The Catalyst Program Faculty Manual : simplebooklet.com

Welcome to The Catalyst! On behalf of the universities, faculty and students whose trust this program has enjoyed since its founding, I’m very pleased to welcome you to the planning and dynamism that is The Catalyst: Europe’s Most Moving Classroom. There are many ways anybody can find for students to study in Europe while they’re in college. None of those ways compares to The Catalyst. Our program is special because we believe so much in our core values. Among those, none matters more than what we deliver with our educational mission. Other universities and their programs speak of study abroad as a “trip” or a “tour.” Nobody who works on The Catalyst ever makes such a discrediting mistake, because what we reach with our students each summer is tantamount to a compact for life change. Every day we are with our students, our goal is to drive that process of growth and change by where and how we teach. This commitment transcends anything one means when one talks of a “trip” or a “tour.” Our faculty and staff believe this, and our students choose The Catalyst because they believe their own dreams for life change will be realized in Europe with us. Another of our core values is that what we teach in Europe cannot be learned in any similar way “at home.” We make this a truth by seeing to it that every single one of our courses on every single teaching day is grounded in a carefully designed plan to make full and exciting use of the European neighborhood where our classes meet. We also make this our mantra by linking our academic teaching to the real-world life lessons in resiliency, self-confidence, empathy and traveler’s competence that are so much of our critical work each year as faculty on The Catalyst. Finally, we value our endeavor at the highest level as a human interaction between people who mentor and lead and our students, who push us to work harder as we work each day to connect them to the past, present and future of the fabulous classroom cities that are our summer home each year. We will make only a few critical promises to our Catalyst students each year, but we will never fail to honor any of these. Chief among these is this: we will deeply and appropriately care about helping every student in our classes to gather energy and passion for the life-long learning/journey that will become a sacred pathway, whose first serious and adult steps many of them will walk with us when they are our students on The Catalyst. Cheers, Doug Mackaman, Director, The Catalyst

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Getting Started with The Catalyst When faculty hear about our program, it’s pretty common for them to want to know how they can join us. This is especially true of folks who’ve already had some experience teaching abroad, because they already know what they like about the experience of teaching students overseas. (They also know what they don’t like about the way they did it with another organization or university, which is why they want to teach abroad like we do on The Catalyst!) What’s different about us? Beyond our founding values and our unparalleled commitment to top-tier teaching in the best “classroom cities” in Europe, faculty are intrigued by the fact that they can have the best of global teaching on our program without the hassles and headaches that have exhausted so many faculty after just one or two summers of teaching with other programs. On The Catalyst, you will make your own course plans come true but have our help as you first frame those plans. Similarly, you will develop your own fantastic bonds with your own group of students, while we provide you with a proven platform on which to make those bonds in the first place. You’ll also find yourself freed from the overarching hassles of logistics, housing, transportation and student-life matters that can quickly tire out even the most motivated study-abroad professor. How and why? Because The Catalyst Program Director, Resident Manager and our Program Coordinators do the things that would otherwise be the source of your exhaustion or headaches. So you’re interested in teaching abroad without the hassle factor being in your way? Great. Send an email or SMS of interest with a copy of your vita or a link to it to douglasmackaman@catalystprogram.org or 651-341-1806. If we already teach in your field and have active courses on offer in your specialty, don’t despair. We are always looking to expand what we are currently doing well. If we don’t teach in your field, that’s even better. We will want to talk to you on the phone and try to meet with you personally, too. Once we know we are interested in you and you are interested in us, we will need a full vita, as well as a copy of your graduate transcripts and two letters from academic colleagues who can speak critically about your teaching experience and your academic character and personal attributes as a mentor of undergraduates. Thinking about Your Course Ideas Our professors are specialists in fields that vary from Art History to Psychology. What they share is an infectious passion for teaching and for helping to mentor their

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students toward higher levels of global competency. They key to getting the chance to have the dynamic experience of teaching on The Catalyst is always having the right idea for a course to offer in Europe. We get to this critical decision on the right course for each faculty member through: • Brainstorming in person, via email and over the phone about what each of our professors wants most to teach in Europe • Thinking long and hard about the kind of course that’s most likely to attract keen interest on the part of majors in the field of our professor in question • Thinking just as long and just as hard about the kind of course that would be of at least some substantial interest to non-majors • Opening a dialogue about the kind of academic themes that make the most sense to teach on site in the Session 1 or Session 2 cities where the professor in question plans to teach • Critical discussions about the best level for the course to be taught at (advanced courses are our preference, but we like to offer these with few if any pre-requisites so that a motivated non major might enroll • Critical discussions about the transferability of the proposed course. Since our students hail from schools all around the country, most of them receive credits in transfer for their Catalyst experience. This means that we want all of our courses to pass the obscurity test: Will this course make sense to any registrar anywhere?

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Submitting Credentials to Join The Catalyst Once you’ve brainstormed course ideas and gotten the bug to join the program, you need to do the following to begin formalizing a role for yourself as a professor on The Catalyst: • Write up a one paragraph summary of the course you plan to teach, based on the back-and-forth discussions on this matter that you’ve had • Send the following to me at: douglasmackaman@catalystprogram.org 1. A current vita 2. 2 letters of recommendation, which must be written on letterhead and attached via email to Dr. Mackaman. One of these should be from an academic supervisor who can comment on your teaching and also vouch for the fact that you are not now and never have been disciplined in any personnel capacity concerning Title IX or any other operative legal or administrative standard of harassment/proper comportment/appropriateness are concerned. The second letter may focus on your professional standing and passions for research, teaching and travel. Neither of these may be written by a current faculty member associated with The Catalyst, 3. A graduate transcript Unless special arrangements have been made with Dr. Mackaman, all materials are due no later than February 15 of the year you plan to teach on The Catalyst.

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Your Dossier is Complete and You’re Approved for The Catalyst: Preparing Your Course The steps to take in planning and then preparing your course for The Catalyst are pretty simple. You will be sent our existing program syllabi to use as a template for your own course’s development. Then you will look closely at the following factors: 1) Which Catalyst cities are you teaching in and how well do you know one or both of these? If it’s been a while since you’ve traveled to or worked in one or both of your classroom cities, this is not a huge deal. Just tell us that this is the case from the very beginning of our planning with you and we will offer more help than we otherwise would as you develop your course. Be sure to plan to arrive in your first city at least 2 days prior to the start of your assignment, so you can shake off jet lag and learn exactly where you will be going with your class for your first 2-3 teaching days. Then you will need to take extra time before your remaining teaching days to walk or otherwise travel the paths you’ll want to take with your students. (Nothing kills a great teaching session more quickly than the professor getting lost upon exiting a Tube stop. To avoid this, we always ask you to be 100% sure that you know your route and have landmarks to guide you as you fan out with your students across a given city. 2) What will be the kinds of reading assignments, films to view, podcasts to hear, etc. that you’ll want to have as your class’s workload? Our experience shows that it’s totally fine to have a heavy load of work for our courses. But we’ve also learned that having your assignments so that they can be stored on a hard drive of a tablet or a laptop or otherwise be accessible in a mobile format that’s not Wifi dependent will mean a great deal to your students. They won’t want to lug heavy textbooks with them all over Europe. And they also won’t want to have slides or readings stored in a cloud format that means they can’t access required materials as they travel on trains or are away from Wifi. The best rule of thumb is to be in touch with your Catalyst staff and fellow faculty with your questions about “how much is too much” to assign in terms of readings, etc. Ditto your questions about assessment instruments, which can range on The Catalyst from detailed blog posts, to art portfolios, to short essays, to research proposals. Your highest goals will be finding assignment materials and assessment vehicles that will be nimble, agile and highly effective in a study-abroad course format. 3) How to structure your 10 class days; split to do 5 sessions in your first city and 4 in your second; with the 10th day reserved for the final only. You’ll want to strike a balance between active learning (on site at a corporate venue, out in a public park adjacent to a museum, inside of a museum, on the way to an archive or a historical marker, etc.) and the necessary processing and

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discussion time that students also need to learn effectively. You may try things that don’t work, or you may just get it all right. But our veteran faculty usually mix things in each city in terms of how they organize their teaching days while also keeping a basic structure in play each day. This basic structure includes: • Maintaining as much consistency as possible with regard to starting time and place. Most of our classes begin on most days promptly at 9:30 AM. • Go to a setting close to the meet up point or else close to the day’s destination out in the city to reiterate your teaching and travel plans for the day. The more students know about where they’re going and what they’re hoping to learn along the way the more they’ll feel invested in your class. • Find a good place to break for lunch, allowing about 30 minutes for this, and be crystal clear about where you will all gather after lunch as your class’ rally point. Our veterans will usually select a rally point for this on a preliminary walk through of the area a day or so before teaching and then go to this point with the group, breaking there for lunch after everybody has been told to take a photo of the rally point and set their smart phone alarms 10 minutes in advance of the rally time. That’s the best way to be sure that nobody is late or lost. • Head from the rally point to your afternoon teaching sites/goals and culminate if you can in a museum or other such destination that can tie together what you’ve been teaching all morning. When using a museum for class purposes, be sure to give students clear guidelines on what to find inside and how the contents of the museum are intended to mesh with the course objectives. Tell them how much time you expect them to invest in the museum, and let them know exactly where and when you will be meeting back as a class to process the things you’ve asked them to see in the museum. • Before you finish class for the day, always be sure that you remind students of when and where your session will be meeting the next day and also remind them to check The Catalyst Program Crew in case you or the program makes any changes to the next day’s plan • You should plan on an average of five hours of together time each day you meet, so that there are an average of at least 4.5-5 hours of active academic contact time for each of your sessions. (That yields 42 plus hours over two weeks.) • You should plan to join our Catalyst New Faculty Training and Orientation Sessions. We schedule these in March and April.

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Sample Program Calendar To provide our faculty and students with some sense of routine while we are in Europe, we schedule The Catalyst so that: • Our travel days are on Monday morning-early afternoon • Our Catalyst City Orientations are always on Monday, 5-6:30 PM • Our City Sojourn/Free Days are always on Saturdays • Our reading time is always set for Sunday morning at the end of our Session 1 and Session 2 second cities (Paris and Prague) • Our finals are always set for Sunday afternoon at the end of our Session 1 and 2 second cities (Paris and Prague) • Faculty do not teach anything on our Sojourn Days, on our travel days, or on our Reading/Final Exam days Session 1 Dates

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Preparing Your Course Syllabus Once your dossier has been approved to join The Catalyst and you’ve considered the basic teaching themes and ideas you want your course to address in Europe, it’s time to nail down the syllabus that will be your course’s roadmap abroad. All syllabi for The Catalyst must conform to standards that are operative at Austin Peay State University, which is the program’s credit home. This means that all of our syllabi follow a form that’s like the template we show below. Specific notes to have in mind as you draw your version of a syllabus: • All courses must meet for at least 42 contact hours. There can be no exceptions. • All courses must have clear and effective assessment strategies • Each course must have a formal final exam, to be held at the same time and in the same place as all other courses on The Catalyst • Final exams may not allow use of notes or the internet in any format • Course activities must never include participation by friends, guests or family members of students, faculty or others The following is an example of a current Catalyst course syllabus:

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The Catalyst 2023 Madness: European Psychology and Social Identity in History and Today (PSY3905) Dr. Rik Seefeldt edinglen@mailbox.org OVERVIEW AND OBJECTIVES: The Madness course focuses on conceptualizations of trauma and madness; the history of the treatments of madness from 17th Century Bedlam to modern times; and how social identity can contribute to our understanding of leadership and power in Europe from the French Revolution to the end of the Cold War. This course will include presentations, field trips, walking tours and other cultural experiences and will meet in London and Paris. Madness focuses on two major themes as described below. Please note that the themes are not sequential but will be interwoven throughout the course. Theme One: Trauma, Madness, and its Treatments Goals: To provide you with an understanding of (1) the history of conceptualizations of “madness”, “trauma”, and the relationships between them; and (2) the history of treating madness from the 17th century to the present Objectives: In achieving these goals, you will need to learn about the: 1. history of ideas regarding “madness”, “hysteria”, and “monomania”, along with individuals responsible for these ideas including Charcot, Freud, Esquirol & Yealland 2. evolution of the notion of “war trauma”, its treatments, and its modern conceptualizations 3. origins and evolution of institutions instrumental in housing and treating the mad such as Bethlem Royal Hospital & La Salptrire 4. connections between historical ideas of madness and the current status of understanding and treating mental disorders. Class Visits related to Theme One: London: Imperial War Museum; Bethlem Royal Hospital (Bedlam); University College London Institute of Neurology Queen Square Archive; Freud Museum; The Wellcome Galleries Paris: La Salpetriere; Paris Descartes Mdecine; Musee d’histoire de la mdecine; Musee de la Grande Guerre

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Theme Two: Social Identity: Leadership & Power Goals: To provide you with an understanding of how social identity can be applied to help explain leadership, power, and resistance in history. Objectives: In achieving these goals, you will need to learn about and apply the: a) concept of social identity to leadership and acquisition of power and how these ideas apply specifically to leaders such as Churchill, Napoleon, Robespierre, & de Gaulle b) principles of self-categorization and how they apply to the rise of social movements such as Nazism, the French Revolution, the French Resistance, and Brexit c) the concept of social identity and how it is reflected culturally through the literature, art, sport, music, architecture, etc. of the Catalyst cities Class Visits related to Theme Two: London: Imperial War Museum; National Portrait Gallery Paris: Pantheon; Jardin des Tuileries; Conciergerie; Musee de la Libération de Paris; Musee de la Grande Guerre REQUIRED READING: There are three required books for the class. Doing the required reading is ESSENTIAL to your performance in the course. All of the texts are available in Amazon Kindle format, Apple iBooks format, or both. I HIGHLY recommend electronic copies rather than trying to cart actual books around Europe. That being said, traditional printed books are perfectly acceptable. We will begin discussing readings from all the texts right from the start in London. Notice that only specific chapters and/or sections of the texts are required. It is important that you try to read as much of this required material as you can before you arrive in London! You could certainly save some of the reading for when we are in Europe, but you should not count on having lots of free time to read over there. Trust us, there will be many other things you would rather be doing with your spare time! Here are the books you are required to have for the class. For each text, you will see which specific parts of the books you are required to read.

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Required Class Texts (three): 1. Scull, A. (2012). Hysteria: The disturbing history. New York: Oxford University Press. (Read Chapters 1,2,& 6-9). Kindle editions on Amazon: (currently $9.99) https://www.amazon.com/Hysteria-disturbing-history-Andrew-Scull-ebook-dp-B006H07PYQ/dp/B006H07PYQ/ref=mt_other?_encoding=UTF8&me=&qid=1649438500 2. Jones, E., & Wessely, S. (2006). Shell shock to PTSD: Military psychiatry from 1900 to the Gulf War (Maudsley Series). London: Psychology Press. (Read chapters 1, 2, 3, 4) Kindle edition on Amazon: (currently renting for $12.99) https://www.amazon.com/Shell-Shock-PTSD-Military-Psychiatry-ebook/dp/B000OT7YD8/ref=sr_1_1?crid=1KBBFC8U90NXK&keywords=shell+shock+to+ptsd&qid=1649439679&s=digital-text&sprefix=shell+schock+to+ptsd%2Cdigital-text%2C96&sr=1-1 3. Haslam, S.A., Reicher, S.D., & Platow, M.J. (2020). The new psychology of leadership: Identity, influence and power. London: Psychology Press. (Read all of chapters 1, 2, 3; and the “Conclusion…” sections of all other chapters.) Print and Kindle Editions on Amazon: (Kindle edition currently $29.49 on Amazon) http://www.amazon.com/s/ref=nb_sb_ss_i_0_32?url=search-alias%3Dstripbooks&field-keywords=the+new+psychology+of+leadership+identity+influence+and+power&sprefix=The+new+psychology+of+leadership%2Cstripbooks%2C232 Optional Further Reading: You are (of course) welcome to read chapters/sections of your texts that are not required reading for the class. In addition, there are a number of additional books that relate to the knowledge bases covered in the course. This list includes some fiction and non-fiction titles that relate to specific aspects of the class and may be useful for future synthesis of the information we will cover in the class. Reicher, S. & Hopkins, N. (2001). The self and nationhood. London; Sage Publications. (Read chapters 1, 2, 5, 6 & 9) Print and Kindle Editions on Amazon: http://www.amazon.com/s/ref=nb_sb_ss_i_0_32?url=search-alias%3Dstripbooks&field-keywords=the+new+psychology+of+leadership+identity+influence+and+power&sprefix=The+new+psychology+of+leadership%2Cstripbooks%2C232 Rosbottom, R.C. (2014). When Paris went dark: The city of light under German occupation, 1940-1944. New York: Little-Brown. Kindle edition on Amazon: (currently $11.99) https://www.amazon.com/When-Paris-Went-Dark-Occupation-ebook/dp/B00H25FCHC/ref=tmm_kin_swatch_0?_encoding=UTF8&qid=1649439184&sr=1-1 Barker, P. (1993). Regeneration. New York: Plume Publishers. King, D. (2011). Death in the city of light: The serial killer of Nazi-occupied Paris. New York: Crown Publishing Group.

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Makari, G. (2008). Revolution in mind: The creation of psychoanalysis. New York: Harper Perennial. Scurr, R. (2007). Fatal purity: Robespierre and the French Revolution. New York: Macmillan. Schama, S. (1990). Citizens: A chronicle of the French Revolution. New York: Vintage Books. Methos, V. (2011). Existentialism and death on a Paris afternoon. Amazon Digital Services. RECOMMENDED CLASS FILMS: The films listed below all relate to key issues and historical periods we will cover in the course. They are not required viewing per se, but I HIGHLY recommend them. All of them will deepen your course experience. All Quiet on the Western Front 1917 The Darkest Hour Augustine A Dangerous Method A Very Long Engagement Army of Shadows There are, of course, dozens of documentaries and/or historical fiction films made regarding Napoleon, French Revolutions, World War I, post-war Europe, etc. Many of these are available on streaming sources like Netflix. Viewing some/any of these would probably be helpful in putting the course material into context. CLASS FORMAT: Class time will be devoted to orientation, academic walks, discussion of the readings, and visits to historic sites (e.g., museums, institutions, landmarks, etc.). Please understand that this is a moving class. We will be walking a lot. Some of this (hopefully not too much!) will take place in inclement weather. Bad weather will not postpone or cancel classes! Class attendance and participation in class activities and discussions is required. Please see the Participation policies below for more detail.

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EVALUATION: Students in this course will be evaluated based on their performance on a final examination, five reaction essays, and their course participation. Exam: There will be one comprehensive final exam in the class that will consist of questions taken from academic lectures, class walks, site visits, readings, and cultural experiences encountered as part of the Madness course. The exam is worth 100 points, and will be given on the last day of class in Paris. Significant details regarding the structure, content areas, and other aspects of the final exam will be given throughout the duration of the course. Reaction Essays: Students will complete five reaction essays that will be emailed privately to the instructor. There are ten class days specifically allocated to the Madness course. Thus, you need to do a reaction essay for about half the class activities. Students will be assigned to one of two groups that will alternate essays for that day. All students will be required to complete an essay for our first class day in London. After the first day, the two groups will rotate which class days they are responsible to turning in an essay. Each day there will be a theme to address that will incorporate the day’s class activity, the reading, and your reactions to each. These groups will be determined at our orientation meeting in London. The reaction essays will be worth 100 points total (20 points each for the five entries). Discussions: Given the unique character of the Catalyst program, participation in all course activities is mandatory. 100 points are assigned for participating in class discussions. Students are expected to arrive on time for class (every time!) and to actively participate in all scheduled activities. Doing well in class discussions includes being present (physically and mentally!), being on time, having done the required reading, and actively engaging in the sharing of ideas with classmates. If a student misses a scheduled course activity, one letter grade will be deducted from the student’s final grade. If a student misses two class activities, two letter grades will be deducted. If a student misses three class activities, the student will receive an F for the course, and face dismissal from the Catalyst program. Again: It is critical that you be on time for class meetings. You should plan to arrive at our meeting place at least five minutes prior to our formal meeting time. Being more than five minutes late for a formal meeting time will result in a deduction for the Discussion component of your grade. Being late twice will be treated as a missed class and penalized as discussed above. Deductions from your discussion grade will occur if you are obviously unprepared, unresponsive, uncooperative, unawake, or behave in ways to worsen the course experience of other students.

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Grading: Final Exam 100 points Blog Entries/Reaction Essays (5 @ 20 points each) 100 points Discussions 100 points Total Points 300 points Final grades will be calculated by adding your points across the final exam, reaction essays, and participation opportunities, and dividing your point total by the total number of points possible in the class (i.e., 300). Students having any doubt about the grade they are earning in the course should visit with the instructor to clarify their situation. No extra credit will be offered or accepted. The following percentage scale will be applied to determine your grade: 90+% (270 + pts) =A; 80–89% (240-269 pts.) =B; 70-79% (210-239 pts.) =C; 60-69% (180-209 pts.) =D; 0-59% (0-179 pts.) =F STATEMENT ON AMERICANS WITH DISABILITIES ACT (ADA) ACCOMODATIONS: If a student has a disability that qualifies under the American with Disabilities Act (ADA) and requires accommodations, he/she should contact the APSU Student Disability Resource Center for information on appropriate policies and procedures. Disabilities covered by the ADA may include learning, psychiatric, physical disabilities, or chronic health disorders. Students can contact the Student Disability Resource Center if they are not certain whether a medical condition/disability qualifies. Madness Course Schedule (tentative: subject to change) London: Monday, May 22: Arrive in London! Tuesday, May 23: Queen Square Archives and Wellcome Collection – (meet on Hostel steps at 9:30am). Class should end by 4:00pm. Wednesday, May 24: Bethlem Royal Hospital – (meet at entrance to Charing Cross Train Station at 9:30am.) Class will end around 4:00pm. Thursday, May 25: Imperial War Museum – Meet at the cannons outside Museum at 10:00. Class will end around 3pm. Friday, May 26: National Portrait Gallery –Meet outside Museum at 10am. Class should end by 1:00pm. Saturday, May 27: City Sojourn Day (no class)

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Sunday, May 28: Freud Museum – (meet outside Finchley Road tube station at 10am – Class should end by 2:00pm. Monday, May 29: Depart London Paris: Monday, May 29: Travel to Paris – Orientation at Square Truffault Tuesday, May 30: La Salpêtriere & Muse d’Histoire de la Mdecine – meet outside metro station at 10am. Class should end by 4pm. Wednesday, May 31: Musée de la Libération de Paris –10am. Class will end by 2. Thursday, June 1: Musée de la Grande Guerre - (meeting place TBD) 9am-4:30pm Friday, June 2: Revolution! And Road to Carnavalet – Meet at Louvre pyramid at 10am. Class will end by 2:30pm. Saturday, June 3: City Sojourn Day 2 (no class) Sunday, June 2: Final Exam (Time and location TBD) Student Recruitment The Catalyst is not built just on enthusiasm, great courses and incredible classroom cities. It is also built by our program faculty, as they do presentations in their own classes and in classes taught by their departmental colleagues, about our program and why students benefit from doing it. Our program director and staff will help you with recruitment on your campus and inside your department if your colleagues and chair are supportive of us doing this. It’s ok if they are not, but that will mean you will need to make time in your semester to try to speak to students about study abroad. Here are things that have worked on many campuses to build interest in study abroad generally and in a specific Catalyst course: • Going to your local global studies office to meet with them and let them know you are planning to teach on The Catalyst. Ask the professionals in that office to plan a zoom or phone call with Catalyst staff (Dr. Mackaman or Dr. Seefeldt) to discuss the program and your role. Also ask the staff what local help they can offer in terms of outreach and recruitment, such as study abroad fairs, etc.

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• Talking to your own students in your own classes for 10 minutes about study abroad and why you are doing a class on The Catalyst • Asking your department colleagues to let you and our program staff take 10 minutes in their classes to talk about The Catalyst • Reaching out to other departments on campus in the fields taught on The Catalyst so that you and our staff can do 10 minute presentations in their classes about the program • Liaising with your departmental support staff and global studies staff to discuss sending out information emails on your course and The Catalyst to majors. Be sure you have appropriate permission to send any communications like this to students. This may come from your chair, a dean and/or global program staff. • Arranging a meeting room on campus for our program staff and you to hold an informational session about The Catalyst for students whom we’ve emailed and talked to in class presentations about the program. • Arranging quick “meet and greet” sessions with your department chair, your dean, your study abroad staff, your financial aid director and your departmental colleagues when we are on campus to do outreach for The Catalyst. The more we can all put faces to names the better our recruitment will go and the more quickly your course and The Catalyst will become part of the culture of your majors Though we often begin recruiting in October, our biggest recruitment months for the program are traditionally January and February. Our staff will work with you to plan a visit to your campus during January or February, during which we will work with you, your colleagues and your global staff on campus to build as much energy as we can for study abroad generally and for your course and The Catalyst specifically. Much like classes on your own campus, The Catalyst will not be able to offer a class that has fewer than a minimum number of students registered for the class. For this reason, we hope that you will enthusiastically make your students aware of the The Catalyst program and your class, specifically, to increase the likelihood that the class will be offered. However, you are in no way under any obligation to recruit a minimum number of students for your class or any other Catalyst class. What is required is that you do your best to cooperate with and help facilitate recruiting by The Catalyst staff when they visit your campus. Student Retention The Catalyst has been growing in each of our summer runs, in large part because our alumni come home and recommend the program and our many courses to their friends. While it is a good thing that we tend to sell the entire program out by the middle of February each year, that also means that our focus as a program shifts quickly from outreach to retention. Here are the things we ask our faculty to help out with where retention is concerned:

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• Our staff will send you a roster of students who are in your class no later than the end of the first week of March, along with a sample email of introduction that you should send out to all of your students no later than the 15th of March • Our staff will send you a roster of students from your university who are on The Catalyst, regardless of whose classes they are taking. We will suggest that you meet these students to talk about Europe and questions they might have about the program, • We will ask you to have a syllabus-in-progress ready to send out to all of your students no later than March 15. In this document we will ask you to specify the main readings and other assignments you plan to ask your students to complete while in Europe, so that they can choose to start early on their work for your class. • We will ask you to write a few short blog posts about yourself, your research and teaching interests in Europe and the goals you’ve got for your course. We will then post these on our website, and incorporate them in the weekly newsletters that will be emailed to all students • You will be asked to join our Program Communication System, called CREW. You’ll be able to communicate with the students in your class through CREW as well as with your fellow faculty and program staff. The work of retention continues all spring long, until the very launch of the program. Indeed, it is not uncommon for students to drop The Catalyst from their plans as late as the final week before departure. To reduce this risk, you are strongly encouraged to reach out to your students regularly as we move through March and April. Every contact of this kind by you will help increase the chances that the students who sign up for your class in January will be in that class in the summer. Program Communications There are many ways that our program will be in touch with you over the time when we are preparing for Europe and while we are in Europe. To make this as easy as possible, we will want to be sure that we can communicate with you in at least a few ways: • Be sure that our program staff knows your cell phone number and favored email address • Be sure that you enact an international plan for your smart phone to utilize global texting, calling and some form of date for the period of time when you will be in Europe on The Catalyst. • You’ll be invited to join CREW as noted above, which is our program communication system for the summer. Please download CREW to your smartphone.

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As regards being in touch with your students via social media (Facebook, Twitter, Instagram, Snapchat), we do not allow this during The Catalyst program in any format. Program Management The Catalyst is managed in partnership between Globalizedu (a study-abroad program development and provider company) and Austin Peay State University • The Director and Associate Director of The Catalyst are Dr. Douglas Mackaman and Dr. Richard Seefeldt. • Maggie O’Hara is the Catalyst Program Operations Officer. Maggie will be the person who will reimburse your course expenses over the course of The Catalyst program • The Catalyst Program Manager will be Ms. Kristen Lowe, who will oversee our program coordinators and report to Doug and Rik • The Catalyst Program will name 2 full-time program coordinators by April 1 of each year. For all student academic, wellness or behavioral issues or concerns, faculty should consult directly with Kristen, Rik or Doug. Course Budgets Our courses seek to be the most dynamic and exciting learning experiences our students will ever have. This high aim does not mean that we run tours or otherwise serve the tourisitic interests that our students all bring with them to Europe. It may be highly interesting for students of Psychology to see the Tower of London. But if there’s not a clear and compelling academic rationale for that visit, then that visit cannot be part of The Catalyst Psych Course without in fact diminishing the academic credibility of both the course and the program. You will have only 9 real teaching days total to spread out over your two cities, with five meetings happening in your first city and 4 in the second (plus a day for the final). Please plan to be as careful as you can be with the program’s budget and try to ensure that you spend only the money you need to powerfully teach your course each day. We do not set a limit on what you spend, however. If you want to take your students to a particular site for a specific reason, you should do this and know that we will not second-guess your decision and will fund what you need, period. To be reimbursed in Europe for approved expenses related to your course costs, please submit appropriate documentation (a receipt will do) to Maggie O’Hara, who is Catalyst Program Operations Officer at ohara.maggie@gmail.com Just take a photo

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or your receipt and attach that in your email to Maggie. Please hold all your receipts until the final day in each city and then email your receipts to Maggie. You will usually be reimbursed within 2 business days and your reimbursement will be in USD, after she uses currency converter to sort the amount. Course Transportation We only use public transportation or walking to get around our cities. Under no circumstances should you or any other Catalyst faculty or staff member drive a rented vehicle or otherwise take personal charge of transporting students. Students, faculty and staff will buy their own Tube or subway tickets if these are needed. The program will pay for and arrange all travel between London and Paris and Berlin and Prague.

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Your Personal Arrangements Nobody does The Catalyst because they want to get rich. They also don’t do it to lose money. In order to keep The Catalyst affordable, faculty are reimbursed for their international plane ticket and granted a stipend that will enable them to cover minimal living expenses while teaching on the program. The Catalyst will pay up to $1400 for your international plane ticket. You should book your own ticket to fit your own travel preferences, but do not book your ticket before your class enrollments have been confirmed o9n 15 April. Please send your receipt to Maggie O’Hara, who will reimburse you for your ticket in the week you depart for Europe. The Catalyst will pay $115 for your required study-abroad health insurance. You can find the link to obtain your policy here: https://www.culturalinsurance.com/students/. You should click on the box for the upgraded plan, then load your address and payment details. Your total should be $115. Please send your receipt to Maggie O’Hara who will reimburse you for the insurance. The Catalyst will pay for your transportation between your teaching cities. The Catalyst grants you a teaching honorarium that is meant to cover your minimum living expenses while on the program and is in lieu of a salary. This honorarium will be confirmed to you in writing by 5 May of your teaching year, once enrollments have been confirmed for your course or courses. Note: your course may be cancelled due to low enrollment up to 15 April. How, When and By Whom You’re Paid You will be reimbursed for your plane ticket and insurance and granted your program stipend by Globalizedu. LLC, which is the provider company that develops and manages The Catalyst each year. Maggie O’Hara will email you in April to get your banking information so that payments to you can be made directly and quickly. You’ll be asked for your routing number and bank account number. Then you’ll be confirmed in the Wells Fargo Direct Pay system used by The Catalyst. Through this system you’ll receive your stipend, your plane ticket reimbursement and any reimbursements you need for your course(s). You will be issued your Catalyst pay around the day you arrive abroad.

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You will be reimbursed for your plane ticket, insurance and course costs when you are abroad. NOTE: You must communicate with your own chair, dean or provost on campus about your summer role with The Catalyst and what our payment terms include. Many universities have specific policies governing outside employment or activity for 9 month faculty members even when you are engaging in activities that don’t fall within the confines of your 9 month contract. Be sure to check into this on your home campus. Your Role in Europe You will need to plan to attend all the program orientation events, arriving 30 minutes before the scheduled start of these in case Program Staff need your extra help at the last minute. You will be needed as a positive, encouraging, agile and helpful member of our faculty team during your two weeks with us. This means many different things including: Modeling a positive attitude and helping students build and maintain a positive attitude throughout the duration of the program Maintaining positive and cooperative relationships with other faculty, students, and program staff Addressing any concerns/issues with the Director or other program staff privately. Building Student Community You will be a part of at least two intersecting communities on The Catalyst. The largest of these communities will be the whole program group, meaning all the students, faculty and staff. This community will be our “place” to talk about the largest teaching goals of the program. How can we learn resilience? How can our self-confidence increase by travel and trying new things and new foods? How can our sense of self-reliance grow as we trust new people and feel the trust of new people in ourselves? We want to help our students to see our community in its largest sense as being: • Empathic and compassionate. The world we live in is hard. Sometimes we may have every advantage and still get the worst possible luck dealt to us. That’s why we work so hard on learning to listen carefully to each other and to care about the people we meet as we walk through our lives. Because one day we will all be the pitiable souls somewhere, needing to know how to reach out

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for help and take the help that’s offered us. We train for those days of our own eventual need by seeing need in others and caring about what we see. • Responsible and independent. Students have a lot of time between classes and will be making many decisions regarding how they spend that time along with their time on acceleration. Along with this independence goes a great deal of responsibility! Students are responsible to be ready for class on-time EVERY day. They also need to be good program citizens who participate fully in the academic environment, including cooperating with and assisting the other students on the program. Balancing this independence and responsibility is something you as an instructor can discuss and emphasize with the students. It is also something you can help model yourself. • Resilient. Life is utterly full of problems. This is true every day and it’s only truer when we travel. How can we each work to equip ourselves with the tools we will need to solve most if not all of the problems we will face? When Wifi is down and our phone batteries are so dead that we can’t text for help, how can we all learn to take a breath and settle into the complexity of what’s got us stuck at any given hard experience, Learning to relax into a troubling scenario is an acquired skill that’s a first step toward an innovative bounce back from almost anything. When we see a student hit her wall and find a way over it, we want to sing that observation to whatever high heaven will most uplift a kid who’s just had a breakthrough. Our second community is of course the particular group of students who populate each of our courses. In some ways, they are like every class in that some are better groups than others. Unlike at home, though, what’s not great about a particular group can become a heavier weight to the faculty and to her students very quickly. Why? Because at home we interact as a group for 50 minutes a day, three times a week, in a highly controlled environment. On The Catalyst, by contrast, we will be walking, training and Tubing all over Europe with our students. And accordingly, the proverbial “sand within the bathing suit” goes from a wee soreness to an untouchable rash in about one rugged morning with a rough group. This is why building community within your class is even more important than what we will all seek to do with the larger population of The Catalyst. So what are things to consider as you meet your group and help them to develop? • Reiterate what we will say in Catalyst orientation about punctuality. If you allow a student to be late for a planned class session once, this sends a signal to all of them that your time and their time aren’t as priceless as we will have told them. And it will be the same kid who will be late tomorrow, etc. This kid who has somehow been let to make everybody else wait for 5 minutes--while she runs back for an umbrella or he duck into the vending machine area for a third candy bar—will become by day 2 the kid you dread and the kid whom everybody else dreads. • Be crystal clear at the end of each successful teaching day about what worked in terms of your group dynamics. Praise the fact that nobody was late and everyone was an adult. Let them know that you noticed that the post lunch rally

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point was a success. The more you point out what is the emerging elan of your group and even the “values” of the class community, the more you make clear what your standards are and that nobody in the class who meets the standards will fail to succeed • If you have a student who seems disengaged or out of sorts, give them a day in case there’s a jet lag issue or some homesickness. (Second- and third-day rallies are legion on The Catalyst!) If you feel a rugged attitude moving into a student and hence into a group, you should pull aside our Coordinator and our Resident Director to ask them if there’ve been things others have noticed about the same student. You should also plan to discretely ask the student to step aside and chat right before you break for lunch on your third or fourth day. If you feel that the attitude is pretty obvious and rough, then you should ask the Coordinator to come along for class and accompany you for this lunchtime chat. Ask the student what’s up and tell her or him from your side what have been your issues. Find a resolution and reiterate the kind of citizenship and engagement you have laid out in your syllabus as a class requirement. Be sure the student knows they are back in your good books by the end of this chat and that the student knows exactly what you expect going forward. • Anything more serious than the above kind of vague scenario? Talk to the program Coordinator and Director and ask them to both meet with you, together with the student, to sort out what’s going on and how the student can modify the offending behaviors. • Don’t do evening academic functions with your class unless you clear these in advance with the Program Director. Because students might drink alcohol before such functions, you have no way of controlling what you get by way of student behavior if you have a meet up with your students after hours • Don’t drink alcohol with your students or meet them up casually or otherwise for a pint in the evening or after class. • Do not go to bars close to the hostel that are known hangouts of the students. If you inadvertently run into students in a social setting, please do not pose with students for photos. These images could easily represent the program in a negative light on Social Media and can rightly cause parents and others to question the integrity of our shared project with The Catalyst. Greet students, pay your own tab and leave. • Don’t ever invite students from other classes to join your class on any academic activity. Your own class will be very excited about the special things that are on your syllabus. Maybe other students on the program would utterly love to have the chance to visit a refugee camp and talk to a Syrian family who are now in Germany. Unless they are taking the course that does that as an event, they are not coming. The same goes for guests or friends of students who might suddenly appear in one of our teaching cities. It’s great that so-and-so was a German exchange student two years ago in Louisiana. But she still doesn’t get to come to the Freud House with the Psych group. It sometimes can seem like alchemy or even a flat-out miracle how well student groups bond on The Catalyst. Most of that incredible success is a function of our

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cities, our demographic and the fact that faculty who wouldn’t succeed with us usually self-select to spend their summers elsewhere. Never fail to ask your fellow professors how their own groups are doing and then to discuss your group’s issues if these arise. We’re all in this together and we all bring decades of experience at home in the classroom and teaching abroad to every summer on The Catalyst. Acculturating your Students Nobody who teaches abroad fails to hear at least one student on every program talk about how “Prague is the best city and London is the worst.” It’s a rooky mistake that we likely made too when we were new to the great game of travel. We will talk with the students even before we go to Europe about the different ways they can work hard to open themselves up to a deeper and more nuanced meeting with the places they will travel to and live in with us. You can help this process of preparation and acculturation. How? • Show your students that the curious systems for ordering food or paying for it in London will be different from what they know at home. Ditto Paris, etc. These little systems in pubs and brasseries and beer gardens are all intrinsic to their cultures that built them. They aren’t worse or better than our own but just different. If we try to smash these systems when we meet them—or arrogantly seek to horse them around to be like our own—we will always be treated just as rudely as any outsider would be in our own country who brought her ways from abroad into a Dunkin Donuts. • Ask your students to consider what multi-culturalism looks, sounds, tastes and feels like as they move through our classroom cities. What do the collective faces of our classroom cities look like? • Bring your students to consider or even talk about such basic things as urban comportment, the human smile and the physicality of their own social and familial lives. Do they see the same hugging and loud laughter and easy jocularity as they travel through the summer? Does London prepare them for Paris? Or for Berlin and Prague? How do they find their own ways to “code shifting” or modulated social energy as the group comes together and learns more about Europe and itself? You’ll also want to be sure whether you teach Session One or Session Two Catalyst that you take pains to reiterate the things we will be discussing in our city orientations as regards: • Personal safety • Avoiding the “ugly American” posture • How to manage the human body and our luggage so as not to occupy too much precious urban space at train stations, on Tube platforms, on sidewalk

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Tips for Dynamic Teaching Study-Abroad teachers can be brilliant the first time they teach away. In fact many of us will always remember our “first class” as the best one we ever had. Usually, though, this has less to do with our own genius than it does with how excited we first were to be able to see and feel students learning like they do abroad. And indeed it’s likely true that most of us get better as global teachers the more we practice the craft. So what are some tips on doing it well from the get go? Plan every teaching session with care If you’re meeting a scholar at her university or at a pub to do your session together, always confirm this with a text or an email or both the week and then the day prior to the meeting. Nothing smarts more than towing a brigade of students to a much-anticipated talk with a local only to show up and find that you missed the session by a week. The hot burn of embarrassment only begins to describe why planning is so important. And by planning, we also mean thinking not just about what will happen but also what might happen. Like a driving rain on the day you’re set to explore “green space London.” Or an unending and raucous protest in Paris on the day you’re meant to teach at the Bastille. Planning well, therefore, means planning with agility and flexibility: • Have you found a local café along your planned route into which you can duck with your class in the event of needing a dry place to rally over a cup of coffee and an inside lecture or discussion • Have you given your students clear rules on when they’ll be able to break during your sessions to find a restroom, to use an ATM, to get a bottle of water, etc? (You will not want your class’ flow to subject to 15 students deciding at will when to snag a banana from a cute bodega or throw back a rapid espresso • Do you know your Tube or Metro plan in advance and have you scouted where you’re going once you exit your transportation? • Have you coached your students on subway comportment and made sure that everybody in the group knows your final stop, so that you need not all ride in the same train car? • Have you reminded them all to dress for varied weather and to bring a windbreaker and umbrella with them every day in a shoulder bag? • Have you pulled your group aside as you’re just heading out for the day to be sure that everyone understands where you’re going and what will be the full itinerary for your session? Think about emotional and practical ways to gather their attention and then send them off into their day after class At home, many of us use music or slides or a poem to call our class together and settle them into their spirit of learning that’s what we want for our class. Abroad, we

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have so many public monuments and markers and so many stories places to duck into and inhabit briefly that it’s a shame to miss a chance each teaching session to mindfully call the class together to the learning mission at hand. The same for the day’s end, as you set them free. Examples: • You’re about to teach the History of the Tower of London and will be doing so on site. In advance, why not use Russell Square—right by our hostel in London—to ask 2 students to read brief accounts you’ve loaded onto your tablet of the last hours of life for a Tower prisoner whose fate was beheading? Then to end the same day, why not find a brief account of when the Tower was hit by Nazi bombs and how it was discussed in its long sweep of history at just the historical moment when it might have been destroyed? • You’re about to photograph Kensington Gardens and the Palace. Why not get a reading or two for your students to ready about Princess Diana and the cavalcade of flowers that grew into a memorial in front of the palace after she was killed? And then have another student read about daily life in the palace for William and his family today. Maybe end the same day by having someone read at the Albert Memorial in adjacent Hyde Park about Queen Victoria’s entire lifetime of deep mourning after Albert’s death? • If you can think of the start of each session as a preface or even an invocation and then end your sessions with something that feels resounding or a tying-of-things together on a practical and emotional level, you will have swung to the fences and achieved something the students will talk about decades from now. Think about how you might make some of your teaching sessions feel like walking lectures, during which you make use of the city and its trove of materials as your source material to build an argument. • Can you teach Shakespeare one day by taking a walk in search of the lost South Bank of his era? Most of it is of course totally different today, but there’s Southwalk Cathedral and its shell-clad stone walls and peeling bells. And there are the areas where the infamous bear-baiters plied their version of curious fun. And there’s the Bourrough Market, where gorgeous foodstuffs might suffice to turn a puritan into a debauchee. And finally there’s the exclamation point of a tour of the Globe Theatre. What an argument about the body and pleasure one could build on just this side of the Thames. • Students never remember their classrooms. They fact that we never use them except for our final examinations is something that makes our program unique. Consider how you can use museums and other a-list settings of relevance to your course as culmination points for at least some of your teaching sessions. • Nobody wants to leave Paris without seeing at least one great art museum in the city. Is there a viable and academically relevant way for you to use a great museum to make one of your teaching sessions special? If you’re teaching social psychology and leadership in Paris, can you kill two birds with one stone

