Leading a Short-Term, Faculty-Led Study Abroad Program
Developing a new faculty-led study abroad program is a meaningful and rewarding endeavor, but it requires significant preparation, typically a full year before departure. Faculty are encouraged to select a destination with which they are already familiar and where they have existing professional connections. Students expect deep expertise on site, and familiarity with the location helps reduce logistical risks while allowing faculty to focus more fully on delivering an engaging academic experience.
Whether designing a new program or renewing an existing one, faculty should reflect on key responsibilities early in the planning process. The Office of Education Abroad provides support throughout the program development cycle to ensure a safe, engaging, and academically rigorous study abroad experience.
Faculty-led programs require strong, intentional leadership to ensure academic quality and student well-being abroad. As you begin designing your program, reflect on your goals, responsibilities, and capacity.
- Do I fully understand the expectations outlined in the Roles and Responsibilities for Leading Study Abroad Courses?
- Do I have the capacity to commit a full year to planning, student preparation, and on-site leadership?
- Am I prepared to provide 24/7 support to students and respond to emergencies while abroad?
- Do I have sufficient expertise and familiarity with the destination to deliver high-quality academic content, provide cultural insight, and manage risks?
- Does my department support this program (curricular alignment, workload, resources)?
- Am I willing to engage in training or professional development related to risk management, intercultural facilitation, and short-term program leadership?
A well-designed course ensures a meaningful academic experience abroad.
- When is the most appropriate term to offer the course, and how will the timing impact workload, financial aid, and student availability?
- How does the course fit into the departmental and institutional curriculum (credit hours, contact hours, learning outcomes)?
- Does the proposed academic content align with location-specific opportunities and local expertise?
- Am I prepared to actively recruit, and advise students (communicating academic and travel expectations)?
- How will the course include intentional intercultural and experiential learning, plus structured reflection?
- Are learning activities feasible within the short program timeline?
- Is the destination appropriate for the program’s academic goals?
Short-term programs require careful planning to ensure safety, clarity, and smooth execution.
- Who will be our in-country partner or provider? Is a co-leader or staff member needed for academic or logistical support?
- What are the housing options, and are they safe, vetted, and appropriate for students?
- What transportation will be used, and how will daily logistics be managed?
- Are visas, entry requirements, immunizations, or special documentation needed for faculty or students?
- What is a reasonable program fee, and what will it cover? Are the location and planned activities aligned with CWRU’s International Travel Risk Management Policy?
- What emergency response plans and communication protocols are in place, and do they align with university risk-management expectations?
- Have I considered accessibility and inclusion for students with disabilities, dietary needs, and other support requirements?
The Office of Education Abroad collaborates with faculty to build transparent program budgets, vet program providers, and review safety considerations including insurance, emergency planning, and accessibility. Early conversations help prevent logistical challenges later in the process.
Thorough preparation improves academic quality and student safety.
- Can I develop a clear and comprehensive pre-departure orientation plan that covers academics, expectations, health & safety, cultural norms?
- Will I have on-site protocols for daily check-ins, group meetings, and incident reporting?
- How will student reflection and academic integration during and after the program?
- Will I be able to establish guidelines for student conduct, communication, and emergency procedures?
Short-term programs should be designed with equity, respect, and mutual benefit in mind.
- Are community partners genuinely benefiting from the program, and were they consulted during planning?
- Does the program avoid exploitative activities (e.g., voluntourism)?
- Are all program materials and expectations transparent and accessible to students?
- Does the program design support equitable participation by reducing undue costs or barriers where possible?
- Have I planned for inclusive learning environments that respect cultural differences, identities, and student needs?
The Office of Education Abroad supports faculty in designing equitable programs that promote cultural humility, reciprocal partnerships, and opportunities for all students to participate.
Co-Leader
Case Western Reserve University expects that each faculty-led study abroad program be accompanied abroad by a CWRU faculty member and at least one additional responsible party for the full duration of the program. This additional leader may include a program provider, additional instructor, staff member, or other qualified individual as appropriate.
Professional staff from the Office of Education Abroad may be available to serve as a co-leader when faculty determine that program enrollment, location, or other factors warrant additional on-site support. All in-country expenses associated with an additional co-leader must be included in and covered by the program fee.
Every year, faculty offer a robust portfolio of 25-30 short-term, faculty-led study abroad programs.
Next Steps: Course and Program Development