How Faculty-Led Programs Are Navigating Change and Transforming Global Learning

Just a decade ago, many faculty-led study abroad programs existed as isolated efforts, often driven by a single professor’s enthusiasm for a particular place or area of study and sustained with minimal institutional infrastructure. Today, these programs expand access to global learning. Shorter, credit-bearing, cohort-based structures appeal to students unable to study abroad for longer periods.

As overall study abroad participation rebounds post-pandemic—the 2023–24 academic year saw a 6 percent increase from 2022–23, according to the Institute of International Education’s Open Doors report—faculty-led programs now sit at the center of many education abroad portfolios. With that growth comes complexity, including rising costs, shifting student needs, compensation questions, and greater risk management expectations. Interviews with four university experts reveal both the pressures and the promises shaping faculty-led programs today.

From Grassroots to Institutional Strategy

At many institutions, faculty-led programs are no longer standalone efforts. Katherine Heird, director of education abroad and global learning for the Center for Global Engagement at the University of Maryland, Baltimore County (UMBC), has seen a shift from symbolic support to concrete investment.

“The most significant change in faculty-led study abroad programming has been the shift from rhetorical support to real institutional commitment,” says Heird. “Strengthening and systematizing global and international curricular efforts is now a stated priority, backed by funding.”

At UMBC, that investment includes scholarships, faculty development funding, and college-level incentives. These incentives vary by institution but can include stipends for teaching the course, extra recognition on annual reviews, including study abroad courses as part of a regular teaching load, and funding to conduct a site visit before the course occurs.

“The most significant change in faculty-led study abroad programming has been the shift from rhetorical support to real institutional commitment. Strengthening and systematizing global and international curricular efforts is now a stated priority, backed by funding.” —Katherine Heird

Faculty-led programs are now embedded within broader institutional strategies—like accessibility and curricular mapping so students can more easily see how the study abroad experience fits into their academic plan—rather than operating as isolated initiatives. “Grassroots energy matters,” says Heird. “But when institutions invest intentionally in these kinds of high-impact practices, the work and results accelerate.”

For students, this institutionalization translates into expanded access, especially for first-generation students, STEM majors, and those balancing work or family obligations. “These programs open doors for students who might not otherwise see study abroad as possible,” relays Heird.

Beyond access, the journey itself is often deeply personal. “It allows students the opportunity to experience another culture, way of life, or something beyond their everyday bubble,” says Mandy Reinig, director of education abroad for the Center for Global Engagement at Coastal Carolina University. “Many of my students have never been on a plane, had a passport, or flown over an ocean. [These global experiences teach] them soft skills that the classroom cannot, like independence, cultural awareness, adaptability, and flexibility.”

“Successful programs include the students knowing the why behind the what,” she says. “By this I mean [the rationale of] visiting a certain museum, going to a particular play, or visiting a specific business. Otherwise, it looks like a vacation.”

Accessibility and Affordability Remain Central

For many students, however, whether that door opens often depends on affordability—and inaccessible costs remain a dominant concern. “Previously, you could price a program at $3,000–$3,500 for a week including a flight,” says Reinig. “That [time] has come and gone.” Rising airfare and in-country expenses have made affordability increasingly difficult, transpiring concurrently as student financial need grows.

“Connecting students with scholarships and bridge funding is critical,” says Heird of the short-term financial arrangement to cover upfront costs before financial aid arrives. “If we do not intentionally design for access, [these opportunities risk] becoming accessible only to those with the financial means.”

“Previously, you could price a program at $3,000–$3,500 for a week including a flight. That [time] has come and gone.” —Mandy Reinig

Scholarships like the federally funded Benjamin A. Gilman International Scholarship program are helpful in mitigating costs and making study abroad more affordable. However, Reinig cautions that competition for scholarships has become intense as demand for financial assistance has increased. Her office has adjusted commitment deadlines to align with scholarship notifications, recognizing that students are unwilling or unable to commit without funding clarity.

Jacklyn Fisher, associate director for study abroad and away at Towson University (Towson), works closely with faculty to make costs visible and negotiable. “During program development, I walk through the budget with faculty so they can see what is driving the cost,” shares Fisher. As a result, reducing expenses could include “using public transportation over private coaches to get to program activities, limiting excursions, and exploring more affordable housing options,” she says. Towson also partners with academic departments to subsidize programs by covering their faculty’s expenses or providing direct program support.

Faculty on the Front Lines

Behind every faculty-led program is a professor balancing far more than teaching. Faculty simultaneously serve as instructors, mentors, guides, and problem-solvers; managing their expectations is therefore essential, and early alignment is key.

“It takes a village to run a faculty-led program,” Reinig emphasizes. “Faculty make themselves available to students, go the extra mile to recruit for their programs, visit classrooms, [and] host information sessions. [They] want to see students have an impactful experience.”

