1st Edition

Passport to Change Designing Academically Sound, Culturally Relevant, Short-Term, Faculty-Led Study Abroad Programs

    268 Pages
    by Routledge

    268 Pages
    by Routledge

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    There has been enormous growth in faculty-led short-term study abroad programs because they offer flexibility and expand opportunities for students and faculty members who wish to study and work abroad but do not have the resources or time to spend a semester or year away. These experiential programs offer unique opportunities for university faculty to teach their disciplines abroad while engaging students in direct, authentic cultural encounters for transformative change.This volume provides a detailed framework and guidance on how to plan and implement a faculty-led study abroad program. Seasoned faculty leaders and administrators describe an overall program development process, comprehensively identify the elements for designing the curriculum, and offer advice and solutions to unique challenges inherent in various types of programs. The contributors cover the logistics for managing program details at home and abroad provide advice on writing a university proposal, creating a budget, the marketing and recruitment of students, handling abroad logistics, and preparing students for the abroad experience – all illustrated by examples drawn from their experiences. Most importantly, readers will come to understand the difference between experiences that are more touristic than scholarly and gain guidance on designing or redesigning their own programs to ensure academically sound, culturally-relevant curricula that complements the international field site.The opening section sets the scene by describing the overall process of designing and delivering faculty-led abroad programs, from conception to implementation. The core of the book is grounded in evidence-based research for designing international curricula and syllabi, and includes five case studies illustrating short term programs focused on interdisciplinary subject matter, field study, global service learning, internship immersion, and language and cultural study. This practical guide concludes with faculty activities critical to a program’s success: marketing and recruiting students; preparing teaching events for before, during, and after the abroad experience; and formulating a plan to leave a small footprint abroad. This book constitutes a handbook for college and university professors who plan to or already conduct short-term study abroad programs as well as administrators and staff of global and international programs.ContributorsBilge Gokhan CelikRobert A. Cole Darla K. DeardorffCandelas Gala Javier Garcia GarridoDale LeavittRoxanne O’ConnellSusan Lee PasquarelliMichele V. PriceAutumn Quezada de Tavarez Victor Savicki Michael ScullyMichael TysonKerri Staroscik WarrenPaul Webb Brian WysorMin Zhou

    Foreword by Hilary Landorf Introduction—Susan Lee Pasquarelli, Robert A. Cole, Michael Tyson Acknowledgements Part I. Understanding the Nature of Faculty-Led Study Abroad Programs 1. Surveying the Landscape. The Process of Developing Faculty-Led Programs—Robert A. Cole Part II. Designing the Curriculum for Study Abroad. Student Preparation, Experience, and Return 2. Defining an Academically Sound, Culturally Relevant Study Abroad Curriculum— Susan Lee Pasquarelli 3. Guiding Reflection on Cultural Experience. Before, During, and After Study Abroad—Victor Savicki, Michele V. Price 4. Designing and Assessing Outcomes-Based Faculty-Led Study Abroad Programs—Darla K. Deardorff 5. Designing the Curriculum for Interdisciplinary Study Abroad. Sustainability Studies in Turkey— Bilge Gokhan Celik, Dale Leavitt, Michael Scully 6. Designing the Curriculum for Field Study Abroad. Marine Biology in Panama and Belize—Paul Webb, Brian Wysor 7. Designing the Curriculum for Global Service Learning Abroad. Power and Health in El Salvador—Autumn Quezada de Tavarez, Kerri Staroscik Warren 8. Designing the Curriculum for Internship Immersion Abroad. Language and Praxis in Spain—Candelas Gala, Javier Garcia Garrido 9. Designing the Curriculum for Cultural Studies Abroad. Intercultural Learning in China—Min Zhou Part III. Implementing the Study Abroad Program 10. Marketing Short-Term Programs. No Students, No Program— Michael J.Tyson 11. Laying the Groundwork. Faculty Preparation for Teaching Abroad—Susan Lee Pasquarelli 12. Speaking from Abroad—Roxanne M. O’Connell Contributor’s Biographies Index


    Susan Lee Pasquarelli earned her doctoral degree in Language, Literacy and Cultural Studies from Boston University in 1996 and is a professor of literacy teacher education at Roger Williams University in Bristol, Rhode Island, USA. Integrating multicultural literature across the K-12 curricula is the focus of her research and teaching. For the past ten years, she led successful short term study abroad programs in Rome and Sicily as well as served on the RWU study abroad advisory board to enhance the proposal process for faculty led programs. Pasquarelli has published and presented research and best practices at regional, national, and international conferences on both the improvement of K-12 literacy instruction and faculty-led short term study abroad programs.

    Robert A. Cole is Associate Provost for Academic Affairs at Roger Williams University. He oversees global and international programs on his campus. He has been a conference program reviewer for groups such as NAFSA and the American Association of Colleges and Universities, and has presented at conferences on topics such as the Arab Spring and the role of liberal education in emerging democracies, estranging undergraduate ethnographers through fieldwork abroad, international internships, and situating general education abroad. Cole was a participant on a U.S. Department of Education Fulbright-Hays grant for an immersion, capacity building, and a curriculum development project related to Egypt and the Middle East North Africa region, and a contributor to a US Department of Education (Title VI) Undergraduate International Studies and Foreign Language Programs grant. He has also developed short-term faculty-led curriculum for students’ cultural immersion in The Netherlands, Belgium, and Northern Germany region. Cole holds a Ph.D. in Communication.

