Thank you for embarking on this labor of love! The Study Abroad Office and everyone at Broward College truly appreciates both your initiative and dedication in the development of this educational adventure for our students. International education is considered to be a high impact educational experience and one that will forever change a student’s perception of the world. Your willingness to tackle the logistics and development of a faculty-led study abroad program is a testament to your belief that experiential learning bridges the gap between theory and practice.

Study Abroad Staff

Purpose of the Handbook

We hope this handbook provides the clarity, the structure, and the support you, as faculty, need to confidently lead a successful program abroad. Your role is pivotal in shaping transformative global experiences for our students, and we are here to assist you every step of the way. Thank you once again for your commitment to international education and for enriching the academic journey of our Broward College community through this meaningful work.

Faculty-led study abroad (FLSA) programs are designed to reinforce understanding with application. All FLSA programs must combine both the learning elements of the curriculum with the onsite application in order to embed the necessary learning outcomes. In Edgar Dale’s Cone of Learning, studies have shown that people remember 90% of what they do compared to only 10% of what they read and studying abroad provides that “do” element in your curriculum.

This handbook serves as a comprehensive, idea-rich resource designed to support both new and experienced faculty in planning, developing, implementing, and evaluating Faculty-Led Study Abroad (FLSA) programs at Broward College. Unlike traditional handbooks that focus primarily on policies, procedures, and institutional protocols, this guide provides practical strategies, creative ideas, and actionable recommendations to help you design a meaningful and successful study abroad experience. Whether you are developing your first program or refining an existing one, you will find guidance and best practices for every stage of the process.

If you have any questions or need additional assistance, please feel free to contact the Study Abroad Office at abroad@broward.edu.

Mission Statement

Broward College’s Faculty-led Study Abroad Programs prepare students for success in today’s global workforce by combining academic learning with international, hands-on experiences. By engaging directly with international communities, businesses, and institutions, students gain practical workforce skills, broaden their professional perspectives, and enhance their readiness for future employment and leadership opportunities.

Explaining a Faculty-led Study Abroad Program – Not all Study Abroad Programing is Intended for the Same Purpose

A FLSA program is a short-term (1-2 weeks) academic experience designed and led by Broward College faculty. Students travel together as a cohort, and every aspect of the program—from the itinerary and site visits to guest speakers and cultural activities—is intentionally connected to the course's learning outcomes. Rather than simply studying in another country, students use the destination itself as an extension of the classroom, where firsthand experiences reinforce and deepen the concepts introduced in the course.

You can compare this to a traditional study abroad program (like our programs in Costa Rica, Spain and Austria) which involves a semester or summer spent studying at a partner institution overseas. Students, in these programs, enroll in courses offered by the host university, often alongside local and/or other international students, while living independently in the host country. These programs emphasize long-term cultural immersion, personal independence, language acquisition, and the experience of adapting to daily life in another culture.

Traditional study abroad emphasizes extended cultural immersion, independence, and personal growth over a longer period of time.

Faculty-led study abroad, however, emphasizes intentional, experiential learning, where every activity is purposefully designed to achieve specific academic objectives within a shorter timeframe.

In this sense, FLSA programs are less about cultural immersion and language acquisition because, frankly, there just isn’t enough time. Instead, their greatest strength lies in providing students with focused, experiential learning opportunities that directly support the course's learning outcomes.

FLSA programs are intentionally structured around the knowledge, skills, and competencies students are expected to develop. The design allows students to develop discipline-specific skills and perspectives that would be difficult, if not impossible, to replicate in a traditional, domestic classroom.

The development of a Faculty-Led Study Abroad (FLSA) program begins with a thoughtful brainstorming process that considers how academic goals, student engagement, logistical feasibility, and workforce relevance can be integrated into a meaningful international experience.

The most impactful programs are intentionally designed—connecting course content directly with the host location and providing students with opportunities to engage firsthand with the subject matter in a global context.

At its core, a transformative study abroad experience blends classroom learning with global exposure, professional development, and experiential education.

Start with Course Learning Outcomes

One of the best starting points when designing an FLSA program is to examine the learning outcomes already embedded within your course. From there, consider what types of international or experiential opportunities could enhance student understanding and help advance their professional preparation within the field.

Brainstorming Questions

The key question faculty should continually ask themselves is: "What can my students learn here (i.e. abroad) that they could not learn as effectively at Broward College?" The answer to this question then drives the entire program structure, location and activities! Ask yourself:

• What experiences would expose students to innovations or practices unavailable locally?
• What international organizations, institutions, companies, or conferences are leading in my field?
• What type of global exposure would provide students with a competitive edge in the workforce?
• What experiences could inspire students to pursue further academic or professional opportunities?

Keep the Learning Outcomes—Change the Method

The most important initial concept when developing a Faculty-Led Study Abroad (FLSA) program is that you do not need to rewrite your course learning outcomes. The academic goals of the course remain the same. What changes is the method through which students achieve those outcomes.

A study abroad experience transforms the destination into an active learning environment where students can engage with concepts through observation, analysis, application, and direct interaction with professionals, organizations, and communities.

