I learned a few years ago that my father participated in a Faculty-Led Study Abroad Program when he was in college in the 1980s. His program was offered during a long Spring Break and included traveling primarily to England. But he also took an extra trip to Paris and Strasbourg, France to visit a friend. He loved many of the benefits of the short-term experience that lasted only 10 days, start to finish.
There are several benefits of Faculty-Led Study Abroad Programs. The four most often cited benefits include reduced costs, a shorter commitment of time, usually fast-paced, and most often limited to students attending the same university or system. But the focus of this article is on the ways Faculty-Led Study Abroad Programs vary.
Faculty-Led Study Abroad Program Models have two primary characteristics. Each program is considered “short-term,” and each program is “led by a faculty member” of the college or university (system) sponsoring the program.
But there are 14 characteristics of Faculty-Led Study Abroad Programs that vary from college to college and program to program.
14 Ways Faculty-Led Study Abroad Programs Vary
1. Duration
Short-term
Faculty-led programs are almost always short-term, often 2-4 weeks, but with some as long as a semester. According to the State University of New York at New Paltz (SUNY New Paltz), their Faculty-Led Study Abroad Programs are “three to five weeks in duration and take place during the summer, but shorter programs in the winter intersession, and possibly during spring breaks might also be possible.”
2. Structure
“On the Run” Programs
“On the Run” Programs are taught by faculty members who are the primary, and often, sole guide and lecturer. Students are often bussed to various locations in the city or region within the host country, or countries. Instruction is performed on site, maybe at a museum, local historical landmark or place of interest. Most often students visit multiple sites based on the theme or course content of the program. Students see much more of the local landscape, experience the flavor of the locale (architecture, food, clothing and residents) but often do not have the luxury of time at any single location to gain an in-depth sense of mastery or understanding.
“Faculty as Liaison” Programs
Enrollment in Host Country’s University Model
In the Faculty as Liaison Program, students are enrolled in one of the host country’s colleges or universities. Although the Faculty Director may serve as guide, s/he often does not serve as the primary instructor. The host educational institution’s faculty serve as instructor and offer their in-depth knowledge on the course content. They are often better able to teach about the specific course content, as well as related topics that may include the history and culture of the locale.
Although the faculty director may offer lectures to supplement the host college’s faculty, s/he often serves as guide to ensure the students experiences are rich with exposure to local and regional history, culture, people, food and architecture.
Guest Lecturer Model
Instead of enrolling students in a host institution, the Faculty-Led Program hires local experts to serve as guest lecturers. These experts share their knowledge on the specific topic of discussion. The benefit of this model is that students are exposed to multiple lecturers with differing personalities, senses of humor, world views, and teaching philosophies.
“Hybrid Model” Programs
Hybrid Models are popular and include a variety of potential differences. Some programs offer one or more classes on campus prior to departure to the international destination, but the bulk of the teaching will be on-site. Other programs offer all of the “teaching” aspects of the program on the originating campus prior to departure or following the students return from travel.
Some hybrid courses offer the majority of coursework handled on-campus prior to departure with a brief overseas component built into the travel portion of the program.
Oftentimes, hybrid programs offer pieces and parts of the “On the Run” programs and “Faculty as Liaison” programs.
In addition, these programs may also include some service-learning opportunities that offer a community service component. There are also some programs with research opportunities available to students, as well.
3. Academic Rigor
The academic requirements of Faculty-Led Study Abroad Programs vary from program to program and college to college. Some colleges require a more relaxed experience for students, while other colleges demand more rigorous standards. The program requirements are normally available to all prospective students and there should be no surprises on the expectations of the Faculty Sponsor or student.
4. International Destinations
The number of locations scheduled on a specific faculty-led program is dictated by the course content and the identified learning objectives. If the program is historical in nature, multiple locations within a city, country or region may be desired. If the program is designed to focus on a specific aspect of learning, such as studying plant life in the Amazon River Basin, or a Chinese intensive program like the one offered by Texas State University. In this program, the student receives the equivalent of an entire year’s worth of Chinese language courses. The program includes “one hour of Chinese language instruction per day and weekly classes on Chinese culture.” Classes are held at the prestigious Beijing Language and Culture University. An added benefit are the excursions to local markets and temples, the Forbidden City, and the Great Wall.
