Faculty and Staff Travel Handbook

TABLE OF CONTENTS

Travel Study Approval Form

Travel Study Timeline

Critical Steps in Developing and Leading a Travel Study Program

Travel Study Guidelines (Revised)

Responsibilities and Expectations of Group Leaders

Planning a Trip

Travel Study Model Syllabus

Travel Study Flyer

Travel Study Application

Student Evaluation Form

Guidelines for Participants

Guidelines for Group Leaders

Issues Regarding Conduct

Emergency Response

Crisis Management

Liability Information

TRAVEL STUDY APPROVAL FORM
(must be accompanied by a syllabus for the proposed Travel-Study course)

Discipline/Number/Title of Travel-Study: ______________________________________

________________________________________________________________________

For Credit:  Yes _____  No ______  If for credit, how many credits? ________________

Instructor:  ______________________________________________________________

Action by Department Chair:   Approved __________  Disapproved _______________

Date: ______________ Comments:  __________________________________________

_______________________________________________________________________

______________________________________________ Signature ________________

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Action by Dean (required only for College of H&FA):  Approved __ Disapproved ___

Date: _______________ Comments: _________________________________________

_______________________________________________________________________

______________________________________________ Signature_________________

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reviewed by Travel-Study Committee on Following Date: ______________________

Comments of Committee Chair:  _____________________________________________

_______________________________________________________________________

______________________________________________ Signature _________________

Comments of Travel-Study Coordinator:  ______________________________________

________________________________________________________________________

______________________________________________ Signature _________________

TRAVEL-STUDY TIME LINE

March 1, 2008:            First Submission Date for Travel-Study Syllabi** and Preliminary Itineraries for 2008-09 Cycle

May 1, 2008:               Second Submission Date for Travel-Study Syllabi and Preliminary Itineraries for 2008-09 Cycle
--Syllabi for Travel-Study Programs for the 2008 Fall Semester must be submitted by May 1, 2008 at the latest .

Sept. 2, 2008:              Third Submission Date for Travel-Study Syllabi and Preliminary Itineraries for 2008-09 Cycle

Early Sept., 2008:        Group Leaders of Fall 2008 Travel-Study Programs meet with Travel-Study Coordinator and CGS staff to review travel-study policies and procedures as set forth in Handbook.

Oct.15, 2008:               Final submission Date for Travel-Study Syllabi for 2008-09 Cycle
--Syllabi for Travel-Study Programs for the 2009 Spring Semester and Summer Sessions must be submitted by October 15, 2008 at the latest.

Fall 2008:                    Group Leaders participate in Travel-Study Fair

Nov., 2008:                 Group Leaders of  2009 Spring and Summer Travel-Study programs meet with Travel-Study Coordinator and CGS staff to review travel-study policies and procedures as set forth in Handbook.

**Syllabi must include a description of the proposed trip, specifying the educational purpose of the trip, the basic subjects to be covered, and the principal activities, among other items.  See model syllabi in Handbook.

Critical Steps in Developing and Leading a Travel-Study Program

(Revised April 2008) 

TRAVEL STUDY GUIDELINES

The following recommendations provide general guidelines which govern the content, organization, and conduct of travel-study programs and are designed to help group leaders prepare a travel-study trip they may be interested in leading.  Since each travel-study program is unique in many ways, group leaders should seek the input of the  Travel-Study Program Coordination on any trip they intend to lead before submitting a trip syllabus and preliminary itinerary to the Travel-Study Committee for its review.

Course Content/Components/Credit:

• Regarding academic credit: 

Faculty should develop travel-study courses that blend academic and experiential components in a unique learning experience.  With this in mind, each travel-study course should include the same academic rigor as “traditional” courses. Students are expected to complete all the required assignments before receiving a grade for any class associated with the travel-study course. Travel-study courses normally award three (3) credits.  Students desiring to receive more than three credits for a travel-study course must complete supplementary assignments commensurate with the additional credit to be received.   

• Regarding travel-study courses having a particular educational purpose or specific organizational theme/themes:

All faculty conducting travel-study tours will develop a syllabus for the course associated with the travel-study initiative; this syllabus will follow the UT Martin syllabus guidelines will include course objectives, credit hours and discipline, academic and practical pre-program preparation, academic requirements, and method of evaluation of student performance. The number of credit hours awarded is to be commensurate with the time spent in contact hours and travel days, and code of conduct/course ethics.

• Regarding  the defining components of a travel-study course:

-Travel-study courses should include at least two pre-departure meetings, one to cover an overview of the travel-study, sites to be visited, course content to be studied prior to departure and a second to give students an orientation to travel procedures and precautions.
-The faculty should hold at least one meeting upon return from a travel-study tour.
-Faculty should include various assignments which the participants will complete prior to, during, and/or after the trip itself.

Suggested assignments are (but not limited to):
--Keeping a daily journal
--Daily group discussions
--Interviewing people from the site(s) visited while on the trip
--Establishing a photo album
--Media analysis and/or reading newspapers from area included in trip
--Presentations at historic sites
--Research paper; Written report on trip

--Web page/site development
--PowerPoint Presentations to various civic groups or to other classes
--By using the above assignments during the trip, a link can be made between pre-departure academic assignments and the travel experience itself.

Principles Relating to Travel-Study Operations and Group Leaders:

• The appropriate number and gender of group leaders for each trip is dependant on many factors.  Ideally, trips with 20 or more participants should have at least two group leaders, preferably one male and one female. 

• The approximate ratio of group leaders/adults to participants should be 1 to 15.

• Normally, a travel-study program will be capped at 40.

