and the insti-tution's teacher(s) of English as a second languageand/or the FSA is indispensable.

3. Foreign student recruitment. Responsiblerecruitment of foreign students should be in ac-cordance with established and tested standardsregularly applied to U.S. and foreign students.This is especially important when an institutionfinds the recruithient of foreign students attrac-tive as a means of building up declining enroll-ments or otherwise meeting institutional goals.Statements describing and supporting these stand-ards have been prepared by such professional or-ganizations as the College Entrance ExaminationBoard, the Arl iran Association of CollegiateRegistrars and Admissions Officers and NAFSA.

10

Responsibilities of Teachers of Englishas a Second Language

In addition to the obligations noted on p. 7,teachers of English as a second language (ESL)have the following responsibilities:

1. Training. Teachers must be adequatelyand specifically trained and proficient in the spe-cial academic discipline of teaching English as asecond language.

2. Attitude. The teachers must deal with thesecond-language learner with the patience and un-derstanding necessary to the student's success,but not with undue sympathy which mayjeopardize academic standards and the stilt:can'sultimate academic success.

3. Instructicn. The teachers must assure, in-sofar as possible. that stvdents receive instructionin all aspects of the English language necessary totheir success in the intended academic situation.recognizing that language competence involves ahigh degree of acculturation and a great deal ofknowledge above and beyond vocabulary andgrammar.

4. Interpretation. Teachers of ESL mustunderstand and interpret to faculty and adminis-trative colleagues the realities of language acqui-sition, including those linguistic areas which stu-dents may justifiably be expected to master andthose which they are not likely to acquire.

5. Communication. Teachers. through theirspecial relationship deyeloped with students, mayreceive significant information concerning prob-lems and needs of foreign students. and may cern-municate this information to the foreign studentadviser or other appropriate campus official in aconfidential and professional manner when itwould be in the students' interest to do so.

6. Referral. Teachers of ESL should not be-come involved in trying to solve the personal oracademic problems of foreign students, but shouldencourage students to seek assistance from otherappropriate people and agencies on the campusand should help support those people or agenciesin their relationships with students.

7. Professional relationships. The teachersshould w ork closely with other people and agen-cies en the campus and in the community to helpthem understand the nature c.nd extent of foreignstudents' linguistic problems and to advise them ofways in which they can appropriately assist stu-dents to overcome their language handicaps IN ith-out lowering academic standards.

8. Research and professional development,Teachers should constantly maintain their own

levels uf professional pi eparatiun and scholarshipintended to increase know ledge conci i ninglanguage dt quisition and other avec b of international educational interchanges.

Responsibilities of CommunityActivities Programmers

In addition to the obligations noted on page 7.communitt actit ities programmers. IA hether paidor unpaid. full- or part-time. hat e the following ob-li,-;ations:

1. Community access. Community activitiesprogrammers help facilitate access tu the cum-munitt fur foreign stuunts and scholars by pru-iding opportunities fur relationships tt ith 1 nal

families and participation in d ariet of so ial.cultural. governmental. religivas. educational,commercial, or industrial institutions and a( tit i-ties in the society.

2. Coordination of campus and community pro-grams. Community activities and services shouldbe carefully coordinated with campus programsso that they tt ill complement rather than _umpetety ith each other and su that students and scholarsmay be referred from campus to community andvice versa to obtain the most appropriate and ef-fective services and experiences.

3. Knowledge of the educational institutionand learning process. Community activities pro-gramm6r_ should familiarize themselves thor-oughly with the work and functions of thosecampus agencies and offices with whom they workmost closelt, especially the foreign student ad-viser and the English language programs. In this%tat. thet tt ill know w hen problems ur situationsshould be resolved primarily on the campus orcommunity level.

1. Training. Community program representa-twos should be adequately trained to ensure thatthey deal patiently and sensitively with all foreignst udents and scholars, respecting the individualityand cultural backgrcund of each student. In addi-tion. they should serve as educators, working withboth foreign c'udents and U.S. community people.so that each may derive maximum benefits andunderstanding from contact with each other.

