Recruiting Students to Study Abroad Virtually

by Makayla Vasek, Communications Specialist

Over the summer, I had the opportunity to speak with a number of university students about their previous study abroad experiences as well as their opinions on the rise in virtual study abroad programs. When I asked them individually if they would consider participating in a virtual program, all 5 students quickly responded “no.” For study abroad providers, universities, and faculty leaders, that is incredibly discouraging with the current climate requiring us to postpone travel.

But, as I inquired further, I realized that the students weren’t so much against virtual study abroad as they were unaware of what the programs could encompass. In fact, as I presented some of the innovations that educational companies are developing such as international virtual internships and 360° virtual reality travel, most of the students revoked their initial responses and showed interest in learning more. What I gathered from these discussions is that the success of virtual study abroad is and will continue to be highly dependent on the way it is presented to the ultimate consumer: students.

Based on my conversations with students, I’ve identified several effective and defective marketing strategies that faculty members should consider to increase virtual study abroad participation.

Marketing Dos

Do Educate Yourself on the Virtual Technology Prior to Promotion

Today’s university students were born in the digital age and therefore can spot a technologically inept professor from miles away, especially in our new virtual format. As a student myself, I have switched online classes based on my former professor’s inability to fix her audio settings, because there is nothing more frustrating or discouraging than taking a virtual class with a professor who doesn’t know how to use Zoom. Since the technology for virtual study abroad is also new to students, it’s even more imperative that you familiarize yourself and test the virtual study abroad software prior to promoting your program. Then, when students come with questions, you will have the knowledge to provide clarity and further interest them.

Do Use Visuals and Demos in Your Program Promotion

The term “virtual study abroad” itself is a vague and oxymoronic phrase that, as I mentioned before, isn’t well-defined for students. It is the job of the faculty leaders to visually define these programs with photographic and interactive promotional collateral. Be sure to work with your university or study abroad provider to create sample program simulations and VR headset demos when applicable, so students can view the study abroad platforms on which they’d be expected to collaborate and visualize the virtual travel experience prior to committing to the program.

Do Show Your Own Excitement for the Program

Most students who choose to participate in a faculty-led study abroad program do so because they have previously taken and thoroughly enjoyed a class led by that faculty member. They respect and value your thoughts. Thus, if you demonstrate excitement for the program, it will spread to the students. On the other hand, if you fake excitement, it will show. So, identify what most excites you about the program and share it with your students.

Marketing Don’ts

Don’t Present Virtual Programs as a Substitute for In-person Study Abroad

The primary opposition to virtual study abroad is that “it isn’t the same as in-person travel.” And everyone who says this is right. Virtual programs can never replace in-person travel, so we need to stop pretending otherwise. Instead, virtual study abroad ought to be marketed as its own valuable experience. We are in a unique position to offer brand-new programs that create a global classroom without the high cost or stressful logistics involved with travel. Students who may have never even considered studying abroad because of costs or on-campus commitments now have the chance to engage in a culturally immersive experience without leaving their homes. Therefore, present virtual study abroad as a new invaluable opportunity, not as a second choice program.

Don’t Only Promote Your Program to the Study Abroad Market

Because virtual study abroad is a unique experience with greater affordability, accessibility, and scalability than traditional study abroad, there isn’t one “right” student target market. As you place and direct your promotional collateral, identify groups of students who might otherwise be unable to participate in study abroad. Student-athletes, work-study students, and even students with families now have the opportunity and flexibility to internationalize their education, if you only show them how.

Don’t Forget to Promote the Cultural Elements of the Program

It’s easy for university administrators and faculty leaders to become so caught up in the logistical, technological, and academic requirements of virtual study abroad that they completely neglect what interests students in the first place: cultural immersion. Without the travel component, it is even more important to implement cultural elements into the virtual programs. Whether this includes one-on-one language practice, live-streamed cooking classes, or virtual museum tours, implement a strong focus on cultural immersion and make it a primary talking point in your marketing strategy.

How to Approach Virtual Study Abroad Fairs

Every year, students and faculty leaders alike anticipate their universities' study abroad fairs. These are events where students start or continue their study abroad program search and make meaningful connections with faculty leaders. Now that these fairs have become virtual, however, participation has dropped drastically. I think the reason for this shift is that it can be intimidating to speak with people via video call, especially when there are 50+ participants listening to what you have to say. The software often lags causing people to accidentally talk over each other, and many students fall victim to passive listening.

The best way to approach this problem is to restructure the large fair format into small group info sessions. Ultimately, faculty leaders need to find a way to be more accessible to students in a welcoming environment. The University of Iowa, for example, has done a great job of increasing accessibility by offering Virtual Discover Abroad Sessions every Tuesday and Friday during the semester. With this format, administrators and faculty leaders are able to directly address individual students on a recurring basis. In addition, the UIOWA website features presentation topics and recordings from their virtual study abroad fair that occurred in September for students to reference on their own time.

