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Office of International Programs
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New Faculty Programs

Whether you are a study abroad veteran, or this is the first study abroad program you are crafting, the Office of International Programs (OIP) is here to help! Explore this page to understand the process, resources, and policies of creating a new study abroad experience for your students at Seton Hall:

Global Chats: Are you a Seton Hall faculty or administrator that wants to learn more about study abroad at Seton Hall or has a new study abroad idea you'd like OIP's take on? Then sign up for a Global Chat, in-person conversations over a complimentary beverage of your choice! All chats meet in the Office of International Programs: Jubilee Hall, Room 232. Click here to sign up for a Morning or Aperitivo Chat. These conversations can be one-on-one or involve up to three other Seton Hall faculty or administrators that you invite. If you are a faculty, we also recommend you consider joining the Virtual Abroad Workshop for even more insight as you build a new program, in collaboration with the Center for Faculty Development.

Quick Question? Faculty and administrators, email [email protected] for any question you might have about building a new study abroad experience at Seton Hall.

Translate Your Passion

It Starts With You: Global travel becomes even more rewarding when you apply your unique interests abroad and create an experience for your students that reflects your passions. Regardless of the destination, don’t just follow the typical tourist itinerary but carve out your own special slice of study abroad that delves into what makes you excited. Students studying abroad feed off the energy of the faculty leading the program so as you consider which location or format to consider, reflect on your passions (academic or otherwise) and apply them to a study abroad destination.

Questions to Consider: Think about your own knowledge base and what country would make you most comfortable to operate in. How proficient are in you in the local language and how much does that matter in leading the program? What is your prior experience in a particular country, and do you have a professional or personal connection on-the-ground that might add an immersive experience for your students?

Meaningful Travel: Studying abroad should not be seen as an extension of tourism even though some travel companies market it as such. Rather understand study abroad not as a travel checklist but a means for your students to sincerely connect and learn from local communities on a global scale. In this way, you are not merely passing through a destination but genuinely engaging with it. When building out your program, think about the meaning behind each possible excursion and how it connects not only with your own passions but the larger academic experience.

Proposal Process

New proposals from faculty who are full-time employees of Seton Hall for 2024 programs will be accepted through Monday, April 1, 2024. All new proposals must be approved by the faculty's Department Chairperson, Dean and the Provost Office (in that order) to be considered as an approved Faculty Led Program. If a faculty proposes a program outside of their home department, that other Department's Chairperson and Dean (if it is outside their home School or College) must approve as well.

Faculty Learning Community: Have questions or want to understand the tricks of the trade to develop the best possible program? Click here to learn more about the Study Abroad Faculty Learning Community and how it can be a valuable resource.

New FLP Proposal Form: When you are ready to submit your proposal (after reading through the New FLP Proposal Instructions above), click here to access the online proposal form. The proposal window will be open from December 1, 2022 until April 1, 2024 for faculty who are full-time employees of Seton Hall.

What Happens After Your Proposal is Submitted:

  • Once you submit your proposal, the Office of International Programs will review the information to make sure there are no apparent errors or typos and will reach out to the faculty applicant if any appear.
  • After this, OIP will send your submission with attached documents onto your Chair and then your Dean before final Provost’s Office approval.
  • Approvals by Chairs and Deans will occur by June 1 and Provost’s Office Approvals will occur by July 1.
  • While this approval process unfolds, the OIP will be working on setting up your very own FLP webpage within the OIP website and detailing next steps including vendor bookings as well as the FLP Launch Form.
  • Once approvals are received from your Chair, Dean and the Provost’s Office you will be notified and the OIP will reach out to for you to complete the FLP Launch Form which includes finalized program information ahead of your program going live (starting August 1 for all new, fully approved FLPs).

Spring Embedded Programs

Spring Embedded Programs are academic courses that take place over the Spring semester with a special international experience, either in the May or Spring Break travel period, woven into the traditional class-based setting. Undergraduate students studying abroad with a Spring Embedded Program (Spring Break or May Embedded) pay their typical semester tuition with no additional Seton Hall tuition cost as long their Spring semester course load is 18 credits or less. Please keep the following advantages and considerations in mind if you are considering creating a Spring Break or May Embedded program.