To manage these pressures, Ashley Simmons Coffey says that patience and preparation are especially important. “I learned to give myself grace and ample time to adequately market the program,” says Simmons Coffey, former director of campus internationalization and the International Center at Flagler College. “Proper planning and communication are essential for student engagement and program success.”

Fisher agrees: “These programs aren’t ‘If you build it, they will come,’” she says.

Across different institution types and sizes, the qualities that make a successful faculty collaborator are consistent. “A great faculty partner is collaborative, student-centered, and shows respect to the staff who support their work and bring their vision to life,” says Heird. “They believe the experience should be transformative not just academically, but personally.”

“I do this work because I believe people-to-people exchange transforms lives and strengthens diplomacy. When we remember that, the work stays grounded.” —Katherine Heird

Fisher points to trust: “There are some aspects of the process where we need faculty to accept there will be ambiguity, but [to also] trust that I want their program to run as much as they do and that everything will come together in the end.”

“Always lead with gratitude,” advises Heird. “Faculty-led programs are an enormous investment of time and trust for everyone involved, including faculty, partners abroad, staff, and students. People need to feel valued. It's easy to drown in agreements, budgets, spreadsheets, and compliance emails. I do this work because I believe people-to-people exchange transforms lives and strengthens diplomacy. When we remember that, the work stays grounded.”

Equipping Faculty to Support Students

Successful faculty-led programs rely on more than strong academics; they require intentional design and preparation that centers the student experience. From predeparture preparation to on-site support, institutions are increasingly recognizing that meaningful global learning depends on anticipating the academic, logistical, and personal needs students bring abroad with them. In recent years, evolving student expectations, growing mental health needs, and lingering pandemic-era anxieties have made that preparation even more essential.

“Students also value traveling with faculty they know and alongside their peers, which can make the experience feel safer and more approachable,” shares Fisher. Student mental health has become one of the most challenging aspects of faculty-led programming, which increases pressure on faculty.

“Students are more open about issues they are experiencing, which is great,” says Reinig. “However, some still do not report something [to faculty leaders] that may impact their experience. This puts pressure on faculty leaders, who are not trained health care providers.”

“Students also value traveling with faculty they know and alongside their peers, which can make the experience feel safer and more approachable.” —Jacklyn Fisher

“We’ve had to expand our knowledge on mental health, the resources available, and work with partners on those issues, as well as other health concerns and dietary restrictions,” says Reinig.

The COVID-19 pandemic had a huge impact on faculty-led programs. “Outbound mobility completely shut down for an extended period of time, and it created a hesitation in students and their parents to leave home that wasn't there before,” relays Reinig.

“The pandemic and technology have made it so students' attention spans are extremely short, making it more difficult to reach and engage with them,” says Reinig. “Students want information now, which may be at 3:00 a.m., and they want it to be short and tailored to their specific needs. This makes advising [and recruitment efforts] more challenging.”

Designing for Impact

Experts stress that program quality depends on faculty engagement and long-term support. Fisher described a three-year rotation model used by Towson’s Department of Communication Studies: “A faculty member runs their program for three consecutive years, and then it becomes another faculty’s turn.” This planned succession allows each professor to design a program aligned with their expertise and interests while still having the chance to refine, repeat, and avoid burnout.

“I've seen a lot more variety in programs and courses taught abroad over the years, which has been great to see,” reflects Fisher. “We've recently run our first chemistry course abroad to great success, and we are in the process of developing a music course abroad for the first time in many years.”

“The most successful programs . . . grew out of faculty research interests and professional connections. That allowed for a rich experience for students.” —Ashley Simmons Coffey

“The standout at UMBC is our Phage Hunters program in Barcelona,” says Heird. “With the support of an IDEAS [Increase and Diversify Education Abroad for U.S. Students] grant, we reimagined a high-impact STEM international research experience. Students had a wonderful experience abroad while enhancing their skills in computational biology and scientific research and presented their research findings at UMBC's Undergraduate Research and Creative Achievement Day.”

For Simmons Coffey, success has stemmed from faculty expertise. “The most successful programs, such as Monuments & Memories at Flagler College, grew out of faculty research interests and professional connections,” she says. “That allowed for a rich experience for students.”

“The first programs began as faculty research endeavors to destinations such as Germany and Bermuda,” she continues. “Over the years, these programs have provided students with immersive learning experiences, deepening their understanding of global perspectives and connecting classroom study to real-world contexts.”

Looking Ahead

Faculty-led study abroad programs now occupy a vital role in institutional strategies for global learning, access, and equity. The payoff is visible: first-time travelers gain confidence, students publish research, and expanded access to global learning experiences increases. But facilitating these beneficial outcomes requires an approach to program development that requires careful budgeting, honest conversations about workload, and amplified preparation for student well-being.

As Heird reminds us among spreadsheets and policies, “We can never, ever lose sight of the purpose of this work.” When thoughtfully designed and adequately supported, faculty-led programs do more than widen participation. They transform how students see themselves in the world and make international education a realistic option, not just a dream.  •