Resources for Faculty and Staff

Are you interested in teaching a J-Term or summer course abroad? The Center for Global Engagement (CGE) is here to help. We provide support for the design and delivery of Global Seminars: short-term, faculty-led study abroad programs.

Process

Designing and delivering a Global Seminar is a 10-step process. (If you are proposing a repeat course, please begin with #2.) Before navigating through the process, you are strongly encouraged to review the faculty handbook and sample timeline that are available in a .

1. Learn More
Read the faculty handbook, and then meet with a study abroad advisor to discuss the process and your questions

2. Complete the Proposal
Complete and submit the proposal, a preliminary budget, and a proposed itinerary

3. Meet with Study Abroad & Off-Campus Programs
Meet with the CGE staff to discuss your proposal, budget, itinerary, and next steps

4. Design your Global Seminar
Continue designing your Global Seminar

5. Promote your Global Seminar
Recruit a minimum of six students to make your Global Seminar run

6. Facilitate pre-departure programming
Prepare your students for their Global Seminar (students are advised to participate in Pack+Prep, CGE pre-departure programming)

7. Attend the faculty training
CGE will host a mandatory orientation training to get you excited and prepared for your #�ϰ��ϲʿ��¼adventures

8. Deliver your Global Seminar
Take students abroad and conduct your Global Seminar

9. Facilitate re-entry programming
Help students process their experiences and continue their learning (students are advised to participate in Unpacking, CGE re-entry programming)

10. Debrief
Meet with CGE to share your experiences and review students' program evaluations

Program Development

CGE Resources
Our includes all the resources that you need to design and deliver a successful Global Seminar.

Faculty Handbook
Before you move forward with your Global Seminar, please familiarize yourself with the policies and procedures found in our faculty handbook (accessed via our ).

Proposal
After you learn more about the process, complete the proposal. Please ensure that the information that you provide is accurate and that your responses are thoughtful. The details that you provide will be used to promote your Global Seminar.

As part of your proposal, you must also submit a proposed budget and a draft itinerary. The budget and the itinerary offer the Center for Global Engagement a better sense of the scope of your Global Seminar. It is understood that the budget and itinerary will be altered as logistical arrangements and academic content are determined.

By submitting a proposal, you are making a commitment to the Global Seminar and agree to not terminate the course or withdraw from the program except in an emergency. Please note that late and/or incomplete proposals will be given lower priority than complete proposals submitted on time.

After your submit your proposal, preliminary budget, and proposed itinerary, you will meet with Study Abroad & Off-Campus Programs to identify your timeline for moving forward.

Pre-Departure Support
Students are required to attend Pack+Prep, our mandatory pre-departure orientation. In the fall semester, the session takes place in October or November. In the spring semester, the session takes place in March or April. View our Events page for more information.

Prior to your departure, CGE will host a mandatory training for your support faculty/staff member and you.

Re-Entry Support
Your Global Seminar doesn't end with the return flight home. Your students are advised to attend Unpacking (CGE re-entry programming). Please visit our Events page to learn more. You should also be mindful of providing students with opportunities to reflect on their experiences and continue their learning.

After your Global Seminar, we look forward to your feedback. You will meet with CGE staff to discuss your Global Seminar experiences and the overall process.

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External Resources

Curriculum

Assessing Intercultural Learning Beyond Assessment Tools: Published by True North Intercultural
: Published by the Forum on Education Abroad

Risk Management

: Review information on road conditions, road travel, and emergency planning
: Explore health information by destination
: Learn more about risk management
: Resources for health, safety, security, and well being
: Peruse diverse resources for traveling abroad
: Direct students to this thoughtful website
: Review health risks at your destination

General

Know the Standards: Published by the Forum on Education Abroad
: Excerpts from the UMAIE Faculty Handbook

Literature

Anderson, C. L., Lorenz, K., & White, M. (2016). Instructor influence on student intercultural gains and learning during instructor-led, short-term study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 28, 1-23.
Fowan-Kenyon, H. T., & Niehaus, E. K. (2011). One year later: The influence of short-term study abroad experiences on students. Journal of Student Affairs Research and Practice, 48, 213-229.
Gleye, P. (2017). Study abroad in a time of terror: U.S. student experiences in Brussels. Frontiers: The Interdisciplinary Journal of Study Abroad, 29, 15-27.
Perry, L., Stoner, L., & Tarrant, M. (2012). More than a vacation: Short-term study abroad as a critically reflective, transformative learning experience. Creative Education, 3, 679-683.
Roholt, R., & Fisher, C. (2013). Expect the unexpected: International short-term study course pedagogies and practices. Journal of Social Work Education, 49, 48-65.
Strange, H., & Gibson, H. J. (2017). An investigation of experiential and transformative learning in study abroad programs. Frontiers: The Interdisciplinary Journal of Study Abroad, 29, 85-100.
Walters, C., Charles, J., & Bingham, S. (2016). Impact of short-term study abroad experiences on transformative learning: A comparison of programs at 6 weeks. Journal of Transformative Education, 15(2), 1-19.