• Normally, faculty members will be limited to offering one credit-bearing, travel-study program per semester and a total of two in any twelve-month period.  Department chairs are primarily responsible for determining the travel-study courses that their faculty may offer and how these travel-study courses fit into their overall teaching schedules.

• If group leaders intend to conduct a travel-study program during a semester, they are strongly encouraged to plan their trips to coincide with academic study breaks so as to minimize the amount of class time students will miss.  Since trips normally must include travel over a Saturday evening (to guarantee affordable air fares), a model schedule for a Spring Break trip would have a group depart on Thursday or Friday preceding the Break and return by the Saturday or Sunday which ends the Break, thus allowing students to resume classes on Monday.  If a group leader is planning a trip which will exceed the boundaries of an academic break, at least a month prior to departure he/she should furnish students with a letter of explanation which they should submit to each of their instructors.        

• Group leaders are expected to prepare themselves thoroughly for travel to the destinations they intend to visit on a travel-study program.  If they do not have professional expertise in the target countries/areas or have not traveled previously in them, they should take pains to familiarize themselves with the history, culture, and socio-political norms of these countries/areas before departure.  If group leaders do not know the languages spoken in these countries/areas, they should make sure to take appropriate measures (e.g.,  engage an interpreter) which will allow them to communicate effectively.  

• Under normal circumstances, group leaders are required to travel with their groups from departure to return.

• Under normal circumstances, students are expected to travel with their groups from departure to return.

• Use of commercial providers for travel-study programs must be reviewed by the Center and must meet all travel policies and procedures established by the University.

• At present, all travel-study participants are required to take out basic medical and accident insurance.  Group leaders should also notify participants that they may purchase cancellation insurance for an additional fee.

• Travel-study courses which present significant or unusual risk to participants will be reviewed by the UT System’s Office of Risk Management and will be referred to the Provost/VCAA for his approval.

(Revised April 2008)

PLANNING A TRIP

1.  Consider what kind of trip you would like to offer and how this trip could meet  academic requirements for students and others.

2.  Determine if you would like to have a co-leader for the trip.  Discuss possibilities with others who might be interested.

3.  At least one year prior to a possible travel-study experience, talk with the chair or supervisor in your immediate area.  Discuss possibilities, academic credit, and dates.

4.  Seek input from the travel-study coordinator and from the director of the Center for Global Studies.  Explain in writing exactly where you would like to go and what you would like to do.

5.  Refer to any guidelines from your department or college.

6.  Work on the itinerary.  Decide how much time you want in each area.

7.  Decide what sites and activities to include on the travel-study.

8.  Work with the Center for Global Studies and World Travel on cost estimates.

9.  Develop a poster/flyer with trip details.

10.  Write a news story for release through University Relations and on campus-l

11. Plan for materials for the fall Travel-Study Fair.

12.  Keep an interest list of those who have contacted you about the trip.

13.  Work with the Center for Global Studies on an application specific to the travel-    study. Plan for payment dates.

14. Give applicants information about scholarships and awards.

15.  Help applicants register for the appropriate courses.

16.  Schedule meeting dates, times, and room locations

17.  Develop an e-mail list for weekly (or more) contacts

18.  Keep in touch with the Center for Global Studies and the travel coordinator about applications, payments, etc.

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THE UNIVERSITY OF TENNESSEE AT MARTIN

Department of English

English  251 – British Literary Tradition
(Explorations of Ireland:  Literature, Landscape, and History)
May 11- 24, 2008
Spring 2008

I.  BASIC INFORMATION
            English 251 – Section 005, British Literary Tradition (Explorations of Ireland)
            Time of course:           TBA
            CRN:                           20205--004     

            Instructor:   Anna Clark
            Office: 131 Humanities
            Phones:  881–7294 (office), 7300 (English office), 7277 (Writing Center, H209)
            E–mail:  aclark@utm.edu

            SPECIAL SECTION OF ENGLISH 251:  Only those students completing the travel-study experience to Ireland

(May 11 - 24) will receive credit for this section of English 251.
           
Required Text:  The Norton Anthology of English Literature (Seventh Edition, Volume II, or the paperbacks 2A, 2B, 2C) or The Longman Anthology of British Literature (Vol. 2 with 2A, 2B, and 2C)

Description of course: English 251 British Literary Tradition (3 hours) focuses on three periods in these three volumes: “The Romantic Period” (Volume D), “The Victorian Period” (Volume E), and “The Twentieth Century and After.” Students will have the opportunity to examine literature (representative poetry, essays, drama, and fiction) from these periods. Some colonial literature will also be included in the study.  What a wealth of fine material we have in this course!

Special Section of 251:  This section of English 251 is offered in conjunction with a travel-study experience to Ireland.  The trip will take place from May 11 through May 24, 2008, and the grade for the course will be given after students return from the experience. In order to receive a grade, students MUST complete this trip.

II. COURSE PURPOSE, GOALS, AND OBJECTIVES
Purpose of the course:  The course is designed to introduce students to the range of literature written in England, Scotland, Ireland, and the British Empire in social, religious, artistic, and historical contexts.  English 251 helps students understand the relationship between literature and cultural phenomena, such as the Industrial Revolution, the Irish Troubles, WW I, Colonialism, and Post-War culture.

Goals/Objectives:
1.  To increase awareness of a national literature and culture.
2.  To encourage interest and appreciation in literature and the art.

3. To build upon the skills of literary analysis learned in the first-year composition classes                       

5.  To pursue the role of science and technology and their impact in the new world order.
6.  To explore the basic questions of the humanities.

