Immersive Travel Learning Opportunities

Through courses developed and led by Regis College faculty members, students have the opportunity to turn the world into their classroom by immersing themselves in the locations and cultural settings most relevant to their studies.

Travel learning courses are eligible to satisfy core and major requirements, and they provide students with experiential learning opportunities abroad without disrupting their Fall or Spring semester course loads.


Learning in a Global Classroom

Faculty-led, short-term, travel learning courses provide both faculty and students with opportunities to take their classrooms to the locations around the globe that bring the course content to life. They may be offered in all disciplines in the Regis College curriculum, and have been developed to be as affordable and accessible for students as possible while still upholding the academic standards and ethical commitments that serve as core values for any Regis educational program offered.

While the majority of travel learning courses bring students to international locations, faculty are also invited to develop domestic travel learning courses that provide students with opportunities to extend the boundaries of their classroom studies across the United States.

Travel learning courses may be developed as stand-alone classes in which all instruction occurs abroad, or they may offer a blend of on-campus and travel-based instruction. While typically offered during the Summer Session term, travel learning courses may also be offed in the Spring and Fall semesters with the actual travel component occurring during the breaks in the regular course meeting schedules.

Faculty interested in proposing new travel learning courses are encouraged to visit the Faculty Information tab on this site to learn more about the proposal and approval process.

Students who would like to apply to participate in one of the upcoming travel learning courses should turn to both the Student Information and Financial Aid & Scholarships tabs.

All interested parties are encouraged to contact the Assistant Dean with questions or for more information about travel learning programs and opportunities.

Travel Learning Program Faculty Information

The Assistant Dean for Regis College serves as the primary point person throughout the development and implementation of travel learning courses. Faculty collaborate with the Assistant Dean throughout the proposal and approval process, and a Travel Learning Proposal Review Committee (TLPRC) comprised of faculty representatives from the Academic Policies and Standards Committee (APSC) and College Core Curriculum Committee (CCCC) provides peer review and feedback on all proposed courses.

While some faculty will be asked to provide additional information or revisions to meet College and University-wide academic, logistical, financial and safety requirements, all effort is made to assist faculty in developing programs that will run successfully within the proposed time frame. All travel learning courses will go through a review prior to each offering, whether new or previously offered.

Planning Overview & Timeframe

A travel learning course is an educational experience in which all or some amount of time is spent engaged at activities outside the immediate campus community. While usually associated with international travel, it may also involve travel within the US. Academic programs that venture beyond the theoretical consideration of ideas into the world of action involve certain risks. In seeking approval for an activity, planners must anticipate both benefits and risks and provide participants with three essentials:

  • Accurate information about what to expect
  • Explicit and reasonable expectations of participant behavior
  • Reasonable precautions to protect all participants and the University

Important Documents

Phase I (12 - 18 Months Prior to Departure): Actions & Important Forms

Deadlines to Submit Regis College Travel Learning Course Proposal Forms

  • March 1 of the prior academic year for Summer and Fall programs (e.g. March 1, 2014 is the deadline for a Summer 2015 program)
  • October 1 of the prior academic year for Spring programs (e.g. October 1, 2014 is the deadline for a Spring Semester 2016 program)

Required Documents

Optional Documents

  • Supplemental Student Application
  • Marketing Plan

Phase II (6 - 12 Months Prior to Departure): Actions & Important Forms

The deadlines for submitting Phase II documents are decided through conversations between the faculty leader(s) and the Assistant Dean, and they are influenced by the feedback provided by the TLPRC. Documents with an asterisk (*) indicate items developed in collaboration with the Assistant Dean and other University-level offices.

Required Documents

  • Revised Course Syllabus
  • Revised Student Orientation & Re-Entry Plans
  • Revised Trip Itinerary
  • Revised Budget
  • Faculty Agreement(s)
  • * MoU with Program Provider/Partner (if applicable)
  • * Supplemental Student Application and Deadlines (if applicable)
  • * Crisis Management Plan
  • * Marketing Plan

Optional Documents

  • Personal Safety and Property Disclosure Form (coming soon)
  • Release Form (coming soon)
  • Emergency Contact Form (coming soon)
  • Medical Information, Authorization, and Release Form (coming soon)
  • Proof of Insurance 

Phase III (0 - 6 Months Prior to Departure): Actions & Important Forms

As the course enters Phase III of its planning process, the emphasis shifts to student recruitment and preparation. Faculty members are required to finalize any outstanding documentation and assist in selecting and preparing students for their travel learning experience. Documents with an asterisk (*) indicate items developed in collaboration with the Assistant Dean and other University-level offices.

