HIED 66675: Design & Delivery of Education Abroad
Participants examine the many critical aspects of designing, planning and implementing an education abroad program; analyze its components, and, with others, design a new program. Students also consider the institutional contexts in which the program design occurs, on a campus or third-party organizational level, including design decisions about curriculum content and program delivery mechanisms, co-curricular activities, safety issues and more. Students also develop skills in conducting needs assessments and program evaluations.
I feel that this course will be particularly beneficial for me, as I have never studied or lived abroad. As a future international educator, I will be part of the office that encourages travel, education, work, and volunteer experiences abroad. I am hoping to learn much about study abroad, including its history, best practices, and practical strategies for organizing experiences abroad.
By the end of this course, students will be able to:
Articulate how education abroad fits into the internationalization goals and strategies of a particular institution.
Analyze the ways in which the purposes of education abroad may differ according to institutional type.
Describe how education abroad developed in the US, particularly since World War II.
Explain how education abroad programs in the US often have different purposes than those in other parts of the world.
Define the rationales for education abroad that have been used in the US since World War II.
Explain why the term ―education abroad‖ has replaced ―study abroad.‖
Name the offices, committees, and people within an institution whose support and cooperation an education abroad adviser needs in order for education abroad programs to succeed, and describe the assistance needed from each,
Understand the roles and interests of various off-campus stakeholders, including parents, alumni/ae, institutional partners abroad, the press, government officials, and others.
Assess his or her own learning needs in the education abroad profession and be able to name sources for continuing his or her learning.
Define a range of education abroad program types, and to understand the advantages and disadvantages of each for a particular institution and a particular student.
Explain some basic concepts of intercultural communication, as they apply to the education abroad experience, and list options for learning more about intercultural issues.
Describe the components that may be included in designing programs of various kinds
List some of the considerations to take into account when advising students about education abroad options.
Reflect on who currently is included and who is less likely to participate in educational abroad programs, and what strategies might be used to increase participation by less-enfranchished groups
Name some of the current issues and controversies in the education abroad field and be able to discuss them, recognizing the points of view of different stakeholders.
Name and describe the functions of US-based professional associations in education abroad
Describe some sources an international educator to turn to when confronted with ethical issues.
Institutional Study Abroad Investigation – Throughout the semester, I will examine the study abroad offerings of Butler University, including particular and unique international offerings at Butler or at similar institutions in general, the development of study abroad programs at Butler, and the role of education abroad in the Butler curriculum.
Planning a Short-Term Experience Abroad – Using the resources at our disposal and what we learn throughout the semester, we will try our hand at developing a hypothetical experience abroad, including cost analysis, marketing plan, curriculum, and locations to be experienced by students.