BACKGROUND INFORMATION:
As a director of an off-campus semester or an instructor of an off-campus interim, one of the most important tasks you have is selecting student participants for your group. As a result the Off-Campus
Programs Office strongly encourages you to take the selection process seriously, recognizing that the success of the off-campus experience depends heavily on the readiness of each student to participate.
To aid in this process, we have gathered a number of resources to support you in the selection process. These include: possible interview questions as well as best practices for gathering information and making decisions about individual students and the group as a whole.
GATHERING AND COLLECTING INFORMATION:
As you begin the selection process it is important to gather good information that will allow you to make informed decisions to determine if a student is likely to succeed on your particular off-campus program. This process begins with the pre-application, which is reviewed by both the registrar and the Student Life Division to assure a student has a minimum GPA of 2.5 and is in good standing according to the Calvin student conduct code. Students who do not meet these minimum standards have the option to appeal for an exemption through the Off-Campus Programs (OCP) office. The
OCP office will work with you as the instructor/director in making decision related to such appeals.
For example, if an applicant has prior discipline issues, directors/instructors will be notified regarding the nature of misconduct and the resolution of the process. It is important to fully understand the student’s discipline history in making decisions related to appeals as sometimes these patterns can reemerge on an off-campus experience.
Conducting interviews is one of your primary tools in determining best fit for students. While this is a time consuming process, the opportunity to talk with students face-to-face provides you with crucial information for making good selection decisions. Using interviews also conveys to students that you are taking the selection process seriously. Interviews also help you to start to get to know the student better. A list of sample interview questions is attached, along with a note-taking sheet to support you in organizing information gathered in your interviews
Beyond the interview, several additional resources are available to you to help in the selection process. These include:
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Recommendation forms
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Physical Health forms completed by the student at application (with consultation available through Student Health Services )
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Mental Health forms completed by the student at application (with consultation available through the Broene Counseling Center )
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Consultation regarding academic performance or disability accommodations available through
Student Academic Services
INTERVIEW QUESTIONS: See attached list
MAKING SELECTION DECISIONS :
Develop a list of basic academic and behavior expectations for your off-campus interim or semester.
This will provide grounding and standardization for your selection process. Contact the OCP office if you would like assistance in developing this list.
Focus your decision-making on a student’s ability to meet the basic academic and behavioral expectations of the off-campus experience. If you determine that a student is unable to meet these standards, or if a student needs medical or psychological intervention (e.g. medication, counseling) in order to meet these standards, document your concerns in writing. Remember that the college

reserves the right to say “no” when serious doubts arise regarding a student’s ability to successfully participate in an off-campus program.
If you have concerns about a specific student we recommend that you communicate the concerns to either the student or the off-campus programs office. Concerns should be based on the student’s ability to meet the basic academic and behavior expectations of the off-campus experience. If you believe the student has the potential to succeed under certain conditions, discuss your concerns with the student and assess their willingness to implement strategies for success. If you choose to accept the student for the program, consider creating a written agreement with him or her documenting these strategies. This agreement should include expected consequences if the student does not fulfill his or her part of the agreement (such as sending the student home).
The Broene Counseling Center is also a resource for you as you make decisions regarding student participation in OCP experiences. The type of consultation provided will depend on whether a student has accessed Broene services and provided consent for an exchange of information.
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Clinicians at Broene are free to speak with you in general terms regarding the potential impact of mental health issues on any student’s ability to meet the basic academic and behavioral expectations of your off-campus program. If a student has not signed a consent form, the clinician will not disclose information to you regarding any prior knowledge of the student in order to comply with confidentiality laws and ethics.
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If the student has signed a consent form allowing communication between yourself and Broene
(available to the student at application as part of the Mental Health Form), a clinician will be able to provide specific information regarding the student’s situation. The clinician may also be involved in facilitating a meeting between yourself and the student to discuss concerns, identify coping strategies, and/or craft an agreement regarding behavioral expectations around the student’s participation in the program. You are encouraged to communicate openly with
Broene clinicians regarding how they can best support you in this process, as needed.
STUDENT NOTIFICATION:
Once you have made your selection decisions, please pass a roster list to the Off-Campus Programs
Office. For semester programs, the off-campus programs office will share this list with Broene
Counseling Center, Student Academic Services, Health Services and the Bursar to see if they have any red flags on specific students that need to be addressed. For interim classes, the instructors can send their rosters electronically to Student Academic Services, Health Services, and the Bursar for review.
Once these lists have been screened, it is time to invite students to officially accept a roster spot.
Students are usually expected to put down a deposit when they accept a roster spot. For interims, instructors should manage the notification process. For semester programs, the OCP office will inform students of their status, for those accepted into the program, an official invitation will be sent along with a letter outlining costs and financial aid information as well as basic behavior expectation.
This letter must be signed and returned to the OCP office along with a $500 deposit (made to financial services) to reserve a roster spot. Once a student accepts a roster spot, they are committing to be financially responsible for costs incurred on their behalf. If a student needs to withdrawn from the semester or interim he/she will be billed for any of these costs that we are not able to recoup.
If you have more applicants than spots, maintain a waiting list of qualified students. If a student declines a roster spot or drops out of the program, you can turn to your waiting list to fill this spot.
For any students who are not accepted into the program, be sure to document the rationale for your decision and inform them as well.

