Learn by going: critical issues for faculty-led study-abroad programs

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Language

English

Bibliographic Citation

The California Geographer 51: 91-113

Notes

In an increasingly globalized world, a study abroad experience provides students with the opportunity to learn about the world and critical global issues first-hand. It is “learn by going.” A faculty-led program is a special form of study abroad where faculty create programs for their students and accompany them abroad as teachers and trip leaders. It provides a safe, structured, supervised, convenient, academically rigorous, and cost-effective way for students and faculty to go abroad and obtain the benefits of an international experience. However, a faculty-led program is more complex, more demanding, and entails more responsibility than one might expect. The purpose of this paper is to identity the larger process and the critical issues involved in creating and carrying out a successful faculty-led program. The perspectives and roles of faculty and staff are emphasized. It provides insights, lessons learned, and recommendations based on the authors’ practical experience and accumulated knowledge gained over twenty-five years of involvement with study abroad. The content draws on Cal Poly’s faculty-led programs in six countries, but it is broadly applicable because the issues and actors are similar across campuses.

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Learn by going: critical issues for faculty-led study-abroad programs