Spring Break Advantages:

  • Travel to most destinations during Spring Break is less expensive than traveling during the high tourist season which begins in May and continues through summer.
  • Courses can have both pre-departure and post-return class sessions. This means students can reflect on their experiences together after they return as a class.
  • The weather might work to your advantage during Spring Break especially those traveling closer to tropical and arid climates where those same locations in May might be quite hot.

Spring Break Considerations:

  • Travel during Spring Break should only take place within Spring Break meaning that you are generally limited to about 10 days of overseas travel.
  • The weather might not be ideal for those traveling to temperate or subarctic climates during Spring Break where precipitation can be more pronounced, and the weather is colder than those same locations would be in May.
  • With less class meetings before your travel than May Embedded programs, your students will have less contact hours and preparation with you before departing than those Spring Embedded Programs leaving after Final Exams.

May Embedded Advantages:

  • Travel during May Embedded is more expansive than Spring Break and programs can go abroad for up to two weeks.
  • Students will have an entire semester of classwork before going abroad with their faculty so the entire class should know each other well and be fully prepared for study abroad.
  • The weather might work to your advantage during May Embedded, especially those to traveling to temperate climates where the weather would be more ideal than Spring Break.

May Embedded Considerations:

  • May Embedded travel can be considered part of the Spring semester if it follows a course that meet regularly throughout the Spring semester and if all required academic components of the course are completed before the start of Summer I. May Embedded travel can start the day after the last day of Final Exams.
  • May Embedded travel can fly back or participate in other activities (group dinners etc.) not required to receive a grade after the start of Summer I.
  • Seniors in May Embedded programs will have their graduation delayed until August.
  • Travel to most destinations during May Embedded will likely be more expensive than traveling during Spring Break as late-May is the beginning of the high tourist season for much of the world.
  • There is little to no time available for post-program class sessions in May Embedded programs since after a course returns from abroad, Summer Session 1 is immediately afterwards, and all course content must be concluded by then.
  • The weather in May might not be ideal for those traveling to tropical and arid climates where it might be quite hot compared to travel over Spring Break.

Summer Abroad Programs

Summer Abroad Programs involve traditional class-based and experiential learning in international settings. These programs can take place during the Intersessions or across Summer Sessions 1, 2 or 3. Please keep the following advantages and considerations in mind if you are considering creating a Summer Abroad Program.


  • Faculty should consider a Summer Abroad Program if they wish to create an experience that lasts more than 2 weeks abroad (which is not possible through Spring Embedded Programs).
  • The length of summer allows for greater cultural immersion, which is why language courses (among other offerings) find this format advantageous.
  • Faculty can also create a program that involves more than one course abroad during the summer since there is sufficient availability for potential instruction hours that does not exist in the Spring Embedded Program format.


  • One thing to keep in mind is that Summer Programs Abroad (like all summer courses at Seton Hall) are not part of flat-rate semester tuition and students will need to pay for individual course credits alongside the program fee.
  • The good news is that students studying abroad with a Summer Abroad Program receive a 25% discount on Seton Hall tuition. If the program is a month long, students receive a 50% discount on Seton Hall tuition. There are also tons of study abroad scholarships students can apply to support their summer journey.

Winter Abroad Programs

Winter Abroad Programs is a new format that involves traditional class-based and experiential learning in international settings over Winter Session which runs during the first two weeks of January (after the New Years but before the start of the Spring Semester).  Please keep the following advantages and considerations in mind if you are considering creating a Winter Abroad Program.


  • Do you want to escape the doldrums of winter? Why not design a study abroad program to the southern hemisphere and have your students experience an Argentinian or South African summer in the middle of January.
  • January is generally the low point of international travel for many destinations around the world which means you and your students will generally not experience large crowds which translates to less expensive travel costs for all.


  • One thing to keep in mind is that Winter Programs Abroad (like all winter session courses at Seton Hall) are not part of flat-rate semester tuition and students will need to pay for individual course credits alongside the program fee.
  • January in the northern hemisphere, especially in temperate and climates can get rather cold, so keep that in mind as you plan excursions (especially those that take place outdoors).