In addition, English 251 adheres to the guidelines for competencies that the National Council for Teacher Education mandates for those seeking certification in English:
            I.  Knowledge and Skills Pertaining to All Areas
                A.  Analyze and synthesize ideas, information, and data.
                B.  Understand cultural and individual diversity, and humankind’s shared environment,                      

heritage, and responsibility.
                C.  Understand and respect other points of view, both personal and cultural.
                D.  Understand one’s own and others’ ethics and values.
            II.  Humanities and the Arts
                 A.  Know about various means of creative expression, both within a given culture and                         

across cultures of languages.
                 B.  Understand more about human ideas, values, and ethics.
                 C. Know about the past and current relationships between creative expressions and
the societies from which they grow.
                 D.  Understand how creators and critics make informed qualitative judgments about                           

creative expressions.

III.   COURSE REQUIREMENTS AND EXPECTATIONS
Evaluation:
            Reading Journal/E-mail notes to Instructor: 200 points (Five at 40 pts. each)
            Trip Journal: 200 points (completed during the travel-study experience)
            Report 1: Open topic: 50 points
            Report 2 (on-site reading) during trip: 50 points
            Reading and Viewing Checklist: 200 points
            Researched Essay: 100 points

Total:  800 points
           
In figuring your final grade in the course, I will also consider attendance at scheduled sessions (or additional contacts with me at another time), participation in the travel experience, and general preparation for class discussions.

Class Policies:
Attendance:  Each student is required to attend all special events during the travel experience. Each student is to remain in contact with me throughout the semester.  Each student is to read e-mail the instructor regularly.  Thank you.

Academic Honesty:  Honesty is one of the most important words in our vocabulary and one of the most important values in our lives.  I give all students this advice:  Never compromise your integrity.  Do your own work.  Never allow another student to write a paragraph or essay for you; never turn in another's work as your own.  If you quote from another source, give credit to that source.  Of course, you can ask for help in the writing process, but genuine help is far different from stolen work.  If you have questions, please talk with me. Each student is expected to do his or her original work on all assignments.  Please read the section on Academic Honesty/Integrity in your student handbook.  You will find this under the section entitled “University Policies and procedures.” Please read the section on Academic Integrity in The University of Tennessee at Martin Undergraduate and Graduate Catalog.

Special accommodations due to a disability: Any student eligible for and requesting academic accommodations due to a disability is requested to provide a letter of accommodations from P.A.C.E. or the Student Academic Support Center within the first two weeks of the semester.

Non-Discrimination Policy: Since the University of Tennessee at Martin is committed to appreciating and understanding cultural diversity, the members of the UTM English Department wish to confirm our conviction that a university campus must be a safe place for the discussion of ideas. As such, the English department expects all of our colleagues and students to treat with tolerance ideas discussed from a variety of perspectives. The English Department respects the dignity of every person, and will not allow discrimination against anyone based on religion, age, disability, ethnic origin, race, gender, marital status, or sexual orientation.        

Computer Requirements:  Be sure that you know how to access computers on this campus. Please plan to check your e-mail frequently. You must use Microsoft Word—not Works—if you send attachments to me.  You will have computers available throughout this travel experience, and you may want to visit several Internet Cafes.

READING CHECKLIST
Note:  Print a hard copy of this syllabus and the checklist.  If you cannot find a poem mentioned on the syllabus, substitute another and mark the change on your syllabus.

The Romantic Period (1785 – 1830)                                                           
___ syllabus (read through this entire syllabus, especially the section on evaluation)
___introduction to The Romantic Period (some of this essay)
___ Anna Letitia Barbauld’s “Washing Day”
___ Charlotte Smith’s sonnets (any two) List the title below.

___introduction to William Blake and the following poems:
___Blake’s “From Songs of Innocence and Experience,” “Introduction,” “The Lamb,” “The Little Black Boy,” “The Chimney Sweeper,”  “The Sick Rose, “  “The Tyger,” “London,” “A Poison Tree”
__ Look up some Web sites about Blake and also ”Google” St. Paul’s in London and Poet’s Corner in Westminster Abbey in London.  Just find some general information and read through some of this information.

•E-mail #1:  After you have completed the readings above, send an e-mail comment to me.  This should be approximately one good paragraph in length.  You do not have to comment about each poem or prose piece listed, but you should note that you have read the works.  In addition, you should make a thoughtful comment about one or two of the pieces and the Web sites.

Read the following:

___  Introduction to Mary Robinson
___  “London’s Summer Morning”
___ “To the Poet Coleridge”
___  Introduction to Robert Burns and these poems: “Green Grow the Rashes,” “To a Mouse,” “Auld Lang Syne,” “Afton Water,” “Tam o’Shanter: A Tale,” “Robert Bruce’s March to Bannockburn,”  “A Red, Red Rose” Note:  read these poems very carefully. 
 
