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Skidmore College
Off-Campus Study & Exchanges

CEPP Subcommittee:
Advisory Committee on Off-Campus Programs (ACOP)

Charge (revised September 2013)

The CEPP sub-committee on off-campus study - the Advisory Committee on Off-Campus Programs - serves in an advisory capacity for the office of Off-Campus Study & Exchanges on issues defined by CEPP and/or OCSE. As an advisory body, ACOP crafts its agenda in direct and regular consultation with OCSE, and OCSE solicits advice from ACOP on a broad range of off-campus study abroad. Off-campus study is an integral aspect of a Skidmore education: the college strives to develop a compelling link between students' academic and co-curricular work before and after the off-campus study experience and their work while away, in order to embed off-campus study in our students' overall educational experience.

ACOP reports regularly to CEPP, periodically seeks CEPP’s input, and issues an annual report in consultation with the office of Off-Campus Study & Exchanges.

The Advisory Committee (ACOP) consists of the director of OCSE and one faculty member who serves as chair of ACOP, typically appointed by CEPP for a two-year term.  ACOP is charged with the following responsibilities:

  • review, evaluate and possibly recommend revisions of current policies governing overseas study in year-long, semester, and short-term programs;
  • periodically bring topics requiring consultation to CEPP;
  • develop mechanisms for changing the Approved Programs list, and for conducting systematic reviews of existing Approved Programs that allow us to maintain quality and variety in the portfolio of programs made available to students;
  • review petitions from students applying to study abroad on a program not on the Approved Programs list;
  • consider recommending the creation of a summer Approved Programs list, and the appropriate mechanisms for the development of such a list;
  • develop mechanisms for more thoroughly and formally preparing students for overseas study, and integrating their experiences into the classroom upon return. This may include recommendations to assess the learning outcomes for study abroad (at short-term or semester-long programs);
  • coordinate with the Intercultural and Global Understanding Task Force the implementation of the college's goals for study abroad as articulated in the Strategic Plan and the Middle States Self-Study;
  • collect relevant data on study abroad (e.g., retention, achievement, diversity, gender, etc.) and provide recommendations aimed at eliminating inconsistencies in the data collection;
  • recommend a plan for the management of the growth of study abroad in light of the implementation of the Approved Programs list, and conduct a cost-benefit analysis of the strategic goal of sending 60% of our students abroad (this analysis will include studies of the anticipated impact on campus enrollments, the role of faculty-led short-term programs in that goal, and the staffing necessary to support such growth);
  • recommend opportunities for faculty development in programs abroad;
  • consider recommending guidelines for approving student enrollment in domestic off-campus study programs and for the appropriate institutional oversight of such programs;
  • consider recommending guidelines to accommodate an unusual opportunity that arises for a short-term program abroad or domestically, one that would require a timeline for approval shorter than the eighteen-month standard timeframe (see the Short-Term Program guidelines).
  • review and approve Travel Seminar courses in consultation with OCSE, the DOF office, and a member of CC

 


 

Charge (revised November 2008)

The CEPP sub-committee on off-campus study - the Advisory Committee on Off-Campus Programs - serves in an advisory capacity for the office of Off-Campus Study & Exchanges on issues defined by CEPP and/or OCSE. As an advisory body, ACOP crafts its agenda in direct and regular consultation with OCSE, and OCSE solicits advice from ACOP on a broad range of off-campus study abroad. Off-campus study is an integral aspect of a Skidmore education: the college strives to develop a compelling link between students' academic and co-curricular work before and after the off-campus study experience and their work while away, in order to embed off-campus study in our students' overall educational experience.

ACOP reports regularly to CEPP and issues an annual report in consultation with the office of Off-Campus Study & Exchanges.


 

Charge (revised April 2006)

Note: The Advisory Committee on Off-Campus Programs (ACOP) was formerly named the "Advisory Committee on International Study (ACIS)", and, the Office of Off-Campus Study & Exchanges (OCSE) was formerly called the "Office of International Programs (OIP)."