Here are 4 examples to help you visualize this concept in practice:

1. History Course
   
   In a traditional classroom, history students might learn about the Roman Empire through: Lectures, PowerPoint Presentations, textbook readings, documentaries, etc…
   
   However, with Study Abroad those students can:
   • Walk through the Roman Coliseum and catalog rooms/area based on ancient schematics.
   • Examine original inscriptions from stored archives.
   • Analyze Roman architecture sites and determine if the design incorporates aspects from other cultures.
   • Ask students to conduct a comparative analysis of ancient to modern city planning by walking around a specific area of the city.
   • Set up a discussion with a representative from the ICCROM (International Centre for the Study of the Preservation and Restoration of Cultural Property) headquartered in Rome to see what the modern challenges are in the preservation of priceless works of art.
   The learning outcomes haven’t changed.
   The method has.
   The destination becomes an active laboratory.
   
   
2. Nursing and Healthcare
   
   A nursing professor may have course learning outcomes focused on topics such as:
   • evaluating healthcare delivery models,
   • understanding evidence-based clinical practices,
   • analyzing healthcare systems,
   • examining emerging medical technologies, or
   • applying ethical considerations in patient care.
   In a traditional classroom, students might achieve these outcomes through: Lectures on global healthcare systems, case studies, research articles, videos of medical procedures and classroom simulations.
   
   However, with Study Abroad those students can:
   • Visit hospitals implementing innovative medical procedures in the United Kingdom.
   • Observe specialized diagnostic technologies utilized in Ireland.
   • Meet with healthcare administrators in South Korea to examine innovative models of healthcare delivery.
   • Participate in discussions with nurses, physicians, and healthcare professionals about differences in patient care, technology integration, and healthcare challenges.
   • Compare international healthcare systems with those in the United States and evaluate how global practices could inform future healthcare delivery.
   The nursing learning outcomes have not changed.
   The learning environment has.
   
   The healthcare system of another country becomes the laboratory where students analyze real-world practices, innovations, and challenges.
3. Aviation
   
   An aviation professor may have course learning outcomes focused on topics such as:
   • understanding aviation safety standards,
   • analyzing aircraft technology,
   • examining flight operations,
   • exploring industry regulations, or
   • evaluating emerging trends within the aviation sector.
   In a traditional classroom, students might achieve these outcomes through aircraft systems lectures, flight simulation exercises, technical readings, videos and industry case studies and discussions of aviation regulations and practices.
   
   However, with Study Abroad, students can experience these same concepts through direct exposure to the global aviation industry:
   • Visit an international aviation training center in Dubai, UAE, to explore how airlines prepare pilots for next-generation aircraft such as the Boeing 777X, while examining advanced flight simulation technology, aviation safety standards, and the future of commercial aviation.
   • Tour aviation maintenance facilities in Sinapore to examine global aircraft servicing standards and technologies.
   • Meet with aviation professionals in Germany to discuss international safety regulations, workforce demands, and industry trends.
   • Observe airport operations at Heathrow international to analyze differences in logistics, passenger flow, and technology integration.
   • Engage with aviation organizations in France to understand how global companies there are developing the next generation of commercial aircraft..
   The aviation learning outcomes have not changed.
   The method has.
   
   The global aviation industry becomes the classroom, providing students with direct access to technologies, practices, and professional perspectives that cannot easily be replicated on campus.
4. International Relations – A specific example in practice
   
   Model United Nations Experience
   
   As part of an Introduction to International Relations course, students learned about how regional and international organizations can help to mitigate the pitfalls inherent within our global, anarchic structure. However, theory and textbooks can take students only so far.
   
   For this reason, a professor took his students, as participants, to an international model United Nations conference in Berlin, Germany. At this conference, for one week, students engaged in mock diplomacy sessions, where they were told to represent the interests and national polices of a specific nation and then were asked to negotiate with “other national representatives” to produce resolutions.
   
   The experience was transformative in that students had to play the role of being a diplomat. They learned, firsthand, the challenges faced by diplomats when trying to build consensus with international actors. They were forced to not only compromise, but to build coalitions in order to successfully pass a resolution. The experience gave students a practical and applied window into the field of diplomacy and the inner workings of international organizations.
   
   In this example, the professor could have conducted a Model United Nations simulation on campus. However, by placing students in an international setting and requiring them to engage with unfamiliar perspectives, cultural norms, and global actors, the experience provided students with a level of complexity and adaptability that could not be fully replicated in a traditional classroom environment. The international context transformed a familiar academic exercise into a meaningful opportunity to develop skills in cross-cultural communication, negotiation, collaboration, and global problem-solving – ones that are essential for the field and give students an edge over others in the field.

In order to effectively develop a Faculty-Led Study Abroad (FLSA) program, faculty should first understand the primary program models and approaches available. While every study abroad program is unique, however, most faculty-led programs generally fall within one of the following three models.

Understanding these models can help faculty determine which structure best aligns with their course objectives, disciplinary needs, logistical realities, and desired student learning outcomes.

Course-Embedded Model

Core Idea
The Course-Embedded Model is a study abroad approach in which the entire course is intentionally designed around the host country, making the study abroad experience itself the curriculum rather than simply a component of it. In this model, faculty create a course that integrates:

• pre-departure learning,
• in-country academic experiences, and
• post-return reflection and assessment.

Example
A professor might develop a course titled Singaporean Financial History, where the curriculum is intentionally centered around the host country and its institutions.

Key Characteristics

• The study abroad experience is fully integrated into the course design.
• The host country becomes a central “teaching tool” within the curriculum.
• Academic content, assignments, and experiential activities are intentionally connected.

Considerations
This model is less common because it often requires the creation and approval of a new course through the academic department and curriculum process. However, many do offer “Special Topics” courses, which can provide flexibility for developing new study abroad-focused content without requiring a new, permanent course addition in the catalog.