Marketing is just communicating. Students are seeking that communication, but many don’t know where to look. So, the most important marketing strategy is to be available for both the students who are completely on board and those who are hesitant or simply looking for someone to answer their questions.

As you begin to rethink your virtual study abroad marketing strategy, start by reviewing the resources below to answer the questions you may have about leading a virtual study abroad program.

• What is virtual study abroad?

• What does a virtual study abroad program look like?

• What technology is used for virtual study abroad?

Feel free to reach out to Learn from Travel for support with marketing virtual programs.

Google Cardboard: The Future of Virtual Study Abroad

by Makayla Vasek, Communications Specialist

virtual reality (noun)

a phrase associated with immersive video games, dollar signs, and complex technology

But, what if virtual reality could also be associated with affordable education? Aside from the entertainment industry, education has been the strongest driver of VR advancement in recent years. With the onset of the pandemic and consequential mass transition to online classes, innovation has only accelerated. Not all advancement, however, involves expensive technology.

Over the past week, I have been exploring the possibilities of Google Cardboard, a VR platform named for its fold-out cardboard viewer into which a smartphone can be inserted. Using free Cardboard-compatible mobile apps and YouTube 360° videos, I’ve spent my days touring museums in Paris, swimming in the Great Barrier Reef, and even visiting the International Space Station; and I’ve returned to tell you this:

Google Cardboard is…

Mobile

The only technology Google Cardboard requires is a smartphone, which means you can navigate the VR world from anywhere. The viewer folds into a 5” x 7” box, making it easy to slip into your backpack between uses.

Easy to Use

Google Cardboard is as easy to use as its name might suggest. To use the platform, I simply ran compatible content on my phone, placed it in the back of the viewer, and viewed the content through the lens. The headset uses single button navigation much like a disposable camera. Beyond that, all it takes is a little old-fashioned physical movement (i.e. turning your head) to explore the streets of a city on the other side of the world.

Affordable

Compared to other brands, Google has provided the most accessible low-cost system as a way of encouraging widespread interest in VR. Instead of monopolizing the product, Google openly sources the building kit to allow individuals and manufacturers alike to create their own. Some manufacturers sell their versions at prices as low as $5, although this review is based on the original $15 Google Cardboard. With resources this cheap, VR is not just for heavily endowed universities anymore. Educators and students from all grade levels and income brackets now have the opportunity to engage in VR-assisted education.

Hands-on

The greatest complaint about online courses is the disconnection students feel from their peers and the course content. Although the physical distance remains, the Google Cardboard platform helps bridge these distances through hands-on experiential learning, making students feel more connected and engaged with the class curriculum.

Distraction-free

The purpose of any VR headset is to mentally insert someone into another reality. The Google Cardboard accomplishes just that, but because it removes students from their computer screens, it also eliminates common distractions like email notifications and social media temptations that often interrupt our Zoom calls and recorded lectures.

3 Challenges Facing Virtual Reality in Education

While Google Cardboard is available and ready for educational use, there are still some barriers to using virtual reality in education as a whole.

1. Video Game Perception

   Virtual reality has historically been viewed as a gaming device rather than an educational tool. The VR industry will need to break that preconceived notion in order to convince educators and especially students to see VR as more than just a game.

2. Limited Content

   Because of VR’s novelty, there is a limit on what video content is available, and with current public safety restrictions set in place, there are many educational sites and museums that cannot be photographed or filmed at this time.

3. Technology Requirement

Even the affordable Google Cardboard platform still requires a smartphone, leaving students who don’t have regular access to a phone out of the loop.

The Future of Virtual Study Abroad

Learn from Travel is at the forefront of integrating virtual reality into study abroad programs. VR services include the ability to overlay 360° video and photos with educational content such as contextual information, curriculum analysis, and quizzes to create an all-inclusive educational experience. Click here to learn more about how Learn from Travel is using this affordable technology to create priceless VR study abroad experiences.

Now that you can safely experience the world from the comfort of your couch, where are you going to travel first with your Google Cardboard?

Consider using these free resources as you begin to navigate the world of educational VR:

• Google Cardboard

• Google Expeditions

• National Geographic 360° Video

Civic Engagement in Latin America

by Makayla Vasek, Communications Specialist

Election season is in full swing in the U.S. as voters line up at the polls and send their mail-in ballots. With bipartisan tensions and media overload, it’s easy to become hyper-focused on national politics and forget where we are positioned in international affairs. As we promote the responsibility of being global citizens, we turn our focus on Latin American politics and how three countries are approaching important elections and policies during a global pandemic.

Dominican Republic: General Election

Even after a two-month delay, the Dominican Republic was the first nation in the Western Hemisphere to conduct presidential and congressional elections during the pandemic. On July 5, 2020, citizens voted to elect their president, vice-president, 32 senators, and 190 deputies - the first general election in Dominican history in which all authorities were elected simultaneously.

