Faculty Resources

Timeline for Faculty-Led Programs

Successful study abroad programs depend on many factors. Some of these include:

Course content that is relevant and interesting to a broad number of students
Courses that fulfill specific degree requirements, e.g., a core requirement, or a major, or minor requirement
Situating the course in a location that reinforces the curricular content and makes the site a learning laboratory
An energetic, motivated faculty leader who can successfully promote the program to students
Keep the program at an affordable cost

18 Months Prior to Departure
- Review Policies & Procedures on this page
- Review Faculty-Led Handout on Best Practices on this page
- Complete Faculty-Led Proposal Form
  - See deadlines, under policies and procedures
  - CEHS International will submit for signatures
- CEHS International will work with provider/vendor on a proposal and contract
  - Most providers request a 4 to 6-week timeframe to create a proposal
  - If a faculty has previously had an established connection with a third-party provider, the CEHS International office will work with that provider, as long as, no major changes occur from year to year and it is approved by OSU Global.
- CEHS International will review proposal with faculty
- - Keep in mind cultural differences when it comes to the LGBTQIA+ community and underserved students
  - Prioritize equity, diversity and inclusion
  - Understanding the logistics
    - Travel
    - Location
    - Housing (room setup, location, etc)
    - Local Transportation (airport pickup, day to day, etc.)
    - Cultural/Educational Excursions
    - Health, Safety, and Risk Management
- An understanding of deadlines for 2024 programming (continue reading)
10 Months Prior to Departure
- Providing syllabus to CEHS International
- If approved to work with an outside provider/vendor
  - Provide Finalized Contract/Proposal to CEHS International
    - Dates, Itinerary, and onsite logistics
    - Program Fee (what is included/not included)
- Review Faculty-Led Handout on Best Practices
- Determine what requirements you'd like to include in your acceptance process and communicate your ideas with CEHS International. Examples include an interview process, required essays, etc.
- Begin Recruiting for your program
  - - Information sessions, college events, website, social media, email, word of mouth
5 Months Prior to Departure
- Recruit and advise students, including those historically underserved
  - Information sessions, college events, website, social media, email, word of mouth
- Begin to host orientation meetings for your students
  - Go over learning outcomes & objectives
  - Communicate program logistics and cost
  - Communicate the importance of social, historical, political, cultural context
  - Expectations for conduct and consequences of behaviors
- Student Commitment Deadlines
  - Winter Term: October 10^th
  - Spring/Spring Break: November 10^th
  - Maymester/Summer/Fall: February 10^th
- All leaders are required to attend a mandatory training held by OSU Global, those dates will be sent by CEHS Global
- Finalize program details with providers/partners abroad, including submission of the finalized participant roster
  - CEHS International will provide final roster for each program
- Provide Risk Management Form (60 days prior to departure)
While Abroad
- Communicate to CEHS International on arrival and students' safety in your host country/state
- Communicate to students on program logistics
- Establish an emergency go-to area in country
- Establish a group messaging system
- Create a buddy system
- Communicate to students on expectations for conduct and consequences of behaviors
- Support students’ understanding of social, historical, political, and cultural context
- Support students in managing their safety and emotional health
- Support students to interact in a respectful, ethical way in the local community
- Communicate with the CEHS International Office should an emergency arise or if you have any questions or concerns.
After Your Program
- Meet with CEHS International to debrief and review your program
- Create opportunities for reflection (panels, photos, videos, essays, and research)
- Create opportunities for integration on learning abroad with future learning
- Prepare students to identify transferable skills developed through education abroad
- Encourage continuing local and global engagement
- Submit receipts to your department within 30 days of your program end date

The Standards of Good Practice for Education Abroad can be used as a tool to:

guide program development,
evaluate program quality,
advocate for resources and support,
train new professionals,
educate stakeholders such as parents, faculty, students, etc.,
establish and maintain respectful, sustainable relationships between partners.

Throughout the Standards, use this guide established by the International Organization for Standardization (ISO), to understand the expectations set by each clause:

shall indicates minimum requirements
should indicates recommendations
can indicates further possibilities for improvement

Education Abroad: Student Learning and Development

Before Program
Responsible parties shall prepare all students to be successful abroad throughout the program design, outreach, advising, application, and pre-departure processes.
- - Learning outcomes & objectives
  - Value of education abroad
  - Research cultural differences, including LGBTQIA+ community and underserved students within the host country
  - Recruit and advise students, including those historically underserved
  - Communicate the importance of social, historical, political, cultural context for each program and location
  - Expectations for conduct and consequences of behaviors
  - Provide information related to accessing physical, mental and emotional health services
  - Provide full program cost prior to student acceptance
  - Provide information on financial options (financial aid, scholarships, etc.)
  - Manage the program logistics (location, travel, housing, transportation, cultural/educational excursions, health, safety and risk management, group dynamics)
During Program
Responsible parties shall support student learning and development to achieve portfolio and/or program learning goals.
- - Communicate to students on program logistics
  - Establish an emergency go-to area in country
  - Establish a group messaging system
  - Create a buddy system
  - Communicate to students on expectations for conduct and consequences of behaviors
  - Support students’ understanding of social, historical, political, and cultural context
  - Support students to relate to personal goals
  - Support students in managing their safety and emotional health
  - Support students to interact in a respectful, ethical way in the local community
After Program
Responsible parties shall support post-program integration and application of academic, professional, and personal learning.
- - Meet with CEHS International to debrief and review your program
  - Create opportunities for reflection (panels, photos, videos, essays, and research)
  - Support students on course equivalency and credit articulation process
  - Create opportunities for integration on learning abroad with future learning
  - Provide resources related to student mental and physical well-being
  - Prepare students to identify transferable skills developed through education abroad
  - Encourage continuing local and global engagement