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SPRING BREAK EXTENSION MODEL

     STRENGTHS
  • Gets students abroad
  • Focused
  • Short term
  • Field experience
  • Continuity of content
  • Integration
  • Cost effective
  • Tailored to student needs (individualized)
  • Produces ‘marketeers’
  • Attracts diversity (fits CC model for non-traditional students)
  • Students integrated directly/immediately back into community; talk to peers
  • Synergistic
  • Seed program for future SA
  • Opportunity for follow-up
  • Extended pre-departure occurs within class discussions
     WEAKNESSES
  • Too focused 
  • Spring break ‘syndrome’ (competition)
  • Too short; not enough time to acclimate to new culture
  • Coordination with consortium schools; accountability 
  • Not enough time for field experiences
  • Students need certain characteristics to succeed; motivation, self-discipline, maturity 
  • Spring break scheduling logistics within consortium 
  • Administrative support; labor intensive 
  • What happens when programs are over-enrolled/under-enrolled 
  • Faculty covering classes 
  • Host institution schedules
     OPPORTUNITIES
  • Technology enhances flexibility
  • Collaboration between institutions 
  • Continuity from classroom to field experience 
  • Appeal to non-traditional students 
  • Gateway to global education 
  • Life long learning 
  • Antidote to ‘ugly American’ 
  • International recruiting; both students and faculty
  • Retention of students/faculty
  • Diversifying our students 
  • Off season prices 
  • Opportunity to think ‘outside of the box’ 
  • Opportunity to institutionalize study abroad
  • Cultural calendar
  • Encourage faculty to embrace study abroad 
  • Working with faculty from consortium institutions
  • Antidote for instructor burnout 
  • Faculty development opportunity
     THREATS
  • Lack of administrative support for promotion, counseling, scheduling, etc.
  • Political instability/volatility in destination country 
  • Psychologically unstable students/faculty
  • Lack of alternatives if student is unable to go abroad
  • Stereotype that programs are non-academic 
  • Anti-international attitude
  • Instructor burnout
  • Lack of reward for faculty service
  • Getting faculty on board 
  • Collaborative demands; synergy will be difficult




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