Program Design
Welcome!
Thank you for your interest in leading an MC Scots Abroad program! You are joining decades of faculty and staff members committed to enhancing the educational experience of students by leading them abroad. Creating travel programs provides MC faculty and staff the opportunity to highlight and share their international expertise with students.
Most short-term programs abroad are short-term, occurring during the summer (May-term or Summer). Programs may also be semester programs with an embedded period abroad during spring or winter break. Time abroad might range from a week to a month For credit-bearing programs, academic credit will vary depending on the curriculum and the amount of time abroad.
May-term: this term is ideal for travel study courses (tuition waiver for 10+ travel days), community engagement programs and non-credit programs.
Spring-break: Embed a travel component into a spring course, or offer a non-credit travel experience to fall during spring break.
Summer: ideal for non-credit programs. Summer courses abroad should consider that summer tuition costs will be in addition to travel program fees.
Winter Break: ideal for non-credit programs
Developing a new program is a collaborative effort between leaders and the Center for Global Engagement. Faculty or staff should discuss their program ideas with the Director of Global Engagement after reviewing this site.
Factors for successful programs abroad
Successful education programs depend on many factors. Some of these include:
Course/program content that is relevant and interesting to a broad number of students
Programs that fulfill specific MC degree or scholarship requirements, e.g., a core requirement, or a major, or minor requirement
Situating the program in a location that reinforces the curricular/programmatic content and makes the site a learning laboratory
Programs that have specific, intentional student learning outcomes related to global competency development
Energetic, motivated leaders with international experience who can successfully promote the program to students
Every effort should be made to keep a program affordable for the broadest possible range of students. In general, for a new study abroad program to break even, at least ten participants are required. Faculty can expect to have their airfare, housing, meals and costs for any excursions provided by the program.
Beginning Stages of program development
Planning for a short-term travel study program can be a major investment of human and financial resources. Depending on how it is budgeted, planned and supported, it might lose money, break even, or create a small surplus. Deciding to design and deliver a short-term program represents a commitment that has to be sustained, often in changing world and financial circumstances. It can also be an enormous opportunity for faculty, staff and student development.
WHERE TO BEGIN
Identify a Topic - What are you passionate about? Where is your expertise?
Academic Programs: Identify where that topic fits in the Maryville College Curriculum. What course will this count as?
Core?
Existing major/minor course?
New major/minor course (e.g. 149/249/349 Special Topics)?
Can it be cross disciplinary? (e.g. PSY/INT/SOC/NSC 249 Global Child Welfare)
Athletic Programs: What is your why? What will students get that they couldn't get in the USA? How will this program help them build global competency in addition to team specific goals?
3. Consider who your audience will be. Are there sufficient students who will see academic, career or athletic benefit to this program abroad?
4. Include Experiential Moments That Matter (Structured Learning Experiences)
Research shows that 3 or more of the below done intentionally contribute to Global Competency development in students. Consider how these types of activities will strengthen your program, and ask partners to contribute ideas. Talk with the Center for Global Engagement about high impact practices.
Pre- and Post program meetings (required)
Meaningful local interaction (e.g. homestay, collaborative projects)
Meeting with experts in host country
Interaction with peers abroad (peer to peer engagement with locals)
Co-teaching/coaching by local host faculty/coaches
Community Engagement Abroad (e.g. service projects)
Locally-guided excursions
Short-term research projects
Cultural immersion Activities
Academic engagement activities
5. Request program provider support in the way of an itinerary from a Provider - or create your own.
Additional Program Design Topics
PAGES ON THIS SITE
MARYVILLE COLLEGE KEY RESOURCES
You'll find the information you need below to prepare to lead students abroad. Please contact the Director of Global Engagement with any questions. We are here to support you.
This information is organized in chronological order to assist you as you move through the program approval process.
Know the Standards (Forum on Education Abroad)
Tell us you are interested in leading a program abroad (ideally by October the year before you want to travel)
EXTERNAL RESOURCES
Designing the Academic Course - The Guide to successful Short Term Programs Abroad
Ready to begin your proposal?
Getting Started Checklist - read this first!
Proposal Process - Click Here
global fellows Program
Looking for Additional Support?
The Global+ Faculty Fellows Program was established to provide training, resources, and a supportive community to support faculty development and global competency. This program develops Global Faculty Fellows cohorts by providing training and resources for short-term, faculty-led study abroad program design and development; and by providing training related to academic advising for education abroad. Through these programs, a community of cross-campus leaders for interdisciplinary and international education will emerge and position education abroad and global learning as an integral part of academic degree programs.
Become a Global Fellow!
The Global+ faculty leader training program is offered annually with a cohort of five global fellows. The goal of the program is to provide an opportunity for faculty to design a new course or to modify an existing course to include a faculty-led education abroad component. The Global Fellows program is designed around a series of workshops designed to help faculty explore best practices in experiential learning, education abroad, and global competency development. The workshops explore theories, implementation, and assessment of faculty-led education abroad.
Focus: Global Competency Development. Sessions were designed to help faculty explore best practices in experiential learning, education abroad, and global competency development. The workshops explore theories, implementation, and assessment of faculty-led education abroad. The program culminates in a program abroad (first for them and then with students!) Program intended to promote travel to non-traditional destinations or non-English speaking destinations.
Sessions:
Program Development & Framework
Teaching on the Road
Program Proposal Process, Timeline & Site Visits
Recruitment, Selection & Program Management
** Emphasize the importance of addressing the needs and concerns of underrepresented students in designing and implementing faculty fellows programs.2 Bonus sessions:
Crisis Management, Health & Safety Abroad (offered annually with current leaders)
Working with a Provider
Cohorts:
2022-23: Jeremy Steeves, Jeffrey Bay, Alesia Orren, Naji Bsisu
2023-24: Phil Sherman, Andrew Irvine, Julie Konkel, Angela Sebby
Contact globalplus@maryvillecollege.edu to self-nominate for the program or request more information