Academic Development

Academic Development

One of the most significant developments in education abroad today is the dramatic rise in the number of short-term, faculty-led programs being offered. Delivering an academic course within the context of an international program is quite different than doing so in the residential sense. It requires familiarity with the host culture and willingness on part of the professor to incorporate aspects of the host culture and student experiences as focus of the academic experience. It is beyond the scope of this toolkit to offer tools for discipline-specific learning. Rather, academic development is broadly understood in relation to two interrelated domains: academic self-concept and academic self-efficacy. Each is briefly explained below and is followed by objectives that can be written into course syllabi. Each objective is paired with corresponding tools.

Academic Self-Concept

Perceptions of one’s own academic abilities. Incorporates both cognitive and affective responses toward the self and is heavily influenced by social comparison.

[View all tools in Academic Self-Concept, or click on an objective below to view the tools associated with that objective]


  1. 1. Students locate and evaluate information and integrate knowledge from a variety of sources and fields.
  2. 2. Students gain knowledge, and exhibit analytical and organizational skills from peer learning and teamwork.

Academic Self-Efficacy

Concerns primarily the extent to which students believe they personally have the capabilities to exert control over their academic environment and their commitment and involvement to course work.

[View all tools in Academic Self-Efficacy, or click on an objective below to view the tools associated with that objective]


  1. 1. Students learn with a sense of purpose and develop self-determination and autonomy by correlating academic goals to their social goals.
  2. 2. Students demonstrate a strong desire to achieve their social and academic goals by fully engaging in activity for the learning outcomes of the activity itself.
  3. 3. Students explore adaptive alternatives when faced with difficulties to achieving their goals.

Mark Beirn


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.

Specialization Areas:

– Global Risk Management
– Education Abroad
– Diversity, Equity, Inclusion in International Education
– Health and Safety
– Curriculum Development


Stephen Appiah-Padi​


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.

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Rosa Almoguera


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.