Strengths
While less frequently utilized, this model is often considered the strongest in terms of academic integration because the entire course is intentionally designed around the unique historical, cultural, political, scientific, or professional characteristics of the host country.

Field-Based / Experiential Model

In this model, the study abroad experience is designed around direct engagement with the field of study through applied learning opportunities that utilize the unique features of a specific country or region.

Example
For example, a professor teaching Paleontology might organize a study abroad program in Ecuador where students participate in a supervised fossil excavation within the Ecuadorian rainforest.

Key Characteristics

• Emphasis is placed on experiential and hands-on learning.
• Students directly engage with professional practices, environments, or research opportunities.
• The international location provides opportunities unavailable in a traditional classroom setting.

Considerations
Faculty using this model must clearly identify:

• the program’s learning outcomes,
• the academic purpose of the field experience,
• methods of assessment, and
• how the experiential component enhances student learning.

Strengths
This model is particularly effective for disciplines that benefit from applied practice, field research, observation, or professional immersion.

Experiential Course Extension Model

Core Idea
This is the most common faculty-led study abroad model. Rather than creating a separate study abroad course, faculty add an international experiential learning component to an already existing course. The study abroad experience is used to extend, deepen, and apply existing academic content within real-world global settings.

Key Characteristics
Students engage directly with:

• international institutions,
• industries,
• historical sites,
• cultural environments,
• organizations,
• communities, and
• professional practices

that reinforce and contextualize the material they are learning in the classroom.

Example
For example, a professor teaching Environmental Science might lead students to Costa Rica—a global leader in environmental sustainability—where students spend time visiting and learning the unique methodology of sustainable coffee production on a local farm.

In this model, students first learn the theoretical concepts in the classroom and then apply those ideas through practical, immersive experiences abroad.

Strengths
This approach is highly flexible and allows faculty to:

• build upon already approved courses,
• integrate meaningful global experiences without redesigning an entire curriculum,
• connect theory to practice, and
• enhance student engagement through experiential learning.

Because of its flexibility and scalability, this model is the one most commonly utilized across faculty-led study abroad programs.

Final Considerations

While there are multiple approaches to developing a Faculty-Led Study Abroad program, the majority of successful programs utilize international experiential learning as an enhancement to the academic course experience.

At their best, faculty-led study abroad programs provide learning opportunities that cannot be replicated within the confines of a traditional classroom alone. They allow students to apply academic theory within real-world global contexts while simultaneously developing cultural awareness, professional skills, and international perspectives.

At their weakest, study abroad programs fail to establish meaningful connections between the course learning outcomes and the host country, resulting in experiences that resemble little more than sightseeing trips with photo opportunities rather than academically grounded educational experiences.

The Key Take-A-Ways when brainstorming the academic elements of your FLSA program

1. Start with Matching and Developing your Academic Learning Outcomes
2. Connect the Course to the Host Country
3. Focus on Experiential Learning
4. Incorporate Workforce and Professional Relevance
5. Design Experiences That Cannot Be Replicated at Home
6. Balance Academic Vision with Logistical Feasibility

Planning a faculty-led study abroad program can take many forms, and there is no single approach that works best for every faculty member or academic discipline. The key is determining how much control you want over the program’s design, how much responsibility you are prepared to take on for logistics and coordination, and what resources are available to support you. Some faculty may want to build an entirely customized experience from the ground up, while others may prefer to work with an experienced third-party provider or leverage one of Broward College’s established international partners. The following options outline the different approaches, along with their advantages and considerations, to help you determine which planning method best fits your academic goals, available time, and desired level of involvement.

Design the Itinerary on Your Own

With this option, faculty independently design and manage the full itinerary for a Faculty-Led Study Abroad (FLSA) program, including destinations, academic visits, housing, transportation, scheduling, and overall program structure. The whole caboodle.

Pros

• Full flexibility: Complete control over itinerary and academic alignment.
• Strong integration: Direct connection to course learning outcomes.
• Custom experience: Access to specialized sites, contacts, or research opportunities.
• Lower cost potential: Reduced expenses without third-party fees.

Cons

• High workload: Significant time and planning required.
• Full logistics responsibility: Travel, housing, scheduling, and coordination managed by the faculty (i.e. you).
• Operational complexity: Contracts, payments, and international coordination required.
• Risk management burden: Requires contingency planning and attention to safety and logistics.

Use a Third-party Provider

With this option, faculty may use a third-party provider to handle the logistical design and coordination of a Faculty-Led Study Abroad program, while the faculty member retains responsibility for the academic content and learning outcomes.

Pros

• Less faculty workload: Provider manages logistics, scheduling, and coordination.
• Established infrastructure: Access to vetted housing, transportation, and site visits.
• Risk support: Built-in safety protocols and on-the-ground assistance.
• Simplified planning: More predictable budgeting and program structure.

Cons

• Less flexibility: Limited ability to fully customize itinerary.
• Higher cost: Provider fees will increase student expenses.
• Reduced control: Faculty have less direct oversight of logistics and risk becoming a “passenger” on the trip.
• Program constraints: Must operate within provider offerings and structure.

Use one of our Partner Study Abroad Institutions

With this option, faculty may use one of our three study abroad partner institutions in Costa Rica, Spain or Austria as a logistical coordinator. These institutions, in essence, act as a third-party provider by handling the program’s logistical design, while the faculty maintains control over the academic content and learning outcomes.