___ Know something about The French Revolution and what is meant by “The Spirit of the Age”
___ Introduction to Mary Wollstonecraft and 8-10 pages of her essay (know the general thrust of this essay; you do now have to read it all, but you do need to have an idea about what she is doing and where she stands on issues about women.)
___ Introduction to Joanna Baillie and “Song: Woo’d and married and a”

___ Introduction to William Wordsworth and these poems: “We Are Seven,” “Lines Written in Early Spring,” “Lines: Composed a Few Miles above Tintern Abbey, on Revisiting the Banks of the Wye during a Tour, July 13, 1798,” selected passages from “Preface to Lyrical Ballads,” “Strange Fits of Passion Have I Known,” “She Dwelt Among the Untrodden Ways”

___Wordsworth, continued and  “I Wandered Lonely As a Cloud “My Heart Leaps Up,” “The World Is too Much with Us,” and some  knowledge  of The Prelude and “Ode: Intimations of Immortality” 

___Dorothy Wordsworth, “From the Alfoxden Journal” and “From The Grasmere Journals,” pp. 383-397, selected paragraphs

E-Mail #2—Please e-mail comments to me.  Keep up with the checklist as you read. After you have completed the readings above, send an e-mail comment to me.  This comment should be approximately one good paragraph in length.  You do not have to comment about each poem or prose piece listed, but you should note that you have read the works.  In addition, you should make a thoughtful comment about one or two of the pieces and the Web sites.  Be sure that you have made a check by each piece you have read.

__ Introduction to Sir Walter Scott and “Lochinvar,” and “Jock of Hazeldean”
__ Introduction to Samuel Taylor Coleridge and “The Rime of the Ancient Mariner” and “Kubla Khan”

__ Introduction to Percy Bysshe Shelley, “Mutability,” “Ozymandias,” “A Song: Men of England,” “Ode to the West Wind”
___ Introduction to John Keats, “On First Looking into Chapman’s Homer,” “The Eve of St. Agnes,” and “Ode on a Grecian Urn”
 
E-Mail #3—Please e-mail comments about this block of material. After you have completed the readings above, send an e-mail comment to me.  This should be approximately one good paragraph in length.  You do not have to comment about each poem or prose piece listed, but you should note that you have read the works.  In addition, you should make a thoughtful comment about one or two of the pieces and the Web sites.

 The Victorian Age  (1830 – 1901)                                                               Volume 2B

___ introduction to Elizabeth Barrett Browning and  “The Cry of the Children” and three of the sonnets

___ Alfred, Lord Tennyson. Introduction to Alfred, Lord Tennyson; “The Kraken” “Mariana,” “The Lady of Shalott,” “Ulysses,” “Break, Break, Break,”  “The Eagle: A Fragment,” a passage  (just one section) from In Memoriam,  and “Crossing the Bar”

___Edward Fitzgerald, 10 stanzas of “The Rubaiyat of Omar Khayyam”
___Introduction to Robert Browning,  “Porphyria’s Lover” and “My Last Duchess”
___Introduction to Emily Bronte “The Night Wind”
___Introduction to Matthew Arnold and “Dover Beach” .

E-mail #4—After you have completed the readings above, send an e-mail comment to me.  This should be approximately one good paragraph in length.  You do not have to comment about each poem or prose piece listed, but you should note that you have read the works.  In addition, you should make a thoughtful comment about one or two of the pieces and the Web sites.  These e-mail messages do not have to be extremely detailed, but you do need to let me know that you are a serious student who is reading the work seriously!

___Introduction to Dante Gabriel Rossetti and “The Blessed Damozel
___ introduction to Christina Rossetti and “After Death”
___George Meredith, “Lucifer in Starlight”

___ Introduction to Gerard Manley Hopkins and “God’s Grandeur “Spring,” “The Windhover,” “Pied Beauty,” “Spring and Fall: to a young child”

___Introduction to “The Nineties”
___William Ernest Henley, “Invictus”
___Oscar Wilde, “Impression du Matin”

___ Rudyard Kipling; and  “Danny Deever
___Introduction to Ernest Dowson and   “Cynara” and “They Are Not Long”
___Introduction to Charles Dickens; Web search for some materials of interest

___Francis Thompson’s “The Hound of Heaven”

The Twentieth Century                                                                   

___ Introduction to Thomas Hardy “Hap,” “The Workbox,” “In Time of  the Breaking of the Nations”
___ Introduction to A. E. Houseman “Loveliest of Trees,” “When I Was One-and-Twenty” “To an Athlete Dying Young”
___ Rupert Brooke, “The Soldier”
___ Siegfried Sassoon, any poem
___ Wilfred Owen “Anthem for Doomed Youth,” Dulce Et Decorum Est,” and “From Owen’s Letters to His Mother”
___Introduction to David Jones

___ Introduction to William Butler Yeats, “The Stolen Child,”; “The Lake Isle of Innisfree,” “When You Are Old,” “The Second Coming,” “Leda and the Swan,”  “Under Ben Bulben”
___ T. S. Eliot, “The Love Song of J. Alfred Prufrock,” “The Hollow Men,” and “Journey of the Magi”
___  Pinter, “The Dumb Waiter” (Watch this in the library or see me about a substitution.)
___ Seamus Heaney, several poems

E-mail #5: After you have completed the readings above, send an e-mail comment to me.  This should be approximately one good paragraph in length.  You do not have to comment about each poem or prose piece listed, but you should note that you have read the works.  In addition, you should make a thoughtful comment about one or two of the pieces and the Web sites.  These e-mail messages do not have to be extremely detailed, but you do need to let me know that you are a serious student who is reading the work seriously!

Poems for inspiration: Please read this poem listed below:

To See a World . . .
William Blake
To see a world in a grain of sand
and heaven in a wild flower
Hold infinity in the palm of your hand
and eternity in an hour

He Wishes for the Cloths of Heaven

William Butler Yeats

Had I the heavens’ embroidered cloths,
Enwrought with golden and silver light,
The blue and the dim and the dark cloths
Of night and light and the half-light,
I would spread the cloths under your feet:
But I, being poor, have only my dreams;
I have spread my dreams under your feet;
Tread softly because you tread on my dreams.

