Is Service Learning the Best Approach to Ethical Study Abroad?

Service learning is a common component of study abroad, especially faculty led study abroad programs which are rapidly growing in popularity.  Service learning is a type of "community-based learning," but it might not always be the right choice for faculty seeking to create meaningful impact on both their students and the host community. 

This post is based on a presentation Learn from Travel founder, Roman Yavich, made in collaboration with Laura Ochs and Tanyshia Stevens from Agnes Scott College, at NAFSA Region 7 conference in Jackson Mississippi, in November 2025. We presented a variety of approaches to community based programming in study abroad, highlighting the pros and cons of each and presenting a framework for evaluation of community impact. We highlight the importance of the financial contribution to host community institutions and the local economy. 

The slides for the presentation can be downloaded here, along with the case study handout and the evaluation rubric. 

The Spectrum of Community Engagement

Not all interactions with host communities during a study abroad program are created equal. Faculty-led programs engage with communities in a variety of ways, spanning a spectrum from structured service to simple shared experiences and conversation:

• Service Learning: Historically focused on students providing a direct service as a component of their academic work. 

• Workshops: Educational, hands-on experiences for visiting students to learn from local experts  

• Peer-to-Peer Engagement: Collaborative, interactive experiences with local students, ideally with a focus on reciprocity 

• Community Site Visits: Primarily observational experiences, which ideally facilitate cultural immersion.  

• Conversations / Meetings / Discussions: Informal dialogue, often facilitated as part of a community visit. 

While each of these types of community-based learning can be absolutely transformative for the students, truly ethical community-based programming prioritizes the host community’s needs and goals, at least as much as those of the students. On the contrary, this model of learning can be exploitative and reinforce many of the colonial paradigms study abroad is intended to break. 

Students and faculty are usually interested in service learning in order to provide a benefit to the host community, but the time and effort invested into these projects by the local community and host institutions is often undervalued, while the product of the service performed is often overvalued. When we correctly assign value to the inputs and outputs of service learning, the net impact of many projects is negative. On the other hand, because the input required by the host community is much lower for other community-based activities, the net value is usually positive. 

A Case Study in Partnership: Peer to Peer Exchange with Students in Belize

An effective community-based approach centers on reciprocity. This ethos is shared by one of our long-time clients, Agnes Scott College. We recently presented on the topic at the NAFSA Region 7 conference, where our colleagues from ASC shared several case studies that exemplify ethical community-based programming. 

Studetns from agnes scott college conducting an environmental impact assessment in a natural area with peers from galen university in belize

One such program in Belize involved a Peer-to-Peer exchange with the Belizean Galen University students. Rather than U.S. students performing a service for the community, both sets of students collaborated on a shared assignment: an Environmental Impact Assessment. U.S. students worked with their Galen University peers throughout the semester and presented their findings once they arrived in Belize. In this model, both groups acted as co-educators, ensuring the learning and the output were mutually beneficial and locally relevant. The local faculty did not have to deviate from their standard curriculum or spend a significant amount of time on organizing a service project. Learn from Travel even made a donation to Galen University to compensate for the administrative efforts. 

Panama Service Learning Case Study 

Learn from Travel has partnered with a rural community in Panama for five years to offer an incredible service learning program to students from Cal Poly. The course is centered on sustainability and sustainable design and construction. Students travel to Panama and for two days build an adobe house (casa quincha) with local residents who design and guide the process. The construction technique which employs locally sourced clay and hay to make an adobe mix, has been used in this area for centuries, but is slowly becoming forgotten as cement and other materials have become available. New materials cost more, are less durable, and have a bigger environmental footprint. The elders of this community are keen to share their knowledge with the youth, and so our project provides them with this opportunity. Learn from Travel pays for all of the materials and the food which traditionally accompanies a community gathering to complete the construction. The house is then donated to a family in the community, the same way it has been done for centuries. 

The financial contribution we make to the community, the opportunity to gather in celebration and pass on important skills to future generations, are all positives that outweigh the time and effort invested by the community. A description of this program can be found here. Below is a video summarizing the impact of this program on the students. 

Positive and Negative Impacts

Community engagement activities can have profound and often unintended consequences. An honest evaluation must consider both the potential benefits and the ethical risks.

Positive Impacts

When executed thoughtfully, community-based activities can offer:

• Financial contribution: Direct and fair compensation to local partners

• Potential for long-term relationship and ongoing collaboration

• Respectful cultural exchange that moves beyond surface-level interactions

Negative Impacts 

Without careful planning, programs can inadvertently cause harm:

• Subpar Quality of Service Work: Unskilled student labor often produces work that local organizations must later fix or maintain.

• Undermining Local Culture: Unreflective engagement can introduce or promote capitalistic values, creating a negative social impact.

• Lack of Funds for Ongoing Maintenance: Building new infrastructure (gardens, buildings, etc.) without a plan for long-term maintenance leaves the host community burdened.

• Distraction from Ongoing Work: Requiring local partners to dedicate significant time to supervising students distracts them from their core mission.

• Destabilizing Effect on the Host Community: Inconsistent or poorly planned projects can create instability or dependency.

Best Practices for Ethical Engagement

To mitigate negative impacts and ensure ethical practice, we recommend the following best practices:

1. Prioritize Financial Contribution Over Service: Direct, fair monetary support is often the most respectful and sustainable form of contribution.

2. Challenge Providers: Work with providers who are willing to rethink and move beyond a purely "touristic" approach to community interaction, prioritizing the actual benefits to the host community. .

3. Formal Training for Cultural Exchange: Implement structured training (like GlobalUp) to prepare students for meaningful and respectful cross-cultural interactions.

4. Strategic Planning and Reflection: Plan activities with clear objectives, incorporate guided reflection while abroad, and include follow-up reflection upon return.

5. Community Partners in Leadership Roles: Ensure community partners are in leadership roles, guiding the work, defining the needs, and maintaining ownership over the projects.

A Simple Framework for Evaluation

The difference between a "lacking" program and an "excellent" one can be quickly assessed and compared using a simple framework. This rubric provides a tool to evaluate whether your program is truly community-based and ethical:

Planners can Compare programs by assessing these categories and summing up the points.

By moving past the label of "service learning" and embracing a truly community-based approach—one where partnership, ethics, and local ownership are prioritized—you ensure your faculty-led programs create lasting, positive value for everyone involved.

Crisis Management in International Education - the essential elements

This blog is Part 2 of our three part series on Risk Management. Please see Part 1 to learn about our approach to diagraming the risk ecosystem and managing program related risk. 

Crisis management is a fundamental part of running international education programs. Especially with faculty-led programs, which involve a lot of moving around and logistics,  and are often customized so that a large portion of the itinerary is new to the faculty and the provider. A strong crisis management approach is built on preparation, clear communication, ongoing training, and a willingness to learn from every incident.