Pros

• Less faculty workload: Institution manages logistics, scheduling, and coordination.
• Established infrastructure: Access to vetted housing, transportation, and site visits.
• Locally operated for decades and understands the country well. – They are local experts.
• Providing logistics at a cheaper cost than a regular third-party provider.
• Already listed as a BC vendor; therefore, payments are easy to make.

Cons

• Less flexibility: Limited ability to fully customize itinerary.
• Limited to 3 locations (San Jose, Costa Rica, Salzburg, Austria and Seville, Spain)
• Program constraints: Must operate within our partners’ offerings and structure.

Recommendations

All three options have their advantages and disadvantages, and it is entirely up to the faculty member to determine which option best aligns with their academic goals and program needs.

1. If you are interested in the second option—working with a third-party provider—we recommend the following organization. While there are many companies currently offering these services, this is the one we have the most experience with and can confidently vouch for in terms of professionalism and effectiveness. Contact information is provided below:
   
   Study Abroad Association: Their contact information can be found at this link. Additional, we can give you direct contact with a person at this agency who has worked with us before. Her name is PJ Shoulders and her email is pj@studyabroadassociation.com
2. If you are interested in the third option, which involves connecting with one of our established partner institutions, please contact our office directly and we will connect you with our existing contacts. Below are examples of potential opportunities available through our partner institutions:
   
   
   1. San José, Costa Rica – Our partner institution is Veritas University. Located in the nation’s capital, Veritas is a small university with a robust international education division that hosts more than 800 study abroad students each year.
      
      Like many countries, Costa Rica leverages its comparative strengths in soft power and is particularly well known for tourism—especially ecotourism, sustainability, and environmental stewardship. Proof of this can be seen in these 3 facts about the country:
      
      
      1. Costa Rica has successfully reversed deforestation, increasing forest cover from approximately 21% in 1987 to roughly 50–60% today.
      2. Nearly 99% of the country’s electricity is generated from renewable sources.
      3. Approximately 25–30% of national territory is designated as protected land.
      
      Veritas University has supported faculty-led study abroad programs across a wide range of disciplines, including business, chemistry, medicine, nursing, and other related fields.
   2. Salzburg College is our partner institution in Austria. It is a small, boutique study abroad program focused on the humanities and liberal arts. The institution maintains affiliations with over 150 universities and colleges worldwide.
      
      Located in the city of Salzburg—renowned as the birthplace of Mozart and home to the internationally respected Mozarteum University, one of the world’s leading conservatories in music and the performing arts—Salzburg College benefits from a rich cultural and artistic environment.
      
      The college is best known for courses in music and music instruction, intercultural studies, studio art, photography, and international business. Its curriculum emphasizes experiential learning, supported by strong local networks that provide students with access to internships, site visits, and professional engagement throughout the city.
   3. The International College of Seville (ICS) is our partner institution in Seville, Spain. ICS is a private, boutique university specializing in Spanish language instruction and the humanities. With over 40 years of experience in Seville, ICS offers strong local expertise and logistical support across a wide range of disciplines.
      
      While ICS can support a variety of academic subjects, history is particularly well suited to the city, given Seville’s colonial legacy and historical role in global trade. Additional strong academic connections include religious studies, anthropology, art history, hospitality, and architecture, all of which align closely with Seville’s cultural and historical landscape.

Developing an exciting study abroad idea is only the first step. Before investing significant time in program development, faculty should evaluate whether the program is realistically capable of launching and operating successfully.

Program feasibility depends on much more than academic merit. Even outstanding academic ideas can fail if the destination is too expensive, difficult to recruit for, logistically challenging, or unable to meet Broward College requirements.

This section outlines the primary factors that determine whether a Faculty-Led Study Abroad (FLSA) program is likely to be successful.

Institutional Feasibility - U.S Travel Advisories – Is Your Country Safe Enough?

Broward College will only approve Faculty-Led Study Abroad (FLSA) programs in countries designated as Level 1 or Level 2 under the U.S. Department of State Travel Advisory system for global travel safety.

Countries designated as Level 3 or Level 4 under this system will NOT be considered for approval. Faculty are therefore encouraged to verify the current advisory level of their proposed destination country before beginning program planning.

A longer and more thorough explanation on this can be found in Section 7: Program Development Rules

Destination Feasibility

You may have found the perfect academic topic for a Faculty-Led Study Abroad (FLSA) program, but if the destination isn't feasible, the program may never get off the ground.

Location is one of the biggest predictors of whether a program succeeds or fails. It influences everything—from student interest and program cost to logistics, safety, and your own ability to lead confidently. In many cases, a destination that looks perfect on paper quickly becomes much less appealing once you begin asking the practical questions.

Attention:
Let's start with an uncomfortable truth:

Students do not choose programs simply because the academic content is excellent.

They choose programs that excite them.

Remember, your program is competing with every other faculty-led program offered at Broward College—and sometimes with programs at other institutions as well. Just because you have always dreamed of taking students to Budapest doesn't necessarily mean your students share that dream.

Ask yourself one simple question:
"If I were an 18-year-old student paying several thousand dollars out of pocket, would I choose this destination?"

If the answer is "maybe," then your program probably needs a stronger selling point. Fortunately, a destination doesn't have to be famous if it offers something students can't easily find elsewhere. A unique research project, an archaeological dig, a marine biology field experience, a homestay, cultural immersion, or access to a world-renowned organization or landmark can all become the reason students say, "I have to do this."