Researched Essay:  Choose any author from Ireland.  Read several works by that author, and talk with me about a possible topic for your researched essay.  4-8 typed pages with research.

Possibilities:

George Bernard Shaw
Bram Stoker
Brendan Behan
Oliver Goldsmith
Lawrence Sterne
Paul Muldoon
Kate O’Brien
Pete Hamill
Oscar Wilde
Brendan Kennelly
W. B. Yeats
Edna O’Brien
John Hume
James Joyce
Jonathan Swift
Sean O’Casey
Samuel Beckett
Eavan Boland
Nuala O’Faolain
Roddy Doyle
Cormac Mac Airt
Thomas Cahill
Mary Lavin
John Millington Synge
Seamus Heaney
Jan Morris
William Trevor
Dervla Murphy
Frank O’Connor
Elizabeth Bowen
Eileen O’Connell
J. Sheridan Le Fanu
Lady Augusta Gregory
Rita Ann Higgins
Maria Edgeworth
Frank McCourt
Michael Longley
Brian Friel
Joyce Carey
Sean O’Faolain
Eilis Ni Dhuibhne
Seamus Dean
Brian Moore. . . or others you find!

Print this syllabus and add it to a notebook.  In that notebook, keep your reading notes, e-mail from me, information about Ireland and the trip, and information about British Literature.  Each piece you add builds your knowledge and your grade in this unique learning experience!

Exploring Ireland:
Literature, Landscape, and History
UT Martin Travel-Study
May 11–24, 2008

Fáilte! Welcome to Ireland!
Ireland awaits us. From its cosmopolitan cities to the quiet countryside, stunning landscapes, and dramatic coastlines, Ireland beckons.  As we travel through far reaches of the legendary Emerald Isle and explore both the Republic of Ireland and Northern Ireland, we shall read literary masterpieces, uncover myths, delve into the past, and walk in the footsteps of those who have shaped Ireland’s history. Join co-leaders Chris Coffman and Anna Clark (Department of English) on a journey to a place where music is part of daily life and the words of poets a living tradition.

Highlights:

• Ireland’s major cities and quiet villages
• Castles and coastlines
• Stunning landscapes including the Cliffs of Mohr and the Giant’s Causeway
• Newgrange burial site, other ancient ruins, and the Hill of Tara
• Yeats country, Joyce’s Dublin, and poetry readings
• The Book of Kells illuminated manuscript
• Ferry to the Aran Islands and so much more. . .

Cost: $3,400.00 (estimated, see notes)
Cost includes all transportation, double occupancy bedrooms in all hotels, all admissions for planned activities, sickness and accident insurance, all breakfasts in Ireland, and four dinners (including a medieval banquet with entertainment).
Academic Credit Available—British Literature 251 (3 hrs) and English 496 (3 hrs)
Group Leaders: Chris Coffman and Anna Clark, Department of English (881-7300)
E-mail: ccoffman@utm.edu or aclark@utm.edu

General Itinerary
Sun., May 11—From Nashville to Dublin, Ireland

Mon., May 12—Dublin City Tour, St. Patrick’s Cathedral, Kilmainham Gaol, Guinness Storehouse, James Joyce’s                 Dublin. Overnight in Dublin.

Tues., May 13—Walking tour of Dublin, Trinity College and the Book of Kells, St. Stephen’s Green, Dublin Writers’                 Museum, Art Museum, National Museum. Overnight in Dublin.

Wed., May 14—Wicklow Mountains, Glendalough monastic settlement with tower and ruins, Rock of Cashel, Galtee Mountains, Kinsale (a fishing village). Overnight in Kinsale.

Thurs., May 15—Cobh Heritage Center, Blarney Castle, horse-drawn jaunting car ride around Killarney’s Lakes,                 Muckross House.  Overnight in Killarney.

Fri., May 16—Ring of Kerry with marvelous scenery, Glenbeigh, Kerry Bog Museum, Sneem, Moll’s Gap. Overnight in Killarney.

Sat., May 17—Cliffs of Moher, villages of Listowel and Tarbert, ferry across the River Shannon Estuary, County Clare, The Burren, medieval banquet in an Irish castle.  Overnight in Ennis.

Sun., May 18—North to Galway, Yeats’ Thoor Ballylee, Coole Park, Galway City Tour, reading of J. M. Synge’s Riders to the Sea.  Overnight in Galway.

Mon., May 19—Boat trip to the Aran Island of Inishmore and Dun Aengus fortification with ancient ruins. Overnight in Galway.

Tues., May 20—Cong, Carrowmore Megalithic Site with dolmens, stone circles, and passage graves, Yeats’ country                 around Sligo.  Overnight in Sligo.

Wed., May 21—Historical Londenderry, walking tour of Derry and the famous Walls of Derry.  Overnight in Letterkenny.

Thurs., May 22—The Antrim Coast (Northern Ireland), Giant’s Causeway, Carrick-A-Rede Rope Bridge, Queen’s                 University in Belfast, St. Anne’s Cathedral. Overnight in Belfast.

Fri., May 23—Downpatrick Cathedral, County Louth, County Meath, Hill of Tara, Newgrange Visitors Center. Overnight in Dublin.

Sat., May 24—From Dublin to Tennessee.

Notes about Estimated Cost: $3,400 (based on double occupancy).
Trip cost may increase if the number of participants is lower than anticipated or if the value of the U.S. dollar abroad declines. Cost includes limited medical and accident insurance.  Trip cancellation insurance is not included and can be purchased by participants at additional cost. For a detailed itinerary, please see the Center for Global Studies Web site or contact the trip co- leaders. Passport required and must be valid for six months after your return.