Required Documents

  • Finalized Course Syllabus
  • Finalized Student Orientation & Re-Entry Plans
  • Finalized Trip Itinerary
  • Finalized Budget
  • * Student Roster
  • * Students’ Required Travel, Health, Safety, and Insurance Documents
  • Personal Safety and Property Disclosure Form (coming soon)
  • Release Form (coming soon)
  • Emergency Contact Form (coming soon)
  • Medical Information, Authorization, and Release Form (coming soon)
  • Proof of Insurance

Phase IV (0 - 3 Months After Departure): Actions & Expectations

In addition to the academic and interpersonal responsibilities associated with leading a travel learning course, faculty will be expected to:
  • Facilitate students’ re-entry to campus and integration of their learning experiences into their subsequent coursework at Regis
  • Contribute to the oversight and feedback provided to students developing their Travel Learning Scholarship Projects
  • Participate in the formal program evaluation of the travel learning course and a debriefing meeting with the Assistant Dean and TLPRC upon returning to campus
  • Assist in encouraging students to complete their program evaluations
  • Consider sharing their experiences with other Regis College faculty interested in leading their own travel learning courses informally and an occasional faculty information panels and workshops

Workers’ Compensation and Liability Insurance

Faculty and staff members who participate in programs and perform tasks or services in off-campus workplaces are insured either by the Regis University Workers’ Compensation Program or by the Regis University’s general liability insurance policy.

The Human Resources Department is responsible for the administration of the Workers’ Compensation Program, and the Department of Risk Management and Insurance is responsible for liability insurance. To ensure appropriate coverage under these programs, trip planners must send copies of approved proposals, for information only, to:

  • Human Resources Department, Attn: Benefits Administrator
  • Department of Risk Management and Insurance, Attn: Director of Risk Management and Insurance

Travel Learning Program Student Information

After students have determined the program they would like to apply to, they are encouraged to begin the application process. They also are encouraged to review the information concerning financial aid and scholarships to find out if they are eligible for additional financial support. After reviewing the information presented on this site, students may contact the Assistant Dean with questions or for more information about travel learning programs and opportunities.

Students Interested in Applying for a Travel Learning Course

All students interested in applying for a Travel Learning Course must complete the Travel Learning Application by the chosen program’s application deadline.

The application deadlines for the Summer 2014 Programs are:
  • Costa Rica: February 10, 2014
  • Spain: February 17, 2014
  • Ireland: February 24, 2014
Each program reserves the right to follow-up with a request for an interview with course applicants, and decisions will be made as promptly as possible. Students will be notified of their status in the program whether or not they have been accepted.

Travel Learning Scholarship Applications are due at the same time as the applications for each travel learning program (see above for deadlines). Please see our Financial Aid & Scholarships tab for more information about opportunities for financial assistance.

Students who are interested in being considered for the Travel Learning Scholarship as well as one of the other two Summer Session Scholarships (High Financial Need or Merit) have two options:
  • Students may choose to submit their materials for all three scholarships at the time of their Travel Learning Scholarship deadline, though they will not be considered for the other two awards until April 8
  • Students who applied for, but did not receive, the Travel Learning Scholarship may turn in a separate scholarship application form by the April 8 deadline to be considered for the other two scholarship programs

Students Accepted to Participate in a Travel Learning Course

After a student has been accepted to participate in a travel learning course, they will be required to complete the following forms:

Students who have been accepted into a particular travel learning program will have a non-refundable $500 deposit issued on their account once they submit the Student Participation Agreement. Students will be registered into their perspective course by the Office of the Academic Dean during the Summer Session Registration.

In addition to the above documentation, students who enroll in a Travel Learning Course are required to attend all pre-departure orientations and re-entry meetings as scheduled by their course’s faculty leaders. Failure to participate in these meetings will have a direct impact on students’ grades in the course.

All students are required to purchase a ISIC card for $25.00. This card provides basic insurance coverage as well as a number of travel deals and discounts. A more extensive premium insurance plan associated with the card is available for $99.00.

Information about ISIC benefits for US card holders may be found here.

Cards and policy may be purchased here.

