Short-Term Global Programs
As we invite faculty to apply to lead study abroad programs, we encourage proposals that align with Dickinson's core institutional values, particularly in the areas of sustainability, diversity, equity, inclusion, and belonging (DEIB), and Fair Trade Learning.
From our strategic plan:
“Dickinson has developed an international reputation for our commitment to imbuing our students with an immersive global perspective, a holistic sustainability education, a community orientation and civic skillset, and the ability to think across disciplines and dialogue across differences. Through these interdependent dimensions of a Dickinson education, students are better able to connect their values to their career and civic goals. Our alumni are out in the world building more just, equitable, sustainable and prosperous communities.”
Successful proposals will integrate these priorities in meaningful ways, ensuring that programs:
- Promote DEIB across all elements of the community by creating inclusive learning environments, amplifying diverse perspectives, and engaging with historically marginalized communities.
- Embody Fair Trade Learning by fostering equitable partnerships with host communities, prioritizing reciprocal engagement, and ensuring that all stakeholders benefit from the collaboration.
- Advance Social, Economic, and Environmental Sustainability towards a more just world by incorporating curricular and experiential learning that engages students with global challenges such as climate action, responsible consumption, gender equality, reduced inequalities, and sustainable cities and communities, or other challenges addressed by the UN Sustainable Development Goals (SDG). Proposals should seek to connect students with local efforts to achieve SDG’s fostering a deeper understanding of sustainability as an interconnected global priority.
We encourage faculty to craft proposals that are intentional in their approach to these values, embedding them not only in the program’s content but also in its structure, partnerships, and student engagement strategies. By doing so, we ensure that Dickinson’s global programs are impactful, ethical, and aligned with our broader mission.
We look forward to receiving innovative and mission-driven proposals that inspire students, contributes to our curriculum, and strengthen our global commitments.
Faculty should meet with Center for Global Study Engagement staff between 18-24 months prior to the program date to discuss the program proposal and the process. This lead time is necessary to plan the program, obtain necessary approvals, and recruit students.
Summer Program
Summer programs are one credit stand-alone courses during the summer (typically 4 – 5 weeks) often hosted at current Dickinson Centers abroad.
Globally Integrated Program
Globally Integrated Programs link the study of a global theme or issue in a semester-long course with the opportunity to build on and deepen understanding of the issues through fieldwork or research at a global center or site. The travel portion is typically 7 - 14 days and can occur before the semester begins, at the end of the semester, or during spring break.
Mosaic
Global Mosaics are intensive, interdisciplinary (semester-long) research programs designed around ethnographic fieldwork and immersion in domestic and global communities attached to 3-4 courses throughout a semester. Their objective is to encourage students to think reflectively about the diverse world in which they live as they engage in collaborative work with local, transnational and international communities. Global Mosaics provide opportunities for students to apply what they are learning in the classroom—both theoretically and methodologically—to the world beyond and to bring their experiences in the world back into the classroom. Mosaics run over a whole semester. The travel portion is typically 7 - 21 days.
Mini-Mosaic
Mini-Mosaics are intensive, interdisciplinary research courses designed around ethnographic fieldwork and immersion in domestic and global communities. Their objective is to encourage students to think reflectively about the diverse world in which they live as they engage in collaborative work with local, transnational and international communities. Global Mosaics provide opportunities for students to apply what they are learning in the classroom—both theoretically and methodologically—to the world beyond and to bring their experiences in the world back into the classroom. The travel portion is typically 7 - 14 days and may take place before, during, or after the semester.