5. Sapport services for dependents. Com-munity activities programmers should be awarethat many foreign students and scholars are mar-ried and either leave the members uf their immedi-ate families in their home countries or strive tobring them with them to the United States. Com-munity groups have unique opportt .'ies tu pro-vide to this group additional support sertices.

humes-awaN-from-humes. and programs andlearning opportunities for "dependents."

6. Professional growth and development.Whether they ute a part of university structuresor maintain their own independent identities.community activities programmers, whether paidor unpaid, are discharging their functions in aprofessional manner. Therefore, they shouldexplore, and be aided in this effort, further op-portunities for per-onal and professional growth.For this purpose. they should acquaint themselves

ith all available campus, con..nunity. andnational resources from which they can obtainadditional training in community leadership andself-actuahzation which community involvementbrings. In return, they should assist newcomers

ith their personal and professional growth.7. Confidentiality. Community activities pro-

grammers and their associates obtain considerablepersonal information about foreign students andscholars through community contact. The confi-dentiality of such information must be protected.Urgent problems and needs of these foreign stu-dents and schoicrs should be communicated to theforeign student advisers or other appropriatecampus officials.

8. Flexibility and innovativeness. Communityactivities programmers should be aware that theneeds of visitors and programs may change fromtime to time due to:

Changing international relations:Changing needs of visitors over duration of

stay:Changing needs due to variety of cultural

backgrounds:Community services and programs should be

sufficiently flexible and innox ltive in order tomeet these changing needs.

9. Responsibility to entire community.Although their functions may be limited, com-munity activities programmers have a special andunique responsibility to assure that the entirecommunity from which they come is aware of theunique opportunities which this community has inlearning about the world and other countries andcultures.

10. Research and evaluation. As professionals.community actiyities programmers should strivetu add tu ayailable knowledge about the field andits dynamics through research, evaluation ofprograms, writing of program descriptions andcollecting of case studies.

11. Religious and political groups. Communi-ty workers related to religious and political groupsmtit recognize that the religions and political be-liefs of any foreign people in the United States areimportant parts of their cultural heritage andmerit the respect of Americans and the effort by

5 11

Americans to learn about and understand them.Religious and political groups can perform a seryice by providing opportunities for foreign studentsand scholars to obsery e and juin in mutual inquiryinto beliefs and practices. How ev er, there mustnever be any attempt to proselyte. and any inv Ra-tion to a foreign sty-lent or scholar tu an eventsponsored by a religious ur political troup shouldclearly indicate the nature of the event and itssponsorship.

Responsibilities of Advisers to U.S.Students, Staff on Study, Travel,Employment, Service Abroad

In addit:un to the uhligat:ons noted on page 7.the advisers of '2.S. students and staff goingabroad hal e the follow ing responsibilities.

1. Information. The advisers aro responsiblefor collecting, organizing, and making availablecurrent information on study. independent andgroup travel, short- or long-term employment.volunteer service, exchange traineeships. home-stay programs, and other opportunities for mean-ingful experiences outside the United States av ail-able to students and staff. Information should in-clude all programs and opportunities offered by oravailable through the home campus or otner insti-tutions and organizations. Insofar as possible, in-formation should be available on programs andopportunities known to be of acceptable quality incontent and management. In cases where studentsare interested in programs of doubtful or unknownquality, the adviser should be prepared to assistthem in an honest and fruitful evaluation of theprogram to determine the extent to which the stu-dents' objectives will be met if they participate.

2. Student Advising.a. Objectives. The objectives of advising

should be to encourage students to undertake op-portunities in other countries which will be educationally and culturally beneficial, and to help themjudge the quality, value, and appropriateness ofoverseas opportunities and services they are con-sidering.

b. Preparation. It is essential that the adviserbe familar with the curricula and requirements ufthe home campus to be able to advit,e students de-siring to interrupt their studies for non-academic

12

e,,periences in uther countries. Knowlede of rule-% ant on-campus resources, such as librai y materi-als, foreign students and faculty. and U.S. stu-denb and faculty returned f, urn overseas experi-ences, is very desirable. The adviser must alsoknow the basic criteria for evaluating study pro-grams and other opportunities in other countriesand be familiar with the nature, content, sponsor-ship and reputation uf d wide range of thoseavailable.