Accommodating Participants with Disabilities

In planning travel learning experiences, it is important to keep in mind that persons with disabilities are entitled to appropriate and reasonable accommodation to participate.

Regis University makes reasonable accommodations for participants with disabilities who are otherwise qualified to participate in its programs and activities. The Americans with Disabilities Act does not govern accessibility standards in other countries, however, and the University is not responsible for ensuring accessibility in those locations. While the University will try to accommodate special needs, participants with disabilities must know that some travel learning experiences may not be appropriate for them.

In order to address this concern, university policy requires students with special needs who may require accommodation to self-identify at the time of application for participation in learning experiences outside the classroom. Students should notify the Disability Services office of their interest in participating in such programs or activities. The Director of Disability Services will meet with the student, the planners, and relevant others to determine whether the student's needs can be accommodated.

Summer 2015 Travel Learning Programs

Regis University reserves the right to cancel any travel learning course that does not draw adequate enrollment. Regis University also acknowledges the potential risks which participants may encounter and expects faculty leaders to closely monitor and communicate to University leadership conditions that could adversely affect the health, safety and security of members of the Regis community who wish to travel for educational purposes. The University's policy on trips outside of the United States is set forth below.

  • Regis University will not permit members of the Regis community who are using Regis resources or representing Regis in any way to travel abroad to a country that is under either a Centers for Disease Control (CDC) Travel Health Warning or a U.S. Department of State Travel Warning, or has an unacceptable safety rating according to Regis’ insurance carrier. Insurance carrier travel ratings can be obtained by contacting the University Business Services Office, which handles Risk Management for Regis University.
  • If a trip has been approved for travel to a location that becomes the subject of an active travel warning before the scheduled day of departure for the group, the trip will be cancelled.

    Please note: any refundable expenses will be returned if a trip is cancelled at any time in the preparation process; however, Regis University will not reimburse for all costs. Regis University will take steps to withdraw participants from a country if a travel warning is declared for that country while a group is present.

Costa Rica, May 23 - June 20, 2015

Trip Cost

Approximately $2,400 plus tuition ($565 per credit hour), airfare and incidentals

Program Application Due

Travel Learning Scholarship Application Due

Program Description

This course focuses on primate behavioral ecology and conservation and is run in conjunction with the Maderas Rainforest Conservancy.

The best way to learn about primates is to study them in their natural environment. Three different primates inhabit the rainforest at La Suerte, Costa Rica: howler monkeys, capuchin monkeys and spider monkeys. This rainforest is a small patch of forest now surrounded by pineapple and banana plantations, and this provides a first-hand examination of the effects of deforestation (in this case for agriculture) on wildlife.

While this course includes a traditional lecture component (held in the late afternoons in the field station classroom), the focus is on field work. Mornings are spent in the forest, first learning field techniques, then conducting research for students' independent projects.

The faculty leader works closely with students throughout the research process as they develop hypotheses, devise appropriate methods to test them, collect 25 hours of data and write up results for a journal-style research paper and oral presentation. Thus, in addition to studying wild primates, students experience the research-process first hand.

Upon their return to campus, students present their research at the Biology Department Poster Session in December.

Courses Offered

BL 204G: Introduction to Primate Behavior
3 Credit Hours, Schreier, A.

Introduces students to scientific inquiry in context of a focused biological topic. Develops student knowledge of biological content and includes discussion of relevant societal and ethical issues.

NOTE: This course has been approved to satisfy the core natural science with laboratory requirement when taken with BL 205G.

Co-requisite: BL 205G

BL 205G: Primate Behavior Laboratory
1 Credit Hour, Schreier, A.

Introduces students to scientific inquiry through participation. Involves exercises accompanying and reinforcing lecture content.

Co-requisite: BL 204G

BL 462/ENVS 462: Primate Ecology and Behavior
3 Credit Hours, Schreier, A.

Explores the ecology and evolution of primates in the context of their biotic and abiotic environments. Emphasizes primate life history, behavior, social organization and conservation ecology.

Prerequisite(s): BL 260 and BL 262
Cross listing: ENVS 462/BL 462

BL 490: Independent Study in Biology
1 - 3 Credit Hours, Schreier, A.

Students interested in taking the course as an independent study must contact the faculty leader, Dr. Amy Schreier for additional information.

