Tag: Programs

  • Maximize Digital Advertising For Language Learning Programs

    Maximize Digital Advertising For Language Learning Programs

    Reading Time: 10 minutes

    Language learning institution’s growth is projected to increase in the coming years. From 2024 to 2030, the global language learning market is predicted to expand at a compound annual growth rate of 20%. Due to the globalization of the labor market, language learning is likely to be in high demand. 

    Though language learning is growing in popularity, for lasting success, your school must find effective ways to stand out among other language academies looking to boost their enrollment.  Digital advertising offers a broad spectrum of tools to attract students, but knowing how to maximize the impact of these strategies is key to success. At Higher Education Marketing, we’ve spent years refining approaches that yield measurable results for schools offering language learning programs. The following strategies offer actionable steps to elevate your ads targeting language students and attract the right prospects to your programs. Let’s explore!

    Want to create successful ad campaigns?

    Request a Free paid advertising consultation.

    Understanding the Unique Needs of Language Learners

    Language learners are a distinct group with varied motivations, backgrounds, and learning goals. Some are looking to learn a language for career advancement, while others may seek language acquisition for academic, travel, or personal reasons. Advertising that speaks directly to these needs requires a keen understanding of the diverse audience you aim to reach. One of the first ways to maximize the impact of digital advertising is through careful audience segmentation. Instead of promoting the same message across all channels, consider the specific motivations that drive different groups of learners and tailor your messaging accordingly.

    Segmenting audiences by factors such as age, occupation, location, and even language proficiency allows schools to create highly targeted campaigns. How does language impact advertising for schools? Simply put, it depends heavily on your organizational goals. If you’re looking to target professionals wanting to learn English for business purposes, the language in your ad copy should reflect the vocational value of your programs. On the other hand, copy-targeting students hoping to improve their French skills before an international exchange can be more casual and experience-focused. This approach ensures the content resonates more deeply with potential students, increasing the chances of conversion.

    effective ads for language learningeffective ads for language learning

    Do you need help launching your language school’s latest ad campaign? Reach out to discover how we can support you. 

    Leveraging Social Media Platforms to Build Authentic Engagement

    Social media is a powerful tool for language learning programs, offering an opportunity to create ongoing engagement with potential students. However, simply posting ads isn’t enough. The most successful social media campaigns foster a sense of community and engagement, which encourages followers to take the next step toward enrollment.

    For language schools, showcasing success stories is one way to build trust. Highlighting testimonials from former students, sharing video snippets of language immersion experiences, and offering short, valuable language tips can increase authenticity. Interactive content, such as live Q&A sessions or virtual language exchange events, can draw in potential students who want to see what learning at your institution feels like before they commit.

    Schools can also encourage user-generated content by asking current students to share their experiences online, providing social proof that can be far more persuasive than traditional ads. When students are shown engaging and relevant ad content on their social media feeds and in your school’s stories, they are much more likely to visit your site and perhaps even take the first step in your enrollment process.

    Example: Here, a leading language school, EF Education First uses Instagram to drive their organic traffic. In their post, they share valuable language acquisition tips, providing an English reading list for their students. Try using social media to share actionable language tips with your audience. This will drive engagement, boost your follower count, and broaden your digital reach.

    language learning advertising_strategieslanguage learning advertising_strategies

    Source: Instagram | EF Education First

    Creating Culturally Relevant Ads to Reach Global Audiences

    Language learning programs often attract an international audience, which means your digital ads must resonate across cultures. One way to do this is by crafting culturally relevant ads that speak directly to the experience of international students. The language and imagery used in ads should align with the cultural values of the target audience. For example, an ad targeting language students in the Asian market might highlight the importance of family and education, while an ad aimed at Latin American students might focus on community and connectivity.