This post outlines a practical framework for strengthening crisis readiness in international education, based on three key phases: before, during, and after a crisis.

Before the Crisis: Building a Strong Foundation

1. Create a Crisis Management Plan

A comprehensive crisis management plan is the backbone of any risk preparedness strategy. This document outlines what constitutes a crisis, who has decision-making authority, and how information flows during an emergency. It should also establish communication expectations—both internal and external—as well as guidelines for working with campus leadership, legal offices, insurers, and local partners abroad.

For international education, the plan should address a wide range of potential crises, including, but not limited to:

• Medical emergencies - typically involve one or several students and transfer to a medical facility

• Natural disasters - involve the whole group and likely evacuation to a different country or at least a different city

• Political instability or security threats - depending on the nature of the situation may involve sheltering in place (e.g. violent protest), evacuation to a different city (e.g., ongoing political manifestations), or evacuation to a different country (e.g., coup)

• Student conduct issues - typically involve one or several students and may involve local authorities

• Transportation accidents - may require transport to a medical facility for multiple students or the whole group

• Mental health challenges - may require remote counseling or visit to local mental health professional

A strong plan makes it easier for staff to respond effectively when time is limited and emotions are high.

a volcanic ERUPTION would likely require evacuation although airports may be closed

2. Develop Clear SOPs and Protocols

Standard Operating Procedures (SOPs) help translate a crisis management plan into concrete, step-by-step actions. These procedures outline what staff should do in specific situations, who is responsible for each step, and what documentation is needed.

Useful SOPs can include:

• How to activate the crisis response team

• Communication templates for students, families, and leadership

• Incident reporting steps

• Evacuation or shelter-in-place procedures

• Guidelines for coordinating with local partners or third-party providers

SOPs take the guesswork out of emergency response, reducing delays and improving accuracy when staff must act quickly.

standard emergency procedures will address the order of operations, including when to call an AMBULANCE vs. providing first aid

3. Train Staff and Faculty on SOPs

Even the best protocol is ineffective if the people responsible for implementing it don’t understand it. Regular training ensures that staff and faculty leaders know:

• Who to call first

• How decisions escalate

• What information to gather

• When to involve campus offices or external partners

• What their individual role is within the broader response

Training should be ongoing, not a one-time session. As staffing changes or programs evolve, refreshers help keep everyone prepared.

4. Use Scenario Analysis to Prepare for Real Situations

Scenario-based training is one of the most effective tools for crisis readiness. These exercises place staff and faculty into realistic situations—such as a lost student, a political protest near a housing site, or a medical emergency during an excursion—and ask them to walk through their response using the SOPs.

Scenario analysis helps teams:

• Practice decision-making under pressure

• Identify gaps in existing protocols

• Strengthen communication skills

• Build confidence in their ability to respond

• Improve coordination between campus and on-site staff

By training in a controlled environment, institutions build the muscle memory needed to respond well when a real crisis occurs.

political protests can start peacefully but turn violent, scenario analysis can help prepare staff for extracting participants from this difficult situation. essential for

Support During the Crisis

When a crisis does occur, clear communication and coordinated action make the biggest difference. This phase focuses on supporting students on the ground, faculty leaders, and institutional decision-makers.

Effective crisis support includes:

• Maintaining direct communication with the affected student(s) and their emergency contacts 

• Keeping faculty leaders calm, informed, and supported

• Working closely with insurance, medical providers, or security partners

• Providing regular updates to campus leadership

• Communicating transparently with families while safeguarding privacy

• Documenting key decisions and actions as the situation evolves

During a crisis, it’s important for staff to stay focused on student safety and well-being while also being mindful of logistical considerations like transportation, housing, and academic continuity. The goal is to stabilize the situation, ensure students feel supported, and guide the program toward a safe resolution.

Learning From the Crisis

Every crisis—large or small—provides valuable lessons. After the immediate situation has passed, teams should conduct a thoughtful review.

A post-crisis evaluation might include:

• Careful review of the incident report 

• A debrief with staff, faculty leaders, and partners

• A review of communication timelines, decision-making processes, and the actual decision that were made

• Identification of what worked well and what didn’t

• Updates to SOPs or the crisis management plan

• Additional training based on identified gaps

• Improved guidance for staff, students and faculty for future programs

These evaluations strengthen institutional preparedness and help build a culture where learning and adaptation are part of the risk management process.

Conclusion

Crisis management in international education is not just about responding to emergencies—it’s about building systems that make programs safer, more resilient, and more supportive for students and faculty. With strong planning, clear procedures, thoughtful training, and honest reflection after every incident, institutions can navigate challenges more effectively and continue offering transformative international experiences with confidence.

Puerto Rico - the domestic international education option

Why Puerto Rico Works Well for Short-Term Study Abroad Programs

Are you looking for an international education destination that is easy to manage, culturally rich, and a good fit for short-term faculty-led programs? Look no further! Puerto Rico offers all of that, and because it is a U.S. territory, it removes many of the common barriers that keep students from participating. For faculty-led and short programs, it’s a destination that delivers meaningful learning without unnecessary complications.

The streets of old san juan offer plenty of opportunity to explore and learn

1. No Passport Needed

For U.S. institutions, one of the biggest advantages is that students and faculty don’t need a passport to travel to Puerto Rico. It’s considered domestic travel, which removes cost, paperwork, and long processing times of obtaining a passport. This can make a major difference for students who might not have a passport and one who are coming from lower-income backgrounds for whom the cost of obtaining a passport may be prohibitive.

Also, there is no need to go through customs and immigration on the way back to mainland US.

2. A Distinct Cultural Experience Close to Home

Although Puerto Rico is part of the U.S., the cultural experience is very different. The island blends Taíno, Spanish, African, Caribbean, and U.S. influences. Short-term programs can easily build strong educational content around:

• Colonial history and Puerto Rico’s political status - The capital, San Juan, has an exceptional colonial center with a several fortifications dating back hundreds of years. Puerto Rican population is divided between those who want to maintain the status quo as a US territory and those who want statehood in the United States. A growing faction, especially among young people, are vying for independence.

• Caribbean history and identity - Puerto Rican culture, cruise, and Spanish dialect is close to Cuban, but the island is much more accessible of course. The blend of Native, African, and European culture is unique on every island, but the blend of these cultures is a shared identity across the region.

• Afro-Caribbean culture - Music such as Bomba and Plena, which draw on African drumming and dance, the vejigantes, which blend Spanish and African mask-making traditions, and of course the cuisine, like the mofongo, a delicious pile of cooked green plantains mixed in an infinite number of variations with other ingredients, are all examples of African influence.