Motivation and Expectations
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Why do you want to do this program? What attracts you to it?
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How does this program fit your personal and academic goals?
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What are your expectations of this off-campus programs experience? What do you hope will be different for yourself after this experience?
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Apart from issues of earning credit, traveling abroad, etc., what are your personal and spiritual goals for this experience?
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What are you anticipating the most about a semester in xxxx?
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What do you think will be a challenge about living in xxxx?
Personal Strengths
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What words would you use to describe yourself? How do you think your friends would describe you? (examples: outgoing/shy, risk taker, emotional, good self image)
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Please describe a situation where you demonstrated maturity, independence, and responsibility?
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When something does not go the way you planned, what is your reaction? For example, how would you react to the inevitable last-minute schedule changes that happen when traveling with a group?
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In difficult situations, how do you decide when to ask for help and when to push through independently?
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Describe typical steps that you take when confronting stress to function well as a student and group member.
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What factors would support you in thriving while participating in this off-campus program?
Are there any health issues or other personal issues that might jeopardize your successful completion of the program?
Relational Strengths
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How would you describe your interaction style when meeting new people?
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Do you know any other applicants? If so, whom and in what way? How do you expect your level of previous familiarity with participants to impact your experience in the program?
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Although citizens of xxxx generally are not anti-American, the perception of “ugly Americans” remains. How will you live for four months in a way that will help to dispel any negative stereotypes of Americans that you might encounter?
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What is there about your background (inclinations, experiences, reading, etc.) that has helped to prepare you for success in cross-cultural interactions?
Group Participation
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What strengths do you have that would contribute to a positive experience for the group during this off-campus experience? Please describe an experience that you have had working as a team.
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Describe a challenging situation that you have encountered in working with others. How did you respond?
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What do you expect of your faculty leaders?
 Calvin’s policy of “responsible freedom” remains in effect and will be enforced throughout this off-campus experience. What is your understanding of this policy?
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Calvin has policies and expectation for students who study off-campus. What are your expectations for yourself and for other students in terms of upholding and honoring these expectations during your time away?
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Social use of alcohol is common in xxxx. What is your attitude about the use of alcohol? Do you agree to uphold Calvin’s policies?

International Experience
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What other international travel have you done? Have you traveled in groups before? If so, what was it like?
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You will be in xxxx for about 4 months. Have you been away from your family and friends for an extended time in the past? If yes: How did you handle the separation? If no: How do you think you will handle the separation?
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There will be a lot of flexible time (outside of class, excursions, study). What types of things do you expect to do in order to take advantage of in the places where we will be living and studying?
Academic Strengths
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What strengths do you have that would support your academic success during an off-campus semester?
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Describe a major academic problem that you have encountered in a class or other setting. How did you handle the situation?
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Space at the university and in the dorms is not always conducive to study. What steps can you imagine taking in order to find adequate places to study?
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This program carries credit for “cross-cultural engagement.” One of the goals behind the crosscultural engagement requirement is that students come to understand how the world might look from another perspective. What do you think are some practical ways that students in this program may enhance their understanding of how the world looks like from the perspective of citizens of the places we are visiting?

Student Name: Date of Interview:
Can the student maintain academic focus (concentration, good study skills, hard work)?
Does the student demonstrate interpersonal skills (friendliness, conversation, tact, boundaries)?
Can the student effectively manage the stress of the experience (such as travel, cultural transition, language barriers, etc.)?
Does the student appropriately ask for help from peers, professors or others when needed?
Has the student demonstrated effective problem-solving skills in the past?
Does this student tend to use positive coping skills when they feel upset (rather than taking their emotions out in ways that negatively impact themselves or others)?
Would this student be able to comply with the rules and expectations of the programs?
Additional comments: