Managing Risks For Safe and Responsible Field Projects and Partnerships

When arranging experiential learning, faculty and their partners should follow these steps:

1. Assess the risks associated with the work to be done and the location in which the work will be done.

  1. Clearly identify the scope of work the students.
  2. Understand risks when people involved work outside of their intended scope.
  3. Are there areas or activities where risk is higher to students?
  4. Are there inherent risks in the area in which the activity will be done?


2. Identify procedures, techniques, and policies that mitigate the stated risks.

  1. What are procedures and policies unique to the place the students will be going?
  2. What preparation, equipment, or specific training should students have before working in this setting?
  3. Who is responsible for offering the resources necessary for preparation or training?
  4. What are the procedures if an incident or injury should occur?
  5. Are there contracts or other agreements that are necessary prior to beginning work?


3. Communicate plans for a safe experience.

  1. How will you inform students of the risks associated with this activity and the how to work safely? (in-class orientation, on-site orientation, handouts, meetings, Affiliation Agreement or Contract?)
  2. If working with an outside entity, do they need to inform the student of any potential risks associated with this partnership/project and safety procedures?


4. Track performance during the experiential learning activity

  1. The University holds responsibility for ensuring an appropriate educational beneficial program for students. How will you ensure that is occurring?
  2. What is your agreed upon role in supervision and oversight of the student while they are at their site? How do you execute that role?
  3. How will you remind students to take necessary precautions each time they are at their site?
  4. How will you remind agency staff to take necessary precautions each time they host students?

Page last modified December 5, 2017