The CEPP sub-committee on study abroad - the Advisory Committee on International Study - serves in an advisory capacity for the Office of International Programs on issues defined by CEPP and/or the OIP. As an advisory body, ACIS crafts its agenda in direct and regular consultation with OIP, and OIP solicits advice from ACIS on a broad range of study abroad matters. Study abroad is an integral aspect of a Skidmore education: the college strives to develop a compelling link between students' academic and co-curricular work before and after study abroad and their work while abroad, in order to embed overseas study into our students' overall educational experience.

The Advisory Committee, consisting of faculty members appointed by CEPP for a two-year term, and the director of OIP, will be charged with the following responsibilities:

  • review, evaluate and possibly recommend revisions of current policies governing overseas study in year-long, semester, and short-term programs;
  • develop mechanisms for changing the Approved Programs list, and for conducting systematic reviews of existing Approved Programs that allow us to maintain quality and variety in the portfolio of programs made available to students;
  • review petitions from students applying to study abroad on a program not on the Approved Programs list;
  • consider recommending the creation of a summer Approved Programs list, and the appropriate mechanisms for the development of such a list;
  • develop mechanisms for more thoroughly and formally preparing students for overseas study, and integrating their experiences into the classroom upon return. This may include recommendations to assess the learning outcomes for study abroad (at short-term or semester-long programs);
  • coordinate with the Intercultural and Global Understanding Task Force the implementation of the college's goals for study abroad as articulated in the Strategic Plan and the Middle States Self-Study;
  • collect relevant data on study abroad (e.g., retention, achievement, diversity, gender, etc.) and provide recommendations aimed at eliminating inconsistencies in the data collection;
  • recommend a plan for the management of the growth of study abroad in light of the implementation of the Approved Programs list, and conduct a cost-benefit analysis of the strategic goal of sending 60% of our students abroad (this analysis will include studies of the anticipated impact on campus enrollments, the role of faculty-led short-term programs in that goal, and the staffing necessary to support such growth);
  • recommend opportunities for faculty development in programs abroad;
  • consider recommending guidelines for approving student enrollment in domestic off-campus study programs and for the appropriate institutional oversight of such programs;
  • consider recommending guidelines to accommodate an unusual opportunity that arises for a short-term program abroad or domestically, one that would require a timeline for approval shorter than the eighteen-month standard timeframe (see the Short-Term Program guidelines).

ACIS reports regularly to CEPP and issues an annual report in consultation with the Office of International Programs.

Note: Hobart and William Smith Colleges is one institution that assesses student learning during study abroad, and has worked intentionally to assist students when they re-enter the on-campus environment: see their Partnership for Global Education and their Back from Abroad guidelines.


 

Original Charge (September 2004)

Note: The Advisory Committee on Off-Campus Programs (ACOP) was formerly named the "Advisory Committee on International Study (ACIS)", and, the Office of Off-Campus Study & Exchanges (OCSE) was formerly called the "Office of International Programs (OIP)."

The CEPP sub-committee on study abroad - the Advisory Committee on International Study - will serve in an advisory capacity for the Office of International Programs as Skidmore implements a new structure for overseas study. The plan for re-structuring emphasizes closer integration of the academic programs on campus with the programs our students attend overseas. With this in mind, Skidmore is moving to a "Partner Program" list. The list will be developed in conjunction with the departments and programs to ensure coordination between course work completed overseas and major/minor/graduation requirements at Skidmore. More importantly, Skidmore strives to develop a stronger link between students' academic and co-curricular work before and after study abroad and their work while abroad. The goal is to embed overseas study into the students' overall educational experience at Skidmore.

The Advisory Committee, consisting of faculty members appointed by CEPP for a two-year term, and the director of OIP, will be charged with (in order of importance):

  • developing guidelines for vetting and approving "Partner Programs" that meet academic and administrative quality standards;
  • determining the appropriate policy regarding transfer of credits from "Partner Programs";
  • determining the appropriate policy regarding GPA from "Partner Programs";
  • reviewing, evaluating, and possibly revising current policies governing overseas study;
  • developing mechanisms for evaluating "Partner Programs" that allow us to maintain quality and variety in the portfolio made available to students;
  • developing mechanisms for more thoroughly and formally preparing students for overseas study, and integrating their experiences into the classroom upon return;
  • determining the long-term need for a permanent advisory committee to OIP.