Outgoing President Daniel Medina was barred from running based on term limits, opening the door for a new leader. Despite never having held an elected office, businessman Luis Abinader won the majority vote with his running mate Raquel Pena, bringing the Modern Revolutionary Party (PRM) into power after a 16-year administration under the Dominican Liberation Party (PLD). The PRM also won majority control of the Senate and only came up 6 seats short in the Chamber of Deputies.

President Abinader is inheriting an economy that has faced a steady decline in GDP over the past few years, a condition that has only worsened since the start of the pandemic. Perhaps, their economic predicament is what encouraged citizens to bring a businessman to power. Even with his business expertise, however, Abinader faces a steep uphill climb to reach national financial stability.

Read more about the Dominican power shift and Abinader’s political stances here.

Bolivia: Presidential Election

On October 18, 2020, Luis Arce was elected as Bolivia’s next president in an absolute majority, with 55% of the vote. Despite expectations of backlash from his runner-ups and their political parties, Arce was accepted as the clear winner, a smooth transition of power in a country that is accustomed to violent displacement.

Last November, President Evo Morales, a member of the Movement for Socialism (MAS) party, was ousted from his position of power by a military coup after his election for a fourth term was deemed fraudulent and headed toward authoritarianism. After 14 years of leadership, Morales self-exiled himself to Argentina where he currently resides. The right-leaning Organization of American States (OAS) then selected Jeanine Añez, an opponent of Morales, as interim leader.

Añez has spent her time in power stifling dissent with anti-MAS rhetoric and postponing the election. Without parliamentary pressure and global criticism, it’s likely that the election would have been dissolved altogether. Over the past year, the government has overhauled the electoral tribunal and initiated an education campaign to rebuild trust in its election system. This campaign combined with the working-class’s desire for change resulted in 88% voter participation - the second-highest turnout recorded in Bolivian history.

While there are some fears that President Arce, another MAS member, will continue Morales’s authoritative agenda, Arce has already promised to govern for only his allotted 5 years. As a former economic minister, he is expected to continue Bolivia’s upward economic trajectory despite the impact of the pandemic. With the world’s third-highest per-capita death rate from COVID-19, however, Bolivia is in a dire situation with few healthcare resources. How Arce chooses to lead will set a precedent for Bolivia’s economy, future democracy, and national health.

Read more about what to expect from Arce’s presidency here.

Political protest in Chile, 2019

Chile: Constitutional Referendum

Since its infamous dictatorship under Augusto Pinochet, Chile has been governed under a 40-year-old constitution that many citizens consider inherently corrupt in relation to their current ideals as a representative democratic republic. Responding to a number of organized protests, the nation voted in favor of a constitutional referendum on October 25, 2020, that will call for a constitutional assembly in April 2021. The majority of citizens who voted in favor of the referendum expressed their preference that the new constitution authors should be elected by citizens and composed of 50% men and 50% women. 

Almost 30 years after the fall of Pinochet, Chilean citizens expressed their discontent with the repercussions of income equality during a number of public demonstrations in October of 2019. Over the past decade, Chile has been one of the fastest-growing economies in Latin America, but as the money rolls in, the resultant income disparity only grows. Since last October, Chileans have continued to voice their opinions on political corruption, moving the government to organize this referendum. 

Some view the rewrite as a symbolic way to finally eliminate Pinochet - a man known for his disregard of human rights but who was never officially convicted for his crimes - from their current government system. Others hope this will be a productive result of the “social explosion” that erupted last October and has projected Chile into a constant state of protest. In either case, the writing of an entirely new constitution will take time and come with unexpected challenges that will be important to watch.

Read more about the national and global significance of Chile’s vote on constitutional referendum here.

Practicing Global Citizenship

We are seeing people practice their citizen rights through civic engagement around the world. In the U.S., we anticipate our own opportunity to vote, but what happens after election day? We can practice our global citizenship by not only partaking in our own elections but also actively paying attention to foreign politics.

Learn from Travel’s faculty-led programs and virtual study abroad experiences allow professors and students to understand these politics and policies on a deeper level by immersing themselves in another country’s political culture. As we see even among these three nations, leadership and power struggles are constantly shifting, and it’s important that we understand these differences in order to effectively initiate international education and cross-cultural collaboration.

Virtual Learning: The Good, The Bad, and The Innovative

by Makayla Vasek, Communications Specialist

It has been over six months since universities across the U.S. released their faculty and students for the longest spring break in history. Although virtual learning is not a new concept, the COVID-19 pandemic demanded a global transition to online learning as a necessity rather than an option. This connection gives virtual learning a negative connotation when in many ways online courses are breaking education barriers and improving accessibility. So here, I want to reflect on the failures and successes of virtual learning that I’ve personally witnessed during this transitional time in education.

