Lead a Travel Course | Chapman University
Source: https://www.chapman.edu/academics/undergraduate/study-abroad/faculty/lead-a-travel-course.aspx
Archived: 2026-04-23 17:20
Lead a Travel Course | Chapman University
Skip to main content
Skip over carousel to next section
Off
Study Abroad
Lead a Travel Course
Academics
Office of the Provost
Academic Calendar
Degrees & Programs
Schools and Colleges
Undergraduate Academics
Graduate Education
Course Catalogs
Libraries
Academic Freedom
Academic Integrity
Learning at Chapman
Undergraduate
Undergraduate Academics
Degree & Graduation Requirements
Changing Your Academic Pathway
Undergraduate Advising
Study Abroad
Undeclared/Exploratory Students
Pre-Health Professions Office
University Honors Program
Aims of Education
Phi Beta Kappa
Contact Us
Entrepreneurship Opportunities
Study Abroad
Connect and Get Started
Explore Programs
Find Your Study Abroad Advisor
Scholarships and Funding
Events
Health and Safety
Parents and Families
Faculty
Faculty
Faculty Resources
Lead a Travel Course
Follow
»
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
How to Get Started
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 session
to 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. O
offered 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
.
Diversity, Equity and Inclusion Considerations
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
.
Additional Resources
For best practices associated with leading students abroad, please view the Forum
on Education Abroad's
Standards of Good Practice
.
Global Education Scholarships
to share with students
MIUSA
Faculty-Led Study Abroad Programs
Ideas for marketing your Travel Course from
Texas Tech University
Faculty
Faculty Resources
Lead a Travel Course
Back to top
Back to top
©
Skip to main content
Skip over carousel to next section
Off
Study Abroad
Lead a Travel Course
Academics
Office of the Provost
Academic Calendar
Degrees & Programs
Schools and Colleges
Undergraduate Academics
Graduate Education
Course Catalogs
Libraries
Academic Freedom
Academic Integrity
Learning at Chapman
Undergraduate
Undergraduate Academics
Degree & Graduation Requirements
Changing Your Academic Pathway
Undergraduate Advising
Study Abroad
Undeclared/Exploratory Students
Pre-Health Professions Office
University Honors Program
Aims of Education
Phi Beta Kappa
Contact Us
Entrepreneurship Opportunities
Study Abroad
Connect and Get Started
Explore Programs
Find Your Study Abroad Advisor
Scholarships and Funding
Events
Health and Safety
Parents and Families
Faculty
Faculty
Faculty Resources
Lead a Travel Course
Follow
»
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
How to Get Started
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 session
to 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. O
offered 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
.
Diversity, Equity and Inclusion Considerations
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
.
Additional Resources
For best practices associated with leading students abroad, please view the Forum
on Education Abroad's
Standards of Good Practice
.
Global Education Scholarships
to share with students
MIUSA
Faculty-Led Study Abroad Programs
Ideas for marketing your Travel Course from
Texas Tech University
Faculty
Faculty Resources
Lead a Travel Course
Back to top
Back to top
©