• Architecture, music, and the arts - From colonial to art deco and modern and post-modern San Juan is an architectural diamond in the rough. Bad Bunny is one of the world’s biggest pop stars. Some of the best art museums in the Caribbean are in Puerto Rico.

vejigante mask in Museo de Arte de Puerto Rico

3. Strong Academic Opportunities Across Many Fields

Puerto Rico works well for programs in a wide range of disciplines. Partnerships with the University of Puerto Rico, which has campuses throughout the island, can leverage existing research and facilitate peer to peer exchange. Some areas that are especially strong include:

• STEM: The world famous Arecibo Observatory, where the movie Contact with Jodi Foster was filmed, was recently transformed into a community-based STEM learning center. A large portion of the island is covered by unique karst limestone with many caves to explore. Puerto Rico is an exceptional place for scientific exploration. Here is our sample program on Astronomy in Puerto Rico.

• Environmental science: One can study rainforest ecosystems in the only tropical rainforest in the US Forest system at El Yunque; coastal management projects include mangrove restoration; sustainability initiatives include renewable energy and community resilience in central highlands as well as coral reef restoration initiatives along the coasts; and of course there is plenty of climate change research. Check out our sample program in Tropical Biology in Puerto Rico.

• Public health: Community health initiatives include ongoing hurricane recovery and resiliency efforts as well as improvements in emergency response systems. There are also opportunities to visit community clinics, NGOs, and university-led research centers that focus on topics like environmental health, vector-borne diseases, water quality, and the social determinants of health.

• Business and economics: Entrepreneurship, tax incentive zones, economic development, and small-business innovation. The island operates at the intersection of U.S. and Caribbean markets. Tariffs are determined by US federal policy that Puerto Rico cannot influence. Local tax incentives are aimed at attracting investors, startups, and remote workers.

• Arts and humanities: An outdoor street art gallery in the Santurce neighborhood is an example to political protest through the arts. Museo de Arte de Puerto Rico, the Museo de Arte Contemporáneo, and smaller community-based arts spaces provide access to classical and contemporary works from Puerto Rican artists. Faculty can easily incorporate workshops, performances, or conversations with local musicians and cultural educators to help students understand how these traditions have evolved and how they shape everyday life.

• Social sciences: Themes such as migration, identity, governance, and resilience can be explored through the lens of colonialism and post-colonialism. Students can explore how Puerto Ricans navigate life between the island and the mainland, including bilingualism, cultural preservation, and diaspora communities. Puerto Rico’s political status as a territory, some might say a modern colony, is a fascinating case study in governance and political science.

the arecibo observatory in 2012. After IRREPARABLE damage in 2020 the facility was converted into a stem education center soon to be open to the public.

4. A Useful Case Study in Sustainability, Resilience and Community Strength

In addition to the academic subjects that can be explored through a visit to Puerto Rico, one of the most striking elements of a program there is the resilience of the people of Puerto Rico, who have faced major environmental and economic challenges in recent years. The island offers powerful real-world examples of:

Students can explore how neighborhoods organize around mutual aid, a model that became especially visible after Hurricane María. Many communities built their own response networks—sharing resources, setting up community kitchens, and supporting elderly or vulnerable neighbors. These examples help students understand bottom-up problem solving and the strengths of community-led action.

Puerto Rico is moving toward more decentralized energy systems, including solar microgrids, rooftop solar projects, and battery storage initiatives—often led by nonprofits, cooperatives, and local governments. Visiting these projects allows students to see practical steps toward energy independence and climate adaptation.

There has been a renewed push for local agriculture, community gardens, and farm-to-community programs. Students can meet with farmers, agricultural educators, and food justice organizations to understand how food sovereignty connects to long-term stability.

Faculty can also focus on how arts, culture, and storytelling play a role in recovery. Many artists and cultural groups use creative work to support healing, preserve memory, and strengthen community identity. Likewise, economics, business, or tourism and hospitality faculty can explore the role of tourism development and redevelopment in fortifying the Island economically.

window cave is just one of many geological points of interests in Puerto rico.

5. Simple Logistics and Lower Costs

Planning a program in Puerto Rico is generally easier than running one abroad. Key benefits include:

• Domestic flights are cheaper and easier to schedule.

• No currency exchange—everything is in U.S. dollar.

• Most major U.S. phone carriers work normally, without roaming fees.

• Fewer compliance challenges because travel to a U.S. territory typically requires less institutional oversight.

• English is widely spoken, which helps with coordination, while Spanish immersion is still available for students.

These factors can help keep overall program costs down and simplify planning for study abroad offices.

6. Reliable Local Partners and a Comfortable Student Environment

Puerto Rico has strong universities, nonprofits, research centers, and cultural institutions that are open to collaboration. The island generally offers a safe, comfortable experience for students, making it a good fit for high impact short-term faculty-led programs.

As institutions work to expand access and offer more inclusive global learning opportunities, Puerto Rico stands out as a destination that is both approachable and impactful.

Ethical AI Practices for Study Abroad: A Guide for Advisors and Faculty

AI is revolutionizing study abroad, but are your ethics keeping pace? This new tool offers incredible power to personalize programs and streamline advising. Yet, without a clear framework, we risk amplifying bias and compromising student data. You want to leverage AI’s efficiency to enhance—not hinder—student safety and equitable access. It’s time to move from apprehension to action. Let’s build a responsible strategy that puts human judgment first. Read on to get our practical four-point framework for faculty and advisors.

What is AI, or Artificial Intelligence?

Before we dive into ethics, let’s make sure we are on the same page about AI. Artificial Intelligence (AI) is a field of computer science focused on creating software that can perform tasks that normally (read: used to) require human intelligence. Unlike regular computer programs, AI can learn from data, adapt to new information, and make decisions or predictions based on an algorithm.

How can AI be used in International Education?

AI is starting to play a big role in international education, both in how programs are designed and how students and institutions interact across borders. Here are some examples:

1. Student Support & Advising

• Virtual Advising Assistants: AI chatbots can answer routine questions about visas, housing, course registration, or cultural adjustment, freeing staff for more complex advising.

• Personalized Guidance: AI can analyze student profiles and suggest programs, scholarships, or internships abroad that fit their goals.

2. Language Learning & Communication

• AI Translation Tools: Real-time translation and transcription can reduce language barriers in classrooms and administrative processes. Apple just announced that its new AirPods will be able to translate languages live using AI technology. This is revolutionary for study abroad!

• Adaptive Language Learning Apps: AI-driven platforms (like Duolingo’s adaptive algorithms) personalize practice to a student’s pace and weak points.

3. Recruitment & Marketing

• Predictive Analytics: AI can help universities identify which prospective students are most likely to apply or enroll.

• Chatbots for Recruitment: Prospective students in different time zones can interact with AI-driven Q&A systems at any hour.

4. Teaching & Learning Abroad

• Intelligent Tutoring Systems: AI can provide personalized learning support for international students struggling with new academic systems.

• Virtual Exchange: AI can power immersive VR/AR classrooms where students collaborate across countries, simulating study abroad experiences.