4 Challenges of Virtual Learning

A year ago, I was a sophomore college student running (literally) between classes, student organization meetings, and work shifts while trying to maintain a regular sleeping schedule and some semblance of a social life. Today, like students around the world, I continue to do all those things from the comfort of my home, or rather the discomfort of my computer screen. Classes are online. Work is online. Even many social events are hosted online. I try to remind myself that at least this remote format removes travel time from my schedule, but virtual learning introduces its own challenges. From my experience and the concerns of my peers, I’ve found four major costs of virtual learning that are discouraging for both faculty and students.

1. Loss of Routine

   Students and professionals alike are dependent on school and work schedules to tell them when to wake up in the morning, when to eat, and when to go to sleep at night. Without the need to be anywhere physically, we can now wake up ten minutes before our first online commitment of the day. While I’ve never been one to complain about an extra hour of sleep, a lack of routine is not sustainable and gradually leads to more skipped classes and a general lack of motivation.

2. Screen Fatigue

   If you log off your computer for the day with dry, stinging eyes, a headache, or feeling mentally drained, you could be experiencing screen fatigue. This exhaustion often prevents people from doing anything physically stimulating after the workday is done, creating an unhealthy cycle of overused mental capacity and neglected physical fitness.

3. Decreased Attention Spans

   These days our computers hold all of our responsibilities in one place. At any given point, I have 3-5 tabs open on my laptop as I respond to emails, watch recorded lectures, monitor group chats, write essays, etc. Sitting in front of a computer with no one but ourselves to keep us accountable, we practice multitasking and passive listening, which means in many cases, we are working less efficiently and exhausting ourselves faster.

4. Lack of Socialization

Before everything turned virtual, our days were broken up with a greeting from a coworker, lunch with a colleague, or class with a friend. Now, those little moments of relationship are much more difficult to simulate virtually. If we don’t actively seek out those moments of social interaction, virtual learning becomes a very lonely pastime.

But students, professors, and study abroad administrators aren’t just adapting to virtual formats anymore; they are creating innovative experiences. The pandemic has not slowed down education or even eliminated study abroad options. It has simply changed our approach. In the face of adversity, we are learning how to advance our education and make meaningful connections through video calls, group chats, and online collaboration platforms. This era of technology and global connectivity is paving the way for new opportunities.

4 Steps to Create a Rewarding Virtual Experience

Through my involvement in online courses, attendance at virtual conferences and webinars, and participation in a virtual study abroad program, I’ve identified four crucial steps that distinguish a successful and enjoyable virtual experience from those that fall short and are easily forgotten.

Step #1: Establish Goals

In a virtual format, it is easier to become disengaged and even skip meetings that may seem unnecessary or lengthy. So, every interaction needs an end goal whether it is as simple as getting to know your team or as complex as presenting a project. Every assignment should similarly be purposeful; assigning “busy work” is no longer an appropriate option for professors.

Formerly, college courses disclosed a syllabus to students giving them a fluid outline of what the semester would hold. Today, virtual experiences should build on that foundation by including itineraries and calendar deadlines that set explicit expectations, identify a purpose, and encourage self-routine.

Step #2: Encourage Open Communication

Because we can’t turn to the person next to us or walk down the hall for office hours in a  virtual setting, constant, open communication is more important than ever. Email, text, phone call, video chat… We have all the technology at our fingertips, but many people become so caught up in the idea of inconveniencing each other that they never send the message, when in reality we are all desperate for communication and connection.

Regular “Face-to-Face” Meetings

Asynchronous virtual experiences are not nearly as engaging or welcoming as programs that meet “face-to-face” in some format. Video calls allow for live demonstrations as well as unscripted conversations, encouraging participants to ask questions and share ideas.

Asynchronous Group Discussion

It is also important to encourage informal conversations in which students and colleagues can ask questions and exchange solutions between scheduled meetings. Within the U.S., GroupMe and Slack are popular platforms for group discussion while WhatsApp adds video call capabilities for international groups.

Step #3: Foster Relationships

The biggest advantage that virtual learning offers is the ability to bring together students, academics, and industry leaders from across the nation and around the world. But, it is not enough to crowd them all into one video call. Speaking to a group of 30+ strangers through a computer screen can be very intimidating. In order to create an environment of relationship building, virtual experiences should implement small teams, mentorship programs, and/or one-on-one conversations.

Our virtual format also allows us to form unique external relationships:

Cross-organizational Relationships

Action: Partner with other faculty and students within your university or with local organizations.

Example: Bring in a guest speaker from a local company that specializes in the industry your virtual experience explores.

Advantages:

• Industry insight

• Local networking

Cross-institutional Relationships

Action: Partner with other universities and external study abroad providers.

Example: Institute language practice partners among students from two different universities.