For more information, contact the group leaders or the Center for Global Studies, 124 Gooch Hall, x1023

Travel Study Application

Application for travel study to:

I.             Personal Data
Name     ______________________             __________                                         _____________________________
                First                                                       Middle                                                                   Last
Address    ___________________________                               City____________            State_____                  Zip________

Perm. Address________________________                              City____________            State_____                  Zip________

Phone     (      )         -          Alt/Cell (         )         -                                              Email________________________

Birthday ____/____/_______                                                                                          Student ID___________________

Medical information/conditions (e.g. allergies, chronic problems, medications)
Write none if none               _______________________________________________________________________
                                                _______________________________________________________________________
                                                _______________________________________________________________________
Emergency Contact                                                                                            Phone

II.            Documentation/Passport/Visa Information

It is your responsibility to ensure that, prior to the start of your travel, you possess a valid passport and all relevant visas and/or entry permits appropriate to all countries you will visit. Failure to do so will result in forfeiture of travel arrangements and no refunds will be made. Please note that many countries require a passport to be valid for a minimum of 3 to 6 months past travel dates. Financial loss due to a traveler’s failure to produce required documents is not covered by the insurance provided for this trip. I understand these restrictions

X________________________________________Date___________________

(   ) I have a passport, the information is as follows

Passport Number ____________________                 Place of Issue_________________
Date of Issue        ___/_____/_____                              Expiration             ____/_____/______
Issuing Country_______________                               
Name EXACTLY as it appears on passport _______________ __________ _____________

IV.          Course Selection
(   ) I am taking this trip for academic credit in the following course ____________
(   ) I am traveling on this trip independently (non-credit option)

V.            Accommodations
(  ) I prefer to share double accommodations. Please place me with an available roommate.
(  ) I prefer to share double accommodations Place me with the following individual __________________

VI.          Transportation
(   ) I will be departing and returning with the group from, and back to, UT Martin.

VII.         Release
In consideration of my application in the Ireland travel-study program under the sponsorship of UTM, I hereby covenant and agree that as a participant in the UTM program I shall be subject to the supervision and authority of the faculty in charge, that the standards of conduct may be stipulated by the faculty, and that I will be expected to display maturity and responsibility as a representative of my University. It is further acknowledged that the faculty member has the sole authority to make decisions regarding the continued participation of any individual whose conduct may necessitate disciplinary action. It is further understood and agreed that the University shall not assume any liability for damage or loss of property or for any financial or other obligation by me either in the United States or Ireland. Moreover, I specifically agree to release, discharge, save, hold harmless, indemnify and defend the University, their officers, faculty, employees, agents and each of them from any and all past, present, and future claims, demands, and for causes of action which for now or in the future would be asserted against any of the aforesaid by me, or any other person or party on my behalf or by any third party or parties by reason of any accidents, injuries, or action by me in transit to or returning from or while participating in this program.

VII.       Declaration
Having read the above and desiring to participate in the UTM travel study program to Ireland, I hereby apply for admission to the UTM Travel Study Abroad Program and agree to the following payment schedule.

Deposit                                                  $    200 (Nonrefundable)   by September / October
                                First additional payment $  1000                                 by Nov 1, 2007
                Second additional payment           $  1000                                 by January 2, 2008
                Third additional payment                $    600                                 by February 1, 2008
                                Final Payment                   $    600/Balance                 by March 3, 2008

I understand that $ 200 is non-refundable and that the remainder of other payments made may be used to pay any cancellation penalties imposed by providers of service to UTM in the event that I am unable to participate as planned. I also understand that the announced trip costs may increase if the value of the U.S. dollar abroad declines or if the number of trip participants is lower than anticipated. Further, I have read and understand the procedures for admission, registration, and payment of fees. I also will familiarize myself with UTM regulations, and have provided information about medical problems I have which could affect my full participation in the travel study activities (note: a physician’s statement may be required by the faculty member). I understand that during-trip limited medical and accident insurance is provided as a part of the trip cost. I also understand that trip cancellation insurance is strongly recommended, and available to me at an additional fee. In case of emergency, I hereby authorize and give my consent to the travel-study faculty to obtain and provide medical treatment and services.

Applicant                              X____________________________________________________    Date___/___/______

Parent/Guardian                 X_________________________________________________           Date ____/____/____

TRAVEL-STUDY STUDENT EVALUATION FORM
PROGRAM:                            
Please respond candidly to the following questions.   Student feedback will help us assess the value of this travel-study program and make improvements the next time it is offered.  Thanks for taking the time to fill out this form.

1.  How would you assess the activities/events included in this Travel-Study Program?  Did they offer you a meaningful learning experience?

2.  Please comment on the organization of the program.

3. Were the pre-departure meetings helpful?  Explain.

4.  Was keeping a daily journal a useful exercise?  Why?  Why not?

5.  What aspects of this program should be improved?

6.  What aspects of the program did you especially like?

7.   What is the most important thing that you learned from this travel-study trip?

8.  Any other comments?

GUIDELINES FOR PARTICIPANTS IN TRAVEL-STUDY PROGRAMS

Part I:  General Guidelines

Students participating in a UTM travel-study program can have a major impact on their own health and safety through decisions they make before and during their travel-study experience.

• Students will assume complete responsibility for all their personal preparations for the travel study program including full participation in pre-departure classes.

• Students will be responsible for obtaining visas, passports, and other required travel documents.

• Students will be required to attend pre-departure classes during which they will be given materials to read and study relating to safety, health, legal, environmental, political, cultural and religious conditions they may encounter while on the travel-study program.