Flights:
Distance may make the heart grow fonder—but it can also make your program much more expensive.

Airfare is often the single largest expense in an FLSA budget. A roundtrip flight to Costa Rica might cost only a few hundred dollars, while a flight to Japan can easily exceed $1,500 before you've even booked a hotel.

Before you become emotionally attached to a destination, price the flights.

The sweet spot for a Broward College FLSA program is roughly $3,500. If airfare consumes a large portion of that budget, you'll need to find savings elsewhere through accommodations, meals, local transportation, or excursions.

Also remember that Broward College requires students to travel on a group flight. Those costs must be built into your overall program fee from the beginning.

Language:
Language isn't just about ordering dinner.

It's about asking for help when a student loses their passport, explaining a medical emergency to a doctor, finding your way after missing the last train, or helping a student who accidentally wandered three subway stops in the wrong direction.

Translation apps and AI have made international travel dramatically easier, but they haven't eliminated the need to think realistically about communication.

Ask yourself:

Destinations with strong tourism infrastructure are often much easier to manage, especially when many of your students are leaving the United States for the very first time.

Faculty Readiness:
Now for the most important question of all.

Are YOU ready for this destination?
Not every country requires the same level of experience to lead successfully.

Have you traveled there before? Do you understand the local culture? Can you navigate the transportation system with confidence? Do you speak enough of the language to solve unexpected problems? Are you comfortable making quick decisions when things don't go according to plan?

Some faculty thrive in destinations where every day brings something unexpected. Others perform their best in places that are highly organized and predictable. Neither approach is right or wrong—but it's important to be honest with yourself and know which environment you thrive in.

For example, leading students through Morocco requires a very different level of confidence and experience than leading students through Spain. Some destinations naturally involve greater logistical complexity, cultural differences, transportation challenges, or communication barriers.

At the end of the day, students aren't just relying on your academic expertise—they're relying on your judgment. They're trusting you to solve problems, stay calm under pressure, adapt when plans change, and guide them safely through an unfamiliar environment. The more comfortable you are with the destination, the more confident your students will be—and the more successful your program is likely to become.

Safety Feasibility

A country earning a Level 1 or Level 2 U.S. Department of State Travel Advisory is the starting line—not the finish line.

While Broward College will only approve Faculty-Led Study Abroad (FLSA) programs in countries that meet this requirement, determining whether a destination is truly safe requires looking beyond the travel advisory and thinking like a program leader.

You are not expected to be an expert in global politics or international security. You are expected to exercise good judgment and think through the kinds of situations that could affect the safety and well-being of your students.

Try putting yourself in your students' shoes and ask questions like:

• Is this the right time of year to visit, or am I walking into hurricane season, extreme heat, or another predictable weather risk?
• Is there political unrest or social instability that could result in demonstrations, transportation shutdowns, or violence?
• Is the city—or even the specific neighborhood where we'll be staying—known for high crime?
• Is the public transportation system safe, reliable, and easy enough for first-time international travelers to use?
• Are there local customs or laws that students might unknowingly violate? For example, Singapore is well known for imposing fines for littering, including improperly disposing of chewing gum. What seems perfectly normal at home may carry legal consequences abroad.

Here's the reality: you are probably not traveling with experienced globetrotters. You're traveling with students, many of whom have never left the United States before. At some point, someone will take the wrong train, wander into the wrong neighborhood, lose their phone, become separated from the group, or simply make a poor decision. That's not pessimism—it's human nature. The goal isn't to eliminate every possible risk. That's impossible. The goal is to choose a destination where ordinary mistakes are unlikely to become serious emergencies.

One of the simplest—and perhaps most effective—litmus tests is to ask yourself one question: "Would I feel comfortable if my own child spent an afternoon exploring this city without me?"

Financial Feasibility

So much goes into the logistical planning of a study abroad program, yet pricing is often overlooked or minimized, even though it is often THE critical factor in determining whether a program ultimately launches successfully.

The reality is that faculty-led study abroad (FLSA) programs are somewhat similar to opening a new restaurant in terms of their success rate. New restaurants have about a 1 in 5 chance of still being open after a year, and FLSA programs have roughly a comparable likelihood of successfully when it comes to successfully launching. This is, of course, a statistic that Study Abroad Offices tend not to highlight, since it can come across as a bit of a “Debby Downer.” However, the fact that you have read this far into the handbook suggests a genuine commitment to making a program happen, and it is likely that you will be the one to beat those odds.

The first thing to keep in mind is that our students are not wealthy. One would think that, as a community college, this would be self-evident, yet we still see situations where faculty set program fees too high and, like a “dog with a bone,” are unwilling to adjust them.

The lower the price,
The better change for success!

It really is as simple as that, so when you are planning logistics, locations, activities, and related details, it is important to keep this in mind. For most students, the experience of simply traveling outside the United States is already a significant adventure in itself—they do not need additional “fanfare” to make it meaningful.

As mentioned earlier, the sweet spot for a faculty-led study abroad (FLSA) program is around $3,500; however, the lower the price, the higher the likelihood of the program successfully running. At present, there are limited scholarship opportunities available, meaning most students will likely be paying these costs out of pocket. Given that a significant portion of our student population lives near or below the poverty line, the financial reality becomes an important factor that cannot be overlooked when designing a program.

Strategies for Reducing Costs
Here are some suggestions for reducing costs when planning a FLSA program. These are practical levers faculty can adjust during the planning process, and in many cases, they can have a significant impact on whether a program is financially viable for students.