Faculty Learning Community

To accompany submissions for new FLPs, OIP in collaboration with the Center for Faculty Development invites faculty who are interesting in proposing new programs to join the optional Study Abroad Faculty Learning Community. Each workshop will cover: Study Abroad Fundamentals, Building Your Itinerary, Study Abroad Budgeting, Globalizing Your Curriculum and Web/Digital Content. Everything you'll need to know to build a brand new study abroad program!

Click here to sign up for the virtual workshop that best fits your schedule. If you want to have a one-on-one in-person conversation about the new faculty program you are thinking about building, feel free to sign up for a Global Chat (morning or aperitivo options available).

Reminder: The faculty's Department Chairperson should be notified by the faculty of their intent to join these workshops so that they can start working together in developing a new Faculty Led Program. Faculty do not need to join these workshops in order to submit a New Program Proposal but these sessions can be helpful in providing resources as a new study abroad idea gets shaped.

Globalizing Your Curriculum

Course Selection: When selecting which course would work well with a study abroad offering, consider the audience. Courses that have several prerequisites could limit potential enrollment in certain cases. Also consider if the course attracts students outside of your department. Some of the most successful Faculty Led Programs are both major-specific but also accessible enough that students outside of your department could take the course as a School and College requirement or possibly an elective.

Case Studies: When developing your study abroad proposal it is very important to think about how course content and reading materials should illuminate your student’s study abroad journey. Beyond the existing text for your class, you should consider adding supplementary content that provides context to the destination your students are exploring. Perhaps include a few scholarly articles that bridge the content of your established texts with the how those course themes are being applied on-the-ground in your destination country. If you have a local guide or content expert on-the-ground who is going to be exploring a particular aspect of the destination, make sure that content is covered ahead of the travel. Therefore, at the destination, your guides will not be relaying on basic content as they would for a typical tour group but delving deeper in the academic areas you've already covered so far during the term. 

Assignments: This is your opportunity to think creatively about how course requirements could be adopted to a global environment. For example, instead of in-class PowerPoint presentations perhaps each student could be assigned an abroad site where they present to their fellow students on-the-ground in your destination country. In this way, your students are not just following around a tour guide or learning from the professor but learning from each other as the guides themselves. Other faculty in the past have led symposiums or discussions in scenic, outdoor locations abroad which truly makes the destination your classroom. Finally, think about having a reflective component that allows students to critically assess their study abroad experience through journaling or a field report. The possibilities are endless! Join the Study Abroad Faculty Learning Community for ideas to bring back to your department.

Class Discussion: Given the interactive nature of study abroad, students will not only be sitting in class next to each other but traveling with each other during a portion or the entirety of the course. To prepare students for this experience it is strongly suggested that faculty interweave ice-breakers and destination-based discussions throughout the course. This is especially important for Spring Embedded Programs where students will have a much more fulfilling travel experience if they feel known to their fellow classmates ahead of their international travel. If you know the local guides or content experts that will be leading students in your destination, perhaps have your students meet them briefly over video chat during a pre-departure class so that connections are made before they arrive abroad. 

Building Your Itinerary

Immersion Mindset: When you have chosen a destination country the next step is to consider where in that country you want to be based. While many travel itineraries try to see as many regions and cities as possible it is worth considering exploring one region within a country for your students to fully understand the layers of place. Most tourism today is what is referred to as horizontal travel where a group skips from site to site while not delving into deeper. Consider instead having a vertical travel approach where your students get to immerse themselves in a particular city or region and come to fully understand its many layers that the typical visitor would not be exposed to.