    Schools should also consider creating ads in multiple languages to appeal to global audiences. You may be wondering how to go about this. For example, Can you target by language on Google Ads? Yes! Google Ads allows advertisers to create campaigns that specifically target users based on the language settings of their browser or device. You can set up your ads to appear in multiple languages, ensuring that they reach potential students who speak those languages. Additionally, you can create language-specific ad copy and landing pages, enhancing the relevance of your campaigns.

    Optimizing Paid Search Ads for Long-Tail Keywords

    One of the most effective ways to drive qualified traffic to your website is through paid search advertising. Language schools can take advantage of this by focusing on long-tail keywords that are specific to language learning. While broad keywords like “learn English” may have high competition, phrases like “intensive French courses for business professionals in Paris” or “Spanish language classes for travelers” are more targeted and tend to attract a highly motivated audience.

    Long-tail keywords may have lower search volumes, but they often result in higher conversion rates because they target users who already have a clear intent. This approach not only helps you to maximize your ad budgets but also ensures that the clicks you receive are more likely to turn into enrollments.

    ad targeting_language studentsad targeting_language students

    Source: Hutong School

    Example: Here, Hutong School uses the long-tail keyword: Global Chinese language school in their metadata. This targeted keyword is designed to attract students who not only want to learn Chinese but also want to do so at a global institution that welcomes students from all over the world. Specificity in keywords ensures higher quality leads who are specifically looking for you.

    Crafting Compelling Ad Copy That Speaks to Pain Points

    Effective ads for language learning and education go beyond promotion and address the specific challenges that potential students face. Whether it’s the fear of not being left behind in class or the worry about balancing language learning with other responsibilities, successful ads speak directly to these concerns.

    To craft compelling ad copy, start by identifying the pain points that your target audience experiences. Are they professionals concerned about fitting language classes into their busy schedules? Are they international students worried about mastering a new language before moving abroad? Once you’ve identified these challenges, your ads should provide solutions. Highlight the flexibility of your class schedules, emphasize the support systems you have in place for struggling students, or showcase how your programs help learners achieve fluency quickly.

    effective_ads_for language learningeffective_ads_for language learning

    Source: KCP International Japanese Language School

    Example: Here, KCP addresses a very common pain point for language learners in their ad copy. Many fear that it’s ‘too late’ to learn a new language as the experience can be expensive and time-consuming. KCP positions itself as the solution to this barrier, ensuring its audience that as long as they meet four basic criteria, learning Japanese is within reach for them.

    Using Retargeting to Capture Warm Leads

    Retargeting is one of the most powerful tools in digital advertising, particularly for language schools where prospective students may need time before making an enrollment decision. Retargeting campaigns allow schools to stay top-of-mind by showing ads to users who have already visited the school’s website or engaged with its content.

    Retargeting works particularly well for language learning programs because it targets individuals who are already interested in the subject but may not have been ready to commit when they first encountered the program. Your school can use this strategy to provide reminders about upcoming enrollment deadlines, promote special offers, or share new content that highlights the benefits of your courses.

    For instance, if a visitor left your site after viewing the course offerings but didn’t sign up, retargeting ads can remind them of the benefits of joining your program. This approach can be particularly effective when combined with personalized messaging, such as offering tailored suggestions based on the courses they viewed.

    Incorporating Video Content to Showcase Language Learning in Action

    Video ads offer a dynamic and authentic way to showcase your school’s programs. HEM’s tailored video ad services help you stand out, whether promoting a specific course or building brand awareness. From high-energy hype videos to authentic student interviews, we create compelling visuals that maximize visibility and generate results. How does that affect you as a language learning institution? 

    Video content is a particularly effective tool for language schools, offering prospective students a glimpse into the real-life experience of learning a new language. Whether it’s a classroom setting, a student testimonial, or a tutorial on language pronunciation, videos create an emotional connection that static ads often lack.

    To maximize the impact of your video content, ensure that it highlights the immersive, interactive nature of your language programs. Videos should showcase the benefits of learning in a dynamic environment where students can practice speaking in real-life scenarios. This builds excitement and helps prospective students visualize themselves succeeding in your program.