Choose an Affordable Destination
One of the easiest ways to reduce the overall cost of your Faculty-Led Study Abroad (FLSA) program is to choose an affordable destination from the very beginning.

Generally speaking, destinations within our own hemisphere tend to be the most cost-effective because of lower airfare and, in many cases, lower on-site expenses. Europe is typically the next most affordable option, followed by Asia and Australia. Programs in Africa and the Middle East can certainly offer exceptional academic experiences, but they are often more difficult to recruit for due to higher travel costs, longer flights, and, in some cases, lower student interest. Unless there is a compelling academic reason to travel there—or a grant or benefactor that substantially offsets the cost—these destinations can be more challenging to launch successfully.

However, affordability is only part of the equation.

The following story illustrates why.

In 1994, a faculty member was living in Ohio when an opportunity arose to attend a FIFA World Cup match between Brazil and Sweden. Four tickets were available, but only three people had committed to attending. Finding a fourth person should have been easy—especially since the ticket was completely free.

Surprisingly, no one wanted it.

While millions of people around the world would gladly pay thousands of dollars to attend a World Cup match, soccer simply was not very popular in that part of the United States at the time. In the end, the extra ticket had to be sold outside the stadium.

The lesson is simple.

People do not automatically want something because it is inexpensive—or even free. They choose experiences that genuinely interest and excite them.

The same principle applies to faculty-led study abroad programs. A destination may be affordable, academically rich, and logistically straightforward, but if students are not excited about traveling there, recruitment will likely be an uphill battle. Conversely, a destination with strong student appeal can often justify a slightly higher price.

As you evaluate potential locations, strive to find the "sweet spot"—a destination that is academically meaningful, financially accessible, and compelling enough that students can easily picture themselves saying, "I want to go there."

Keep Programs Short
Program length is one of the most significant drivers of overall cost. The shorter the program, the lower the cost. For example, spring break programs typically run about 7 days, while summer programs often last 10–14 days. Even reducing a program by just one or two days can noticeably impact the final student price.

In many cases, a shorter, well-designed program is not only more affordable but also easier to recruit for and more accessible to students.

Limit the Number of Cities
One of the quickest ways to reduce the cost of a Faculty-Led Study Abroad (FLSA) program is surprisingly simple: limit the number of cities you visit.

It is easy to fall into the mindset that if students are traveling halfway around the world, they should "see everything." Unfortunately, every additional city comes with a price tag. Transportation, hotel changes, luggage transfers, check-in and check-out times, and the countless logistical details involved in moving an entire group quickly add both expense and complexity. Before long, those extra stops can increase the program fee by hundreds—or even thousands—of dollars per student.

One faculty member, for example, designed an ambitious program to Greece that included four different cities. On paper, the itinerary looked incredible. In reality, the constant movement drove the program cost to nearly $5,000. Despite the thoughtfully designed itinerary, the program never attracted enough students to run.

Sometimes, less really is more.

Many of the most successful faculty-led programs are intentionally built around a single city or region. Limiting the number of locations immediately reduces transportation costs, minimizes hotel changes, and eliminates many of the hidden expenses that quietly inflate a program budget. The savings can then be passed on to students, making the program more affordable and, ultimately, easier to recruit for.

There is another benefit as well. Rather than racing from one destination to the next, students have the opportunity to slow down, become familiar with their surroundings, and engage more deeply with the local culture. Faculty also spend less time coordinating buses, trains, ferries, airports, and hotel check-ins—and more time focusing on teaching and learning.

When planning your itinerary, resist the temptation to design a "Highlights of Europe" bus tour. Your goal is not to check as many cities off a bucket list as possible. Your goal is to create a meaningful academic experience that students can afford.

In most cases, one well-chosen location will not only provide a richer educational experience, but it will also produce a more affordable program—and a much better chance that your program will actually launch.

Avoid “Tourist Itinerary Syndrome”
One of the most common pitfalls among new faculty leaders is trying to do too much—packing the itinerary with constant excursions, tightly scheduled days, and an overload of attractions. It can resemble the parent who overcompensates by buying everything for their child, when in reality, the child just wants time and connection.

What makes a faculty-led study abroad program truly memorable is not the number of sites visited, but the quality of human interaction and cultural immersion. In fact, nine times out of ten, students identify homestays as their most impactful experience abroad—something they may have been hesitant about initially but later describe as the highlight of the trip.

At their core, students are social learners. Meaningful interaction is both powerful and low-cost. If the goal is to reduce expenses, faculty should intentionally design opportunities for engagement rather than constant consumption of tourist activities. For example, partnering with a local university to allow students to sit in on a class within their discipline can be highly effective.

Similarly, structured activities like a scavenger hunt—where students take photos, complete tasks, or collect cultural observations throughout a city—can function like a real-life Amazing Race. These approaches are inexpensive, promote teamwork, deepen cultural understanding, and are often among the most enjoyable parts of the program. There is a reason The Amazing Race has remained successful for 38 seasons: people remember experience-driven challenges far more than passive sightseeing.

Enrollment Feasibility - Student Population Target-Minimum and Maximum Numbers

Once the initial structure of a faculty-led study abroad (FLSA) program has been developed, the next major objective is identifying the minimum number of confirmed students needed to make the program financially viable. Confirmed students are those who have submitted a non-refundable deposit in order to secure their place on the program. If the program ultimately does not receive enough participants to run, the deposit would typically be refunded. However, if the program successfully launches and a student later withdraws, the deposit is generally not returned.

