Faculty-Led Program: Lunch and Learn

WORLD is now accepting proposals for the upcoming AY 2020/2021 Faculty-Led Study Abroad Programs.  Each year, WORLD invites faculty from all disciplines at Stetson University to step outside of the DeLand campus and explore the possibilities of teaching abroad. 

Last month, Wendy Viggiano, Program Coordinator for International Learning, hosted a Lunch and Learn webinar on leading faculty-led programs abroad. She covered topics such as program types, student considerations, working collaboratively with WORLD, benefits of working with a study abroad provider, and walked through the proposal process.  You can check out each topic in the short videos provided here as well as on our YouTube channel.  We hope these informative videos will clarify the proposal process and encourage faculty to submit proposals. 

Stetson University has seen an increase in faculty-led programs abroad and we hope to continue that trend next year.  Students are eager to study abroad and we look forward to offering students more programs in a variety of disciplines to meet the demands of our students.  No matter the subject or discipline, WORLD can find the right location abroad for your course.  How can a new place enhance your teaching and the student’s understanding of the topic? Feel you don’t have the time to make all the arrangements and organize all the logistics of the program? Not sure even where to begin?  No worries!  WORLD is here to help you every step of the way.

Start your Faculty-Led Study Abroad Proposal and we will help you take care of the rest!

General Study Abroad Information and Benefits of Faculty Led Programs
Types of Faculty Led Program and Things to Consider
Student Concerns: Cost and Curriculum
Working in Collaboration with WORLD and the Benefits of Providers
Faculty Led Proposal Process and Timeline

Stetson’s Inaugural International Faculty Development Seminar Draws Diverse Disciplines to the Dominican Republic

A total of 10 Stetson University faculty and the WORLD Team descended on Santo Domingo during May 13-18, 2019 to learn how to better prepare students to learn abroad. Faculty hailed from business, education, humanities, social and natural sciences.

The seminar comprised classroom sessions on topics ranging from risk management and internationalization to curriculum integration and course assessment. Field trips to heritage locations and natural landscapes, such as the old colonial sugar mills and Three Eyes National Park, helped faculty consider the role of “place” in course design as well as how to balance high and low intensity learning experiences for students.

Los Tres Ojos (Three Eyes National Park) is a 50-yard open-air limestone cave located in eastern Santo Domingo.

Response to the seminar has been quite positive.

I feel so fortunate to be part of the journey we were on together. I feel that our relationship went to the next level…The moment we started together and ended pleasantly, it was a lesson in every moment and I am confident that this training will be helpful for all in launching our faculty led programs in future.”

Yes, echoing my colleagues for a wonderful opportunity and collegiality. Thank you WORLD and thank you everyone who participated 😍”

Thank you all for such a unique and valuable experience in DR. I would be happy to meet for regular lunches sharing ideas about the next steps in organizing faculty-led study abroad trips. Special thanks to the WORLD. You are a great team of professionals!🤗”

I’m continually amazed at and proud to be a part of Stetson’s wonderful community.”

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About the Stetson International Faculty Development Seminar

The IFDS program at Stetson University honors the longstanding commitment and dedication of Drs. David and Leighan Rinker to international learning. The centerpiece of the faculty development program is an immersive five-day experience where Stetson faculty participate in study abroad. The overarching goals are to equip Stetson teacher-scholars with best practice strategies for how to use location to deepen content, elevate student engagement and intercultural learning, develop safe, compliant and academically-rich study abroad programs, and promote Stetson’s value of global citizenship.

WORLD partnered with CIEE to co-offer the seminar. CIEE is a premier provider with significant expertise developing and implementing international faculty development seminars and study abroad experiences for students,. Contact world@stetson.edu for more information.

Improving Services and Bolstering Success for International Students

  • Stetson University’s International Student Success Initiative strives to bolster services to improve success for foreign students and alumni. A new national report highlights several exciting opportunities for student success. Stetson University is already ahead of the curve in addressing a number of these recommendations through this initiative.

The WES Research report takes a look at how 1,095 U.S-educated foreign students fare in the job market post-graduation and evaluates alumni impressions of how well their alma maters prepared them for success. The following are key findings of the report:

  • The vast majority of both current international students and international alumni believe that their U.S. education was a good investment.
  • International students say that credential recognition outside of the United States was one factor they considered when deciding to study in the U.S.
  • Overall, employment outcomes for alumni are good, but there are areas that could use improvement.
  • Post-graduation work-training programs in the United States, for instance Optional Practical Training (OPT) and Academic Training, were viewed positively.
  • Alumni in the U.S. use a variety of forms of work authorization, despite the challenges in obtaining work permits. Others leave due to difficulty obtaining work permits.
  • Usage of and satisfaction with career services offices was uneven.
  • Most international students came to the U.S. with at least some experience and gained more while studying.

Over half of current students surveyed had not yet used the career services at their institutions, primarily because they were not yet ready for the job search. Nearly two-thirds of alumni used campus career services while enrolled. Both current students and alumni were most satisfied with résumé (or CV) and cover letter writing preparation services, as well as career preparation seminars and workshops. Both groups reported some dissatisfaction with interview preparation services and services that connect them to potential employers. A related WES Research study revealed that career services is among the most important student service to many international students.

Stetson’s International Student Success Initiative has tackling recommendations addressed in the two reports: 

  • Increase the number of foreign students making use of the career services earlier in their tenure:
  • Develop methods to help students connect with job opportunities in their home countries (or abroad in general).
  • Encourage students to conduct internship or volunteer opportunities in their home countries during school breaks, or as part of cooperative (co-op) programs.
  • Coach students to advocate for themselves regarding their visa and work authorization status.
  • Educate employers about the regulations and the how foreign students can be strong assets for any company.
  • Schedule  once per semester meeting between international student services and career services to boost services to foreign students.
  • Host SEVIS/immigration advisor booth at career fair to advise foreign students on how to approach employers on working in the U.S.  and to support employers who often dismiss hiring non-U.S. citizens.
  • Be responsive to the differing needs of different student populations.
  • Bring resources to English language learners, especially in professional contexts.
  • Encourage students to seek on-campus job or other opportunities when possible to practice their English in a work environment.


Elements of this article were taken directly from the WES Research Report.