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This chapter focuses on the University of Cincinnati (UC), named by the 2016 Princeton Review as one of the “Nation’s Best” institutions for undergraduate education (Robinette, T., 2015, August 4. UC continues streak of recognition as one of nation’s best universities. Retrieved from http://www.uc.edu/news/nr.aspx?id=22016), and their commitment to growing international experiential learning opportunities for its student population in accordance with strategic plans and focused administrative goals. One department identified by UC for strategic growth of international experiential learning opportunities is the Division of Experience-Based Learning and Career Education. An International Experiential Learning Committee (IELC) was formed to help study, crystallize, and move forward these university initiatives.

This paper aims to discuss the use of student affairs professionals in short-term, faculty-led study abroad programs to enhance student experiences, support faculty by taking over the “student support” role, and manage risk.

This is a conceptual paper that introduces the value that student affairs professionals can bring to the study abroad context. A short case study is embedded.

Although conceptual, this paper identifies the benefits of a partnership between student affairs and academic affairs in the study abroad context.

This paper is not empirical.

The practical implications of using student affairs professionals in the study abroad context include enhanced student experiences through both pre-departure preparation and ongoing reflection, increased support for faculty which may result in less faculty burnout and stress, and additional staff to help mitigate and manage risk.

The collaboration between student affairs and academic affairs in the study abroad context has only been addressed in one other manuscript (from 2005). There is a great potential value in developing partnerships between these two divisions with respect to study abroad.

In most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.

Using a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.

Faculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.

Because there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.

This study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.

While much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.

This paper aims to share how an Asian university enhanced students’ global competence through international business study missions (BSMs). More specifically, it focuses on how the design of these BSMs enabled “deep” learning beyond industry tourism and how 21st-century competencies such as “global competence” can be acquired through participation in short-term, faculty-led study missions.

Using the case study approach, it critically analyzes the learning goals and objectives, design decisions, implementation details and learning outcomes underlying three BSMs led by three instructors from the same university to the USA (New York), Germany (Berlin and Stuttgart) and South Korea (Seoul).

The study shows that students gained global competencies related to specific fields of study such as the creative industries, urban sustainability and entrepreneurship. It shows how design choices such as destination, range of organizations, length of individual visits, range of pedagogical techniques, intensity of preparation and quality of management contribute to students’ acquisition of global competencies.

This research presents a subset of case studies that may limit the generalization of the findings; the bias that results from an unrepresentative, opportunistic sample (selection bias); and lack of quantitative causality in a qualitative evaluation.

The course design described here provides practical information for designing study abroad “deep” learning goals, objectives and outcomes focusing on global competence.

The detailed case studies of three instructors from different disciplines to achieve the country’s education vision of globally competent students.

The leaders of the future will have to lead with intercultural competence and with the ability to facilitate this development of competence in others. The development of skills in undergraduate students to meet this challenge is paramount to the establishment of effective leadership for the future. Within this study, researchers address the challenge by quantitatively examining intercultural competency outcomes students derive from leadership-based study abroad experiences. For five years, researchers utilized a pre-post intercultural competency survey of student participants in a leadership education study abroad program in Zambia, Africa. Using the Intercultural Effectiveness Scale (IES), data was analyzed for seventy-eight students who participated in this five-week study abroad course. The results demonstrate statistically significant growth on students’ intercultural competency across all ten measures of dimensions and sub-scales. Recommendations provide a framework for leadership educators to employ pedagogies that influence intercultural development within study abroad as a means of developing global leadership in their students.

This research aims to examine business students’ geographic interests and motivations for study abroad.

Two hundred sixty-seven undergraduate business students from a midwestern university completed the survey on perceived benefits and obstacles of studying abroad (personal and professional), geographic regions where willing to study (rated by psychic distance [PD]), the format for willing to study (length and faculty-led) and respondent characteristics.

Results indicate students who perceive high professional benefits chose higher PD countries, whereas those perceiving higher personal benefits chose medium PD countries. Students with higher professional obstacles, such as concerns of timely degree completion, avoid high PD countries, whereas students expressing high personal obstacles prefer low PD countries. The research results also connect student classification, gender and school funding source to the perceived benefits and obstacles.

The outcome of this study is to aid study abroad programs in segmenting their users and to better serve business students with more targeted communications and enhanced program offerings. It extends the marketing literature by using the theory of PD to explain and guide these strategies.

The purpose of this chapter is to present a model to support a humanizing approach to international education that is sustainable and facilitates respectful service, scholarship and teaching. University faculty engage internationally through teaching, service and scholarship. All three require faculty to possess strong trusting connections to the international community in which they operate. Literature suggests that the impulse to initiate service learning and scholarship with communities foreign to the faculty too early can be detrimental. A deep relationship between the faculty and community built upon trust and mutual respect is the key to successful internationally situated service, teaching and scholarship. However, such relationships require time to develop and many universities cannot support faculty toward developing international relationships. The Deep Field School presents a way of blending teaching, service and scholarship in a way that supports the nurturing of long-term relationships. The Deep Field School is an internationally situated short-term faculty led study abroad that operates with a commitment toward the long term and closely adheres to the humanizing principle that learning is a process not an outcome. A deep field school operating in Peru is presented as a case study along with guidelines for development.

This chapter traces how non-positional faculty led an inter-institutional STEM initiative. Starting with one faculty member’s seed idea, the chapter traces how that idea grew into a vision and that vision into an agenda and that agenda into a joint, sustainable STEM concentration. The initiative was organized around Bolman and Deal’s (2008) framework for making sense of an institution and for leading organizational change through an awareness of multiple lenses. The faculty member who initiated the vision analyzed the institution and her place in that institution. Building from her strengths, she sought to enhance her intellectual, emotional and communication skills. Understanding organizational complexities, Dr. C became involved across campus to build relationships and trust, which then led to the formation of a committed STEM team. The STEM team set a clear agenda and pursued cross-campus ownership and collaboration, all the while maintaining respect for diverse opinions, political interests and concerns. Challenges, pitfalls and setbacks, though initially painful, confusing, and disheartening, led to reflection, and most often, became opportunities for realignment and clarity. Though non-positional faculty led the effort, it was cross-campus collaboration that made it possible, and the final approval of the administration made it a reality.

Transformational learning outcomes of short-term faculty-led international service-learning experiences can by stymied by cultural shock and improperly facilitated programs. Moreover, dissonance in dimensions of the self in contrast to foreign traditions and social interactions can be especially salient in American student encounters in India. How students resolve and make meaning of their own emotional entropy is traced across two institutional programs, two courses (1 undergraduate and 1 graduate), and multiple India community partner sites. An evidence-based pedagogical model and strategies for preparation, praxis, and processing are offered in supporting student reflection of themselves as global beings and in development of global agency which is manifested as intrapersonal, interpersonal, intercultural, academic, and professional competencies.

Too often students who study abroad are unable to adequately explain their transformational experience, nor have researchers figured out just quite how to measure transformation using a standardized scale (Savicki, 2008a). This chapter explores the outcomes of a faculty-led international service-learning course implemented at a large 4-year public institution in the southwest region of the United States. Utilizing personal inventories and the student development framework of “challenge and support,” students began to understand themselves and conversely how they come to navigate the world around them.