    Additionally, video ads on platforms like YouTube or social media can target specific audience segments. Language schools can use these platforms to create ads tailored to different learner types, such as professionals looking to learn a language for work or students hoping to study abroad.

    language_learning_advertising_strategieslanguage_learning_advertising_strategies

    Source: LSI Worldwide | YouTube

    Example: This promotional video presented by a school director highlights the unique selling points of their online learning system. The unique academic benefits of your programs are an excellent topic for your promotional videos – particularly when presented by a language expert within your faculty.  What makes your instruction style unique?

    Harnessing the Power of Influencer Marketing

    Language schools can also benefit from partnering with influencers, especially those passionate about language learning or travel. Influencers offer access to a built-in audience that already trusts their recommendations. By working with influencers who align with your institution’s values, language schools can reach potential students who may not have been aware of your programs.

    An effective influencer marketing campaign for a language school might include sponsored posts where the influencer shares their language learning journey, highlighting the value of enrolling in formal programs. Schools can also consider offering affiliate programs, allowing influencers to earn commissions for every student who enrolls through their recommendation.

    Utilizing Data Analytics to Refine Advertising Campaigns

    Data-driven decision-making is at the heart of successful digital advertising. Language schools must continually analyze their campaign’s performance to ensure they’re reaching the right audience and achieving optimal results. Tools like Google Analytics and Facebook Insights can provide valuable insights into which ads are performing well and which need to be adjusted.

    For example, schools can track metrics like click-through rates, conversion rates, and the cost per lead to determine the effectiveness of their campaigns. By continuously monitoring these metrics, schools can make data-driven decisions that maximize their return on investment. Adjustments might include refining audience targeting, improving ad copy, or reallocating the budget to the platforms that yield the highest returns.

    Offering Free Trials or Sample Lessons to Convert Prospects

    One of the most effective ways to convince prospective students to enroll in your language learning program is by offering a free trial or sample lesson. Language learning can be an intimidating prospect, and many students may hesitate to commit without knowing what to expect. By offering a no-obligation sample lesson, schools give potential students a taste of the learning experience, which can be enough to convert them into paying students.

    This strategy works particularly well in digital advertising campaigns where schools can drive traffic to a landing page offering the free trial. Ads promoting a “try before you buy” approach can alleviate apprehension about committing to a full program.

    language learning advertising strategieslanguage learning advertising strategies

    Source: WuKong Education Online | YouTube

    Example: WuKong Education Online offers a trial class to attract their prospects. Trials are an excellent way to convert leads and are particularly effective for online academies. 

    By implementing these language learning advertising strategies, your school can significantly enhance the effectiveness of your digital advertising campaigns. At Higher Education Marketing, we believe that understanding the unique needs of language learners, leveraging innovative tools, and continuously refining your approach is key to driving enrollment and building lasting connections with students.

    Want to create successful ad campaigns?

    Request a Free paid advertising consultation.

    Frequently Asked Questions

    Question: Can you target by language on Google Ads?

    Answer: Yes! Google Ads allows advertisers to create campaigns that specifically target users based on the language settings of their browser or device. You can set up your ads to appear in multiple languages, ensuring that they reach potential students who speak those languages. Additionally, you can create language-specific ad copy and landing pages, enhancing the relevance of your campaigns.

    Question: How does language impact advertising?

    Answer: Simply put, An ad aimed at professionals wanting to learn English for business purposes should be crafted differently from one targeting students hoping to improve their French skills before an international exchange. This approach ensures the content resonates more deeply with potential students, increasing the chances of conversion.

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  • PED repeals teacher leader programs

    PED repeals teacher leader programs

    With little fanfare and in the face of strong educator opposition, the  New Mexico Public Education Department has repealed a rule designed to foster leadership opportunities for teachers while keeping them in the classroom, a program widely praised for its impact on professional development and teacher retention.