Tentative Course Schedule (Subject to Change)

DATE ACTIVITY
5/24 Arrive in San Jose
5/25 Arrive in La Suerte, Forest Walks
5/26 - 6/2 Field Techniques and Exercises
6/3 - 6/4 Prepare for Projects, Collect Pilot Data
6/5 Free Day, Possible Group Excursion
6/6 - 6/13 Data Collection
6/14 - 6/15 Work on Research Papers and Presentations
6/16 Primate Behavior and Ecology Symposium
6/17 Free Day, Possible Group Excursion
6/18 Travel to San Jose
6/19
 6/20  Depart Coast Rica

Colorado and Utah, May 4 - June 1, 2014

Trip Cost

$1060-1297 plus tuition ($565 per credit hour) *Fees for this program are dependent on the number of participants.

On-Campus Sessions

May 4-May 14, 2015 and May 29-June 1, 2015

Travel Dates

May 15-May 28, 2015

Program Application Due

Travel Learning Scholarship Application Due

Program Description

 This travel based course will expose the student, serving as both subject and investigator, to the majestic and diverse environments of Colorado and Utah, as they assesses cardiovascular, respiratory and psychological function and track their changes through a 29-day period of extreme environmental and physical challenges.  Accompnaying instruction will explore the ongoing acute and chronic physiological adapatations to these conditions.

Courses Offered

BL 204G:  Extreme Physiology: Adaptions to Environmental and Physical Challenges
3 Credit Hours, Campisi, J.

This travel based course will expose the student, serving as both subject and investigator, to the majestic and diverse environments of Colorado and Utah, as they assesses cardiovascular, respiratory and psychological function and track their changes through a 29-day period of extreme environmental and physical challenges.  Accompnaying instruction will explore the ongoing acute and chronic physiological adapatations to these conditions.  Co requisite: BL 205G.

BL 205G:  Extreme Physiology: Adaptions to Environmental and Physical Challenges Laboratory

1 Credit Hours, Campisi, J.

This course involves laboratory exercises accompanying and reinforcing lecture topics.  Co-requisite: BL 204G. 

BL 481W: Extreme Physiological Adaptations
1-4 Credit Hours, Campisi, J.

This travel based course will expose the student, serving as both subject and investigator, to the majestic and diverse environments of Colorado and Utah, as they assesses cardiovascular, respiratory and psychological function and track their changes through a 29-day period of extreme environmental and physical challenges.  Accompnaying instruction will explore the ongoing acute and chronic physiological adapatations to these conditions. 

Prerequisite(s): BL 204, 205: High school biology or permission of instructor; BL 481: 2 semesters of college biology with labs (e.g., BL 260 & 261 and BL 262 & 263).

Tentative Course Schedule (Subject to Change)

DATE ACTIVITY
5/4 - 5/14 On-campus instruction and training, course readings and assignments
5/15-5/21 Travel to Leadville
5/22-5/27 Travel to Moab, Utah
5/28 Travel to Denver, CO
5/29-5/31 Course Wrap-up
6/1 Final Exam

Spain, May 8 - 20, 2015

Trip Cost

Approximately $1,500 plus tuition ($565 per credit hour), airfare, and incidentals

Program Application Due

January 26, 2015

Travel Learning Scholarship Application Due

Program Description

The most formative period of St. Ignatius Loyola’s spiritual journey was the pilgrimage he made on foot from his home in Castle Loyola through Manresa to Barcelona, during which time he received mystical experiences and began to write “The Spiritual Exercises.” Over the course of two weeks, students will retrace his route and lodge at historically and spiritually significant sites along the way.

Students will study the distinctive characteristics of Ignatian spirituality and the reasons for the prominence of "pilgrimage" in Christian consciousness since the Middle Ages. Students will be expected to keep a journal of their experiences on the Camino, write a reflection paper and give a presentation upon returning to campus in the fall semester.

Course Offered

RT 383E: The Pilgrimage of St. Ignatius Loyola 

3 Credit Hour, Geger, B. & McSheehy, D.

St. Ignatius made his spiritual pilgrimage on foot from Loyola to Manresa, Spain. During his time he wrote the "The Spiritual Exercises." This course will retrace his pilgrimage route and experience historically and spiritually significant times.

RT 493E: The Way of St. Ignatius Loyola
1 Credit Hour, Geger, B. & McSheehy, D.

St. Ignatius made his spiritual pilgrimage on foot from Loyola to Manresa, Spain. During his time he wrote the "The Spiritual Exercises." This course will retrace his pilgrimage route and experience historically and spiritually significant times.

