Invigorate and internationalize any course by integrating experiential learning directly into existing syllabi.
Gateway partners with colleges and universities around the world to enhance residential course offerings by integrating international experiential learning directly into existing curricula. Specifically, Gateway works closely with faculty members to embed virtual experiential programming that essentially “snaps-on” as an enhancement to residentially taught courses.
Faculty members from most any discipline can easily enhance their residential courses by embedding international experiential learning into existing course syllabi. This may include global entrepreneurship projects, international undergraduate research, service-learning, group internships, etc. Faculty members need only select among these modalities and Gateway will do the rest. We handle all arrangements with international host organizations and provide faculty with content needed for course syllabi adaptations, LMS modules, assessment and evaluation, and so on.
This is a powerful and effective way to increase student motivation and engagement in their courses and extend opportunities for them to apply course content in real-world settings. Working in teams assigned to international host organizations around the world, students will be exposed to real-world settings and immediately apply what they are learning in class.
Intercultural enrichment experiences round out this next generation approach. Gateway provides cultural enrichment activities throughout the course to support students as they learn more about the world, explore their cultural assumptions and work collaboratively across cultural international contexts.
The COVID-19 pandemic has had an undeniable impact on education abroad programming. Fortunately, it is still a goal of many institutions around the world to graduate learners who have nuanced understandings of the international dimensions of their chosen disciplines and the intercultural competency skills needed to live and work successfully in a globally interconnected world. And yet, the global shift to virtual and online programming suggests that the nature of education abroad programming as we have known it is shifting and unlikely ever to return to what it once was.
Before the COVID-19 pandemic, higher education was mostly concerned with mobility-based programming that allowed students to earn credit abroad to fulfill home institution degree requirements. In this new era, international mobility is complemented with newly mainstreamed modalities to engage students, including virtual programing. This does not diminish international mobility or lessen its importance but rather adds to the repertoire of strategies and methodologies faculty can leverage to engage a new generation of students in international and intercultural exchange.
Virtual education abroad programming offers a flexible solution to invigorate and internationalize residential instruction and is welcomed by faculty and students who value how the simplicity of virtual programming ties otherwise residential courses to real world learning in new and exciting ways. Collaborative learning and engagement with host organizations around the world elevate course content and engage students in real-world application of course content. The potential result:
Gateway handles all arrangements with international host organizations and appoints a dedicated program coordinator who ensures that delivery is safe and smooth so you can focus on doing what you do best — educating and preparing students for the future.
Let Gateway be your partner for next generation education abroad programming.
Faculty members from most any discipline can easily enhance their residential courses by embedding international experiential learning into existing course syllabi. Currently, Gateway offers the following experiential program modalities:
For example, a business faculty member may opt for global entrepreneurship through which students engage in industry-specific consulting projects. In this case, international host organizations will be asked to present problems for students to solve or new opportunities to explore. Working in teams, students must combine content from the course and their own research to provide recommendations on how the host organization might work to solve the problem at hand or how to approach a new opportunity. All teams can be assigned to a single host organization for consistency or teams could be assigned to different organizations across varying countries or linguistic groups. For example, one team might be assigned to a small non-profit organization in Argentina, another to a public corporation in Germany, and another in a private, mid-size company in Japan. At the end of the course, potentially as a final course project, students share a written report with their respective host organizations through a virtual professional presentation.
Gateway also offers a non-credit, short-term program model focused on Global Entrepreneurship. This program engages students in an intensive, five-day exploration of entrepreneurship facilitated by a well-known educator and a range of entrepreneurs from around the world. Building on a combination of lectures, panel discussions, and daily enrichment exercises, students will be challenged to put theory into practice in collaborative real-world settings.
Using the Google-developed SPRINT method, students will be briefed on a current business challenge presented by a widely recognized global corporation or organization — on par with Starbucks, Uber, KLM, Adidas, HP, or Sony. Over the course of the five days, student teams will employ the SPRINT methodology to breakdown the challenge, ideate, make strategic decisions, prototype, test and ultimately pitch a potential solution to the company. The winning team will be awarded a cash prize to be awarded to a global charity of their choice.
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At no additional cost, Gateway provides students with cultural enrichment opportunities for a more complete international experience. In addition to standard orientation and ongoing support modules, students will be invited to participate in optional real-time opportunities such as virtual city tours, introductory language lessons (as appropriate), guest lectures, etc. Gateway will also provide country-specific materials to engage students in learning more about their host counties, such as book and movie recommendations, recipes, and links to free podcasts and related media.
Costs are covered from both student fees and home school sources, payable to Gateway.
Program fees vary based on requirements, duration, and intensity.
Gateway International Group has made the commitment to allocate 5% of all revenue to support traditionally underrepresented student participation in international learning and engagement. We have designated the Fund for Education Abroad (FEA) as a recipient of funds gathered through Gateway Education Abroad. FEA is a 501(c)3 non-profit organization that provides scholarships and ongoing support to students who are underrepresented in U.S. education abroad.
Gateway stands ready to work with you on providing affordable, cost-effective solutions to meet your education abroad office needs. Contact us today to start the conversation and learn more about our innovative approaches for maintaining and expanding your education abroad capacity.
So that we can connect you with the appropriate Gateway professional, please complete this brief intake form.