    The written repeal of Rule 6.65.4, dated Sept. 9, came during a brief period when the state had no secretary of education. Arsenio Romero resigned on Aug. 28, and Mariana Padilla was named as his successor on Sept. 10. 

    The repeal order was signed by Candice Castillo, deputy cabinet secretary. 

    “The department notes that the program is still supported by PED guidance, and PED remains committed to maintaining the Teacher Leader Network and Advisory Committee and the Teacher Liaison programs,” a PED document announcing the decision says. 

    The rule was introduced by PED in 2018.

    A public hearing on the proposed repeal held on August 20 at the Jerry Apodaca Education Building in Santa Fe, attracted significant attention, with more than 200 educators voicing their opposition to the repeal.

    Rachael Sewards, Founder and Head of School at Solare Collegiate Charter School, described the potential repeal as a “strong negative message” to the education sector. “Removing teacher leadership from rule communicates that PED doesn’t believe there’s a seat for teacher leaders at decision-making tables, nor does it see value in building up our field with young and aspiring leaders.” Sewards wrote.

    Sewards, along with many other educators, credited the Teacher Leader Development Framework with having a profound impact on her career. Her journey from participating in the inaugural Teacher Leader Network to founding her own school is a testament to the program’s influence, she said.

    During the public comment period leading up to the hearing, the NMPED received a flood of responses, totaling 80 pages of complaints, from educators who said they have benefited from the program. 

    Joe Lovato, a teacher involved in PED’s past leadership initiatives, expressed his concerns: “The repeal of these programs will be viewed by us as educators as the devaluing of our input and leadership potential,” Lovato stated in his written comments.

    Kelly Pearce, a former teacher ambassador, echoed these sentiments, emphasizing the personal and professional growth she experienced thanks to the program. Now working in a national education role, Pearce said she is concerned about the message the repeal sends to future educators.

    Some educators went beyond opposing the repeal, offering suggestions to modernize the framework to better align with current educational goals. These suggestions include focusing on literacy, supporting students impacted by the Yazzie-Martinez lawsuit, and ensuring consistent and relevant data collection. 

    As of now, the PED has not provided detailed reasons for the repeal. However, officials have hinted that certain elements of the Teacher Leader Development Framework may continue in some form on the department’s website, though they will no longer be codified in state rules.

    With the hearing concluded, the decision now lies with the Public Education Department, which is now without a Secretary. Educators across New Mexico are left in suspense, hoping their voices have been heard and that the state will reconsider the repeal.

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  • How Three Institutions Built Winning Retention Programs – CUPA-HR

    How Three Institutions Built Winning Retention Programs – CUPA-HR

    by Julie Burrell | May 21, 2024

    New CUPA-HR data show some improvement in turnover in the higher ed workforce, but staffing hasn’t fully bounced back to pre-pandemic levels. Managers still face challenges filling positions and maintaining morale, while employees are seeking jobs where their satisfaction and well-being are prioritized.

    CUPA-HR’s recent webinar offers solutions that may move the needle on employee retention. Retaining Talent: Effective Employee Retention Strategies From Three Institutions brings together HR pros who showcase their high-impact, cost-effective approaches to increasing satisfaction and well-being, including:

    • Professional development programs driven by employees’ interests
    • Effective supervisor-employee communication, including stay interviews
    • Actionable campus climate surveys using liaisons
    • Mentoring programs and leadership pipelines
    • Recognition programs and community-building events
    • Employee Resource Groups to enhance belonging

    Here are some of the highlights from their programs.

    Stay Interviews at Drake University

    A stay interview is a structured, informal conversation between an employee and a trained supervisor — and can be key to retaining top talent. Maureen De Armond, executive director of human resources at Drake, considers stay interviews to be a critical tool that nevertheless go underused in higher ed. Overall, only 8% of employees stated that they participated in a stay interview in the past year, according to The CUPA-HR 2023 Higher Education Employee Retention Survey.

