»Lead a Travel Course

Travel Courses are 1-4 week committments during Interterm or Summer at one or multiple Domestic or International locations. The Center for Global Education will support and guide you through the process and guide students through their application and payments.

Students earn 3-4 Chapman credits.
Faculty determine eligibility, GPA, and class level requirements, if any.
Chapman requires commitment from 10+ paying participants to support the program moving forward. No maximum number.
Self-funded: all costs associated with the program are paid by the participants as a program fee. Cost is based on the number of participants.

Tiffany, FSN 319/519: Exploring the Original Mediterranean Diet, Greece

"Being able to go to Greece with other food science graduate students turned out to be the greatest 12 days of my life. The point of an international experience is to learn about what the locals live and thrive on and there will always be the upside and downside of things and show other countries that the U.S. consists of numerous cultures."

Natalia, REL 333: Religion and Gender in Harry Potter, United Kingdom

"The diverse selection of students in the class especially enriched our discussions on these topics, bringing different perspectives, experiences, and backgrounds to the table. I am very glad I was able to meet and bond with the students prior to departing; it eased my anxieties about not knowing anyone, and, as a result, I felt more comfortable."

Get Ready to Lead a Travel Course

Toggle Section

Review the Faculty-Led Travel Course Handbook to help you plan, prepare, and know what to expect before, during, and after your Travel Course.
Attend a Faculty-Led Travel Course First Steps sessionto introduce new faculty leaders to resources, support, and scope of responsibilities for leading a Travel Course. Learn about the basics and lifecycle of a Travel Course and hear faculty success stories. Ooffered by the Center for Global Education once a semester.
Complete the Faculty-Led Travel Course Planning Worksheet and submit it to the Center for Global Education.
From there you will create a syllabus and itinerary, and a preliminary budget with the Center for Global Education. Once applications open for participant recruitment, a Global Education Advisor will be assigned to manage your applicants. After Travel Course recruitment closes, there will be pre-departure forms and tasks to complete as well as upon return.
Learn more about dates and deadlines from the Travel Course Timeline.

Recommendations to support students of all identities and backgrounds on a Travel Course and create an inclusive learning environment:

Draw students from underrepresented populations that historically are less likely to study abroad such as first-generation, students of color, STEM fields, athletes, lower socio-economic status, and veterans.
Discuss with students and on-site partners potential challenges specific to the destination (LGBTQIA+, disabilities, women, race/ethnicity, etc.).
Support students with disabilities (physical, sensory, learning, etc.) Share your program design with Disability Services for feedback.
How will the Travel Course respect the values, norms, and resources of the host community?
Share with students Center for Global Education diversity, access, and identity resources.

For best practices associated with leading students abroad, please view the Forum on Education Abroad's Standards of Good Practice.
Global Education Scholarshipsto share with students
MIUSA Faculty-Led Study Abroad Programs
Ideas for marketing your Travel Course from Texas Tech University

»Lead a Travel Course

Get Ready to Lead a Travel Course

How to Get Started

Diversity, Equity and Inclusion Considerations

Additional Resources