5. Risk Management & Safety

• Predictive Risk Monitoring: AI can analyze global news, social media, and government alerts to flag emerging risks for study abroad groups.

• Automated Check-ins: AI-driven apps can monitor student location/safety and trigger alerts if someone is in an unsafe zone.

6. Research & Policy

• Data-Driven Insights: AI can analyze mobility trends, retention rates, and student outcomes across countries to help universities and governments make policy decisions.

• Equity & Access: AI can identify underserved groups and suggest interventions to widen participation in international education.

7. Administrative Efficiency

• Document Processing: AI can streamline application reviews, transcript evaluation, and visa documentation.

• Fraud Detection: AI can flag suspicious applications or falsified documents, a growing concern in international admissions.

Mitigate Bias in Program Matching & Advising

While AI has many potential applications and benefits, the first and most critical step in adopting any new technology is to understand its flaws. With AI, aside from taking over the world like in many science fiction novels and movies, the greatest danger is in its amplifying our own pre-existing biases. In other words, AI trained on historical data can perpetuate outdated or biased program recommendations. Study abroad staff should treat AI as a brainstorming tool, not a final answer. Your professional judgment is the final filter.

Specific Suggestions to Reduce Bias

• Audit AI suggestions for diversity of location, cost, and academic focus

• Use AI to expand options for underrepresented student groups, not limit them

• Ask providers about their data sources and algorithm transparency

Uphold Academic Integrity

Ensuring equitable access is just the beginning. Once a student is enrolled in a program, a new ethical challenge emerges: how will they use AI in their academic work, and what are our responsibilities to guide them? Students will use AI for assignments and research abroad, and policing this practice is ineffective. We have to embrace it. AI is the new internet.

Much like faculty, International Education staff should teach responsible use of AI as a core modern skill. Staff should create clear and specific syllabus policies, taking into account that students will be using AI as one of many learning tools available to them.

Specific Suggestions Regarding AI Cheating

• Mandate transparency: Require students to disclose and justify AI use in their work.

• Design for experience: Create assignments that require personal, on-the-ground cultural reflection or experiential learning.

• Discuss AI ethics explicitly during pre-departure orientations, stating expectations and policies.

Guard Student Data Privacy

While we manage how students use AI academically, we must also scrutinize the tools we use institutionally. The platforms we choose handle incredibly sensitive student data, introducing a non-negotiable duty to protect their privacy and security above all else. Sensitive data such as passports and medical info are governed under strict laws like FERPA and GDPR in Europe. Carefully vet every AI tool you might be using and check specifically the terms regarding their use of student data. Assume public AI models are insecure for personal data.

Specific Suggestions to Prevent Private Data Loss

• Don’t do it alone: Consult your institution's legal and IT experts on vendor agreements and technology before implementing it

• Read the fine print: Understand where and how a vendor stores and uses data.

• Never input sensitive student information into open-source AI chats.

Maintain the Human-in-the-Loop for Critical Support

The core of international education is human connection and support, especially in moments of crisis. This is where we must draw line between helpful automation and essential human intervention. AI excels at automation but fails at empathy and crisis management. International Education staff should automate administrative tasks to free up time for high-value human interaction.

Specific Suggestions for Appropriate AI Use

• Use AI for FAQs, scheduling, and deadline reminders—not for health, safety, or mental health communications.

• Ensure all automated messages have a clear and immediate "talk to a human" option

• Protect your time for the complex, empathetic advising that defines student success.

Conclusion

The promise of AI in international education is real, but it requires a conscious ethical framework to be effective. By actively mitigating bias, upholding academic integrity, guarding student data, and prioritizing human-in-the-loop support, we do more than just adopt a new tool—we protect our students and strengthen our programs. This is how we ensure this new and potent technology truly serves our mission of safe, equitable, and transformative global learning.

Beyond the Passport: Discovering a World of Culture with Domestic Study Abroad in the South Carolina Lowcountry

Sweetgrass basket weaving, an important Gullah Geechee cultural practice

Domestic study abroad offers a powerful, and importantly accessible alternative to international programs, delivering deep cultural immersion and academic rigor without the complexity of international travel or the need for a passport. By focusing on the rich cultural landscapes within the United States, these programs make transformative learning experiences available to a broader student population.

One example is our program in South Carolina’s Lowcountry, developed for Agnes Scott College and in partnership with the Avery Research Center for African American History and Culture at the College of Charleston. This itinerary provides students with firsthand engagement through visits to historic sites, conversations with culture bearers, and workshops on traditional practices. It demonstrates how domestic programs can effectively foster inter-cultural competency, historical awareness, and meaningful community connection.

We want to share this program as a case study for institutions seeking to provide impactful and ethical learning opportunities for students who are not able to travel internationally or simply seek a cultural immersion experience closer to home.

Broad Street in the historic center of Charleston, SC

The Power and Purpose of Domestic Study Abroad Away

The term “abroad” does not have to mean international. It can mean inter-cultural. From the neighborhoods of Brooklyn to Puerto Rico and US Virgin Islands, to American Indian reservations, and traditional communities such as the Gullah Geechee, we can find unique cultures with idiosyncratic traditions and beliefs. We can even say that for the cowboy culture of Wyoming and Montana, the farmers of Iowa and Nebraska, and of course the Cajuns of Louisiana. Each of the mentioned locations offers incredible learning opportunities, every bit as challenging and eye-opening as travel overseas. For us, the key to domestic cultural immersion is the same as international study abroad: partnership with local institutions and individuals who help us facilitate authentic interaction.

Benefits of Domestic Faculty Led Programs

One of the biggest known obstacles to study abroad is its cost. Domestic programs may be less expensive due to lower flight costs. Furthermore, passports, visas and medical insurance are likely not required, all resulting in savings for students. Our program in South Carolina was particularly cost effective as the group took a bus from Atlanta, where Agnes Scott College is located.

The shorter flights also have a lower carbon footprint. They are logistically easier to organize with less paperwork for passports and more straightforward risk management for universities and providers (e.g., vendors are more likely to have liability insurance than in other countries).

The lower cost makes the programs more accessible to students with fewer financial resources and allows to diversify participation in study abroad, which has historically remained in single digits across the country. Students who might not be able to obtain a passport or otherwise have international travel restrictions are also able to take advantage of these programs. In effect, the domestic programs are a great complement to international education.

What We Hope Students Gain from Our Programs

Domestic or international, we want students to walk away with the following:

• Cultural Competency: The ability to understand, communicate with, and effectively interact with people across cultures

• Historical Awareness: Connecting textbook history to tangible places and living descendants

• Community Connection: Moving beyond sightseeing to foster respectful and reciprocal relationships through authentic (not transactional) interaction

As you will see below, our program in South Carolina was able to achieve these objectives.