c. Advance planning. Students should be en-couraged and helped to begin their investigationand planning processes as early as possible.

d. Factors to be considered. In making choices,factors to be considered include location, in-stitutional sponsorship or connection, languag,erequirements, orientation, academic content andstandards, available supervision, acceptability ofcredits, cost, financial aids, living arrangements,accident and health insurance, transportation, thecountry's entry requirements, degree of culturaldifference and student's adjustment capability,and contact with host-country nationals.

e. Income-producing services. Advising of-fices may legitimately become involved in sales ofInternational Student Identity Cards, Youth Hostelmemberships, charter flights for large groups ofstudents or alumni, or relevant books and publica-tions.

3. Faculty and staff advising. Although mostoverseas opportunities offices are focused on stu-dents, they should also provide services to facultyand staff interested in study, research, employ-ment, or travel abroad.

4. Publicity. Although the advisers should beinvolved in encouraging and publicizing overseasopportunities and programs, they should avoid in-nocently publicizing undesirable programsthrough such devices as posters on departmentbulletin boards, advertising in student news-papers, or hired student representatives.

5. Study abroad programming and stand-ards. Whether or not advisers are adminis-tratively responsible for the institution's studyabroad program planning, development, opera-tion, evaluation and establishment of standards,they should be actively involved in and familiarvyith these aspects, and should cuoperate withothers concerned tu strengthen, extend anddiversify quality study abroad upportunihes forstudents.

' 0

3STANDARDS, PRINCIPLES

FOR NON-FORMAL EDUCATION

F oreign students come to the United States for avariety of objectives. Their primary purpose is

academic education and training, often needed intheir countries. This is also the primary objectiveof most of our educational institutions, of sponsor-ing agencies, and of policies and legislation of gov-ernments that encourage international education-al interchanges. However, informal, out-of-classexperiences, if well-planned and executed, canhave high educational value in their own right,and should be encouraged as an integral part ofan international educational program. These pro-grams should be guided by standards and princi-ples described in the following pages.

Needs for Non-Formal Education

Four factors are emerging w hich h.dicate sig-nificant adjustments are needed in the traditionalthinking about the nature of cross-cultural educa-tional experiences:

1. "Incidental learning'. obtained from nun-classroom education is often as important tu theindividuals as traditional academic education.

2. In many fields foreign students need mean-ingful non-classroom experiences in order tuunderstand their educational program in relationto the U.S. cultural setting, and thereby morereadily adapt it to conditions in their home coun-tries.

3. United States students need increasing expo-sure to persons of other cultures in urder to enrichtheir own educational experiences for theircareers in this and the next century.

4. Research and experiences continue to docu-ment that meaningful interpersonal contact withmembers of other countries and cultures can leadto understanding of social, educational, economic,cultural and political interactions and ultimatelyto improved international relations.

Purposes

Although many activities develop spontaneous-ly, there is an area of responsibility which profes-sional personnel in 'international educational in-terchanges should accept for the following pur-poses:

1. To provide, through the presence of foreignstudents on our campuses, a unique opportunityfor students of various cultures to have mutuallybeneficial experiences together, thus simulatingconditions of real international relations amongstates and peoples.

2. To enable both foreign and U.S. students todevelop meaningful and supportive rolationshipsand friendship3.

3. To give foreign students an opportunity forparticipation in campus life, including student or-ganizations, student governatice, university gov-ernance, and educational, cultural and recrea-tional activities. For many foreign students, thismay, be the only leadership training opportunity inthe U.S. As participants and 'waders, foreign stu-dents should maintain the same sta,idards of ef.fectiveness and responsibility as U.3. students.

4. To offer foreign students, on the other hand,an opportunity to organize themselves in waysw hich would permit them to maintain their nation-al an -I cultur& identities and facilitate re-entryinto their home countries.

5. To provide these specific and unique educa-tional benefits through meaningful and sophisti-cated progiams of intercultural exposure, pres-ently not available in typical academic programsof our educational institutions:

a. For foreign students:Development of leadership skills.Synthesis of their education in the U.S.Perspective on conditions in the home

countries.

