Kelly N Plazibat



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Faculty who lead education abroad programs are experts in their academic field, but may or may not feel as equipped to handle the additional responsibilities that come with leading a study abroad program apart from teaching their course content. This is a qualitative research study examining faculty perceptions of their own preparedness prior to leading college students on short-term education abroad programs. Through interviews with faculty members from various departments at the University of Dayton, they were asked to reflect on their experiences with the following: Managing student crisis, conflict and concerns; facilitating intercultural dialogue and reflection; and takeaways from pre-departure trainings facilitated by the Office of Education Abroad prior to leading students on programs abroad. My interpretation of the data suggests faculty overall felt prepared due to previous life experiences both inside and outside the experience of being a university faculty member, but that many education abroad programs seem to present unforeseen emergencies or situations that one could not possibly have anticipated or prepared for prior to departure.

Publication Date


Project Designation

Graduate Research

Primary Advisor

Graham F. Hunter

Primary Advisor's Department

Counselor Education


Stander Symposium project, student affairs, School of Education and Health Sciences

Faculty Perceptions of Preparedness in Leading Short-Term Education Abroad Programs