Advantages:

• Resource exchange

• National networking

Cross-cultural Relationships

Action: Partner with academics and industry leaders in other countries.

Example: Add a virtual study abroad component to your virtual experience using resources and connections from your university’s global office or from a study abroad provider.

Advantages:

• Cultural insight

• Global collaboration

• International networking

Learn from Travel helps create these relationships by matching people and institutions across borders. Our virtual study abroad mission is to facilitate conversations and projects that accommodate the interests of students, faculty, and their international collaborators. Discover the various ways we cultivate virtual global connections.

Learn from Travel founder, Roman Yavich, and local cut-flower farmer in Colombia

Step #4: Recognize Our Humanity

We are not robots. Sure, our computers only need a power source to operate hour upon hour, day after day, but we as humans are not built for that. Cater your virtual experience to the participants by regularly asking for feedback and experimenting with different lecture, meeting, or assignment formats. Prioritize mental health as highly as academic health to create an engaging and memorable experience. Remember that if you need a break, your students and colleagues probably need one just as much.

International Education Innovation

While virtual learning has altered in-residence courses in both negative and positive ways, it has become an invaluable asset to the mission of internationalizing education. Although most students are grounded in their home countries, virtual study abroad has proven to be a success in connecting students and academics from across the globe while giving them experience with navigating different time zones and breaking language barriers with little to no nonverbal cues - skills that are rarely taught in school.

Currently, I am working on a virtual team with students from the U.S., Italy, and Portugal, addressing a global issue. In many ways, this cross-cultural project has encouraged me to do my own research on the countries in which my teammates reside in order to understand their backgrounds and national challenges. What I’m realizing is that virtual study abroad is more culturally immersive than expected, because when you put two people from different cultures in the same room (or Zoom break-out room), they do not just exchange ideas, but they share their reasoning behind those ideas which often provides a glimpse of the cultural norms in which they were raised.

The power of globalization may be to blame for the quick spread of the pandemic, but it has also brought world leaders together in promoting global safety and academics together in improving our global education.

How Do We Increase Diversity in Study Abroad?

by Sabrina Thill, Customer Relationship Specialist

Students from the Multicultural Business Program at Cal Poly’s Orfalea College of Business on a faculty-led program in colombia in 2018

Equitable representation of minority groups has become one of the most pressing topics in our society. The situation is no different in international education. As of 2018, white students represented 70% of U.S. study abroad participation, while making up only 56% of the college population. Furthermore, 67% of study abroad participants were female, and participation among men has been diminishing at a greater rate each year.

The challenge of diversifying study abroad has been a pressing topic of discussion in recent years. In fact, in a survey of U.S. institutions and program providers, 80% of participants considered the need to diversify study abroad as high; however, only 30% of those same respondents reported that changing policies and processes to improve access to education abroad was an important part of their action plans. As part of a summer internship with Learn from Travel, my colleague and I spoke to study abroad office advisors at six U.S. universities to understand this disconnect and to identify a strategy for increasing diversity. 

Why is Diversity Abroad Important

It is important to ensure that all students have an equal opportunity to study abroad. By not participating in this quintessential college experience, underrepresented students miss out on its benefits such as enhanced cultural awareness, learning outside of the comfort zone, long term friendships, international connections, and increased global engagement. 

In terms of career-related benefits, learning a new language and communicating in a foreign culture helps many students improve their communication skills. By simply learning to thrive in a challenging new environment, students overcome a major challenge that can prepare them for similar challenging situations at a new job. Study abroad builds confidence and develops critical thinking and “street smarts”, something students can’t always learn in a classroom. Navigating international transportation, foreign currency, and unfamiliar cultural practices are all examples of this. A much larger percentage of jobs are international now than even a decade before. Study abroad ensure that students are not only global citizens but are prepared for careers in a globalized world.

Challenges to Increasing Diversity in Study Abroad

One study abroad professional we interviewed, Thomas Carter, the Director of International Education at SUNY ESF, said that diversity in study abroad is something many universities continue to struggle with. He finds that the most significant obstacle is money. Financial resources are needed when it comes to increasing diversity. 

The long-term programs that take place during the semester can be extremely expensive. While short-term faculty-led programs are not nearly as much, they are typically held during school breaks, which is when a lot of students work to make extra money before returning to school. Added to the cost of a program is the lost income from work, which makes choosing to travel difficult. Furthermore, students who work during the semester lack the time for scholarship applications and fundraising.

We found that universities also struggle to convince parents of underrepresented students. Many simply do not like the idea of their child in a foreign country. Expenses also make parents more hesitant on allowing their child to study abroad

Recommendations Based on Research 

Reach out to diverse college groups 

Heather Thompson, the director of education abroad at the University of Texas at Austin explained that they find the most success in attracting diverse students by promoting programs through first-generation student organizations. International education staff can easily approach a variety of minority organizations on campus, especially if they can provide some of the additional support listed below.