7 13

Building of long-lasting relationships withAmericans and other foreign students.

Acquisition of practical skills of cross-cultural communication and relations needed bothhere and upon return home.

b. For U.S. students:Firsthand experiences in dealing with mem-

bers of other cultures.Development of skills in cross-cultural com-

munication and relations needed tu relate topeople of other cultures, as well as to varied sub-cultural groups within the L.S.

Experiences in comparative thinking andanalysis.

Understanding cultural dimensions uf theirfields of study.

Realistic retrospect and perspective of howothers see Ils S hich has a bearing in the futuretasks and problems fac'ng y oung Americans.

In the pursuit of these goals, the following prin-ciples should be considered:

1. Universities and colleges should strive tocreate an atmosphere conducive to meaningful in-tercultural experiences for all students. Researchindicates that chance encounters are inadeouateand often detrimental.

2. Sponsors should plan campus programs inways which will assure mutual benefits for bothforeign and U.S. students.

3. Social activities should be balanced with avariety of other educational, cultural and intellec-tual programs.

4. Sponsored events should assure that w idepublic participation is nut only tolerated, but wel-come.

5. Leadership and membership in campus or-ganizations should be open to all intere,ted stu-dents with U.S. student hosts urged to invite for-eign student participation.

6. Relationships betw een officers uf student organizations and members of the staff and facultyof our collegec and univ ersities should be clearlydefined.

7. Purpoces of public meetings should be clear-ly publicized and articulated, and efforts shouldbe made, where necessary, tu ;nterpret these pur-poses cross-culturally, especially in cases of politi-cal or religious activities.

8. Expected outcomes of participation incampus programs should be equdlly well definedand articulated.

9. Careful and meaningful advance consulta-tion should take place when programs are beingplanned for a specific group of students byanother group or agency.

-

10. Campus programs and activities should beconducted in accordance with principles of cul-tural sensitivity and prevailing university rulesand standards of accountability.

11. Sponsors of programs should be encouragedto strive for high quality, good taste and equaltime for opposing points of view.

12. The institution regularly should providemeaningful training in leadership skills anddynamics of cross-cultural groups whenevernecessary.

13. There should be active encouragement toforeign students to run for student offices andshare in the responsibilities for student organiza-tion activities and participation in institutionalgovernance.

14. Student programs should be evaluatedagainst their stated objectives, especially wherefunds raised from others have been used in theprograms.

15. Above all, the universities should assurethat student activities, like academic activities,are ronducted in an atmosphere of full academicfreedom. Free inquiry and free expression must beassured. As members of the academic community,both U.S. and foreign students should be en-couraged to practice and develop capacity forcritical judgment and engage in the sea-ch fortruth. Neithei individuals nor organizations mustintei fere in the pursuit of the academic freedom ofother individuals or groups.

Special Activities

In addition tu traditional sucia' educational,cultural and sports events and programs, festi-vals and dramatic presentations, professionalstaff should be involved in a variety of new, .nno-y calve, or experimental programs involving for-eign and U.S. students, In these rapidly changingfields in which modern social and behavioral sci-ences make constant contributions, experimenta-tion and innovation should be encouraged, and ap-plication of new methods attempted even in tradi-tional programs. A great deal of activity with ex-citing potential exists in orientation and campusprograms for:

1. Foreign students tu adjust tu American edu-cation.

2. Foreign students to learn about Americ-nlife and culture.

3. U.S. students to learn about the dynamics ofliving and adjusting to other cultures.

4. U.:3. students to study and learn about othercountries, cultures, and languages.

5. Training both U.S. and foreign students incultural awareness.

i a

6. Training both groups in cross-cultural corn-munica tion.

7. Training both groups in global awarenessand interdependence.

8. Training both groups in understanding theprocesses of national development.

Curricular Activities

Research and experience indicate that under-standing other cultures is a result of a combina-tion of cognitive and experiential learning. Foreignstudeats have the advantage of being taught cog-nitively about the United States. while they at thesame time experience living here. The vast ma-jority of U.S. students not only do nm receive aca-

demic training in other cultures, but they also in-

frequently have opportunities for meaningfulcross-cultural experiences.