When completing the FLSA proposal, faculty will be asked to identify both a minimum and maximum enrollment number for the program. The minimum represents the number of students required for the program to financially break even and operate successfully. Remember that the costs of the faculty need to be interwoven into the program fees (i.e. the students’ program fee pay for the costs of the two faculty). The maximum reflects the number of students the faculty member believes can be reasonably and safely managed while abroad. Historically, programs rarely struggle with reaching the maximum enrollment; therefore, the primary focus during recruitment should be on successfully reaching the minimum threshold.

When designing the program, faculty should make their target student population as broad as possible. The widest recruitment net is typically achieved by attaching the program to a general education (“Gen Ed”) course required across multiple disciplines. If that is not feasible, faculty should consider selecting a course that is central or highly relevant to students within a specific major or academic pathway.

It is also important to remember that, nationally, only a relatively small percentage of college students—approximately 6%—study abroad during their college career. As a result, while initial student interest in a program may appear high, interest alone is not the metric that determines whether a program will run successfully. Faculty must focus on identifying how many interested students are likely to convert into confirmed students by placing a deposit and, ultimately paying the full program fee.

In this sense, establishing a structured payment schedule is essential. Programs require upfront funding in order to secure flights, housing, excursions, transportation, and other reservations. While timelines will vary depending on the requirements of on-site operators and vendors, faculty should anticipate needing to finalize many of these logistical arrangements at least three months prior to departure.

Faculty should also consider whether they are willing to accept students under the age of 18. Historically, the Study Abroad Office has avoided allowing minors to participate on faculty-led programs. However, with the rapid growth of dual enrollment initiatives and programs such as The College Academy @ Broward College, the issue has become more nuanced and difficult to address with a strict yes-or-no policy. In many cases, College Academy students are highly motivated, academically driven, and among the strongest prospects for study abroad participation and recruitment.

If faculty ultimately decide to permit students under the age of 18 to participate, it is critical that parents or legal guardians co-sign all liability waivers, participation agreements, and related documentation required by the institution.

Developing a successful Faculty-Led Study Abroad (FLSA) program is not a project that comes together in just a few weeks—it is a year-long process that requires thoughtful planning, careful coordination, and consistent momentum. Each stage builds upon the previous one, from brainstorming an academic concept to recruiting students, confirming logistics, and preparing for departure. Falling behind on one milestone can create challenges throughout the remainder of the planning process.

The timeline below provides a high-level roadmap of the major phases involved in developing an FLSA program. While every program has its own unique characteristics, the sequence of tasks remains largely the same. Use this roadmap as your planning guide to stay on schedule, anticipate upcoming responsibilities, and ensure that your program is well positioned for a successful launch.

Roadmap

Below is a nice visual to help faculty understand the timeline for FLSA program development.

As can be seen with this visual, faculty should begin:

12-18 months – By Brainstorming, hammering out ideas and finding a partner in crime

9-12 months – Complete the program proposal, due June 1st, seek out pathway approval (Ads/Deans), budgeting, and begin recruiting students

6-8 months – Book group flight and ensure housing and confirm the itinerary and logistics are set

4-5 months – Continue recruiting; however, start locking down students by requiring deposit payments and send out study abroad forms (health, etc…)

3 months – Make payments to airline, third-party providers

2 months – Pre-departure workshops with students and reconfirm everything

Proposal Deadline = June 1st

Developing, recruiting for, and successfully launching a faculty-led study abroad (FLSA) program is a lengthy process that typically takes between 12–18 months from the initial concept to departure. For this reason, faculty should begin planning at least one year in advance of the intended travel date.

In addition to the extensive logistical and academic preparation required, the proposal must move through several levels of institutional approval. Signatures and approvals are generally required from the associate dean and dean within the faculty member’s pathway, the provost, and ultimately the District Board of Trustees (BOT). Given the number of individuals and departments involved, this approval process can take a considerable amount of time.

For this reason, the Study Abroad Office has established an annual proposal submission deadline of June 1st , approximately one full year prior to the anticipated program launch.

The Proposal

The purpose of a faculty-led study abroad program proposal is to determine whether a proposed program is academically justified, financially viable, logistically feasible, and safe enough to receive institutional approval and move forward toward implementation. At its core, the proposal functions as both a planning document and a risk assessment tool. It allows the Study Abroad Office and college administration to evaluate whether the program aligns with the institution’s academic mission and whether the faculty member has adequately considered the many responsibilities involved in taking students abroad.

The proposal process is also designed to encourage faculty to begin structural planning early so that, once approved, the majority of their efforts can be focused on recruitment and student preparation rather than scrambling to resolve logistical issues. In many ways, the proposal acts as a blueprint for the program and helps faculty think through critical areas such as budgeting, travel logistics, safety concerns, learning outcomes, and student management before recruitment officially begins.

Additionally, the proposal review process provides faculty with a valuable “second pair of eyes” on the program. The Study Abroad Office and administrators reviewing the proposal can often identify potential problems, risks, or logistical challenges that the faculty member may not have initially considered.

For example, one faculty member submitted a proposal for a program in Colombia; however, at the time, Colombia was listed as a Level 3 country under the U.S. Department of State Travel Advisories. As a result, the proposal could not be approved. Fortunately, because the issue was identified early in the process, there was still sufficient time for the faculty member to adjust the destination and resubmit the proposal for approval.