5. Traditions
Oftentimes, each program includes a variety of traditions built-in to the program. For example, some programs include welcome dinners or events at the college before departure, or upon arrival at the final destination. Farewell dinners often become a tradition before traveling back to the U.S. Traditions can be “little things” or “big events.” Whatever the case, participation will add value to your experience.
6. Housing and Meals
Each faculty-led study abroad program offers its own unique blend of accommodations and housing. Students and staff may stay in the host university’s campus housing, local apartments, youth hostels, host families, hotels. Some students camp in the outdoors during their study abroad.
No matter the accommodations, all housing must be deemed secure and safe.
Housing is always vetted in advance by college staff for outside providers.
Meals are planned for each day and the itinerary usually describes when and where your next meal is scheduled. Meal costs may be included in the course fee, but oftentimes some meals are not paid in advance. For example, while visiting a castle in Scotland, students may be given free reign to wander the nearby community to find a local pub or diner. Suggestions are often offered by the faculty or tour bus operator.
7. Organizational Planning
Faculty Planned
Faculty members develop Faculty-Led Programs with the assistance of the college’s Study Abroad Office.
Many colleges and universities have developed a college-specific document that offers guidelines for faculty interested in developing a Faculty-led Study Abroad Program. Texas Tech University in Lubbock, Texas, offers its faculty a document titled, “Handbook for Faculty-Led Study Abroad Programs.” The handbook is an exhaustive document that provides excellent advice and requirements for the faculty to follow, with headings and topics such as Things to Consider, Deadlines to Complete the Program Approval Process, From Proposal to Departure, Faculty Responsibilities, Medical and Emergency Procedures.
Partner Planned
Study Abroad Programs often partner with universities in foreign countries. Exchange agreements with these universities in a destination country offer opportunities to structure study abroad programs with their help. These universities assist with developing a travel agenda, providing transportation, locating housing, and oftentimes hosting the study group.
Several study abroad organizations partner with colleges and universities to provide students with a broad range of standard or customized study abroad opportunities. They work with various faculty directors to develop customized programs specific to the learning objectives desired by the host college or university. A major benefit to the faculty director planning the study abroad program is that these partners focus on the logistics related to the program, allowing the faculty director to focus on student recruitment and academics.
AIFS, CEPA, EF tours, Explorica, and WorldStrides are just a few of the partner organizations offering study abroad programs. , that can work with faculty to customize a study abroad program. These organizations take care of the logistical details so that faculty can focus on academics.
8. Credit or Contact Hours
Most colleges require a specific number of contact hours per hour of credit earned for the course. For example, Texas Tech requires a minimum of 15 contact hours for every credit hour earned. This means that a three-hour course requires 45 contact hours.
A contact hour includes, but is not limited to, classroom time, lectures, research, service-learning, field trips and excursions, community projects, volunteer time, homework assignments, orientation meetings, group learning activities.
By the way, financial aid is a factor and university’s often require six or more credit hours to be taken for a student to be eligible for financial aid for a given study abroad program.
9. Teaching Environments
A faculty-led Study abroad program offers a multitude of teaching/learning environments. In some programs, much of the teaching is offered in a classroom setting at a college or university in the host country. But more often than not, a museum, or a beach, or a tropical forest serves as the classroom of choice.
10. Program Orientation
Successful study abroad programs provide a multiple student orientation tasks once they have been accepted into a specific program.
Overview
In order for students to be well-informed before arrival in the host country, participants should enjoy a minimal level of practical knowledge about its people, culture and society. Orientations must be well-developed and ongoing. Thorough information should be available and is expected by the university, students and their parents.
Faculty-Student One on One meeting
This is the opportunity for the student and faculty to meet and discuss the program. The student and faculty ask and answer questions in order to learn more about the specifics of the program, their respective expectations about the experience, and learn a little more about one another. It’s also an opportunity for the faculty member to lay out the student’s responsibilities in relation to the program, as well as his/her own responsibilities to the student and the university (see more below).