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and have your group study the day that Adolf Hitler was in Paris and where he went in those few hours. Among other places, he went to Les Invalides and took in the site of Napoleon’s tomb. And the Eiffel Tower as seen from the Trocadero. • The London museums are almost all free. Can your course make some decent and non gratuitous use of a museum or two to help drive your material forward? What did the world of the Renaissance look like to Shakespeare’s friends? The museum of London might hold some answers. So might the National Portrait Gallery and the National Gallery. What if you wanted to look at how Italy was represented in the art that Shakespeare might have actually viewed? Could you compare texts from his era if not his own quill to actual paintings that were produced by his contemporaries? As great as our outdoor and active classrooms are, you should think, too, about the various kinds of media your class might benefit from employing. If you’re teaching a business class in Berlin, can you use employee testimonials in a digital short or podcast format to listen to as a group, in which your subjects talk about the power of their work-balance lives and what their annual 5 weeks on vacation as a family has meant to their peace as people? • Or can you show a digital short on the annual ceremony done at Place de la Concorde in Paris when the heir to the Bourbon Throne is trotted out and shown the place where his ancestors where guillotined? • Or have students watch a digital short together about the documentary photographers who were brought to Sachsenhausen at its liberation to photograph the dead and the near dead? You should also think about the best settings and times to organize discussion and processing work for your class. Do your students do best in the late mid morning, before lunch? Do you take processing time and build it into each day or do this every second day? Does the outside work, maybe in a small park that you’ve found with nice benches and enough space for you to talk as a group without making the locals angry? Or do you alternate some outside time with a regular visit to a local pub or coffee shop, where you and the students can get good coffee and enjoy a special ambience to talk? Or is your group big enough so that you need some help from our Program Coordinator to find the space you will need to effectively run a discussion? Groups of 15 or more are in this category and we will need to be more creative to get your needs covered. Our Directors and Coordinator will work with you. • Great active learning can feel like too much without students having the chance to discuss and process materials with each other and with you. • Discussions are your times to stitch together your readings and films with the real-time city learning that will take up most of your time on the program. Think critically about the sort of assignments that will work best for your material, your themes and the study-abroad setting for your course. And then think about the factors

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that will need to be in mind when your students do their work and submit it to you for assessment. • They won’t be able to print off a paper for you, but they will be able to email you one. • They will also be able to use their smart phones to capture images that you ask them to find (in the cities or in a museum, etc) and then show the image(s) to the class and discuss what they think about these • Steller is another assignment and assessment app we have used with good effect. It is a visual essay app for any smartphone that allows the user to take their own photographs and turn them into visual essays with connecting narrative. Think about requiring students to buy a Moleskine Notebook and having that with them for every class session. Students should be expected to take notes as you teach, even in active learning situations on-site. The best way to ensure that this happens is to require a notebook and expect all students to be writing in it during your sessions. Combine this with a smart phone and you’re golden! Finally you should think about the pace of each of your weeks and then of the entire course. You may well want to do everything possible to give your students a dream learning experience, only to walk and work them so hard that they think of their

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Faculty Rules and Comportment The Catalyst Program is an amazing platform for our students and our faculty. The rules of the road are very simple: • Be safe at all times with your students • Attend and actively participate in all required Catalyst Program functions • Put your students first always • Support your colleagues and our staff at all times • Don’t drink with your students or any other students on the program. • Be sure that all of your students know that they are required to participate in all Catalyst Program City Orientation Sessions • Be sure that your students know the dire consequences of being late for your class or for any required program function • Be sure that your students know the dire consequences of missing any of your class sessions or any required Catalyst Program function. (3 absences over the course of the entire summer is the maximum we will allow before sending a student home for non-participation in the program. This means that if a student misses one of your class session and one program orientation or required event in Session One, s/he will be sent home if even one class session or required function is missed in Session Two • Be sure to never allow students from other classes to join in your own class activities • Be sure not to plan optional/extra activities for your students on any of their free days (we want these days to be free and not scheduled even softly by us) or during the evening/at night. • Be sure that if you bring a partner or spouse or children on the program that they not participate in any of your teaching sessions or in Catalyst Orientation Sessions. Partners, spouses and children may join our Catalyst Program Dinners if they’d like to do so. • Be sure to plan on a traditional final examination, to be administered together with all other Catalyst finals, and to stress to your students that neither notes of any sort nor any use of the internet or smart phones will be allowed.

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Student Issues or Problems Please speak to the Program Director and the Program Manager or Program Coordinators about any student issues or problems that arise within your group. Be especially keyed-into any issues of wellness where a student is concerned. If a student is feeling unwell, please notify our Program Director or Coordinator right away. We will then see to it that the student gets rest and any medical attention. A student who is ill enough to miss class will have to make up the material missed to your satisfaction, but the student in question will be fully excused due to medical reasons. If a student becomes unwell while you are teaching out in the city, please text or call our Program Coordinator immediately so that s/he can come to get the student and escort her/him back to the hostel or to a clinic. If a student needs any confidential help of any kind and relays this need to you, please contact our Program Director and Coordinator immediately. If you have any behavioral issues, please don’t hesitate to contact our Program Director or Coordinator immediately. We will remove the student immediately from your class and speak to the student. If the issues persist or are more complex than we can safely address, the student will be sent home from the program. Students who drank too much the night before and are unable to fully participate in your class session or a required program event will be counted as absent for the day and thus be 1/3 of the way to a plane ticket home. Be sure that any issues related to safety, harassment or appropriateness of behavior that come to your attention are reported immediately to the resident director of The Catalyst.

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Emergency Protocol MEMORANDUM Terrorism and/or Civil Unrest Guidelines TO: All Catalyst Program Students, Faculty and Staff FROM: Catalyst Program Administration RE: Terrorism and/or Civil Unrest Guidelines DATE: January 5, 2023 OVERVIEW Our world reminds us every day that acts of terrorism and/or examples of civil unrest can and do factor into life. The USA has hardly been immune to such issues. The Catalyst Program understands this reality and also understands that sometimes the dangers from these threats can be more sever while traveling. The guidelines here are meant to help program participants stay safe at all times while we are abroad. PREPARATION All participants must read and sign The Catalyst Hold-Harmless and Liability Waiver before traveling abroad or upon their arrival in London. It is attached to this memorandum. All participants must complete a Terrorism and/or Civil-Unrest Safety Orientation via Zoom in advance of the journey. All participants must participate in the in-person orientations on Terrorism and/or Civil Unrest Safety that will be scheduled for program arrival days in all 4 cities. All participants must register as travelers with the US Department of State. SAFETY Participants will:

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• maintain an active account with The Catalyst Crew Chat App, so they can immediately receive any urgent communications from the program related to advisories and safety via WIFI or SMS • avoid crowded tourist sites during peak times of the day and be vigilantly aware when I’m out in the city. If I see something suspicious, I will report it to local authorities and to The Catalyst staff via our Catalyst Crew Chat. • avoid political protests of any kind and walk away from demonstrations if I encounter them. • follow program instructions via SMS and/or Catalyst Crew and/or in-person staff or faculty authority if classes are in session or the program is all together • contact the program immediately via Catalyst Crew Chat and/or SMS and follow program counsel on how to stay safe if classes are not in session or participants are traveling away from the program when an incident arises. Covid Protocol MEMORANDUM Covid Guidelines and Protocols for The Catalyst Program Summer 2023 OVERVIEW For more than three years, we have been living in a global pandemic that has put a total halt to most study-abroad programs. But as vaccines and boosters have rolled out globally and metrics related to hospitalization rates among college-age Covid cases have remained very low, global program providers and universities have begun serving study-abroad students again with risk-mitigation considerations in place. The guidelines outlined here are meant to keep The Catalyst Program’s students, staff and faculty safe during our travel time in Europe.