The proposal itself is pretty self-explanatory and does not usually need any clarification; however, should faculty have any questions or concerns, they can send their questions to the Coordinator Study Abroad, Ian B. Keil at ikeil@broward.edu.

The FLSA proposal can be found online at the following link. However, a PDF version is also available upon request at ikeil@broward.edu.

Before you begin building your Faculty-Led Study Abroad (FLSA) program, there are several important Broward College requirements that need to be understood and incorporated into your planning from the very beginning. These rules are designed to protect students and faculty, simplify program logistics, and ensure that every FLSA program has the appropriate level of support and oversight. From selecting an eligible destination and having two faculty leaders to requiring group flights and accounting for the full cost of faculty participation, these requirements can significantly influence how your program is designed and budgeted. Understanding these rules early will save you time, prevent costly changes later, and help ensure that your program is eligible for approval.

Importance of Travel Advisories – The Rule of 1 or 2

When planning your FLSA program, the very first thing you need to determine is whether your destination country is currently designated as a Level 1 or Level 2 under the U.S. Department of State's Travel Advisory system. The State Department maintains travel advisories for every country in the world to help inform American citizens about potential safety risks and recommended precautions when traveling abroad.

The advisories use a simple Level 1 through Level 4 system, along with color coding, to communicate the overall level of risk associated with each destination. Understanding these advisory levels is an essential first step. The four advisory levels are explained below:

1. Blue: This is the lowest advisory level for safety risks.
2. Yellow: Tells U.S. citizens to be aware of increased risks to safety and security
3. Orange: Asks that travel be reconsider in this destination due to serious risks of safety and security
4. Red: This is the highest advisory level and describes the risk in country as life-threatening

Broward College will only approve Faculty-Led Study Abroad (FLSA) programs in countries designated as Level 1 (blue) or Level 2 (yellow) under the U.S. Department of State Travel Advisory system for reasons of global travel safety.

Countries designated as Level 3 or Level 4 under this system will NOT be considered for approval.

Faculty are therefore encouraged to verify the current advisory level of their proposed destination country before beginning program planning.

The Rule of Two:

While this may sound a little like a Sith philosophy, there is a reason for our madness.

One of the most underestimated aspects of leading a faculty-led study abroad program is realizing that, once abroad, you are no longer functioning solely as a professor — you are simultaneously an educator, administrator, mentor, crisis manager, counselor, and, at times, first responder.

International travel environments are dynamic and unpredictable, and situations can change very quickly. A single unexpected incident can immediately divide your attention in ways that compromise both student safety and program management.

Imagine leading a group through Florence when one student suddenly collapses from heat exhaustion and needs urgent medical care. Someone must accompany that student to the clinic, communicate with medical staff, contact emergency contacts, manage insurance documentation, and provide emotional reassurance. At the exact same time, the remainder of the group still needs supervision, transportation coordination, guidance, and support. Without a second faculty member, you are forced into an impossible position: choosing between the immediate needs of one student and the responsibility you still hold for every other student in the program.

Having two faculty leaders creates a critical layer of stability, flexibility, and safety that allows the program to continue functioning effectively even when challenges arise. Beyond emergencies, it also reduces faculty burnout, improves student oversight, and creates a stronger overall support system for everyone involved.

For these reasons, all BC FLSA programs must have TWO faculty members in order to be considered for approval.

Group Flights are Required

One of the key elements of a successful faculty-led study abroad program is creating a safe, organized, and connected experience from the very beginning. For this reason, faculty-led programs require students to travel together on a designated group flight, and the cost of this flight must be included within the overall program fee. While allowing students to arrange their own independent flights may appear to offer greater flexibility, it can create significant challenges for both the faculty leader and the students.

There are several reasons why the group flight requirement is an important component of the program:

• Simplifying Logistics and Reducing Travel Challenges
  International travel can be unpredictable. Flights may be delayed, rerouted, or canceled, and managing multiple individual itineraries can quickly become a nightmare. When students travel on different flights, the faculty leader may need to manage multiple arrival times and unexpected issues, creating chaos before the program even begins. A group flight allows everyone to arrive together and ensures that transportation, check-in, and program logistics can run smoothly.
• Providing Students with Support During Their First International Travel Experience
  For many students, a faculty-led study abroad program may be their first experience traveling internationally. Arriving alone in another country can be overwhelming, especially when navigating immigration, transportation, language barriers, and unfamiliar surroundings. A group arrival ensures students have immediate support from their faculty leader and classmates, creating a smoother transition into the program.
• Building Group Cohesion and a Shared Experience
  The study abroad experience begins the moment students leave campus. Traveling together helps establish relationships, build trust, and create a sense of community among participants. These early shared experiences help strengthen group dynamics and contribute to a more successful program once abroad.

Ultimately, the group flight requirement is designed to support both faculty and students. By traveling together, the group begins the experience as a team and ends as a team!

Students Pay for Faculty Participation

Ok, this might not fit into the rule category specifically, but it is something that must be factored in when establishing the program fee. When developing your program budget, it’s important to understand a key principle: students ultimately cover the cost of faculty participation in the program.

Broward College pays faculty to teach the academic course itself. However, all additional costs associated with leading the program—including flights, accommodations, meals, excursions, and other on-site expenses—must be built into the overall program fee charged to students.

In other words, the cost of faculty participation is shared across the student group as part of the total program expense.

For this reason, when constructing your budget, be sure to include all faculty-related travel and program costs upfront and distribute them appropriately within the per-student program fee.