Engage diverse local partners 

Arthur Joyce, a professor at the University of Colorado at Boulder, engages a diverse group of host country collaborators and organizes excursions to diverse regions of the host country. This inherently attracts students from diverse backgrounds. 

Host pre-departure information workshops 

Maria Korol, a professor at Agnes Scott College, mentioned that her university hosts workshops for “traveling while Black, traveling while Muslim, traveling while gay, etc.” These workshops help students and their parents feel more comfortable and confident about traveling. 

These modules may help students feel more comfortable and confident about traveling. Workshops may also provide students with helpful information and tools in order to speak to their parents which can also help increase enrollment.

Work with third-party providers that can help

There are a variety of ways study abroad providers can help increase diversity abroad. Working with a company such as Learn From Travel can help universities take the necessary actions to improve access to education abroad. Learn from Travel is able to work closely with each university in order to determine the right plan of action, ensuring all students are given the opportunity of a lifetime to study abroad. 

Students from the Multicultural Business Program at Cal Poly’s Orfalea College of Business on a faculty-led program in colombia in 2018

Provide diversity scholarships

In 2018, Learn from Travel hosted a program in Colombia where some of the students received scholarships for participation from the Multicultural Business Program at the Cal Poly Business School.

Create a financial resources web page

During our interviews with students, we found the need for a web page that connects them to third-party resources that could help finance their study abroad trips. Creating a web page to connect students to available financial resources can greatly increase their ability to study abroad.

Promote short-term programs 

Because cost is a major hurdle to diversity in study abroad, the most affordable programs may be the key. These are short-term (one- to six-week programs) led by a faculty member and often facilitated by a third-party provider. Due to their intensive nature, these programs offer many of the same benefits as semester-long study abroad, at a fraction of the cost. 

Build interest through virtual programs

While virtual programs are not the same as travel, they can help faculty internationalize a class curriculum and begin to develop an interest in international travel among the students. Virtual programs are also much more affordable and accessible for students of all backgrounds. 

Moving Forward with Diversity in Study Abroad

Although minority representation in study abroad has slightly increased over the previous decade, there was little to no increase between 2015 and 2018. Many international education professionals agree the need to diversify study abroad is high, however, not enough have taken action to improve access to education abroad. For faculty and international education staff interested in receiving support with diversifying participation in study abroad, we encourage working together with a third-party provider, such as Learn From Travel, for short-term programs and virtual programs.

Community-based Study Abroad Takes Students Off the Beaten Path

by Makayla Vasek, Communications Specialist

To study abroad is to choose to be educated by another culture, not just in another culture.

One professor at the University of Texas at Austin, however, pointed out that this is not a nationally shared perspective. In an interview this summer with Orlando Kelm, a well-traveled professor and faculty leader for several previous study abroad trips, I inquired about his experience with creating new programs. Noting the importance of selecting a suitable study abroad provider, Kelm stated, “One of the mistakes that American programs in general make is to micromanage and insist we do things the ‘American’ way instead of trusting the provider...and [letting] our in-country partners do it their way to get the full cultural experience.”

As Professor Kelm indicates, international education, global collaboration, and cultural immersion are limited unless foreign educators are viewed as colleagues rather than study abroad aids. The solution? Community-based study abroad.

A Foundation of Community-based Learning

Our founder, Roman Yavich, recognized the value of learning from another culture early in his career during his research on sustainable tourism in Nicaragua. His experience working with the Nuevo Amanecer women’s cooperative in a small rural town called Sontule inspired Roman to mimic their foundational framework of community-based learning and create Learn from Travel.

Community-based learning is a strategy of allowing cultural immersion and community engagement to be natural educators during a student’s experience abroad. This strategy is based on a mutually beneficial relationship between faculty leaders, students, and the host community. In this relationship, the hosts share their knowledge on topics such as community structure, cultural tradition, and local industry, while instructors and students, in turn, provide a service or monetary compensation.

Read more about Learn from Travel’s founding on our website.

3 Ways Learn from Travel Integrates Community-based Learning

1. Rural Destinations

Unlike its larger competitors, Learn from Travel does not send students to popular capital city destinations. Instead, students take the road less traveled to engage with rural communities. These communities offer more authentic interaction with a culture because they often remain outside the influence of globalization. Students also have a greater opportunity to make meaningful connections with community members that will outlast the length of the program. Previous program destinations have included La Miel, Panama, and Santa Elena, Colombia, among others.

2. Homestay Living

Learn from Travel participants reside with local families in homestays - a stark difference from the dorm and apartment living they have become accustomed to in the U.S. Living alongside locals familiarizes students with the day-to-day proceedings of a culture as they engage in traditional meals, daily conversations, and even weekly house chores with their hosts. This intimate environment also inherently introduces students to a culture’s familial structure, roles, and expectations.