    De Armond stresses that stay interviews can build trust, increase communication, and show that you care about employees as people, not just their job performance. If you’re looking to get started, De Armond recommends checking out the Stay Interviews Toolkit.

    Actionable Climate Surveys at the University of Texas Rio Grande Valley

    What’s worse than not conducting a climate survey? Not doing anything with the answers employees have taken the time to provide, says Nicole Englitsch, organizational development manager at UTRGV. To make surveys actionable, they’ve enlisted campus climate liaisons.

    These liaisons, who are mostly HR professionals, are assigned to specific departments. The liaisons have been trained by their external survey partners to help their departments understand the results and engage in action planning, guided by a three-year timeline. This network of partners helps ensure that UTRGV’s goals of making survey results both transparent and actionable are achieved.

    For more on their employee engagement and retention efforts, see Building Leaders From Within: UT Rio Grande Valley Blends Leadership Development With a Master’s in Higher Ed Administration.

    Recognition and Community-Building at Rollins College

    How can institutions create a culture of belonging and valuing employees? David Zajchowski, director of human resources at Rollins, explains how their high-impact recognition and community-building programs range from informal coffee-and-doughnuts gatherings to special awards ceremonies for employees.

    Probably the most popular way of valuing employees while increasing connection is Rollins’s annual Fox Day. On a random day in spring, the president surprises employees and students with a day off from work and class to participate in community-building college traditions.

    Despite the effectiveness of employee recognition, many employers may be leaving this low-cost retention incentive on the table, as only 59% of higher ed employees said they received regular verbal recognition for their work in the Employee Retention Survey. Wondering how your employee recognition program stacks up? See a comparison of recognition programs and take a self-assessment here.



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  • Department of Education’s OCR Issues Resource Documents on Title IX Compliance for Athletic Programs – CUPA-HR

    Department of Education’s OCR Issues Resource Documents on Title IX Compliance for Athletic Programs – CUPA-HR

    by CUPA-HR | March 1, 2023

    On February 17, the Department of Education’s Office for Civil Rights (OCR) issued three resource documents on Title IX compliance for school athletic programs. The first resource document covers support for equal opportunity in school athletic programs generally, while the other two cover Title IX and athletic opportunities at K-12 schools and colleges and universities separately.

    According to the OCR, these documents were designed “to help students, parents, coaches, athletic directors and school officials evaluate whether a school is meeting its legal duty to provide equal athletic opportunity regardless of sex,” and they provide examples of situations that may mean a school is not complying with Title IX requirements. The guidance does not make any changes to existing enforcement procedures for the OCR, rather, it is intended to be used by institutions to ensure that their existing protocols and programs are compliant with Title IX.

    Supporting Equal Opportunity in School Athletic Programs

    The first resource document reiterates Title IX’s prohibition of discrimination on the basis of sex in education programs and activities, including athletic programs, that receive federal funds. It states that Title IX requires schools to effectively accommodate the athletic interests and abilities of their students regardless of sex, and provide equal opportunity in the benefits, opportunities and treatment provided for their athletic teams. It also clarifies that Title IX requires colleges and universities to not discriminate on the basis of sex in the provision of any athletic scholarships or financial assistance to students.

    The resource document included four examples of situations that may surface Title IX concerns at colleges and universities, which are listed below:

    • The men’s teams at a college receives new athletic apparel and gear each year, while the women’s teams must use old apparel and purchase some of their own equipment.
    • Across its entire athletic program, a college awards disproportionately more athletic financial assistance to men than women.
    • A university provides funds for its coaches to recruit athletes for its men’s football and basketball teams because it considers those teams to be “flagship sports.” It provides no funds for coaches to recruit women athletes. As a result, the school has difficulty attracting women to participate in its athletic program.
    • Women are underrepresented in a university’s athletic program compared to their representation in the student body. The university would have to offer 54 additional spots for its women students on existing or new teams for women to have substantially proportionate athletic participation opportunities. Women have expressed an interest in having more teams, and there are women students participating in club sports for which there are no varsity teams. Those club sports include lacrosse, water polo, ice hockey and bowling — all of which have intercollegiate competitions available and are sanctioned by the athletic governing body the university belongs to. Yet, the university has not added a women’s team for many years.