Pre-departure group orientation meeting
Introduce the group traveling together.
Finalize arrangements concerning dates and times, travel requirements and logistics, and for students and faculty to ask and answer final questions.
On-site Orientation Meeting
These meetings consist of orienting the group after arrival at the foreign destination. It’s an opportunity to engage the students and offer focus their minds and acclimate to a new location after the whirlwind of boarding a plane, experiencing an international flight, landing in a foreign country, and working their way through customs and traveling to the first night’s accommodation.
11. Student Responsibilities
Each college or university develops their own expectations concerning the responsibilities the student must accept for a specific study abroad program. For example, most colleges require students to attend all classes and excursions during the program. Illness is usually the only excuse to miss any aspect of the program. Some college may be more lenient.
Most colleges also expect students to serve as positive ambassadors of their home university, and of the United States, in general. Colleges may also offer a list of what they deem is acceptable behavior. Most often, the list will resemble the college’s code of conduct. Expectations may, or may not, include:
appropriate dress
gender dynamics
safe behavior
alcohol use and abuse
meal etiquette
heed all laws and customs of the host country and the facilities
An egregious violation of the code of conduct often results in immediate dismissal from the program. Often there is a three-step escalation process the faculty in charge will follow if a student continues to violate the code of conduct: 1. verbal warning, 2. written warning, 3. dismissal from the program.
12. Faculty Responsibilities
The lead faculty member in charge of the program accepts numerous responsibilities to the student and the university.
A few of their responsibilities include providing students with adequate information before and during the program;
Pre-departure
Site-specific information at program meetings including information on safety and
security, health issues and cultural information to help students understand the
culture they will encounter at the program site.
Information on visa requirements for the program location (if applicable).
A realistic program budget outlining all costs including tuition and fees, housing and meals, airfare, excursions, entrance fees, transportation (to/from site, and local) and personal spending money.
Travel to and From Host Country
Faculty are expected to travel with the students, or arrive prior to the students’ arrival at the destination.
After arrival in the foreign country, faculty are required to be with the students during the duration of the program.
As a mentor, faculty are often called upon to offer students pastoral care that may include helping a student struggling with homesickness, family emergencies, lost items. roommate issues, and more. It’s also helpful for faculty to help with adjusting to a new location with new rules and new expectations. Faculty are usually attuned to students and their feelings of helplessness, depression, physical ailments and eating challenges.
Faculty are expected to provide student discipline when necessary. Students who disrupt any part of the program make the experience less enjoyable and valuable for their peers.
Faculty are required to have a cell phone which may be accessed by the college’s study abroad program, and in emergencies by the students in the program.
In emergencies, faculty must be prepared to act quickly and thoroughly to avoid delays or ensure safety of the students and themselves. Following through with a pre-determined emergency plan is the most appropriate action a faculty member will take.
13. Transportation
In-Country Transportation
After arrival to the host country, the modes of transportation vary. For group travel, trains, buses and your own two feet will serve as the primary way of getting from point A to point B. You will probably be notified during the orientation meetings that you should expect to walk. I suggest you be prepared to walk a lot. Hopefully you will take a comfortable pair of shoes.
Unless you’re in a remote area, the major means of travel is by hired coach. Buses are the best option for moving around a city, or between cities, driven by local professional drivers and tour guides familiar with the country.
14. Cost
The actual costs of a Faculty-led Study Abroad Program are unique to each program, but general categories are the same. They may include the following:
- Administration Fee
- Application Fee
- Program Fees
- Passport, visa and immunizations
- Airfare
- Airport Transfers in U.S.
