Roles

Faculty-led programs are as rewarding as they are involved. A faculty leader wears many hats: instructor, logistical coordinator, budget manager, counselor (both academic and personal), and, at times, disciplinarian. Is the position of faculty leader one you will be comfortable filling?

Running a program abroad is a full-time commitment for the duration of the program. It is very different from, and much more demanding than, teaching/managing students on campus, as leaders are relatively isolated from MC and are often forced to function without many permanent on-site facilities. In short, program leaders must have the talents and skills necessary to cope with the diverse responsibilities their program demands.

Program leader expectations include, but are not limited to:

• Develop a program that intentionally incorporates aspects of the host culture and student experiences as a focus of the experience.

• Collaborate with the CGE & IPC to establish the program. This includes completing all components of the Travel Program Proposal Process

• Work with the Center for Global Engagement to develop a program budget, considering measures to keep the program affordable for students.

• Appropriately manage program funds.

• Market your program and recruit students to meet enrollment minimums, keeping in mind the appropriate student/faculty ratio.

• Host meetings/orientations prior to departure to orient your students, set expectations, and start developing the group dynamic.

• Attend Program Leader Workshops which include information about emergency preparedness and crisis management.

• Maintain communication with the Center for Global Engagement and students, including in emergency situations.

• Comply with all faculty-led program procedures as outlined in the Travel Leader Handbook

• What to Expect as a Program Leader

• Program Leader Agreement

PROGRAM LEADERSHIP

Credit-bearing Programs: Maryville College requires that all programs have two responsible leaders*, with the Primary Leader being a regular Maryville College faculty or staff member with teaching responsibility.  The primary leader should be a MC faculty member with academic expertise in the program’s field(s) of study. A qualified MC lecturer, adjunct instructor, or staff member may be approved to serve as the primary leader at the discretion of the IPC in consultation with academic divisions. The primary leader is typically the instructor of record for the MC course associated with the program. If the primary leader does not have a fairly permanent status at MC, there should also be a MC faculty/staff member designated as "Program Director" to provide program oversight. The Secondary Leader can be a MC faculty or staff member. 

The leadership team and the on-site partner(s) should have complementary characteristics and skills. The most effective way to “bridge a gap” associated with local knowledge, host language skills, and student support is to work with a professional education abroad organization.  

*one program leader with onsite partner who has agreed and is able to provide 24/7 program support may be approved under some circumstances.

Non-Credit-Bearing Programs: Maryville College requires that all programs have at least two responsible leaders, and have a ratio of 1 leader:10 students.  All leaders must be MC faculty or staff members.  Student costs should not cover more than the 1:10 ratio. 

Both Types of Programs: At least one leader must have specifically relevant international travel experience (in country/ies involved preferably), and ideally both.  International travel can be stressful, even for a seasoned globetrotter. But for a first-timer, it can feel outright overwhelming.  Traveling inevitably presents challenges, such as language barriers, unexpected situations, and unfamiliar environments. A leader who has faced these challenges before is better equipped to handle them calmly and efficiently. Their experience enables them to troubleshoot issues, ensuring a smoother experience for the participants.  Cultural awareness is crucial when leading a diverse group of travelers. A leader with previous travel experience is likely to have developed a deeper understanding of cultural nuances, etiquette, and sensitivities. This awareness helps foster respectful interactions and minimizes the risk of cultural misunderstandings. Exceptions may be made for programs remaining in one primary location and have 24/7 on the ground support.

Individuals who are neither a program leader nor a student must be vetted as an Official MC Volunteer and complete the  Additional Traveler Request Form and a criminal background check with HR.

Skills Needed:

• Organizing and planning skills, and the ability to keep track of a number of details simultaneously.

• Recruitment techniques and enthusiasm – you must be willing to spend time speaking with students to promote the program.

• Health condition adequate to handle the physical and emotional demands of the program overseas.

• Leadership qualities and willingness to take charge in any situation where students need to be directed, rather than consulted.

• Appreciation for the increased contact with students that is inevitable in an overseas setting.

• Academic expertise in the content areas covered by courses for which credit will be awarded. Program-specific expertise (e.g. coaching/music/community engagement) for non-credit programs.

Program leaders are also expected to set a good example for participants and are required to follow MC’s policies, procedures and code of conduct, host institution/provider policy (if applicable), U.S. law and host country law.

The Center for Global Engagement is charged with consulting with the academic dean, divisions and the International Programming Committee to direct international travel program development, management and evaluation; encouraging and responding to faculty and staff initiatives. The CGE staff expectations include, but are not limited to:

• Collaborate with the program leader(s) to establish the program. Facilitate all components of the program proposal process.

• Collaborate with the the program leader to develop the program budget and manage funds accordingly.

• Assist with program marketing by developing a program webpage, posters and offering the opportunity to exhibit at the annual Study Abroad Fair.

• Management of the Via-TRM software, including application process and pre-departure forms required of students.

• Initiate the student billing process in collaboration with the Business Office

• Host Faculty Workshops which prepare faculty leaders for emergencies and student behavior abroad, as well as inform leaders about liability forms and insurance.

• Provide a general pre-departure orientation, mandatory for all education abroad students, that consists of a common core of logistics information, cultural adjustment, and health and safety for study abroad students.

• Enrollment of program participants in medical travel insurance and trip interruption coverage (mandatory requirement of all leaders and participants)

• Support faculty before, during, and after the program.

• Monitor the health and safety of students around the world and respond to emergencies as needed.

• Process program evaluations.

The mission of the International Programming Committee (IPC) is to enhance the global and cross-cultural dimension of College life.  The committee sets goals, procedures, and policies for all international programs both on and off campus.  It initiates and evaluates programs and assists divisions on curricular  and co-curricular offerings for global experiences.  The IPC is concerned with ensuring sustainable, quality international programs that fit with the philosophy of international education at Maryville College. 

Some of the characteristics of this philosophy include:

• Duration (ideally a minimum 10 days, and priority for programs 14+ days )

• Geographical diversity

• Cultural diversity

• All travel programs must serve to develop global competency in students and include sustained interaction with the host culture and people. 

• Minimum of 2 Leaders, 1 with travel experience and 1:10 ratio

• Congruence with strategic priorities of the college

• Affordability

• Student demand/interest

• Safety

• Balance of program types

• Integration of sustainable travel principles

The IPC reviews proposals for international travel to ensure group programs meet college educational goals around global competency and health, safety and liability guidelines.  This committee also pays close attention to the level of preparation, clarity and detail of the proposal.  Programs will be selected one time per year for the purposes of equity to faculty, staff and students.  The IPC will endeavor to balance offerings to consider access to diverse students and program type.