New Orleans, Louisiana
June 25, 2016
June 25, 2016
June 25, 2016
A travel course takes a significant amount of effort in its planning and execution. The logistics are even more challenging when a travel course is introduced for the first time. In the ___ department at ___, a faculty-led travel course has never been taught. Motivated by a potential travel course grant from the Council on International Educational Exchange (CIEE), we submitted a proposal after discussions with colleagues and administrators. Although the grant proposal was not approved, CIEE offered a large discount on the program, and the CIEE program manager worked tirelessly with us to accommodate our requests to revise the program. When the initial abstract of this paper was submitted in January 2016, we had received nine student applications, expecting the travel course to occur in May 2016. Unfortunately, two students withdrew and we subsequently canceled the course, due to low enrollment and a reduced budget. However, throughout the development of this course, many successful partnerships were fostered. The collaborating parties included: students, departmental colleagues, administration (the department head, dean, and associate dean), the international service office, colleagues in other departments, the CIEE program manager, ___’s development officer, and a private donor. It is no small feat for a travel course to be jumpstarted from scratch, and partnerships are the key for successful implementation. Although our travel course was unsuccessful at meeting the final objective, we gained valuable knowledge from the process. The current paper addresses several concerns in establishing a new travel course, such as assessing a fair number of credit hours for a relatively short duration, developing an appropriate budget, and incorporating project-based learning into a short time table. Furthermore, the current paper shares some guidelines that may be helpful in establishing a new travel course, such as using survey tools to understand student needs, making infographics to advertise the course, and encouraging the students to talk to their friends and classmates about the course. These tools have been very effective, but need to be used carefully to avoid misleading the intended audience. The many lessons that have been learned during the development of this course will also be shared in this paper.
Yan, Y., & Yanik, P. M., & Kaul, S., & Ferguson, C. W., & Adams, R. D., & Stone, W., & Jack, H., & Ray, J. L. (2016, June), The Challenges and Lessons Learned in Establishing a Travel Course Paper presented at 2016 ASEE International Forum, New Orleans, Louisiana. https://peer.asee.org/27262
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