FLP Case Study: South Carolina Lowcountry

Background

The history of this region is a crossroads of European, African, and Indigenous influences and the center of the antebellum rice and cotton economy. The coastal area is called of the Sea Islands and marshes is called the "Lowcountry." It was ideal for cultivating rice. The enslaved people from West Africa knew how to grow rice in a similar geography, and the regions economy was built on their knowledge and forced labor.

The Gullah Geechee are the descendants of enslaved West Africans who retained a distinct creole language, cuisine, and cultural traditions due to the Sea Islands geographic isolation, among other factors. Their story is one of profound resilience, cultural preservation, and ongoing struggle for land rights.

Ethical Considerations: Learning With, Not Just About

In all of our work we aim to not just provide transformative experiences for students but also to make a positive economic impact on the host community and host institutions. This program could not have been designed without the support of the Avery Research Center for African American History and Culture at the College of Charleston and the Center’s director Dr. Tamara Butler. The importance of local community voices on study abroad or study away programs cannot be overstated. Dr. Butler helped us arrange conversations with culture bearers, church congregations, and local residents to ensure the narrative of the program was authentic and owned by the community. This model avoids extraction and instead promotes respectful, educational cultural exchange. In return we made a generous donation to the Center, approved by our client Agnes Scott College. Fairly compensating local nonprofits for their support is essential for our mission and ongoing sustainability in our work.

Francis Beidler Forest near Charleston was a stop on the Underground Railroad

Itinerary Design for Transformational Study Away

This program was developed for one of our clients, Agnes Scott College, as part of their Global Journeys initiative, a core component of the College’s curriculum whereby all first year students have a chance to study abroad (or away) for free. The initiative is funded with the college’s endowment. Global Journeys have several themes that all programs must incorporate: globalization, identity and culture; imperialism, and the ethics of travel. We present the following itinerary highlights in the context of these broader themes and the specific learning objectives of this program.

Confronting History and Honoring Memory

• McLeod Plantation Historic Site: This historical landmark was recommended by Dr. Butler due to its focus on the lives and preserved and restored homes of the enslaved rather than the plantation houses of the slave owners which are more commonly visited at other former plantations.

• International African American Museum: Standing on the sacred ground (Gadsden's Wharf) where nearly half of all enslaved Africans entered the U.S, this isn't just a museum; it's a hallowed site.

• Angel Oak Tree: A natural monument and "witness tree" on John’s islasnd that has stood for centuries, providing a space for quiet reflection on the history it has seen.

Connecting with Culture Bearers and Community

• Lunch with a Historic Black Church Congregation: Dr. Butler invited the group to have lunch with the congregation of the historic Hebron Zion Presbyterian Church, dating back to 1867 when it was erected by and for formerly enslaved people. To visit this church and speak with the descendents of its founders was a powerful experience, to say the least.

• Conversation with the Gullah Geechee Cultural Heritage Corridor: The mission of the Corridor is to preserve, share and interpret the history, traditional cultural practices, heritage sites, and natural resources associated with Gullah Geechee people of coastal North Carolina, South Carolina, Georgia and Florida. The Corridor was created by an act of Congress, highlighting the value of this culture as an American institution.

Engaging with the Land and Sea

• Francis Beidler Forest: The group visited this unique swamps ecosystem with a member of the Black and Brown Interpreters Network, a group of local guides trained and supported by the Avery Center. In addition to being an Audubon site the forest was a stop on the Underground Railroad.

• Coastal Conservation League: The group also met with this nonprofit organization fighting for conversation and the generational land rights of the Gullah Geechee, which currently threatened by development.

• Morning Glory Homestead: Learning about the coastal ecosystem at homestead offering farm to table meals was an incredible way to finish the program. Through hands-on experiences, students learned about sustenance through fishing, crabbing, and farming.

Translating Experience into Learning Outcomes

In addition to daily guided reflections, which helped students to process the challenging content they were hearing about, the group learned to listen actively to community narratives, ask respectful questions, and understand a culture on its own terms. These are essential outcomes for any international or inter-cultural experience. Learning from experts like Dr. Butler and local knowledge bearers from the Black & Brown Interpreters Network ensured academic depth, when combined with readings and content delivered by course faculty.

A Replicable Model for Transformative Education.

By making transformative cultural immersion accessible and academically rigorous, this program does more than just teach history—it changes perspectives and provides a powerful model for experiential learning. This program’s structure—partnering with a cultural center, centering community voices, combining history with hands-on learning—provides a template other institutions can adopt to achieve their learning outcomes in any domestic or international setting.

This journey into the South Carolina Lowcountry proves that profound cultural immersion doesn't require a passport. By partnering directly with the Gullah Geechee community, this domestic study abroad model offers an accessible, ethically designed, and transformative learning experience. It provides a powerful blueprint for fostering deep historical awareness, cultural competency, and meaningful community connection, all within the rich landscapes of our own country.

To Reduce Risk in Study Abroad, Diagram It

In this post we lay the groundwork for risk management by first discussing what risk is and how to diagram it. We then present our risk diagram as an example to help others in international education more easily identify sources of risk and mitigate it. 

What is risk 

Risk is the possibility that something won’t go as planned and the results will be undesirable. In other words, it’s the gap between what we expect and what could actually unfold. In business, travel, or even daily life, risk shows up as uncertainty—we have to make decisions without knowing exactly what the outcomes will be. This of course has major implications when personal health and welfare are stake, as is the case with international education.

how much control do you have over student behavior on study abroad programs?

What is risk management 

Risk management is the practice of turning uncertainty into strategy. Instead of leaving outcomes to chance, it’s about identifying potential risks, assessing how likely they are, and deciding how to respond before they become problems. For example, a company might insure its assets, diversify suppliers, or create backup plans for disruptions—all forms of risk management. At its heart, it’s not about eliminating risk altogether (which is impossible), but about minimizing harm and maximizing resilience. Done well, risk management shifts an organization from being reactive to proactive, allowing it to not only protect itself but also seize opportunities hidden within uncertainty.

Risk management in study abroad 

Risk management in study abroad is about creating safe, meaningful experiences for students while recognizing that international travel always carries some level of uncertainty. From health and safety to cultural differences and logistical challenges, program providers like Learn from Travel, and institutional coordinators must anticipate what could go wrong and have systems in place to respond effectively. For example, vetting local partners, choosing safe housing, providing pre-departure orientations, and having emergency protocols are all forms of effective risk management in study abroad.

What is a risk diagram?

A risk diagram is a visual tool that helps make uncertainty easier to understand. Instead of relying only on long reports or lists of potential threats, a risk diagram maps out risks in a clear, at-a-glance way. The most common type is the risk matrix (presented further below), which plots the likelihood of a risk occurring against the impact it would have if it did. This allows organizations, schools, or even individuals to quickly see which risks are minor and which need immediate attention. For example, in study abroad, a minor risk might be a delayed flight, while a high-impact, high-likelihood risk might be health-related issues in a destination such as travelers diarrhea or a mosquito borne illness. Another diagram we discuss below is a mind map that helps to identify various components or sources of risk. By using diagrams, decision-makers can prioritize where to focus resources and communicate risks more effectively to stakeholders.