    Title IX and Athletic Opportunities in Colleges and Universities

    The resource document designed specifically for institutions of higher education dives deeper into background information on Title IX, as well as ways that students, coaches, athletic directors and school officials can evaluate a school’s athletic program and whether it’s meeting its legal requirements to provide equal athletic opportunity. With respect to the evaluation, the document guides readers with questions and examples of Title IX compliance with respect to the benefits, opportunities and treatment for men’s and women’s teams; athletic scholarships and financial assistance, and meeting students’ athletics interests and abilities.

    Benefits, Opportunities and Treatment for Men’s and Women’s Teams

    With respect to equivalent benefits, opportunities and treatment for men’s and women’s teams, the resource document lists several questions about an institution’s attempts to provide equal opportunities to both men and women student-athletes. These questions surround the following topics:

    • Equipment and supplies
    • Scheduling games and practice time
    • Travel and daily allowances
    • Coaching
    • Academic tutors
    • Locker rooms, fields, courts and other facilities for practice and competition
    • Medical and training facilities and services
    • Housing and dining services
    • Publicity
    • Recruitment

    The resource document explicitly states that if any of the questions listed under these topics is answered as a “no,” it may indicate a possible Title IX violation.

    Athletic Scholarships and Financial Assistance

    The document also creates questions that may be used to assess a school’s provision of scholarships and athletic financial assistance. The questions help guide users to measure the percentage of women and men participants at their institution and the percentage of scholarship awards provided to women and men, and it lists questions and examples to help compare these percentages. These questions may again point to disparities among programs that could be potential violations of Title IX, but the OCR states that it “will take into account all legitimate, non-discriminatory reasons for disparities provided by the school” if there are disparities present between percentages awarded to men’s and women’s programs.

    Meeting Students’ Athletic Interests and Capabilities

    The resource document refers to the “three-part test” that institutions may use to demonstrate that all Title IX legal requirements are being fulfilled. Schools are only required to use one of three options to show compliance with Title IX, which are detailed in the document and briefly listed below:

    • Option 1: Substantial Proportionality — This option looks to whether the percentage of women and men participants on athletic teams are about the same as, or “substantially proportionate” to, the percentage of women and men enrolled as full-time undergraduates at your school.
    • Option 2: History and Continuing Practice — This option looks to whether your school can show it has a history and continuing (i.e. present) practice of expanding its athletic program to respond to the interests and abilities of women, if women have been underrepresented, or if men have been underrepresented.
    • Option 3: Interests and Abilities of Students — This option asks whether your school can show that — despite the disproportionality — it is otherwise meeting the interests and abilities of the underrepresented sex.

    The resource document states that following longstanding practice for showing Title IX compliance — if an institution is unable to use any of the three options to show compliance with Title IX — may not be meeting legal requirements to provide equal opportunity to participate in athletics based on sex under Title IX.

    Options for Filing Complaints for Title IX Violations

    Both the general support and higher education-specific documents end their guidance with ways in which students, parents, employees and others in the school community may file Title IX complaints through their school’s grievance procedures if they believe their institution is not providing equal athletic opportunity based on sex. The documents first turn readers to their institution’s Title IX coordinator, but also provides the option to file a complaint online with the OCR. It also clarifies that anyone is able to file complaints with the OCR, which may include individuals outside of the school community.

    CUPA-HR will continue to monitor for any updates to Title IX compliance and will keep members apprised of any updates with respect to Title IX law and regulations.