- Study Abroad Medical Insurance
- Medical Evacuation Insurance
- Repatriation Insurance
- Tuition
- Mandatory College Fees based on registered credits
- Personal Spending Funds
Understanding What Your Tuition and Fees Pay For
Group Instructional Costs
- Lecturers
- Meeting space rental
- Classroom space rental
- Group technology fees
- Workshop fees
- Group supplies
Group Activity and Entrance Fees
- Group tours and events
- Theatre tickets
- Museum entrance fees
- Historic site entrance fees
- Other specific tour fees
Group Transportation Costs
- Bus or van rental for airport transfers
- Bus or van rental for excursions
- Tours
Faculty Costs
- Group transportation to U.S. airport
- Airfare
- Accommodations
- Meals
- per diem
- Internet charges
- Phone charges
- Ground transportation overseas
- Excursion entrance fees
Student Costs
- Accommodations
- Meals (not all meals are covered)
- Books
- Supplies
Conclusion
Faculty-Led Study Abroad Programs are extremely popular. There are many other types of Study Abroad Programs to choose from, such as Exchange Programs, Internship and Service Learning Programs, Summer Programs and more.
Related Questions:
What are the Admission Criteria for a Faculty-Led Study Abroad Program?
Generally, students must be in good standing with the college or university. Most colleges require at least one semester at the college before allowing students to participate in a study abroad program. Some require up to a year. A GPA of 2.5 or above at the time of application is often required.
Students with conduct violations may not be allowed to participate.
Other criteria may include:
- students who are not currently under disciplinary sanctions
- students in a certain major
- students who are of a certain class standing
- students who either have minimal or extensive international experience
- students who have taken pre-requisite classes
What are the steps I should be aware of during the Admission Process?
Application
Complete the application form. Forms may be available online or may be picked up in the study abroad office. Colleges often assess an application fee.
Pre-Acceptance
after applying, the faculty and study abroad office may want to interview applicants before accepting you into the program. If there are numerous applications, this aspect of the process will be critical.
Post-Acceptance
After admittance into the program, the student will be required to complete additional forms. You may be required to attend required orientation meetings. These are extremely useful to help you understand the programs requirements, as well as your duties in getting travel arrangements finalized.
Financial Aid and Scholarships
Depending on the program and its duration, students may expect to use their financial aid and scholarships to help offset the costs of a study abroad experience.
What are some college study abroad office names?
It’s interesting how each college offers a unique name to their study abroad program office. Here are some examples:
- Office of International Affairs, Texas Tech University;
- UNI Study Abroad, University of Northern Iowa;
- Texas Global, University of Texas at Austin;
- Office of Study Abroad, West Texas A&M University;
- Study Abroad and Global Engagement, Kansas University;
- Education Abroad, University of Tampa;
- Global Affairs and International Studies, Ohio University.
What should students expect from a Faculty-Led Study Abroad Program?
From a student perspective, these programs should be designed as enriching and motivating experiences with significant travel to wonderful and challenging international destinations. These programs are developed with the destination in mind so that the site, or locations on the itinerary incorporate the components of the international location with the course content and learning objectives for the students.
In order not to slow student’s progress on the track to graduation, students want programs that offer college credit for their efforts. They want courses with academic integrity and comparable academic rigor as other courses offered on campus.
Most importantly, students are interested in programs with attractive non-academic aspects of the program. They yearn to see a part of the world with unique cultures. They are looking for adventure, and they’re searching for a faculty-led study abroad program that will fulfill this requirement.
What are faculty expectations for a Faculty-Led Study Abroad Program?
Faculty, on the other hand, have unique expectations for a Faculty-Led Study Abroad Program. They plan for opportunities that will provide students a journey of discovery to a location or locations that will enhance the teaching of a specific course and will serve as a learning laboratory in their field of expertise.
Faculty often enjoy more one-on-one time with students in a less structured atmosphere. They appreciate the opportunity of sharing experiences that create a sense of belonging and community among the students and themselves that is not available back on the college campus or in the classroom.
Faculty often go beyond the role of “teacher” or “professor” during a faculty-led program. They serve as mentors, peacekeepers, travel agents, translators, and more.
They enjoy the day-to-day challenges of planning, preparing, and expriencing a program that forces them to be adventurous, adaptable, and flexible. Oftentimes, they realize how the program may have a profound impact on a student’s life, unlike anything available through classroom instruction.
But organizing a faculty-led program isn’t easy. According to the Texas Tech Study Abroad Office, “faculty leaders have stated that it takes up to 150 hours to develop and market a faculty-led program.”