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PROTOCOL The Catalyst recommends that all participants be up to date with their COVID vaccinations. All Catalyst Program participants are required to adhere to the rules regarding vaccinations on their home campuses and wherever the program will be traveling. At this point in time, proof of boosted status is not required to enter the countries where the program will be traveling, nor is it required of US citizens traveling to or from the USA. You will be notified by program staff if this changes. If this does change, you will be required to prove your actively boosted status to participate in the program. Participants are responsible for their ultimate safety in all things, including Covid-19. Participants agree to follow all Catalyst Program Covid-19 guidelines as well as relevant guidelines in place in the hostels where the program is housed and more widely in the countries where we learn and live. In addition to the above, all Catalyst participants will: Complete a required remote Catalyst orientation session on the topic of Covid-19 and Health and Safety in advance of the journey. Participate in the in-person orientations on Covid-19 and Health and Safety that will be scheduled for program arrival days in all 4 cities. Must be free of Covid-19 symptoms when preparing to travel. If rapid or PCR tests are required to board a plane or train or are required to enter a country, all participants must test as required. Must pack 4 rapid Covid-19 tests to have available to them when they arrive in London. Must pack sufficient Covid-19 masks to remain comfortable and safe while on the journey should these be required. Must follow airline, governmental guidelines, and local rules where mask wearing in-transit is concerned. Must pack a thermometer to have on the journey. Must commit to the same standards of hygiene and health that kept them safe while at home. In the event that a participant feels ill and/or experiences more than one COVID symptom, we require that each Catalyst participant use a self-administered Rapid Test for COVID.

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In the event a participant tests positive for COVID with a Rapid Test, the following procedures will follow: The participant will notify program staff immediately if they test positive for Covid-19 with a self-administered Rapid Test, and maintain the test-strip in order to show program staff. Those who test positive with a Rapid Covid-19 test will be accompanied by program staff to get a PCR test for Covid-19. Those who test positive for Covid-19 with a PCR test will need to move their luggage into a Hostel Covid-19 Isolation Room and isolate for 5 days. Program staff will assist with food and care needs during this time. Those who isolate for 5 days after a positive PCR test for Covid-19 should prepare to mask for 5 additional days following their isolation. Those who test positive right before a travel day will need to isolate stay behind with a program staff member to assist them, until they are safe to travel. During this time, program staff will pay for a hostel room and also assist with academic needs so the participant can remain active with their class to the extent their health allows. The program will arrange and pay for participants to travel to rejoin the program after their isolation is ended. TO: All Catalyst Program Students, Faculty and Staff FROM: Catalyst Program Administration RE: Covid-19 Safety Abroad DATE: January 5, 2023 OVERVIEW: For more than three years, we have been living in a global pandemic that has put a total halt to most study-abroad programs. But as vaccines and boosters have rolled out globally and metrics related to hospitalization rates among college-age Covid cases have remained very low, global program providers and universities have begun serving study-abroad students again with risk-mitigation considerations in place. The guidelines outlined here are meant to keep The Catalyst Program’s students, staff and faculty safe during our travel time in Europe. Participants are responsible for their ultimate safety in all things, including Covid-19. Participants agree to follow all Catalyst Program Covid-19 guidelines as well as relevant guidelines in place in the hostels

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where the program is housed and more widely in the countries where we learn and live. ORIENTATIONS All participants must complete a required Covid-19 and Health and Safety Orientation via Zoom in advance of the journey. All participants must participate in the in-person orientations on Covid-19 and Health and Safety that will be scheduled for program arrival days in all 4 cities. VACCINATION STATUS: All Catalyst Program participants are required to adhere to the rules regarding vaccinations on their home campuses and wherever the program will be traveling. At this point in time, proof of boosted status is not required to enter the countries where the program will be traveling nor is it required of US citizens traveling to or from the USA. You will be notified by program staff if this changes. If this does change, you will be required to prove your actively boosted status to participate in the program. COMMUNICATIONS All program participants must have an active account on The Catalyst Crew App to insure reception of all program communications All program participants must file an emergency contact summary with the program administration All program participants must save the mobile phone numbers of the program director, manager and coordinators in their cell phone. All program participants must save the mobile phone numbers of the program director, manager and coordinators on a card they locate in a purse or wallet. All program participants must save the address of each of our program hostels on their cell phones and also write these on a card to be located in their purse or wallet.

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TESTS BEFORE TRAVEL As of the writing of this memo, the UK and the EU to now require Covid tests to travel. If this changes, we will notify you. HEALTH AND SAFETY WHEN TRAVELING All program participants must be free of Covid-19 symptoms when preparing to travel. If rapid or PCR tests are required to board a plane or train or are required to enter a country, all participants must test as required. All participants must must pack 4 rapid Covid-19 tests when leaving for the program. All participants must pack sufficient Covid-19 masks to remain comfortable and safe while on the journey should these be needed. All participants must pack a thermometer to have on the journey. All students must bring portable hand sanitizer with them on the journey. All participants must commit to the same standards of hygiene and health that kept them safe while at home. All participants must follow airline and governmental guidelines where mask wearing in-transit is concerned. VIGILANCE AND WELLNESS PROTOCOLS All participants must carefully monitor their overall wellness while abroad. We recommend each participant keeps a brief log to monitor for themselves: sleep each night/hydration during the day and at night/diet/alcohol consumed/exercise and walking All participants must notify program staff if they begin to experience more than one Covid-19 symptom and test positive for Covid-19 with a self-administered Rapid Test. All participants who test positive with a Rapid Covid-19 test should prepare to go with program staff to get a PCR test for Covid-19 Participants who test positive for Covid-19 with a PCR test will need to move their luggage into a Hostel Covid-19 Isolation Room and

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isolate for 5 days. Program staff will assist with food and care needs during this time. Participants who isolate for 5 days after a positive PCR test for Covid-19 should prepare to mask for 5 additional days following their isolation. Participants who test positive right before a travel day will need to isolate stay behind with a program staff member to assist them, until they are safe to travel. During this time, program staff will pay for a hostel room and also assist with academic needs so the participant can remain active with their class to the extent their health allows. The program will arrange and pay for participants to travel to rejoin the program after their isolation is ended. Participants who travel independently of the program must upload to The Catalyst Crew App the details of their travel plans 24 hours before they plan to travel. SAFETY & RISK MANAGEMENT: Terrorism & Civic Unrest Protocol OVERVIEW Our world reminds us every day that acts of terrorism and/or examples of civil unrest can and do factor into life. The USA has hardly been immune to such issues. The Catalyst Program understands this reality and also understands that sometimes the dangers from these threats can be more severe while traveling. The guidelines here are meant to help program participants stay safe at all times while we are abroad. Participants agree to follow all Catalyst Program safety guidelines as well as relevant guidelines in place in the hostels where the program is housed and more widely in the countries where we learn and live. The Catalyst program staff will use the Crew Chat App in order to communicate any emergency information with all program participants. PROTOCOL In order to help ensure the safety of all participants, all Catalyst participants will do the following in preparation for the journey: Complete a required remote Catalyst orientation session on the topic of Terrorism and/or Civil-Unrest Safety in advance of the journey.

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Participate in the in-person orientations on Terrorism and/or Civil Unrest Safety that will be scheduled for program arrival days in all 4 cities. Be encouraged to register as travelers with the US Department of State. Read and sign The Catalyst Hold-Harmless and Liability Waiver before traveling abroad or upon their arrival in London. Once the program begins, all Catalyst participants will: Maintain an active account with The Catalyst Crew Chat App, so they can immediately receive any urgent communications from the program related to advisories and safety via WIFI or SMS Avoid crowded tourist sites during peak times of the day and be vigilant when out in the city. Upon experiencing anything that seems suspicious, participants will report it to local authorities and to The Catalyst staff via our Catalyst Crew Chat. Avoid political protests of any kind and walk away from any demonstrations they encounter. Follow program instructions via SMS and/or Catalyst Crew and/or in-person staff or faculty authority if classes or other Catalyst programming are in session Contact the program immediately via Catalyst Crew Chat and/or SMS and follow program counsel on how to stay safe if classes are not in session or participants are traveling away from the program when an incident arises.