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  • CLASS BIAS AND RANDOM THINGS LAW REVIEW: Draft Excerpt from “In the Company of Thieves:” Foreign Programs

    CLASS BIAS AND RANDOM THINGS LAW REVIEW: Draft Excerpt from “In the Company of Thieves:” Foreign Programs

     

     

    Foreign
    Programs

    One
    way mid and lower level law schools compete with each other is by offering
    foreign opportunities. In some cases the students can spend a semester studying
    at a law school in France or Italy or Germany. They get a semester worth of
    credit for traveling and drinking for 3 months. These are programs for the well
    to do, of course because there are airfares, apartments to rent, etc. Nevertheless, they can be rewarding and informative.

    On the other hand, summer abroad programs are a bit of a scam. These are essentially law schools acting as
    travel agencies. The idea is that a couple of professors travel to Paris,
    London, Rome or where ever and take 15 or twenty students with them. Then the
    students hang out with each other, drink, travel, and spend a modest amount of
    time in the classroom.  They, of course,
    pay extra for this and that extra is what covers the housing and expenses of
    their teachers. In short, the students subsidize the summer vacation of the
    profs and they, in turn, get academic credit. Their actual emersion in local
    culture is kept to a minimum as they search out the closest McDonalds.

    Now
    that you know the background, you should know that one of the committees I am
    chair of is the “Programs Committee”.  A
    summer program has to be OKed by the programs committee and then voted on by
    the faculty. Very often it is a fait accompli. For example, one year at a mid summer faculty meeting 17 members
    of the 60 person faculty voted by 9 to 8 to have a summer program in France.
    Unusually only 2 faculty can go at a time but most deans also feel it is their duty to stop by, at the school’s expense, for a few days. And sometimes,
    someone from the Programs Committee is also “obligated to go.” In the case of
    the France program all 9 yes voters went at some point over the next three
    years although at times the enrollment dwindled to 12 which was not enough to
    cover their expenses.

    Here
    is the proposal the Programs Committee considered last October for
    implementation next summer. I’ve inserted some information in brackets to help
    you understand:

    Re: Summer Program in Italy

    Date: February 12, 2007

    Supreme Senior Vice President of
    Foreign Programs, Hugo Valencia and I [Chadsworth Feldman] are happy to propose
    a new study abroad opportunity for our students. The details are as follows:

    A. Location:

    Three weeks in Rome, three weeks in
    Florence.

    B. Expected enrollment and student
    costs.

    For the first year, expected
    enrollment is 30 but the actual enrollment can exceed this. The program has no
    upper limit on enrollment. The initial tuition is $3,000 per student. This
    includes all housing and transportation, to the extent those are necessary.

    C. Need and
    Opportunities

    This program will complement our
    other excellent foreign study opportunities. Many of our students have
    expressed a desire to study in Italy and to learn Italian law. Many of our
    colleagues have connections with scholars in Italy and would gain a great deal
    with respect to their work in comparative law. It is critical that we have a
    presence in Italy.

    Several members of our faculty will
    be invited to travel to Rome or Florence to serve as guest lecturers and to
    attend graduation ceremonies at the end of the term.

    D. Staffing.

    Professor Feldman is the Director of
    the Program and will go each year. In addition to the director, one other full
    time professor will travel to the site. Two assistants will accompany the
    professors. These will be the spouses of the professors as long as they accept
    no salary. Of course, all their expenses will be paid.  After the initial year, it is anticipated
    that the position of professor will be circulated among the faculty.

    E. Students Activities

    Students will earn six credit hours.
    In addition, they will be taken on several tours of important Italian sites.

    F. Budget:

    Airfare for Professors and
    assistants: $10,000

    Housing: $80,000

    G. Impact

    This program will put us in the first
    tier of foreign program offering schools. The net cost to the School, other
    than trips of guest lecturers, is zero. The two professors involved will be
    paid the usual stipend for summer teaching.