Benefits of diagramming risk 

Diagramming the risk ecosystem offers the powerful benefit of seeing the “big picture” at a glance. Risks rarely exist in isolation—health risks might connect to housing risks, which in turn connect to partner or transportation risks. By mapping these relationships visually, organizations can better understand how one weak spot may ripple through the entire system. This makes it easier to identify blind spots, prioritize what matters most, and coordinate responses across different teams. For example, a study abroad office might realize that vendor vetting, student orientation, and emergency planning all intersect in ways that weren’t obvious before the diagram was created. Beyond internal clarity, diagrams also communicate complexity to stakeholders—whether staff, parents, or students—in a way that text alone cannot. In short, visualizing the risk ecosystem transforms abstract uncertainty into a manageable, strategic framework.

How to diagram risk for international travel programs 

There is not one specific way to diagram risk faced by a company or institution. What’s important is to digram, not what the diagram looks like. The process of creating a diagram is more important than the result because it is during this process that we discover components and begin organizing them in our mind map. In fact, a mind map, like MindMup is the perfect tool for creating a risk diagram. We chose to organize our diagram based on how we manage different types of risk. 

This somewhat simple mind map for risk in our programs is a helpful way to isolate specific sources or components of risk. ONce diagrammed, management is easier.

Components of our risk ecosystem 

The risk ecosystem is going to be different for different institutions. At Learn from Travel we consider risks that are related directly to programs and those that are related more to our general operations. We can further break down the program-related risk into categories based on how it is managed: “prevention,” which we discuss here and “crisis management,” which will be discussed in our next post. Our diagram is presented above.  

Prevention

Prevention is more important than crisis management because, if done correctly, it will lead to fewer crises precluding the need for crisis management. We break down the prevention section of the diagram into the different stakeholders of our programs: vendors (including local partners), participants, and guides. We also evaluate and look to mitigate the risk associated with specific destinations where our programs take place and the specific activities that our groups engage in. 

Local Vendors 

Vetting is the key to risk management with vendors. Prior to working with a vendor for the first time we use a comprehensive checklist to review the quality of their work (e.g, online reviews, references), their risk management practices (e.g. insurance, vehicle maintenance, hotel evacuation maps and fire mitigation equipment), and legal requirements (e.g., vehicle registration), among a number of other evaluation points. We have different checklists for each type of vendor: hotels, restaurants, activities, transportation, and guides. This process has to be done early enough to contract a different vendor if the original one does not pass the checklist. 

vetting transportation companies is one of the most important risk management processes for study abroad providers

Study Abroad Participants  - Students and Faculty

Our diagram shows that the most important element in reducing risk associated with the participants is information. We obtain information from participants using a form where they indicate emergency contact information, dietary restrictions, and medical conditions. This information is relayed to our guide who is can make necessary accommodations and respond to emergencies based on the information the participant shared. 

On the flip side of the coin, we provide information to participants to prepare them for the possible risks during their program. This includes information on crime, health, food, water, infrastructure, natural hazards, and a number of other risks depending on the specific destination and activities during the itinerary. (I discuss the assessment of country-specific risk and activity risk in more detail below.)  The information is presented multiple times: during the pre-departure orientation conducted by our staff, in the pre-departure Program Details packet that participants receive one month prior to travel, and an on-site orientation conducted by our guide the day of arrival in the host country. Some items, like looking right then left before crossing the street in countries where people drive on the left side of the road, have to be repeated by our guides daily. In fact, we strongly recommend all faculty led programs to have a guide because of how much of an impact the guide has on risk management.  

if we know about physical limitations ahead of time we can be better prepared to manage the group during rigorous activities

Student Group Guides 

With guides, as our diagram shows, everything comes down to training. We require all guides to be First Aid certified. We also conduct extensive training with guides that covers topics such as risk management, mitigation and prevention, emergency response, cross-cultural communication, and group dynamics. The guides not only have to think about risk, but they have to think about it in the context of the group they are leading. We review a variety of challenging hypothetical scenarios that might not have one right response, but rather several responses each with pros and cons. These practice exercises help guides understand our expectations of their thought and response process rather than memorizing specific responses to specific scenarios. The scenarios are generally based on situations that may occur during the program they are leading based on known risks for the destination country and the activities the group will be participating in. 

The tour guide is one of the most important elements in risk management on travel programs. In addition to responding to emergencies, they can prevent them.

What is Risk Assessment

Risk assessment is the process of identifying potential hazards, evaluating how likely they are to occur, and understanding the possible impact they could have. It’s asking, “What could go wrong, how bad could it be, and what can we do about it?” Whether in business, travel, health, or everyday decisions, risk assessment helps us make informed choices rather than relying on guesswork. For example, a company might assess financial risks before launching a new product, or a family may weigh health and safety considerations before going on a trip. By breaking risks down into probabilities and consequences, risk assessment turns uncertainty into something manageable, providing a clearer path for prevention, planning, and confident decision-making.

As our diagram shows we carry out risk assessments for each destination and each activity on the itinerary. 

Study Abroad Destination Risk Assessment

We use several sources of information on the destination country to identify the most important risks and consider. These sources include the State Department Travel Advisories, OSAC reports, the Center for Disease Control, the CIA World Factbook, and local and international news outlets among other sources. We generate a list of risks and for each estimate its likelihood, how consequential the occurrence would be for our program, how to prevent it, and how to deal with it if it does occur. This list informs the preparation we go through with our guides and the information we communicate to program participants.  We devote most effort to the risks that are most likely and most consequential. 

Screenshot of the US DOS travel advisory for Jamaica which was downgraded from 3 to 2 in 2025

Itinerary Activities Risk Assessment 

We evaluate risk for specific activities using a matrix that assigns a score of 1-5 for the consequence of the risk and another score of 1-5 for the likelihood of its occurrence. The two scores are multiplied and a decision is made based on the product using the following guidelines:

For some activities that may otherwise be too risky, we are able to make the risk acceptable with mitigating actions. For example, swimming at an ocean beach may result in drowning, a level 5 consequence (catastrophic) with a level 3 likelihood (possible). If we have a lifeguard on duty or tell participants to not go in beyond their waste, we can reduce the likelihood to 1 or 2 (unlikely or rare), and so the activity becomes possible, but still one we have to be very careful with.  

This kind of mitigating action may be necessary with numerous activities on a program. The evaluation forces the risk management team to systematically think through the consequences and the likelihood of each occurence, which in itself is a valuable exercise, before they design the approach to mitigation.

Activity Risk can be quantified in terms of its likelihood and consequence. The two factors are added to generate a score.

Conclusion

Risk is an everpresent concern in most aspects of life, but especially in international travel and intenrational education. By diagramming the various elements that create risk on study abroad programs we are able to better understanding sources of risk, how to evaluate them, and how to mitigate them.