Tentative Course Schedule – Subject to Change


Funding Your Travel Learning Course

Summer 2014 Only - Online Registration "Thank You Award"

Summer Session 2014 will be the first time Regis College students can register for courses online, and, to help defray the costs of attending Summer Session, the first 178 students who register online through WebAdvisor will receive a $200 award. Online registration begins April 1, 2014.

Students who have been accepted to participate in a travel learning course may be eligible for this award, as long as their travel learning course is not an independent study.
  • Awards will be processed as funds received on students’ Spring Semester 2014 account balances; any credits will be distributed in April 2014.
  • Students must enroll in at least one 3 credit hour Summer Session course to be eligible for this award.
  • Students who subsequently drop or withdraw from their Summer Session courses will be required to reimburse Regis University the full amount of the award before Fall Semester 2014 commences.

Financial Aid

To be eligible to receive financial aid, students must complete the Free Application for Federal Student Aid (FAFSA), available at www.fafsa.edu.gov. Submitting the FAFSA allows students to apply for federal, state and institutional grants, loans, student employment and scholarships. Additional information about financial aid is available at www.regis.edu/financialaid.

  • The 2014-2015 FAFSA applies to the Summer 2014, Fall 2014 and Spring 2015 semesters.
  • All financial aid is based on fund availability. Students should apply between January 1 and March 1 for maximum consideration for grants and scholarships.
  • To apply financial aid awards to Summer 2014, students must be enrolled in a minimum of 6 credit hours throughout the Summer Session.

Regis University Scholarship Opportunities

There are three types of scholarships available for Summer Session 2014. Students enrolling in Travel Learning courses may apply for all three scholarships, though they may only receive a scholarship in one of the three categories.

Students whose travel learning programs have set an earlier deadline for their Travel Learning Scholarship may submit their materials for all three scholarships at the same time, though they will not be considered for the other awards until April 8, 2014.

The three types of scholarships available are:
  • High Financial Need. A number of 3 credit hour scholarships will be available to students enrolled in Summer Session with high financial need whose tuition cannot be covered by their current financial aid package.
    • Students must enroll in at least one 3 credit hour Summer Session course to remain eligible for this scholarship. The scholarship will be revoked from students who drop or withdraw from their Summer Session courses.
    • To be considered for this scholarship, completion of a FAFSA and the Summer Session Scholarship Form is required. Students must submit their FAFSA by March 1, 2014 and their Summer Session Scholarship Form by April 8, 2014.
  • Merit Scholarships. A number of 2 credit hour scholarships will be available to students enrolled in Summer Session who have a 3.2 cumulative GPA or higher and who actively embrace the Jesuit commitment to the question, "How ought we to live?" through service and/or leadership to the Regis University community and surrounding areas.
    • Students must enroll in at least one 3 credit hour Summer Session course to remain eligible for this scholarship. The scholarship will be revoked from students who drop or withdraw from their Summer Session courses.
    • To be considered for this scholarship, students must submit their Summer Session Scholarship Form, along with the supplemental application materials described below, by April 8, 2014.
    • In a 250-word essay, students must address how they build upon the Undergraduate Core Educational Experience through work that embodies Regis College’s commitment to Ethical Inquiry and Reflection, a Concern for Justice, Global Awareness, and/or Leadership in the Service of Others.
    • Students must also provide the names and contact information for three faculty member references.
  • Travel Learning Scholarships. A number of 2 credit hour scholarships will be available to students enrolled in a travel learning course.
    • Students must be an accepted member of a Summer Session 2014 Travel Learning course to be eligible for this scholarship. The scholarship will be revoked from students who drop or withdraw from their Travel Learning course.
    • To be considered for this scholarship, students must submit their Summer Session Scholarship Form, along with the supplemental application materials, by their particular course’s application deadline. Please see the Summer 2014 Programs tab on this website for that information or contact the Assistant Dean for additional information.
    • Recipients of this scholarship must agree to work with their faculty member(s) and the Assistant Dean to develop a plan for how they will share their academic and cultural experiences from their Travel Learning course with the wider Regis University community upon returning to campus.
    • Students who receive Travel Learning Scholarships are encouraged to consider developing projects that make them eligible for external awards and recognition, such as:

External Scholarship Opportunities

Forum on Education Abroad Undergraduate Research Awards

The Forum Undergraduate Research Award is an honor that showcases the most rigorous and significant undergraduate research that occurs as part of education abroad programs. Every year, award recipients are invited (all expenses paid) to present their research at a plenary luncheon at the annual Forum conference.