3. In-country Guides

Rather than expect U.S. faculty leaders to become experts on a given culture before departure, Learn from Travel places the responsibility of primary educator on in-country guides who live within the destination community full time. This strategy both alleviates pressure on faculty leaders as well as maximizes learning opportunities abroad as the trained guides introduce students to a culture through the eyes of a local.

For more information on the qualifications and favorite pastimes of our in-country guides, read their bios here.

Benefits of Traveling to Rural Communities

Program Affordability

Travel and food expenses in rural communities are lower than in larger, populated cities. By living in homestays, housing costs are also greatly reduced from that of university dorm or hotel room use.

Cultural Authenticity

Intimate community interaction gives students a sense of how the people of a country really live. Residing in rural communities also introduces students to authentic foods and traditions that they might otherwise miss in a globalized city.

Economic Sustainability

By employing rural communities, whether monetarily or through an exchange of services, Learn from Travel contributes to the economic viability of host communities and promotes entrepreneurship among hosts and students.

Community-based Study Abroad in Colombia

A previous Learn from Travel trip took a group of students from California Polytechnic State University to Colombia on a program entitled The Business of Flowers in Colombia. Catering to the instructors’ and students’ interest in international business, this program was designed to analyze the supply chain management of Colombia’s second most important agricultural commodity: cut flowers (second only to coffee). Instead of seating students in a large lecture hall with Colombian business students, however, our program centered participants in the flower field with a rural farm owner.

Students witnessed first-hand the flower-production process from seed growth to marketplace consumption by…

• visiting a hydrangea farm in Medellin, Colombia.

• watching a local family demonstration of bouquet arrangement.

• walking through the city’s daily flower market.

• speaking with an exporter about the logistics of cut flower exporting.

• and hearing from governmental agencies and nonprofit organizations dedicated to regulating and protecting the cut flower industry.

Justin Gomez, a faculty leader of the group, described the program as “a unique travel learning experience...that felt warm, authentic and respectful. We went off the beaten path and learned first hand from small farmers and entrepreneurs.”

Community-based Learning = Long-term Education

Community-based learning is an investment in a student’s long-term education. It provides experiences that cannot be replicated in a classroom. It involves academic, cultural, and social learning. And it doesn’t teach to an exam. The experiences students engage in through community-based study abroad extend far beyond their college careers, making them more adaptable and culturally aware in their remaining studies, future careers, and social lives. These are lessons that a textbook simply can’t teach.

Ultimately, to study abroad is to recognize the limitations of your own country’s education methods and seek further learning from the expertise of others.

Why Teach Short-term Study Abroad?

by Makayla Vasek, Summer 2020 Marketing Intern

Over the course of the summer, I had the opportunity to speak to several college professors who have or are planning to lead a short-term study abroad program. Leading a study abroad program is no small task and often requires months of logistical planning with little monetary reward, so when I asked professors why they choose to teach abroad, I received a variety of responses:

The Travelers

The majority of interview respondents referenced their own travel experiences during their college and/or professional careers. These professors recognize the value of cultural immersion and want to share that opportunity with their students.

“I like to consider myself a global citizen. I have taught on four different continents. I am personally very inclined to link practice in the global context. And it makes a huge difference when you let students go beyond the classroom in the global scene.” - Ahmed Deif, Professor of Operation and Supply Chain Management at California Polytechnic State University

“I studied abroad in Puebla when I was in school, and I think it’s important for students to learn to adapt to changing circumstances like I did.” - Greg Heinzman, Lecturer for University Foundations Program at Boise State University

The Researchers

Another segment of professors are drawn to teach abroad based on their own research in specific geographic regions. Taking students to field sites and world landmarks gives them the opportunity to see the physical manifestation of theoretical classroom concepts. Oftentimes, through partnerships with foreign institutions, these professors and their students are also able to access world-renowned facilities that don’t exist on their own campuses.

“In the geosciences, field work is fundamental to our work. It is less of a luxury and more of a necessity for our students. So, teaching abroad is really a built in aspect of being a professor for me.” - Brian Horton, Professor of Geological Sciences at the University of Texas at Austin

“In the earliest of years, it was part of my research, and the students engaged in my research. What motivated me to teach abroad was my own field of expertise with Mesoamerica and specifically Mayan culture.” - Fred Valdez, Professor of Anthropology at the University of Texas at Austin

The Newcomers

Then there are the professors who simply find themselves in the right place at the right time to lead a program abroad. Whether due to job expectations or a direct inquiry from the campus study abroad office, these professors may not have the initial inclination to teach abroad but jump on the opportunity when provided the right tools.

“Our department had a program that needed a faculty member to take over for a year and my circumstances allowed me to do so; I also enjoy Mexico City and was happy to spend the summer there.” - Julie Minich, Professor of English, Mexican American and Latino/a Studies at the University of Texas at Austin

Ultimately, there is no one personality that defines a qualified faculty leader for study abroad. Any professor with an adventurous spirit can teach abroad when provided the necessary support and resources.