In Part 2 of this post, we will discuss Crisis Management and in Part 3 we will discuss important risk categories that are not directly related to programs. Stay tuned!

Behind the Scenes of a Study Abroad Program: A Guide’s Perspective in Egypt

When students signed up for a faculty-led study abroad program in Cairo and Alexandria, they expected awe-inspiring monuments and academic revelations. What they couldn’t see was the year of behind-the-scenes work, the cultural tightrope walking, and the constant problem-solving required to make their experience transformative rather than chaotic. As their guide, I was equal parts historian, therapist, and logistics wizard—and this is what that really looked like.

Building the Program From Scratch

The Puzzle of Ramadan Logistics

Planning a study abroad program in a country where we'd never operated before was like assembling a puzzle blindfolded. The biggest challenge? Designing an academically rigorous schedule around Ramadan restrictions without leaving giant gaps in the afternoons. Museums and archaeological sites closed earlier, energy levels dipped in the afternoon heat, and we had to carefully balance rest with engagement.

Prepping Students for Reality

Many students had never traveled to the Middle East before. Before departure, we held sessions on:

• Cultural respect (how to dress, interact with locals, and navigate religious spaces)

• Survival skills (the importance of hydration, sunscreen, and avoiding Cairo’s infamous public transit)

• Religious awareness (the significance of Ramadan and how to be sensitive as non-Muslim visitors)

• Managing expectations ("No, we can’t just ‘pop into’ the Great Pyramid whenever we want")

Day 1: Citadel of Saladin

When the Plan Falls Apart (Because It Always Does)

"The Site Is Closed Today. Why? Because."

No amount of preparation could prevent the inevitable last-minute changes:

• The Roman theater in Alexandria closing unexpectedly because the guards decided to leave early.

• Extended lunch breaks when both students and faculty needed recovery time from morning excursions.

• Extending museum visits when students became unexpectedly engrossed in discussions about whether or not Ramesses II was the pharaoh in Moses’ story.

• Reworking the itinerary on the fly when extended museum visits meant we wouldn’t have enough time for the next activity

Flexibility wasn’t just a skill—it was the core requirement for this job.

The Daily Reality of On-the-Ground Challenges

Lost in Translation (Literally)

While many Egyptians speak English, students needed to learn a few basic phrases to empower them. Before departure, I sent to the WhatsApp group a guide with basic Arabic phrases—simple greetings, "thank you," and "how much?"—to help them navigate markets and interactions. But Arabic pronunciation became an unexpected hurdle. Sounds like the guttural "ع" (ayn) or the emphatic "ح" (ha) didn't exist in their native languages. Some struggled so much they'd laugh at their own attempts, while others hesitated to try at all, worried they'd offend locals by butchering the words.

On long bus rides between sites, I turned language practice into a group activity. Those who wanted to learn would repeat after me, drilling "شكراً" (shukran) and "مرحبا" (marhaba) until the consonants clicked. Progress was uneven—some nailed it quickly, while others needed patient correction—but by Day 3, even the most hesitant could greet someone confidently. The payoff was immediate: shopkeepers' faces lit up when students said "من فضلك" (min fadlak, "please") with near-perfect accents. One student admitted, "I thought Egyptians would humor me, but they seemed genuinely happy we tried." By the trip's end, they were greeting waiters, museum guards, and even strangers on the street—no longer tourists, but guests who'd learned to say "hello" properly.

Despit that, daily interactions often required quick thinking and translating on the students’ behalf.

From small interactions like helping them find restaurants that could accommodate dietary restrictions, to playing detective to find working ATMs or currency exchanges. Most students relied on the hotel's ATM to withdraw Egyptian pounds directly from their US accounts—until the day it stopped working. Suddenly, everyone needed cash at the same time. With no backup ATM in the hotel, I found myself leading small groups through Cairo's streets, hunting for a functioning machine. The search wasn't limited to just that one incident—it became a recurring mission, scouring museums, bazaars, and random corners for ATMs that would actually dispense cash. I'd walk back and forth between the hotel and nearby ATMs, shepherding students in shifts so everyone could withdraw safely. Some machines rejected foreign cards; others were out of service. Each failed attempt meant another trek through Cairo's bustling streets. Eventually, we'd find a working ATM—sometimes in an unexpected place, like a quiet side street or tucked inside a museum. The relief on the students' faces was immediate, though I'm sure a few of them learned the hard way to always carry backup cash in Cairo.

Another time, I administered first aid when a student cut themselves on the bus to Alexandria, while checking with the driver to know when we'd get moving again after being stuck in traffic for 40 minutes.

When the Heat Won (Every Single Day)

March in Egypt was fairly hot and humid. By Day 3, exhaustion set in:

• Distributing fresh water bottles to students dozing off in the bus between activities

• Constant reminders to drink water, reapply sunscreen, and wear hats.

• Adjusting schedules on the fly when the sun drained everyone’s energy.

Ramesses II status in Memphis

Where debates on historical accuracy happen.

My Role: More Than Just a Walking Guidebook

From the moment I received my first book about ancient Egypt at seven years old, I was hooked. The pyramids, the pharaohs, the mythology—it all felt like a grand, mysterious story waiting to be explored. Over the years, that childhood fascination deepened into a lifelong passion. I’ve visited Egypt’s monuments multiple times, yet each return feels like the first—because every visit brings new discoveries, new layers of understanding.

When I guided this faculty-led program, I didn’t just want students to see Egypt. I wanted them to feel it the way I did. That meant striking a balance between friend and professor—close enough to banter and create genuine connections, but authoritative enough to ensure they listened.

Cultural Interpreter

I didn’t just recite historical dates—I helped students decode Egypt:

Explaining why bargaining is expected in markets (and how to do it). That included accompanying some of them to the buzzing Khan El Khalili market with its labyrinth of stalls overflowing with spices, lanterns, and souvenirs. A group of students had asked me to accompany them during free time—not just to navigate the chaos, but to help them find "perfect" gifts for their families back home. Their excitement was tinged with anxiety. Some worried about overpaying; others agonized over choosing the "right" item, as if a single imperfect souvenir would disappoint their parents. The pressure turned what should've been a fun outing into a high-stakes mission.

I became equal parts haggling coach and therapist. At each stall, I demonstrated bargaining—letting them watch as I negotiated for a backgammon set, then nudging them to try ("Start at half the price!"). Between shops, I reassured them: "There's no 'perfect' gift. Your presence here is what matters." By the third stall, the tension eased. One student laughed as she bartered down a scarf vendor; another proudly handed me a carved box, whispering, "My mom will never guess I paid less than this." They left with arms full of treasures—and the realization that the real souvenir was the story of how they'd earned it.

• Breaking down Ramadan customs when students nervously asked, "Is it rude to eat in public?". Explaining how it’s about community and foreigners are not held to the same standard as locals.