Fund for Education Abroad (FEA) Scholarships

The application deadline is January 17, 2014 at 11:59pm PST. Applicants must be US citizens or permanent residents currently enrolled as undergraduates in US universities/colleges who plan to study abroad for at least four weeks. Fund for Education Abroad awards are intended to support students planning to participate in high-quality, rigorous education abroad programs in the 2014-2015 academic year or summer 2014.

LIVFund Scholarship

Applications accepted year-round. LIVFund will award two scholarships per month to selected recipients in the amount of $500 each. The scholarship competition is open to anyone over the age of 18 interested in learning, interning or volunteering abroad in Latin America. Candidates may apply for the LIVFund Scholarship at any time, beginning six months in advance of their program start date. The scholarship competition is open to anyone who meets the eligibility conditions and needs help covering program or living abroad expenses.

Benjamin A. Gilman International Scholarship Program

The Gilman Scholarship Program offers awards for undergraduate study abroad and was established by the International Academic Opportunity Act of 2000. This scholarship provides awards for U.S. undergraduate students receiving Federal Pell Grant funding at a two-year or four-year college or university to participate in study and intern abroad programs worldwide.

Foundation for Global Scholars

At the time of applying for any of the Foundation scholarships, you must be a U.S citizen enrolled in a US college or university where transfer credit from an academic program abroad will be applied to your degree being earned, and you must have a minimum cumulative GPA of 2.5/4.0. Students studying abroad for a minimum of four weeks, including Short Term Programs, are eligible.

Study Abroad Scholarships

This scholarship database enables students to search for available funding through a number of different criteria, including summer programs. A study abroad scholarship is a monetary award for students to use toward the expenses of their program such as travel, course credits, books and lodging. Students must apply for scholarships, and some can be very competitive while others are underutilized.

IEFA Scholarship

The International Financial Aid and College Scholarship Search (IEFA) is a resource for financial aid, college scholarship and grant information for US and international students wishing to study abroad. At this site, you will find the comprehensive college scholarship search and grant listings, plus international student loan programs and other information to promote study abroad.

International Scholarships

The International Scholarship Search is a financial aid, college scholarship and international scholarship resource for students wishing to study abroad. At this site, you will find a comprehensive listing of grants, scholarships, loan programs, and other information to assist college and university students in their pursuit to study abroad.

Online Travel Learning Resources

Intercultural Competence Resources

Peace Corps - Culture Matters Workbook

This cross-cultural training workbook, Culture Matters, was specifically developed by the Peace Corps to help new volunteers acquire the knowledge and skills to work successfully and respectfully in other cultures.

Global Oneness Project

This education program offers tools to become deeply engaged with the issues and ideas raised in the Global Oneness film and media content. Through these materials, educators may develop effective ways to introduce global themes, environmental issues, and multi-cultural awareness into their established course curricula.

Better Abroad

A free action-oriented resource for individuals and organizations facilitating programs abroad that encourages thoughtful program design and reflection. It provides resources to encourage shifting the focus from quantity to quality of intercultural interaction.

NAFSA Intercultural Activity Toolkit

A collection of intercultural activities, intended for administration by post-secondary level faculty and staff, this toolkit provides hands-on resources that can be easily duplicated and utilized by individuals and groups seeking to internationalize the campus.

Bibliography on Intercultural Training, Theory and Research (2010)

Compiled by Vija G. Mendelson, Shyanmei Wang, and Katherine N. Yngve, this annotated bibliography provides an overview of key resources on intercultural competence, organized into the following four categories: Intercultural Training Resources, Intercultural Theory, Intercultural Research and Outcomes Assessment, and Journals and Online Resources.

Faculty Resources for Developing Travel Learning Courses

Forum on Education Abroad – Standards of Good Practice for Short-Term Education Abroad Programs

These short-term program standards are designed to encourage discussion between education abroad professionals and others on campus and within organizations about program planning and management. Like the Standards of Good Practice, they provide a means to assess and improve programs by ensuring that they include those essential elements that will maximize students’ learning and personal development while assuring their safety and well-being.

