How did an English professor, a social work professor, and a communications professor come together at Belmont University to build a high-quality academic program in Sweden? Join us as we explore innovative approaches to faculty-led programs. Faculty and study abroad staff will share best practices, discuss the success of their own initiatives, and cover the potential challenges of organizing programs that support students from different backgrounds. You'll leave the session energized to use the tools provided to create your own successful cross-disciplinary faculty-led program.

1. MOVING BEYOND THE SINGLE-DISCIPLINE FACULTY-LED MODEL:
HOW CAN MUSIC BUSINESS AND SOCIAL WORK STUDENTS GET ALONG?
Drs. Mimi Barnard, Susan Finch, and Nathan Webb, Belmont University
Ms. Jenna Garchar, CIEE

2. Overview
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 About CIEE Faculty-led and Custom Programs & Belmont University’s partnership
 Benefits of cross-disciplinary faculty-led programs
 Case Study: Belmont University
 Best practices for interdisciplinary Study Abroad programs
 Belmont in Sweden program
 Group activity
 Questions

3. Introduction
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 CIEE Faculty-led and Custom Programs
 Average program is in May, between 2-4 weeks long, 15 students + 1 faculty
 Only 6% of CIEE’s faculty-led programs are interdisciplinary!
 Belmont University

4. CIEE FAC and Belmont University
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 Health and Education in London and Dublin
 Music and Chemistry in London and Paris
 History, Psychology, and Writing in Legon
 Nursing and Religion (Poverty, Injustice, and Global Health) in the Dominican Republic
 Japanese & East Asian Ethics and Writing in Tokyo

5. Benefits of cross-disciplinary faculty-led program
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 Increased significant learning through higher critical thinking
 Recognizing bias and embracing ambiguity (Bransford, 2000)
 Stronger problem-solving skills (Repko 2009)
 Student enrollment
 More personalities
 Larger audience and marketing events
 Less expensive
 Funding

6. The Office of Study Abroad at Belmont University
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 Dr. Mimi Barnard, Associate Provost for Interdisciplinary Studies & Global Education
 Collaborations across campus
 The Teaching Center
 Global Education Advisory Committee
 Director of General Education partnership

7. General Education at Belmont
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Belmont University’s General Education Goals
 The importance of life-long intellectual growth and development;
 The importance of moral values and personal commitments;
 The importance of the application of classroom learning to the "real world";
 The importance of extending the boundaries of learning beyond the classroom.

8. Study Abroad Goals
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 Study Abroad Learning Goals:
 To inspire curiosity about the world and an understanding of the global community
 To assist students in cultivating intercultural knowledge and competencies
 To engage with a new culture and reflect on our own place in the world
 To challenge students to critically examine their choices in a global context
 To encourage social responsibility and the role of the traveler, visitor, and pilgrims

9. Third Year Writing & Junior Cornerstone Goals
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 Third Year Writing
 Refine your ability to move efficiently and effectively through the writing process.
 Develop your ability to choose among different methods of scholarly inquiry.
 Develop your understanding of concepts addressed in the First-Year Seminar.
 Cultivate your research skills beyond the fundamental level addressed in First Year Writing.
 Junior Cornerstone
 Understand the relevance of a discipline by addressing a current issue/problem.
 Gain experience working as a team and gain appreciation for collaboration.
 Sharpen research and writing skills through an encounter with a discipline.
 Be more effective communicators through the presentation of findings.

10. BELMONT IN SWEDEN

11. Collaboration & Structure: Before, During, and After Sweden
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 Pre-trip learning activities
 Learning activities during the trip
 Learning activities after our return

12. Successes
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 As a faculty, we recognized what went well on our trip:
 Drama-free trip
 Introduced students to experiences outside their comfort zones
 Curriculum fit well

13. Lessons Learned
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 As a faculty, we recognized some areas for improvement:
 Organized classroom reflection
 Balancing free time with planned activities
 Evaluating how activities fit with curriculum and trip goals
 Prepping students more thoroughly for each individual activity

14. GROUP ACTIVITY

15. Examples of Other Interdisciplinary Programs
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 Culture, Media, and Social Movements in Dakar
 Public Health and Economics in Havana
 Tourism, Music, Anthropology, and History in Barcelona
 Philosophy, English, and History as it relates to Sustainability in Berlin
 Video Production, Public Relations, and Communications in Prague

16. QUESTIONS?

17. THANK
YOU