|
|
 |
|
Faculty Handbook
Community building
Seasoned study abroad program leaders will report their biggest challenges abroad are not emergency situations, public transportation strikes, fluctuating currencies or language barriers, but student behavior problems. Those who have successfully traveled with students for many years advocate discussing appropriate student conduct and behavior-related problems in the pre-departure orientation as well as upon arrival.
To begin, reinforce the message that study abroad is an academic experience, and that academic responsibilities take priority over personal interests. Planting this idea helps to combat the occasional notion that study abroad is a “blow-off” opportunity. Also, refrain from referring to the experience as “a trip,” but instead use the word “program” as it denotes a difference between study abroad and a vacation.
Reinforce the concept of students as “cultural ambassadors” and emphasize that their conduct will be seen as representative of the United States, as well as the state of Michigan and this university. Students need to be reminded that while the consequences of poor behavior while on campus or in East Lansing reflect solely on themselves, their misconduct abroad will be attributed to the entire group. In addition, be honest with your students about how their poor behavior reflects poorly on you, as the program leader, to your local colleagues. Most importantly, participants need to understand that the viability of a program rests in their hands. Offensive or indifferent behavior resulting in negative evaluations by colleagues abroad could lead to the cancellation of a program.
Next, consider creating a group agreement specifically tailored to your program. You can create one in advance (see following examples), or employ a method of community building similar to that used in the residence halls. Please note that these are not legal contracts but are good faith efforts and written agreements between the students and leaders or amongst the group. Ask students to identify acceptable and unacceptable behaviors from which the group can agree upon and create a “contract” that the students sign on-site. In addition to the expected, “don’t be late for bus departures,” ask students to decide on actions to avoid such situations. For example, students can agree to check that everyone is awake at a certain time, or phone a classmate after their alarm has rung. The students may also agree upon consequences and/or group response to repeated offenses. Likewise, students should be informed of the procedure to follow if they experience the consequences (for instance, if they are left behind because they missed the field trip departure). There is no need for complete agreement – consensus should be the desired goal.
It may be more important to emphasize what the students should do, rather than what they should not do. This applies to by-standers. For instance, if one student sees another student displaying inappropriate behavior, that student should step forward to stop it. Encourage this type of response, as well as the peer pressure that students with leadership skills can provide.
If you experience excessive complaining, the group could set specific times during the day when all complaining is allowed. None is allowed throughout the rest of the day. This may seem like an extreme action, but it’s proven to work.
Ask students to discuss how personality conflicts can undermine the atmosphere of the program. Although it may seem like common sense, you may need to regularly remind students to…
- be polite and listen to one another;
- respect each other, leaders and local people affiliated with the program;
- honor diversity and differences within the group;
- fight fair and attack the problem, not people; and
- look for compromises.
Require students to determine procedures and methods for dealing with personality conflicts.
You may wish to address sex and dating among program participants as well as with locals. Pre-departure discussion regarding the local culture’s receptivity to public displays of affection, gays and lesbians, and other issues may help to alleviate misunderstandings.
Furthermore, address your concerns for alcohol misuse and abuse. In addition to posing a health and safety risk, alcohol abuse is the primary source of behavioral problems and personality conflicts between group members. By addressing this issue in advance, you not only inform students of your concerns, but also alert them to possible past problems that have had a negative effect on the program. Many study abroad program leaders have commented that this proactive approach has been successful in reducing the number of alcohol-related problems.
To begin this discussion, it is helpful to ask students to discuss the consequences of alcohol misuse, such as the following:
- tardiness or poor attendance at classes and activities
- negative student interactions as a result of alcohol-induced “bad” behavior
- animosity/break down of community among members due to such behavior
- poor reflection of group to local community/faculty/contacts
- undue stress to program leader/resident director that requires excessive attention and time
Brainstorm with the students on their perception of alcohol use in the host culture, comparing and/or contrasting with alcohol use in the United States. Share your knowledge of alcohol use in the host culture and remind students of the difference between alcohol use and alcohol misuse/abuse. Excessive drunkenness is not tolerated in any country, and is, in fact, considered an illness/addiction in many cultures.
Lastly, review this conversation after arrival, and a few weeks into the program. Be alert to group dynamics and address any concerns you may perceive. Don’t make light of incidents of abuse (such as joking about hangovers). Make sure you follow up on your stated consequences. Do what you said you would do if students violate agreed-upon rules.
Examples of Pre-made Agreements
Adapted from a contribution by Paul Roberts, College of Agriculture and Natural Resources
It is expected that students in the study abroad program will display proper respect and sensitivity to the host culture, as well as to student and faculty members of the program. I understand that personality conflicts can undermine the atmosphere of a study abroad program. Therefore, I agree to display respectful behavior to all members of our group. I understand discourteous or uncooperative behavior, cultural insensitivity, tardiness for group functions and/or conduct that is disrespectful to other individuals, and disruptive and detrimental to the academic success of the program will result in dismissal from the program or a severe grade penalty. Decisions regarding dismissal, grade penalization and inappropriate behavior are the sole discretion of MSU [accompanying] faculty. I have had the opportunity to ask questions about this policy, understand its terms, and agree to the terms stated. Print name Sign name Date |
Contributed by Larry Besaw, College of Natural Science for “Natural Science in the Canadian Rockies"
I understand that I must comply with all National Park Policies, such as:
I understand that I must comply with 10:00 p.m. “Quiet Hours” in all campgrounds and hotels. I understand that drinking [alcohol] is allowed at permissible times in the program if I am at or above the legal drinking age, and that there is a zero tolerance for anyone drinking to excess which results in intoxication to the point of impairment of physical and mental faculties. I understand that any individual who violates this policy will result in a ZERO drinking policy for the ENTIRE group for the rest of the program, and that it is my responsibility to not only monitor and control my own drinking, but to also remind group members of the drinking policy if I observe them drinking to excess. Print name Sign name Date |