Where possible, faculty and administrators3hould be encouraged to:

1. Encourage faculty members to utilize thepresence of foreign students for cross-cultural ed-ucation of their U.S. students and vice versathrough curricular experiences, new courses,practice, field work, or laboratories.

2. Assure that such experiences include mean-ingful interpersonal interaction through inter-views, simulation games, task participation andother appropriate techniques.

3. Encourage foreign students to volunteertheir time and knowledge for the education of U.S.

students.

15

rufessional standards discussed earlier in thisr publication have related to individualprofessional people (lb they deal w ith students,staff and faculty IA ithin their institutions. It isalso important to have a body of standards w hichaddresses the relations uf the professionals andtheir institutions to those outside, such asgovernments, organizations, foundations, cor-porations, home country universities, and families.In the area of international interchange, there aremany significant extra-instautional people andorganizations with which the professionals in thefield must establish and maintain relationships.

Many of the foreign students and staff withwhom institutional or local professionals in thefield deal are also in direct or indirect contactwith outside, often non-U.S., organizations whichhave their own goals and professional standards.Since both may directly be involved in a situationinvolving the same student, there is a potentialsource for conflict of two standards of ethics. Inthe case of conflict, the Guidelines which institu-tions and professional people should follow arelisted below.

Self-Determination

Foreign students and faculty must be responsi-ble for their own actions and behavior. Individualsmust decide their own goals and objectives andhow they best should be advanced. Students andfaculty also have a right to determine for them-selves their own goals and objectives and to worktowards these goals.

Free Inquiry and Expression

Free inquiry and expression are indispensableand inseparable. Students, whether frum the U.S.or other countries, are encouraged to develop a

EXTERNAL RELATIONS

capacity for critical judgment and an independentsearch for truth. This means specifically that for-eign students are full participants in academicpursuits and hLve the right to seek formal andinformal knowledge, verbal or written, in what-elier direciion and with whatever legitimatelyappropriate associations are necessary, withoutfear of reprisal.

Freedom of Association

An individual should have the right to chooseany social, cultural, or political action or activity,as long as these activities do aot infringe on orabridge the rights and freedms of other indi-viduals or groups.

Institutional Rights

An educational institution reserves for itself thefollowing rights:

1. Determination of its educational programsand degree requirements.

2 Determination of admission requirements asto:

a. Who should be admitted:b. What requirements are necessary:c. How an education should be paid for;d. How diversified a student population

should be.3. Developing policies ensuring that foreign

students will be sufficiently financed, with orwithout institutional participation.

4. Developing policies ensuring that enteringforeign students not only can meet admission re-quirements, but can also complete degreerequirements.

5. Governance uf itself, including enforcementof educational policies.

20 11

6. Individuals, as students in academic in-stitutions, have the right to seek total personalgrowth and development, rather than restrictingtheir growth to academic activities leading to adegree.

7. An institution may choose to withhold co-operation with an outside agency which does nothave legitimate governmental authority mandatingsuch cooperation.

Right to Privacy

As outlined in federal, state, and institutionallegislation, students enrolled at U.S. educationalinstitutions have a guaranteed right to privacy.

18

Thi.i right to privacy cannot be abridged by the in-stitution or any outside agency.

Additional Expectations

In addition to these Guidelines for interactionwith outside organizations or individuals, institu-tions enrolling foreign students have expectationswhich are held important:

1. Agreements between students, governments,sponsors, and others should be open and fullydisclosed.

2. Arbitraly changes in agreements with stu-dents should not be made.

5STUDENT RESPONSIBILITIES

IN INTERNATIONAL INTERCHANGES

mostof the principles and responsibilities

described in this Gu:deline relate to the workdone by professional people involved in in-ternational educational interchange. Theseprinciples are within the control of professionalpeople and U.S. institutions. This is not the case,however, with responsibilities incumbent un thestudents themselves when they are studyingoutside of their home countries. These respon-sibilities can only be hoped for and encouraged byprofessionals, whose influence in eliciting theirobservance must be limited tu persuasion andeducation. Professionals can expect that allparticipants in the international interchange ufpersons will:

1. Strive to understand and tolerate a hostcountry's educational and cultural setting, includ-ing standards of conduct, law , respect for others.honesty and integrity.

