Faculty-Led Education Abroad Proposal Process
Thank you for taking the time to consider organizing a Faculty-Led Education Abroad program. Teaching abroad takes a considerable amount of time, effort, and organization, and we appreciate the fact that you are dedicated to supporting our students and their efforts to become globally engaged and aware. We look forward to partnering with you in this endeavor.
Education abroad program proposals are submitted via a web-based application in “MyWorld.” There is one submission timeline per calendar year, with proposal development, revision, submission, and approval occurring between February and September. The deadlines below apply to the following program terms:
- Winter break 2020-2021
- Spring semester 2021
- Spring break 2021
- Summer 2021
- Fall semester 2021
- Winter break 2021-2022 (may submit as 2021 or 2022)
Primary program leader: Please review the proposal instructions and then click the red button of your home college to begin. You may also wish to review the full list of questions and draft responses in Word prior to completing the web-based proposal. Calendar Year 2021 applications NOW OPEN!
If you have questions about the proposal process and/or program development, please contact Associate Director Marnie Nelson (firstname.lastname@example.org).
Proposal Submission Timeline for Calendar Year 2021
February 15, 2020
Primary leader submits full draft proposal to Education Abroad Advisory Committee (EAAC)
(if responses are insufficient, offered 3 business days to revise and re-submit)
March 15, 2020
EAAC provides feedback to primary leader
April 15, 2020
Primary leader submits final proposal to Chair and Dean
May 15, 2020
Chair and Dean approve final proposal
September 15, 2020
Chair and Dean approve budget, leadership team, and any major program modifications
Requirements for application and review criteria for approval of faculty-led proposals include:
Academics & Itinerary
- Program goals must align with departmental, college, and/or institutional goals/priorities;
- Academic rigor and contact hours are equal to an on-campus course. Coursework may begin prior to travel and continue once the students have returned;
- For UNL courses: learning objectives, assignments, evaluation, and credits must be clearly defined. Proper curricular approval processes have been followed;
- For non-UNL courses (offered by on-site partner for transfer to UNL): course options, descriptions, and credits are clearly presented;
- A detailed itinerary with activities that support learning objectives and an appropriate mix of instruction, experiential activities, reflection, and free time, must be submitted with the proposal. Tourism activities should be limited and/or clearly tied to learning objectives;
- If the itinerary includes multiple sites, the program needs to reflect a balance of cursory engagement with some cities versus an in-depth experience in others. The program costs should be seriously considered, assuming that travel to multiple geographic locations could unnecessarily increase overall cost.
- Program activities must take advantage of the program location and complement academic goals;
- Academic content related to the host culture, economy, politics, and history, should be incorporated in the program;
- Participants should connect with local peers, local faculty and lecturers, industry experts, on-site partner staff, guides, drivers, host family members, etc. in meaningful ways;
- Leader mentorship should prompt participants to learn not only about the host culture and society, but also to reflect about their own culture and society.
- The student-leader ratio must be reasonable. A ratio of 10:1 is a recommended baseline, with 15:1 as a maximum (with a strong on-site partner). Some programs have much lower ratios, in which case leader travel expenses may need to be subsidized;
- At least one leader has spent time, recently and/or for an extended period, in the host country/region, and speaks the local language(s), if applicable;
- Leaders must understand and embrace student support roles, as personal support and care required abroad will be significant and unlike that of an on-campus course;
- Leaders must have a consistent on-site presence with the students.
On-Site Partner & Logistics
- When reviewing the program as a whole, the requested services of the on-site partner(s) align well with the draft itinerary and the learning objectives of the program.
- Per the guidelines, on-site partner(s) are entrusted to handle all prearranged logistics, thereby providing programs with in-country support and infrastructure. There is at least one partner, but no more than three partners.
- Each on-site partner is a university or institute, education abroad organization, educational travel agency, or NGO identified in consultation with the Education Abroad Office, and subsequently approved by the Education Abroad Office and the Director of Global Safety and Security (partner identification may be underway at time of proposal).
- One on-site partner, or a combination of partners, adds value to the program in the following areas: Travel Logistics, Financial Management, Academics, and Safety/Security.
Student Eligibility & Promotion
- Location is appealing to students and/or highly appropriate for the subject matter;
- Intended audience is clear, and prerequisites are clearly stated. Program is targeted to one academic major with a high demand for the experience, or appeals to several majors;
- Student enrollment expectations (minimum and maximum) are realistic, and there is an adequate pool of students on which to draw. Departments/colleges may set a minimum for the UNL course(s) and instructional salary determination, while the EAO can offer guidance related to impact on program cost, student support, and emergency response (absolute minimum is 5 students);
- Offers students major/minor requirements, ACE courses, experiential learning, etc.;
- Includes a detailed marketing plan;
Health, Safety, Security, and Accessibility
The University requires that all learning abroad programs consider potential health, safety and accessibility concerns in order to mitigate risks and have clearly defined emergency response protocols in place. Thus, we ask all prospective leaders to include in the proposal a section describing potential health, safety, and/or liability hazards. Adequate medical facilities in the program location(s) must be documented; physical requirements for disability/accessibility consideration should be addressed; and program participants should be required to attend a comprehensive pre-departure and on-site orientation, specifically focused on risk. The Education Abroad Office will review the faculty leader(s) plan to mitigate risk and in special circumstances, the Director of Global Safety and Security (DGSS) will conduct additional review of proposed emergency crisis protocols to ensure that all requirements for risk mitigation have been met. In rare circumstances, a site visit to the proposed program locations will be conducted by the DGSS for further evidence that necessary steps have been taken to warrant approval of the proposed program site location.