Integrated into departmental curricula, short-term programs provide the opportunity for faculty to explore pedagogical methods and approaches that are otherwise impossible in a classroom-based course. Short-term programs can be scheduled flexibly, ideally involve the cooperation of two instructors teaching two courses from within their own disciplines that complement each other as well as the destination. Depending on the offerings, each student earns credit for one or two courses, and pays a program fee that covers all aspects of travel and living abroad. Most short-term study abroad programs run between ten and twenty-five days during the January or Summer break. Courses engage the location, through regular engagement with local people and groups and/or sites of interest in order to enhance opportunities for learning.
Proposal Process - Application opens November 1
Due date February 3, 2025: and
Faculty Led Study Abroad proposal writing Information Session (optional)
November 14, 2024, 4:30-5:30pm, Hemmingson 201 - Joann Jundt Lounge.
Attend Risk Management and Mental Health Workshop [*Required*] -
Prior to submitting a proposal (new or re-offer), all faculty intending to teach a course(s) on a non-GIF FLSA program are required to attend one of the Risk Management and Mental Health Sessions (location TBD):
Monday, December 9, 2024 from 4:00PM - 5:30PM OR
Thursday, January 9, 2025 from 3:30PM - 5:00PM
The goal of the workshop is to develop awareness of Risk Management and Mental Health responsibilities related to leading (non-GIF) programs abroad. After a proposals are approved, there will be an in-depth, mandatory, training for both.
Student Learning Outcomes
Students enrolled in a Short-Term Study Abroad course must be able to meet three of the six learning outcomes by the end of the experience:
- Knowledge of cultural worldview frameworks: Demonstrate understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.
- Understanding Global Systems: Analyze major elements of global systems, including their historic and contemporary interconnections and the differential effects of human organizations and actions, to pose elementary solutions to complex problems in the human and natural worlds.
- Cultural Self-awareness: Recognize new perspectives about own cultural rules and biases (e.g., not looking for sameness; comfortable with the complexities that new perspectives.
- Applying Knowledge to Contemporary Global Contexts: Evaluate complex solutions to global challenges that are appropriate to their contexts using multiple disciplinary perspectives (such as cultural, historical, and scientific).
- Cultural Diversity: Analyze substantial connections between the worldviews, power structures, and experiences of multiple cultures historically or in contemporary contexts, incorporating respectful interactions with other cultures.
- Independence: Beyond classroom requirements, pursue substantial, additional knowledge and/or actively pursue independent educational experiences.