Design Considerations

A course need not, but may, be modeled after a course you normally teach on campus. Adapting a syllabus you already have makes the process much easier, especially since the syllabus is already approved and you know the content well.

Don’t ignore the location – it’s the whole reason for going there in the first place! A well-designed program will combine academic learning with cross-cultural experience and be designed to make extensive use of the physical, human, and cultural resources of the host environment. Field trips, site visits, and other cultural activities integrated into the course material should provide an in-depth view of the host country in order to enhance the classroom experience.

Your school or college will ultimately determine the number of credits awarded for your program. Credits awarded in an overseas setting are based on the same formula used for regular UWM classes: one credit per each 15 hours of formal instruction or 45 contact hours for a three-credit course. Credit requirements can include guest lectures and documented, organized experiential activities that support the class work (e.g. excursions, field trips, museum visits, as well as organized language lab or computer lab activities). Time traveling to and from experiential activities is not included in this calculation, unless you are able to make a case for lectures on a chartered bus. But keep in mind that the concept of learning by osmosis (living in the overseas location for a period of time) is not a sufficient basis for awarding credit.

The academic rigor of the program must meet UWM standards. This is an important consideration, and one that the CIE Study Abroad office takes seriously. A common criticism levied against study abroad programs is that they lack academic rigor, and are nothing more than informative tours to international locations. We know that this is not the case, and together with faculty like you we work hard to deliver high quality, academically rigorous study abroad programs.

Be specific in identifying the educational objectives of the program, but also consider how your program focus, and/or the location, can crossover into other disciplines. Cross-listing your program with another area on campus can greatly broaden the appeal of the program, and inter-disciplinary programs benefit from a wonderful mix of perspectives, opinions and insights. The more diverse your student group is, the more diverse the ensuing discussions will be.

Program Providers are companies or organizations that specialized in providing customized, faculty-led program support. They arrange the various components and details of a program. They work closely with you, as well as coordinate with the CIE Study Abroad office to design a program that meets your objectives and preferences, while also conforming to UWM’s and CIE’s regulations and guidelines.

CIE works with many custom faculty-led program providers, and different companies have different approaches, areas of expertise, pricing models, and geographic limitations. Depending on your program, CIE can make recommendations to best suit your goals and objectives.

For first-time faculty leaders, and especially for faculty leaders without a program assistant, the use of a program provider is strongly encouraged. Such organizations allow faculty leaders to focus on the academic components of their program while they organize housing, classroom space, and any excursions or activities you may request.

While working with providers simplifies the program development process immensely, it does come at a cost. This is important to consider, as it may necessitate a larger group size, or a higher per student cost. But, the cost incurred from a provider easily pays for itself through the delivery of a seamless, high quality program.

Some faculty-led programs use universities with which an existing UWM inter-institutional partnership exists. Through this partnership the partner institution arranges some of the services otherwise facilitated and/or deliver through a provider. If this is something you are interested in, please contact the Director of Study Abroad for further discussion. Also, please note that if there is not already an existing partnership one can be developed, but the necessary prep and lead-time exceeds the normal study abroad program development. For more information on this please visit the international partnership section of CIE’s website.

Accommodation varies widely among faculty-led programs, with certain types lending themselves more to certain program models. Accommodation in hostels or hotels is most convenient for faculty-led programs, with double-occupancy rooms being the norm.

For programs that are longer, and focused on a specific city or area, certain long-stay student housing options may be a good option.

Programs that move around a lot can be more expensive, especially as hotels are the best housing option in this model, and can be pricier than options like hostels, or long-stay student residences.

If you are working with a program provider, the company can often provide housing or recommend a housing provider. This often proves to be simpler and more economical, and much easier, than you making arrangements on your own.

For security and risk management purposes, faculty members are encouraged to stay in the same housing provided for participants.

Programs are not required to provide meals. Including a few group meals, such as a welcome and farewell dinner can help build cohesiveness in your program. Also, keep in mind that a group meal can be a more convenient and timely solution, as opposed to releasing the students to do their own thing. This is an important consideration when planning excursions.

Breakfast isn’t always included in the cost of a hotel, but when evaluating hotel options, you may want to give preference to those that do include it. Not only does making use of lodging that includes some or all meals help to reduce the overall program cost, it also provides a daily meeting to check in with the students and prepare for the day’s schedule.

If you opt not to include some or all meals, or are unable to arrange this, be sure you know how/where students will get their meals. Accurate cost estimates for student expenses in this area will also be essential to help students plan. And, they will look to you for guidance on where to eat, especially when arriving in a new location.

Excursions and field trips are an integral part of a faculty-led program. These activities, coupled with your academic content, are the core substance of the program. They are the opportunity for first-person, experiential learning. The students will want to know what will take place during the program, and a well-written and detailed description of the excursions and activities will go a long way in getting students interested.

Costs for excursions will be budgeted into the program, so it will be important to do some research on transportation, lodging, and admissions costs related to excursions while you are working on the overall proposal. The more detail you provide early in the process, the faster things will go in the planning phase.

Excursions should be relevant to the purpose of the program, take advantage of the locale, and be realistic in terms of time, distance, and cost. And, consider the overall itinerary and travel schedule. You want to find a balance between including a lot, and not overwhelming yourself and the students.

Entry requirements and visas are an important consideration, especially when looking to many non-traditional destinations. In addition to country-specific requirements, the citizenship of students can dictate the process necessary to enter, or sometimes even just to transit. While the CIE Study Abroad office can be a resource in this, the earlier you start and the more you communicate with CIE during the development process, the easier it will be to plan for visas and entry requirements.

Additionally, some countries require special permits for activities like field research, organized tours to certain locations, and/or filming. This is not a comprehensive list, and as the proposing faculty member, the responsibility for identifying the restrictions or requirements on these types of activities rests with you.