Amy Bartnick Blume was a Butler University Chemistry major when she studied abroad at Flinders University in Adelaide, Australia. She pivoted from this initial degree to her international higher education career by making the most of happenstance from study abroad. Over her years in education abroad, Amy worked in student advising, academic affairs, institutional engagement, and recruitment at the Institute for Study Abroad, Butler University (IFSA).
Amy received her Master’s in Public Affairs in Nonprofit Management at Indiana University and during that time worked at the Center for Urban Policy and the Environment. In her positions at IFSA, Amy engaged and connected with hundreds of students and institutions around the world to build partnerships, promote new education abroad models, and match curricular needs.
Traveling in the U.S. and to over 50 countries around the world, allows Amy the chance to constantly use and expand her intercultural learning. Amy has presented on appreciative advising, alumni engagement, and various topics in education abroad at NAFSA and Forum conferences. As an advocate for diversity and inclusion, Amy has supported efforts in the field by volunteering on committees and as a mentor for underrepresented students.
– Education Abroad Recruitment Strategy
– Appreciative Advising
– Partnership and Project Development
– Custom and Virtual Embedded Programs
Dr. Kyle Rausch is an experienced education abroad professional whose work has focused on the oversight of faculty-directed education abroad programs, including the development of program leader training and institutional risk management policies and protocols. Currently serving as the Executive Director of the Study Abroad Office at the University of Illinois at Chicago, Kyle’s experience includes helping institutions build capacity for education abroad, specifically for institutions that serve high numbers of underrepresented students. During his tenure with Arizona State University, Kyle led the faculty-directed programs team to scale programming responsibly, helping move the institution into the top 10 sending institutions as reported by the Institute of International Education. Kyle has also developed institutional risk management policies for international travel, managed the response to emergencies affecting institutional travelers abroad, and taught and led student groups on-site in Europe. Kyle earned a Doctor of Education from ASU with his research focusing on supporting first-generation college students in education abroad. He earned a Master of Science in Higher Education Administration and a Bachelor’s degree in French and International Affairs from Florida State University. Kyle currently serves on the Council for the Forum on Education Abroad and further volunteers by serving on advisory boards for various education abroad organizations.
– EA Risk Management
– Faculty-Directed Programming
– EA Program Development
Catharine Scruggs is an international educator with expertise in developing and implementing educational
programs and processes, managing operational capacities and program delivery through local partners for
both international and U.S. students. She has performed these roles at educational foundations, Kaplan
International, and CIEE where she managed 60 study centers and 300 staff serving 7000 students annually.
She earned a Masters in International Affairs from Columbia University and a Bachelor’s in International
Studies from American University.
– Program development, management & evaluation
– Partnership Management
– Safety & Security
An experienced global researcher and administrator, Mark Beirn brings a critical approach to risk management, factoring structural racism and identity-based violence into his rubric for supporting equitable global mobility.
– Global Risk Management
– Education Abroad
– Diversity, Equity, Inclusion in International Education
– Health and Safety
– Curriculum Development
Stephen Appiah-Padi is an international educator with several years of teaching and administrative experience in both 4 and 2-year HEIs. An experienced global education practitioner-scholar, with a demonstrated history of success in the field.
Dr. Appiah-Padi has a Ph.D. from the University of Alberta, Edmonton, Canada in Educational Policy & Administration with a specialization in International/Intercultural Education.
At Northwestern College, he provided oversight in the administration of education abroad and international student services. In Lansing, Michigan, he first oversaw diversity and intercultural education at Lansing Community College, and later created the Center for International and Intercultural Education (CIIE) which merged intercultural engagement and international education programs of the institution, and he became its first director. Additionally, Dr. Appiah-Padi taught a course, “Diversity in the American Workplace”, to undergraduate management students of the College. In his current position, he provides leadership and vision in advancing strategic internationalization initiatives, including international partnerships and study abroad programs at Bucknell University.
Dr Appiah-Padi has created and facilitated several workshops for faculty and staff development in higher education and in business organizations. He has presented at several national and international conferences. In NAFSA, among several volunteer leadership positions, he has served as Dean of the Fundamentals of Intercultural Communication Workshop, the Leadership Development Committee member, Chair of the Africa Special Interest Group, and a Fellow of the Global Fellowship Program for mentoring emerging leaders of internationalization in African HEIs. He currently serves as a member of the NAFSA Board of Directors.
– Education Abroad
– International education leadership development
– Intercultural education and engagement
– International partnerships and linkages
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Dr. Rosa Almoguera has worked as an international educator for over twenty years. She was trained as a Hispanic Philologist at the Universidad Complutense, in Madrid, and did her M.A. at the University of Pennsylvania. Her Ph.D., from Universidad Complutense included a field study and edition of written balladry “Romancero”. During many years Rosa combined teaching and her role as a senior administrator at the Fundación Ortega-Marañón in Toledo, Spain. At the Foundation, Rosa directed and, in many cases created, programs for the University of Minnesota, Notre Dame, Princeton, Ohio State, Arcadia, and the University of Chicago. She has also been a visiting professor at the University of Minnesota, University of Portland, and Interamericana de Puerto Rico.
Beginning in 2016, Rosa works as an international education consultant for both public and private European and US higher education institutions. Rosa has been successful in developing new partnerships and programs, as well as helping improve already existing ones.
Rosa is a member of Forum and NAFSA and has presented with higher education professionals on innovative academic and research programming, STEM in study abroad and Nationalism in Europe. Rosa is currently completing the final Professional Certification from the Forum on Education Abroad.
– Student services
– Education abroad programming
– Institutional partnerships
– Education and training