• Putting modern Egyptian life into context so they saw beyond the ancient ruins.

Academic Connector

At the Step Pyramid of Djoser, I watched students' eyes glaze over with that familiar tourist trance - the kind where awe overtakes analysis. My job wasn't to lecture (that was the professors' domain), but to be the bridge between wonder and coursework. When their attention drifted to Instagram-worthy angles, I'd gently refocus them and ask questions about their curriculum. The real challenge came when empty stomachs started rumbling louder than our academic discussions - even the most dedicated scholars lose focus when lunch is delayed by pyramid-induced time warps..

Day 6: Alexandria Library

The Invisible Safety Net

While faculty focused on teaching, I handled everything else:

• Mediating roommate conflicts (yes, even abroad, drama follows).

Midway through the trip, tensions flared between two groups of students. One group felt their peers were treating Egypt like a casual holiday—laughing too loudly in sacred spaces, haggling aggressively in markets—while the other group insisted they were just "having fun" and saw no harm in their behavior. The close quarters and exhaustion amplified frustrations, threatening to sour the group dynamic. The conflict escalated quickly. Group 1 grew resentful, whispering about "disrespectful tourists" in their own ranks, while Group 2 dug in their heels, dismissing the criticism as uptight. With days left on the trip, the friction risked overshadowing the experience for everyone.

I pulled each group aside separately. To Group 1, I acknowledged their concerns but urged them not to let others' behavior dictate their own enjoyment. To Group 2, I framed it plainly: "This isn't a resort—it's a cultural exchange. Even small rudeness undermines what we're here to learn." I avoided scolding; instead, I appealed to their pride in being good travelers. The adjustments were subtle but meaningful. Group 2 toned down their boisterousness in mosques; Group 1 eased their policing. By the final days, the drama faded—not with a grand reconciliation, but with a quiet return to shared wonder.

• Coordinating a doctor’s hotel visit for a sick student— part advocate, and part reassuring presence during a scary experience.

One evening, a student texted me asking for Advil after missing dinner with the group. Having noticed them looking exhausted during afternoon activities, I arrived at their hotel room with my full emergency kit—only to find them burning up with a 102° fever and coughing uncontrollably. Despite clear symptoms, the student refused to see a doctor. Between coughs, they admitted their fear: the cost of a private hotel visit. Convinced they couldn't afford care, they insisted on toughing it out—even as their fever spiked.

I sat with them, listening to their concerns before explaining how medical costs in Egypt differed from home. "What if I guarantee a set price?" I asked. Relieved, they agreed. After coordinating the doctor's visit, I translated symptoms and instructions, then ran to the pharmacy for their prescribed medication. Though they missed the next day's Alexandria trip, by evening the meds had worked—and I became their personal pill reminder, checking their pockets daily to ensure they'd taken their meds. When they rejoined the group, their grin said it all: they'd trusted the process, and we'd gotten them through.

• Playing counselor during downtime. Whether helping navigate first-time travel anxieties or giving big-sister advice about relationships back home.

On quite a few occasions, students would chat with me about their personal lives, our relatively short age gap making me kind of a temporary big sister to them. But on a other instances I was called or texted for small “emergencies”. Those ranged from asking if their outfit was appropriate to wear for the next day's activities to helping them figure out how to get back to the hotel because they weren't able to get an Uber since it was time for people to break their fast (I had previously warned them that there was a 30-minute window between 5:45pm and 6:30pm where things would be unavailable/closed because of iftar). Luckily for them I was nearby, walked to their location and got us a taxi together. The taxi driver hadn't broken his fast yet, so he stopped at an iftar stop managed by city workers for dates and water. We made it back together, and the students got to see the community spirit of Ramadan in action (they also got to eat delicious dates and a free bottle of water).

Navigating chaos also included helping them avoid beggars on the streets while being respectful and mindful of people's condition. After a museum visit, a cluster of students froze outside as three persistent beggars surrounded them, hands outstretched. The students, torn between discomfort and guilt, didn't know how to disengage without being rude—or worse, incentivizing more attention. I stepped in, speaking calmly to the beggars in Arabic while subtly herding the group forward. Later, I demonstrated the "polite but firm" exit strategy: "La, shukran" (No, thank you) while avoiding eye contact and moving purposefully. By the next encounter, students mimicked the technique perfectly—one even joked, "I've mastered the 'sorry-I'm-a-busy-local' walk."

• Creating a safe space for “dumb” questions. Students had a lot of questions regarding ancient and modern Egypt. I was here to answer all of them without judgement to help them understand and truly absorb their surroundings.

Late-night messages pinged my phone: "Can I wear this top tomorrow?" followed by a mirror selfie. First-time travelers second-guessed every cultural nuance, terrified of unintentional disrespect. I'd reply with specifics: "Bring a scarf with you just in case." or "Those pants are fine, but wear comfy shoes, we will be walking a lot." Their relief was palpable the next morning—shoulders relaxed, outfits local-approved, confidence restored. These exchanges generated more questions to understand why this item is appropriate but that one is not. Sometimes the answers were related to culture or religion “Everyone needs to cover up to go inside a religious establishment”; other times they were more pragmatic “We are going to be in the desert at 2pm, if you wear this you’ll probably get a sunburn”.

Day 4: the great pyramids of giza

Day 1: Coptic Cairo

The Moments That Made It All Worth It

"Wait, this is where the Holy family hid?"

For students from a Lutheran university, visiting Coptic Cairo was a revelation. Seeing churches older than their home country—and learning that Egyptian Christians make up 10% of the population—shattered their assumptions about the region.

The Mediterranean’s Secret

At the Kom El Shoqafa catacombs in Alexandria, I explained how the site used to be underwater and must be constantly pumped to stay dry. Their perspective shifted as they realized the Mediterranean hides countless artifacts and ancient structures lost to rising sea levels over millennia.

The Step Pyramid Epiphany

Going inside the Step Pyramid was an awe inspiring experience for most of the students as one philosopher that they learned about during the semester was Imhotep.

Standing inside the first pyramid built in Egypt, Imhotep’s architectural masterpiece, a student turned to me and said, "It’s crazy that I have the privilege of seeing his work, it makes everything seem so REAL" That moment—when theory became real—is why these trips are so important.

Day 5: the step pyramid

Why the Guide Is the Secret Ingredient

Faculty provides the academics. Students bring the curiosity. But the guide? We:

• Turn chaos into learning (like explaining why Alexandria’s coastline hides ancient ruins underwater).

• Handle emergencies so professors don’t have to.

• Make the unfamiliar feel safe, so students can focus on growth instead of survival.

At the end of the trip, one student pulled me aside and said, "I came here full of apprehension and only knowing what I heard on the news. Now I don’t want to leave." And that’s the magic of study abroad—when a place doesn’t just teach students, but changes them.