• Students must decide if their personal health conditions will permit them to participate in all planned activities before enrolling in a travel-study program.

• Students must provide to the university personal health information and other personal data which may affect the planning of the travel-study program and their ability to participate in it.

• Students will be covered by basic health and accident insurance while on a Travel-Study program.  If they wish to increase this coverage or if they wish to obtain additional coverage (for inability to participate, trip cancellation, etc.), they must do so on their own.

• Students will be provided with an itinerary and hotel listings to keep loved ones informed of daily activities.

• Students will agree to comply with the code of conduct set forth during the pre-departure meetings by the instructor.  While on the travel study, students will conduct themselves as they would if in class at UT Martin.  This code of conduct includes being respectful of the rights and well-being of other participants on the travel study and obeying the laws of the host-country.

• Students will be provided with general information concerning dangers of the travel-study.  They will be made aware of local conditions concerning health and safety concerns during the pre-departure meetings.  This information should help the student when making daily choices and decisions while on the travel-study.  However, the University cannot provide assurance that this information is correct at the time of departure, nor will it be responsible for the accuracy of such information.

• Students will assume responsibility for all daily personal decisions, choices and individual activities such as engaging in illegal, dangerous or unwise activities.  Ultimately, the student will accept the consequences of his/her own decisions and actions while on the travel study.  As part of their responsibilities, students/parents will sign a release statement stating that they have been informed of the various health and risk issues.

Part II:  Limits of UT Martin’s responsibility to students participating in Travel-Study Programs

The University of Tennessee at Martin takes pains to offer students academically-enriching and well-prepared Travel-Study programs.  As part of a Travel-Study Program, the Group Leader will inform participants in pre-departure meetings of the risks and dangers inherent in domestic and international travel.  The group leader will also provide students with information on conditions in Guidelines for participants (2)

the target destination (political, economic, religious, sanitary) which may impact their safety and well-being.  Since these conditions are subject to change on a daily basis, the University CANNOT guarantee that the information provided will be accurate at the time of departure nor will it be responsible for the accuracy of such information.  

Additionally, the University 

• CANNOT guarantee the safety of participants or eliminate risk from travel study environments.

• CANNOT monitor or control all the daily personal decisions, choices, and activities of individual participants.

• CANNOT prevent participants from engaging in illegal, dangerous or unwise activities.

• CANNOT assure that United States standards or due process apply or provide or pay for legal representation for participants.

• CANNOT assume responsibility for the actions of persons not employed or otherwise engaged by the University for events that are beyond the control of UTM and its subcontractors, or for situations which arise due to the failure of a participant to disclose pertinent information.  Nor is the University responsible for failure to perform, errors, acts of employees of any contractor  providing goods and services for the participants.

• CANNOT assure that United States cultural values will apply on the travel study when these differ from those of the foreign host country.

GUIDELINES FOR GROUP LEADERS

Handling the practical details of student recruitment and trip organization

The Travel-Study Group Leader will:

• provide prospective participants with a general overview of the proposed travel-study program (its contents, requirements, health and safety considerations) so they can decide whether or not they want to participate in the program.

• provide prospective participants with information about the mandatory medical/accident insurance they will be required to purchase and the optional trip cancellation insurance which is also available.  

• in one or more of the pre-departure classes, provide an orientation for all participants on the practical issues relating to domestic/foreign travel, in general, and to their particular travel-study trip. 

As part of this orientation, the Group Leader will:

• inform students about the political situation and economic conditions in the country/countries or areas they will be visiting.

• inform students about any safety or health concerns (possible terrorist acts, risk of contracting indigenous diseases, etc.) that they might encounter while traveling, as well as differences in food handling and sanitation standards in the target country/countries.

• discuss the code of conduct that each student will be expected conform to and the consequences of non-compliance.

• check to make sure that students are obtaining/have obtained the necessary travel documents (passport, visa, etc.).

• pass out to students written materials providing additional background information about the target destination and suggestions regarding the practical details of preparing for travel:  what and how to pack; using money, traveler’s checks, credit/debit cards to cover expenses; how to handle travel documents, etc.

As part of his/her organizational responsibilities, the Group Leader will:

• make sure that trip participants have completed the all required paperwork and that this paperwork has been submitted to the Center.

• check regularly with the Center to make sure that participants are turning in payments according to schedule.  It is the Group Leader’s responsibility to see that participants make all required payments BEFORE the travel-study program takes place.

• work with the Center in putting together a travel portfolio containing a detailed itinerary of the travel study, telephone numbers of the hotels where the group will be staying, and a list of trip participants with names and phone numbers of their emergency contacts.  The Center will retain a copy of this portfolio and will send copies to the Group Leader’s department and the Office of Public Safety.

• meet with the Travel-Study Coordinator and the Director of the Center for Global Studies within two weeks of departure to make sure that any “issues” relating to the trip have been resolved and that her/his group is ready for departure.

When the Travel-Study departs for its destination, the Group Leader will make sure to have the following items in her/his possession:

• The Travel-Study Handbook (which contains critical information on procedures to be followed in emergencies and disciplinary issues).

• The travel portfolio (which contains the detailed trip itinerary, names of participants and emergency contact information).

• A photocopy of the information page of the passport of each participant (including the Group Leader).  If a participant loses her/his passport, this photocopy will be useful in obtaining a replacement travel document.

• A photo of each participant (which, in the case of a missing person, may be requested by local authorities).

• All tickets (plane, train) which pertain to the group’s travel, subway and museum passes, etc.