    Michael J. Tyson is the Assistant Director for Study Abroad in Wake Forest University’s Center for Global Programs and Studies where he has served as the dedicated representative for all summer abroad programming since 2010. His responsibilities include managing up to twenty WFU short-term faculty-led programs annually, assisting faculty in their program development from inception to completion, and administering program details like marketing, the budgetary process, and student registration. He also advises all students interested in summer study abroad. In addition to his programming and advising responsibilities, he manages the scholarship process for summer programs and acts as an evaluator for the university’s Fulbright Review Committee. He has led student service trips to both Jamaica and Russia and has also spent time teaching English in Mexico. Mike holds a BA from the University of North Carolina at Charlotte and a MEd from the University of South Carolina.

    Hilary Landorf is Executive Director of the Office of Global Learning Initiatives at Florida International University (FIU). The Office oversees FIU’s university-wide initiative, Global Learning for Global Citizenship, winner of the Institute of International Education’s 2016 Heiskell Award for Internationalizing the Campus. Hilary also serves as Executive Director of the Comparative and International Education Society. She is an Associate Professor in FIU’s School of Education and Human Development and leader of its Master of Science degree program in International and Intercultural Education. Hilary’s expertise centers on visioning, developing, designing, and implementing the policies and practices of global learning efforts in higher education. She writes, consults, and presents internationally on integrating global learning in K-20 educational settings. Her recent publications include “Defining Global Learning at Florida International University” in AAC&U’s Diversity and Democracy, co-authored with Stephanie Doscher; “Global Perspectives on Global Citizenship” in Contesting and Constructing International Perspectives in Global Education; and “Using Democratic Deliberation in an Internationalization Effort in Higher Education,” in Disrupting Adult and Community Education: Teaching, Learning, and Working in the Periphery.

    “This book is a much-needed practical guide that covers the nuts and bolts of short-term faculty-led study abroad programs. The focus is on programs that provide an outcomes-based curriculum in one or more academic disciplines and are deliberately designed for a specific cultural context. The framework of all the programs described in the book encompasses experiential learning, specifically the facilitation of such learning prior to, during, and after the study abroad experience.

    As much as this book guides faculty through the development, delivery, and marketing for short-term study abroad programs, it is also about the student experience – of encountering oneself in another culture, from another perspective, and seeing oneself and others anew.

    Short-term faculty-led study abroad programs are an important high impact practice for college students, and Passport to Change is an indispensable guide for all who believe in long-term student success.”

    Hilary Landorf, Associate Professor, International & Intercultural Education; Director, Office of Global Learning Initiatives, Florida International University; and Executive Director

    Comparative & International Education Society

    “Passport to Change: Designing Academically Sound, Culturally Relevant, Short-Term, Faculty-Led Study Abroad Programs, edited by Susan Lee Pasquarelli, Robert A. Cole, and Michael J. Tyson, is a welcome arrival to the field and a much-needed catalyst for the further development of study abroad programs at institutions of higher education. In an era when the threat of closed borders, extreme nationalism, and a rising fear of culturally complex, globally-minded perspectives looms large for many academics, this well-developed project offers advice and encouragement with significant potential to enhance international programming across the spectrum of academic disciplines. Although billed as a much-needed practical guide, the volume effectively incorporates theory to support such guidance.

    The focus of Passport to Change is short-term, faculty-led programming, although as a scholar with 20 years of experience facilitating various international programs, I found many elements of this book to be applicable beyond this intended scope. However, given that more than half of all U.S. students who study abroad do so through short-term programs, this focus is both welcome and warranted. While the contributors acknowledge several challenges inherent to short-term study abroad programs, they do not frame these as deficits.

    Passport to Change approaches the field of education abroad as one that is central to the academic mission of higher education. Through the lens of experiential learning and teaching, the book offers timely perspectives on how to ensure academic rigor is at the core of any study abroad program, especially those faculty-led, short-term experiences that historically may not have emphasized learning as much as travel. This is a must-read resource for any team of faculty and personnel considering developing or enhancing such a program."

    Teachers College Record

    "Passport to Change will become an indispensable handbook for individuals and institutions developing faculty-led study abroad programs.The volume provides outstanding, clear, practical guidance for planning, implementing and assessing an academically sound, culturally relevant program. The volume’s exhaustive array of useful topics is informed not only by the best scholarship in the discipline, but also by the first-hand experience of seasoned faculty directors. With a keen eye to both detail and diversity, the volume also addresses a wide variety of program paradigms and destinations. Written in an accessible voice, the volume will be a welcome resource for experienced and aspiring study abroad directors alike.

    Rebecca S. Thomas, Professor of German

    Wake Forest University

    "Pasquarelli and her colleagues offer a brilliant resource, helpful to anyone from the expert to the novice, from the scholar to the practitioner. The handbook provides a start-to-finish guide that outlines considerations for planning and realizing an experience abroad, yet each chapter is a standalone resource. The authors cover practicalities and intricacies of pre-planning, execution, and post-experience, and provide a solid grounding for building powerful curricular – and co-curricular – experiences abroad."

    Michael R. Beazley, Ph.D., Dean of Rome Student Life

    John Felice Rome Center

    "Passport to Change is a thorough and interesting handbook to the expanding endeavor of short term faculty-led education abroad. This book is grounded in solid theory and best practice; it also provides relevant examples and stories that bring this topic to a useful, personal level. This book is worthwhile to read, whether you are an international education veteran or new to the field. It should also serve as an appropriate guide for university leadership, including presidents and provosts, as well as deans and curriculum committees. Its practical programmatic advice, combined with respect for rigorous academic design and integrity, make it a welcome contribution to our collective body of international education literature. The study abroad field will be better for this timely and well-presented work.

    Joshua S. McKeown, Ph.D., Associate Provost for International Education and Programs

    State University of New York at Oswego