2. Respect rights of selkietermination of others.3. Observe the laws and respect the LAilture of

the host country.4. Participate as fully as possible in the life of

the host unhersity and country.5. Seek to participate in joint and cooperative

entures uf an educational, sucial, or culture: na-ture w ith citizens and students uf the hust countryand with other international students andscholars.

6. Individuall:i and in groups, act v. ith respectfur the rights uf perswis frum uther countries, cul-tures and sub-cultures, without abridging thoserights even in ,he pursuit of oile's own rights.

7. In general, by actions and deeds, accept re-sponsibility for the best intcrs 3 of internationaleducational interchange programs, so as to gainthe largi st amount of pc'-'ic support for them, andthe widest possible invohement in them.

DECISIONS WITH RESPECTTO STUDY ABROAD PROGRAMS

Desirable Percentage of Studentsto Study Abroad

Each institution must decide the degree towhich study abroad can contribute to its educa-tional objecti es. Inyuly ements may %dry f rum unesingle prugram tu d required academic experienGeabroad.

Operational Pattern

Options fur operatiunal patterns are numeruusand should be determined by the churcter ufteaching uf the institutiunal mude. Surne institutiuns prefer tu uperate their uyyn study dbrUdllprugrams, vy hile uthers juin cunsurtia of U.S. insti-tutions, contract vyith foreign uniy ersities tu cit-cept their students, use programs of private com-mercial organizations, encourage their students toapply directly to institutions, or approve inde-pendent study projects of meividual students.

Group ProgramsOperated by a U.S. Campus

If an institution elects tu operate its uvyn studyabroad programs, many decisluns must be madeand considerable advance planning undertaken.

1. Instructional pattern. Students may enrollin regular classes of a foreign university or in uni-versities or private institutions for foreign stu-dents. The program may be managed by a homecampus faculty director with instruction by quali-fied locally hired instructors at the program site.or home campus faculty may be sent to do all theinstruction.

2. Subject fields. While foreign languagesstill play a strong part in study abruad, they nulonger dominate curricula abroad. Virtually everyfield has its international and cumparative dimen-sions and might advantageously be studwd insome other part of the world.

3. Program length. Study programs for aca-demic credit vary frum une week to one year ormore in length. Academic year, semester, six toeight weeks in the summer, and two to four weeksinterim terms are common patterns. Value to par-ticipants is usually greater in the Jonger programs.

4. Program size. Experience suggests that theuptimum group size is 25 to 35 students to max-imize cultural inter,Iction for the group in a hostcountry, to allow for effective administration by asingle program director, and to facilitate grouptravel.

5. Supervision patterns. A home campusfaculty director accompanying the group or visit-ing them seyeral times during their foreign sojournlb common, but use of fureign student advisers ofhust institt. nuns, host country nationals employedfur the purpose, or even graduate students arepossible alternatives.

6. Funding. A common practice is for thesponsoring U.S. institution to fund instruction andsupervision as part of its regular budget, or useparticipants' tuition pa,ments for that purpose.Some prorate the cost among participants, thusconfining the opportunity to relatively affluent stu-dents. In any case the students are usually respon-sible fur paying their home campus tuition, andtheir Gusts uf transportation, housing, health andaccident insurance, meals, buuks, and incidentalswhile abroad.

7. Credits and grading. must bemade as to how many credits will be grared andhow and by whom grades will be determined. Ifgrades are given by a foreign institution, transla-tion, certification, and transmission must also bearranged.

8. Financial aids. If study qbroad partici-pants are enrolled at their home y;ampuses whileearning cr edits abruad tuvy cad thei: degrees, theyshould be eligible for yirtually any financial aidfur vyhich they might qualify if they remained athome.

21

U.S. Dept. of Education

Office of EducationResearch and

Improvement (OERI)

ERIC

Date Filmed

March 21,1991

Appendix 16