ERIC SCHROEDER, UC DAVIS STUDY ABROAD STACI HAGEN, UC DAVIS STUDY ABROAD

ZACH MOHS, U OF M LEARNING ABROAD CENTER JIM GALVIN, UC SAN DIEGO INTERNATIONAL

CENTER

Training faculty for faculty-led study abroad programs

Agenda

Panel introductions Awareness Test Session objectives UC Davis Overview UC San Diego Overview University of Minnesota Overview Q &A

Awareness Test

How many passes does the team in white make?

Objectives

Identify best practices for training study abroad faculty in: Health & safety Marketing Pedagogy Logistics

Understand the need for strong partnerships.

UC Davis Study Abroad Overview Faculty-led programs

40–50 Summer Abroad programs—850 students

5 Summer Health internships—New for Summer 2014

8–10 Quarter Abroad programs—250 students

UCEAP programs—300 students Independent programs— 25 students

UC Davis Study Abroad Office Structure

Health and Safety

Faculty country expertise First Aid & CPR classes Assistance from: onsite coordinators,

teaching assistants, local infrastructure Instructor Breakfast—fall Workshops

New instructor Instructor Luncheon—spring Emergency Guidelines & Reporting

Marketing—partnership

Departmental buy-in Classroom visit strategy Marketing materials

Future Goals

Mental health training The Forum: Utilize the incident data

reporting database

UC San Diego Overview

Two Instructor-led Program Models Global Seminars Collegiate/Departmental Programs

200-250 Students per year 12-15 Programs per year

Staffing in Programs Abroad Office

Faculty-Led Program Director oversees Global Seminars, and provides support to Departmental programs

Two Coordinators for Global Seminars

Marketing and Outreach Training Faculty-Led Director Chairs the meeting

Offered once in fall 90 minutes in length Goals: Maximize enrollments & reach target audience

such as under represented, transfer, first generation, and STEM

Covers: In person: Meet the Prof sessions, returnees, diversity outreach Virtual: Faculty videos, Course websites, Facebook groups

Notes of the meeting and a calendar of assignments are shared with all faculty

Outcomes: Doubled Global Seminar enrollment in five years

Pedagogy Abroad Training

Chaired by Faculty-Led Director Offered in January prior to summer departure Goals: Faculty share best practices, Comply with Academic

Senate course standards Experienced faculty serve as discussion leaders Key topics: integrating site visits, conducting in-class

discussions, assignments & grading, technology & readings Experienced faculty mentor new faculty prior to departure Instructors are encouraged to update syllabi based on what

they have learned Outcomes:

95% student satisfaction with faculty teaching and academic rigor Academic Senate supports the Global Seminar program

University of Minnesota Overview Three Primary Instructor-led Program

Models Global Seminars Freshmen Seminars Collegiate/Departmental Programs

800–1000 Students per year 40–60 Programs per year

Staffing in Learning Abroad Center Instructor-Led Program Director oversees

all models One Associate Program Director for

Freshmen Seminars Three Associate Program Directors for

Global Seminars One Associate Program Director per

college for Collegiate/Departmental Programs

One Enrollment Specialist for each model

Health & Safety Training

Director of International Health, Safety & Compliance leads training workshop Offered about every other month 2 hours in length Covers: expectations, legal considerations,

emergency response planning, insurance, student behavior

Online module of workshop available as well

Future Planning—one workshop for instructors, one for department administrators

Health & Safety Logistics

All instructors and students receive CISI international health insurance

All students also complete online general health and safety modules

Instructors are encouraged to work through local organizations/coordinators

Instructors fill out Emergency Planning Form Outlines contingency plans for emergencies Establishes 24/7 emergency contact

protocol

Conclusion

Q & A