ISSUES REGARDING CONDUCT:  
SEXUAL HARASSMENT, DISRUPTIVE BEHAVIOR, AND DISCIPLINARY MEASURES

SEXUAL HARRASSMENT

The University of Tennessee at Martin is committed to providing an environment free of sexual harassment, and this commitment extends to study abroad programs. Sexual harassment by any member (faculty, staff, and student) of the University community is a violation of United States and Tennessee state laws, as well as University policy.

Definition of Sexual Harassment:
Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute sexual harassment when:

• Submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment or status in a course, program, or activity;
• Submission to or rejection of such conduct by an individual is used as a basis for employment or academic (grades, academic progress, internships, etc.) decisions affecting the individual; or
• Such conduct has the purpose or effect of substantially interfering with an individual's work performance, academic performance, or creating an intimidating, hostile, or offensive work environment. (Section 703, Title VII Civil Rights Act of 1964; Title IX, Educational Amendments of 1972)

DISRUPTIVE BEHAVIOR

The University of Tennessee at Martin reserves the right to enforce appropriate standards of conduct.  UTM specifically reserves the right to terminate participation in the program of anyone who fails to maintain these standards or for any action or conduct which UTM considers to be incompatible with the interests, harmony, comfort, and welfare of other participants.  Termination will result in the loss of all fees paid to the program and the student will incur any additional expenses related to his/her termination, such as the cost of changing plane reservations.

Due to circumstances of study abroad programs, procedures for notice, hearing, and appeal applicable to student disciplinary proceedings at The University of Tennessee do not necessarily apply. If expelled, the student will be sent home at his/her own expense with no refund of fees.

In the event of a complaint regarding a student’s behavior or in the event of observed unacceptable behavior, record as much information as possible concerning the incident including:

• Name of the student (s) involved
• Date, place, and time of the incident
• What is alleged to have occurred (summary of the incident)
• Names of witnesses
• Document any conversations with the student (s) regarding the incident
• Notify the Center for Global Studies at (731) 881-1023; after business hours (8:00am-5:00pm), contact Public Safety at (731) 881-7777.

DISCIPLINARY PROCEDURES

As stated earlier, addressing inappropriate behavior is your right as a group leader and your responsibility.  Dealing with inappropriate behavior is never something anyone enjoys but is sometimes necessary to ensure a positive experience for the rest of the group.  Having worked with the group early in the program to establish behavior norms and consequences for violating the norms, may make addressing violations easier.

Address the issue with the student: 
       
        Begin by telling the student that you observed X inappropriate behavior and that you wonder if there is a reason for the behavior.  You might discuss with the individual the behavior and its impact on the group.  At this point hopefully s/he acknowledges the behavior and resolves to change.   It doesn't hurt to make a verbal, or sometimes a written agreement regarding the changes.  Depending on the severity of the behavior, you may have to discuss it more than once.  If an offender persists and is disruptive, move on to the next step.  Keep a record of your conversation (s) and any agreements you make.

If a second incident occurs:

       If the student's inappropriate behavior does not change, you can meet with the student and present her/him with a formal letter stating that, based on continued behavior problems (cite specific incidents), s/he is being officially notified that her/his continued participation in the program is in jeopardy.  State the behavior change you expect to see, by when and stress that this behavior change must continue through the remainder of the program. 

Persistent unacceptable behavior:

       If the behavior still has not changed and it is serious enough to warrant more severe action, you can officially dismiss the offender from the program.  Call CGS and speak with the Director or Assistant Director before dismissing anyone.  It is important to discuss what has been done and how to proceed with the dismissal.  You don't want to violate rights or procedures, but you also don't want to retain someone whose behavior is negatively impacting the group.                                                                                       

                                                                                                                             

HOW GROUP LEADERS SHOULD RESPOND TO EMERGENCIES

In case of an emergency, it is important that the course of action be based on accurate information. Emergencies can include medical or psychological crisis, missing person, arrest or detention of a participant, natural disasters, accidents, extreme misconduct, political unrest, terrorism, lost documents, etc.  While each emergency situation requires a unique action plan specific to the event, there will be some basic steps that a group leader can take to assess the situation and establish an appropriate course of action. Crisis protocols follow. 

NOTE:  Public Safety (159 Crisp Hall, tel 731- 881-777) is the contact for after-hours calls. The officials on duty are not expected to handle the situation, they will simply contact the appropriate persons at UTM, giving them the information you have provided.  PLEASE TELL PUBLIC SAFETY WHERE YOU CAN BE REACHED, FOR HOW LONG, AND, IF POSSIBLE, PROVIDE A SECOND NUMBER.  Public Safety will call the appropriate campus officials and relay this information.

The best general advice in any emergency is to do what a reasonably prudent person would do. 

Emergency/Crisis Protocol

1.     Remain calm and calm others.
2.     If you have not created a plan prior to the time of the emergency, develop a mental outline of what you need to do.
3.     KEEP A RECORD OF WHAT HAS HAPPENED AND YOUR ACTIONS.  While in the midst of a crisis it is easy to lose track of what happened, when, who was involved, what was done, etc. and it is very difficult to reconstruct it at a later date.  You should keep the following no matter what the incident or you may choose to use the situation report form.   (See Appendix.)
a.     When you make contact with someone, record who, when and the general conversation.  Keep as detailed a record as possible. 
b.     Discuss with them where you can be reached, for how long; if necessary, provide an alternate number or contact person. 
c.     Set a time when you will speak with them again and decide who will call whom.   (Remember time zone differences.)

4. If you need to leave a message for someone, repeat b & c.

4. &