Forum on Education Abroad – Code of Ethics for Education Abroad

The purpose of this Code of Ethics is to guide decision-making by those in the education abroad field who aspire to provide services in accord with the highest ethical and professional standards, with the ultimate goal of ensuring students’ international educational experiences are as rich and meaningful as possible. This Code is not a substitute for specific institutional and organizational policies and practices, but rather is intended to inform their development and to encourage ongoing reflection on the importance of ethical decision making and conduct.

Forum for Education Abroad - Alignment and Accountability in Education Abroad: A Handbook for the Effective Design and Implementation of Qualitative Assessment Based on Student Evaluations

In the interest of encouraging varied and complementary assessment efforts, this handbook offers strategies for the development of meaningful qualitative assessment questionnaires to be completed by students during and/or after their term of study abroad.

Embedded Education Abroad Faculty Toolkit – Developing and Implementing Course-Embedded Faculty-Led International Programs

The Toolkit offers teaching strategies with the goal to improve instructional quality and the overall student experience in embedded programs. It complements university administrative and logistical services by offering a portfolio of tested and applicable instructional strategies that leverage the embedded international travel component of these courses to optimize academic learning and the development of global citizenship.

NAFSA Pre-Departure Orientation Resources

Resources for professionals who prepare for pre-departure orientation sessions; develop and communicate goals and objectives for pre-departure orientation, reentry, and other related seminars and workshops; provide orientation/training to faculty leaders, resident directors, and other on-site staff of education abroad programs.

NAFSA

NAFSA: Association of International Educators is the world's largest nonprofit association dedicated to international education and exchange. NAFSA's 10,000 members are located at more than 3,500 institutions worldwide, in more than 150 countries.

IIE

An independent not-profit organization founded in 1919, IIE is among the world's largest and most experienced international education and training organizations. IIE is committed to delivering program excellence to a diverse range of participants, sponsors, and donors.

Potential Partners for Collaboration

AJCU International Outreach

This list features the regions where Jesuit institutions are located around the world. Several Jesuit institutions in the U.S. have established partnerships with Jesuit institutions in other countries to advance a greater understanding and appreciation for global concerns.

Jesuit Education Abroad

Jesuit Education Abroad is the official website for the Consortium of Study Abroad Programs offered by members of the Association of Jesuit Colleges & Universities (AJCU). The purpose of this site is to, A) provide resources for the members of the consortium, B) highlight the Jesuit education-brand of global experiences for interested college students, C) enable access to the global network of Jesuit institutions.

AIFS Partnership Programs

AIFS Partnership Programs creates formal arrangements between educational institutions and AIFS in which AIFS provides logistical support, student services, classrooms, housing facilities and cultural activities at a location abroad. Faculty from the home institution teach their curriculum abroad, and the institution maintains academic control over the program.

Anglo-Educational Services

Anglo Educational Services is the customized educational tour company for educational and study abroad programs, specializing in those based in London, the UK and Europe. They aid with programs of any duration, from one day to a full academic year. Their educational programs are customized according to individual group needs. Outside of the UK, AES can assist in many European countries including France, Ireland, and Spain.

CIEE Custom & Faculty-Led Programs

The CIEE Custom and Faculty-Led department is dedicated to helping faculty and study abroad advisors plan and deliver rigorous, culturally rich, and safe programs that span the disciplines that are most relevant to students. CIEE Custom and Faculty-Led programs can be created for any length of time and in many of the locations where they already operate a study center. They have a network of more than 50 study centers in more than 40 countries around the globe, resident staff who are experts in their fields of study, and more than 200 established programs.

EF College Study Tours

There's a lot that goes into a successful faculty-led international program. EF College Study Tours helps with expert guidance on choosing the right program, personalized planning and promotional support to ensure success, a free international orientation to prepare Group Leaders, and the global network and local support necessary for a better travel experience.

ISA Custom Programs

ISA Custom Programs administers faculty-led and partnership programs in many academic fields. By utilizing ISA’s existing infrastructure, U.S. universities have the flexibility to expand their program offerings while maintaining full oversight of curriculum. ISA currently offers programs in 40+ cities across 22 countries: Argentina, Belgium, Brazil, Chile, China, Colombia, Costa Rica, the Czech Republic, the Dominican Republic, England, France, India, Ireland, Italy, Jordan, Morocco, Northern Ireland, Peru, South Africa, South Korea, and Spain.