                Nothing seemed unusual about the program although
    everyone knew it was the usual faculty boondoggle. The Committee approved it
    and then then faculty. Then things started to unravel. By December several
    students had put down their deposits.  Over the next few months some issues came
    to light. Two stood out. One was that Hugo and Chad, with spouses, had already,
    with the Dean’s permission and on the law school’s dime, spend 10 days in Italy
    scouting out, as they put it, suitable restaurants, clubs, spas, and coastal
    areas for the program. Ok, it’s like what we call in the trade convercationing.
    That is you are paid for a business trip but you are really taking a vacation
    while checking off the boxes to make it seem like business.

    The
    second matter had to do with the budget. Usually there is a host institution
    that provides a  low fee some classroom
    space.  My curiosity piqued, I asked Chad
    about this. He seemed a little sheepish but something you never do as a law
    professor is show weakness or admit wrongdoing. His answer. “That is the beauty
    of the Program. It will all be conducted by Zoom with the students staying at
    home. Hugo and I will Zoom not just classroom activities but dining out,
    clubbing, sight seeing, the works. It will be exactly like they are there.” He
    went on. “I am sure it will be appealing to the students since they can stay in
    the comfort of their homes and not worry about finding housing, eating in
    strange places where no one understands a word they are saying.” Finally, “If
    there are technological problems we will send them postcards.”

    I
    was reeling from this revelation when I got back to my office. None of this was
    revealed when the programs committee met or at the faculty meeting. Everyone
    was too busy, I suppose, booking passage to Italy for some year in the future.
    When I got back to my office, there was a phone message to call Linda James. I
    knew I had a student in my class named Tom James but I did not make the
    connection. I called and she told me that she had tried to reach Professor
    Feldman but he was not in. The secretary had directed her to me since I was
    chair of the programs committee and she had a question about the program since
    her son James was going. She started by saying how excited James was and how she
    and her husband planned to meet James for the portion of the course in Rome.

    Her
    question was what types of things should James bring – clothing, dressy or not,
    extra notebooks, computer, and so on. I lied, I told her that I did not know. I
    did chair the committee that had approved the program but that she needed to
    talk to Professor Feldman. I assumed she did eventually because I the next day
    I received the following email from Chad:

    Today Tom James’ mother called and asked what sort of
    things he should bring from his summer in Italy. I told her that the students
    were not actually going to Italy. She asked what the $3000 is for and I said
    “expenses.” Then she pressed me and asked about the $80,000 for
    faculty. I told her that was the going rate for appropriate housing for the
    Professors and any guest lecturers who might join us. She seemed miffed about
    no students going. Isn’t that just perfect!!! You try to do something for the
    students and you get in hot water for it.

    Later the same day:

     

    So far two more  sets of parents have contacted me. It seems to
    have come as a surprise to them that the Summer Program in Italy does not
    involve their dear children actually traveling to Italy. Hugo and I designed
    the whole program on the theory that he and I and our spouses would go to Italy
    and show the lectures and sights by Zoom (or postcard). We would do the heavy
    lifting and the students would have time to study. Do they not get it.

                 In any case the
    “program” ran for one summer only.  The
    revenue did not begin to cover the expenses which the law school ended up
    eating. I suppose it was a success because I received the following email from
    Chad:

    Here is the great news. I am writing from Rome. Yes,
    the summer program is in tact and Hugo, Marvel, Caroline and I are here working
    hard for the students. It is true we are down to 5 students and it is true that
    those five did not actually make the trip to Italy but we are working hard.

    As you know, some of the students were upset that the
    Summer in Italy program did not actually mean they were going to Italy — only
    the professors. Some parents were quite rude and the initial enrollment dwindled
    to 5. Good riddance I say. Those students obviously were not cut out for
    foreign travel. The Law School decided we had to operate the program anyway
    because the American Association of Law Schools had already purchased 30
    tickets for a team to come and inspect the program.

    We are doing our best for the five students. Each week
    we send a postcard with some interesting fact about Italian law. In the
    interest of giving the students what they want, we have decided not to
    administer a final exam.

    As for me, being a dedicated teacher of young people
    is its own reward.

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