What Professors Enjoy Most About Faculty-led Study Abroad

I then inquired about what professors enjoy most about teaching abroad and what motivates them to continue leading short-term programs. Most responses were linked to the desire to cultivate cultural interactions between host communities and college students, many of whom have never left the U.S.

“It makes me really excited when people change their minds, their abilities, what they think about themselves, and their preconceived opinions of other countries.” - Ara Pachmayer, Professor of Kinesiology at Humboldt State University

“When you take students abroad, you get reminded of what you thought was cool years ago but had forgotten about. That happens with the food they are eating or a museum they go to. You are seeing your experience be re-lived through the eyes of other people.” - Orlando Kelm, Professor of Marketing, Spanish and Portuguese at the University of Texas at Austin

Trends in Short-term Study Abroad

According to Forum on Education Abroad’s State of the Field Survey, 65% of all undergraduate study abroad programs were eight weeks or less in 2017, demonstrating a national relative popularity in short-term study abroad that continues to grow each year. Based on this research and my own conversations with students who have traveled on faculty-led programs, I found that students often prefer to stay on campus during the regular semester and reserve summer breaks for internships and part-time jobs. The flexibility of short-term study abroad accommodates alternative break programs during winter and spring recesses as well as capstone course travel. I also learned that students prefer to travel with faculty who they already know and respect. Because most faculty-led programs are short-term, this could explain the growing popularity in short-term study abroad.

In response, many study abroad offices are creating more short-term faculty-led programs to increase participation.

Maymester Model for Short-term Study Abroad

The University of Texas at Austin formulated the Maymester study abroad program to cater to the interests of faculty and students. A Maymester program convenes for four weeks at the end of the spring semester, leaving the remainder of the summer open for professor research, student internships, and summer classes. In addition, the Maymester programs are considered part of the spring course load, allowing students to easily apply their financial aid packages and receive academic credit.

MBA Programs for Short-term Study Abroad

As reported by the Institute of International Education, graduate students are more likely to participate in short-term study abroad than undergraduates. Among graduate students, business is the top field, representing 34% of the graduate study abroad population. From this interest was born the 2-week MBA study abroad program that has been adopted by several business schools and study abroad providers across the country.

These are just two models of shorter term study abroad that allow faculty ample opportunity to get involved in teaching abroad without committing to a full semester term. They also allow for a high degree of flexibility when planning programs and integrating them into existing or new curriculum taught on the home campus, or remotely.

3 Short-term Study Abroad Challenges

In spite of the growing popularity of short-term study abroad programs and the high degree of interest among faculty, a number of challenges persist for increasing participation. 

1. Limited Cultural Immersion

   A shorter in-country experience directly relates to less time to explore the host culture. For language-learning programs especially, short-term study abroad may not provide the necessary learning environment. Offering pre-departure modules that introduce students to cultural norms and regional dialects prior to travel can help overcome this challenge.

2. Academic Credit Transferability

   Less time for in-country learning makes it difficult to ensure academic credit for students. This problem is often solved by creating a hybrid program that combines on-campus classroom learning with short-term travel.

3. Home Responsibilities

   Even short-term travel requires professors and students to leave behind important responsibilities in the U.S. such as jobs and family care. Unless they have access to resources that alleviate these stressors, they will likely turn down any form of study abroad travel. As technology advances, virtual study abroad programs are being developed to offer similar cultural experiences to those who can’t afford to leave the country for an extended period of time.

3 Short-term Study Abroad Advantages

1. Lower Costs/Reduced Time Commitment

   Short-term programs require less travel and living expenses which in turn lowers program costs. The reduced time commitment out of country is also appealing for professors and students who cannot leave behind on-campus responsibilities for long periods of time.

2. Customized Courses

   Short-term programs cater to strict degree plans by giving professors the opportunity to create a program based on a specific course syllabus. For fields of study like engineering and architecture, this is critical for making study abroad more accessible to students.

3. Low-risk Introduction to Travel

   Many faculty and students are intimidated by the prospect of leaving the comforts of home to study abroad. Short-term programs give both groups the opportunity to test the waters of world travel and may even encourage them to travel more in the future.

The Short-term Study Abroad Lifestyle

I’ve come to learn that most professors don’t just teach one program abroad; teaching abroad becomes part of their permanent job as they are drawn to teach recurring and new programs each year.  Whether faculty are seeking cultural experiences, international research collaboration, or just the opportunity to grow closer with their students, short-term study abroad could be their next career move. As short-term programs grow in popularity and participation barriers are resolved, some professors might even be expected to adopt this innovative teaching lifestyle. So, why not start planning a program now?

For more information on Learn from Travel’s faculty-led short-term programs, please visit our study abroad page.