Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
The benefits to students in achieving learning outcomes through faculty-led travel courses have been studied in the literature, and yet a new faculty member, who has no experience in offering a travel course, may be either deluded by the vacation mentality or daunted by the trip-planning logistics and hence loses out on the opportunity to incorporate this practice. This paper presents a case study on an initiative to encourage and mentor faculty members to offer faculty-led trips enhanced by interdisciplinary collaborations. From the instructor’s point of view, we provided our timeline, collaborative relationship development, backward course design driven by learning outcomes, and the transferrable strategies to overcome the challenges along the way. From the students’ learning effectiveness point of view, we provided student reflections using the DEAL model  to demonstrate the obtainment of student learning outcomes. A significant contribution of this work is our approach to, and the outcomes of, interdisciplinary collaboration for faculty-led travel courses. Further, through extensive reflections to transmute their travel experiences to learning, the students uncovered valuable practices that have been consciously enacted into their daily lives at home.
Yan, Y., & Granda Marulanda, N. A., & Tyler, B. D., & Jack, H., & Bishop, L. R. (2020, June), Overcoming the Challenges to Launch a Successful Initiative of an Engineering Faculty-led Travel Course While Boosting Interdisciplinary Collaborations Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35026
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