Excursions and Guides: Each excursion should tell a story and connect with the learning objectives of the course connected with the Faculty Led Program. When thinking through the experiential learning elements in your program you should also consider how the excursion will be structured. Will you be leading each outing yourself or will a partner on-the-ground be assisting you? How much does student participation play a role? How will transportation work on-the-ground? Finally, and most importantly, consider how much pre-arrival knowledge accumulation the students will have before arriving at an excursion. If students have a background knowledge on the site, perhaps a tour guide might be unnecessary as they might only provide surface level knowledge and students can have deeper conversations about what they are experiencing through the pre-arrival research they’ve done. On the other hand, certain excursion can very much be illuminated by a local guide who can give insiders knowledge that goes beyond tourist-level facts. When working with a local guide, make sure they know the level of knowledge the students are arriving with and that this is a study abroad experience, not a tourist visit. Many museums and sites around the world allow faculty to act as local guides for their students since study abroad is an academic and not a tourist experience. Students really connect with faculty that lead at least a portion of their own excursions.

Service Learning: Including a service-learning component in your program not only connects to our University mission but also allows your students to sincerely engage with local populations that a tourist would never have the ability to do. For ideas and information on incorporating Service Learning into your program both on campus and abroad, reach out to the Center for Community Research and Engagement.

Meals: There are a range of approaches to how many meals to provide students on a study abroad program. At the very least, we recommend at least having a welcome and farewell meal for your students as well as a couple mid-program meals to build comradery and educate all participants on local cuisine and culture. On the other hand, including almost every meal to your students not only brings up the cost of the program but might hamper students from building crucial skills in intercultural competence by navigating the local food scene on their own. Think through what type of program you want to provide and what balance you want to strike between included meals and on-your-own dining.

Free Time: A healthy amount of free time on any program allows for students and faculty to decompress and reflect as the journey unfolds. Free time is not just for relaxation but can be a tremendous confidence builder that allows students to navigate the local culture on their own in manageable periods of time. Overly regimented itineraries may lead to student and faculty fatigue. Make sure you’ve placed enough free time into your itinerary to keep you and your students from becoming too worn out.

Vendors and Budgeting

It is never too early for faculty to consider the structure, vendors and costs of their Faculty Led Program. Please read to following to understand all the questions, resources and guidelines involved in the study abroad budgeting process.

Questions to Consider:

  • Do you want the program fee include roundtrip flights for all participating students?
    • FYI: Most Spring Embedded Programs include roundtrip flights as part of the program fee since students are generally leaving and returning to campus together while most Summer and Winter Abroad Programs don't include roundtrip flights since students are generally leaving and returning from various locations around the U.S. 
  • How many meals do you wish to provide for your students and does any housing or excursions include meals in its package?
  • How many of the excursions can you lead without a tour guide and when is a tour guide necessary or mandatory with a particular site?
  • What type of local transit is best to navigate your host location while keeping costs in check? Is public transit a safe and reliable option in your destination?
  • Are there student or education discounts for certain sites (such as museums) you wish to include in your excursions?

Faculty Led Program Budget
A Faculty Led Program Budget includes the approximate budgeted cost (in U.S. Dollars) per student (based on the program's minimum number for enrollment). The following budget items should be considered but depend on the type of program being offered (with the exception of GeoBlue Health Insurance which should be built into every budget):

  • Roundtrip Group Flights
  • Student Housing
  • Excursions (including the cost of Tour Guides/Honoraria/Tips)
  • Group Meals
  • Local Transit (examples: public transit, regional train tickets or private bus services)
  • GeoBlue Health Insurance (Medical and Evacuation - $3.00 per day per individual up to 74 years old)
  • Faculty Costs (the total faculty costs of flight, housing, excursions, group meals, local transit and GeoBlue health insurance, divided by student enrollment minimum)
  • Contingency - It is strongly recommended that every FLP budget includes a contingency of at least 10% to take into account unexpected additional pre-departure or on-the-ground costs. 

Travel Vendor Guidelines: Faculty Leaders must use a minimum of 2-bid process to select a vendor. You will submit your vendors and bids using the FLP Launch Form for OIP to review. Please keep in mind the following requirements: 

  • All vendors must accept payment by check or ACH-Wire Transfer (Purchase Order’s preferred for international payments), not credit cards or cash advances.  
  • If a vendor requires a deposit, it must be at most $500 per participant (to match OIP’s confirmation deposit) and no vendor deposit may require payment less than a month after the student's confirmation (deposit) deadline of their respective program which is November 1 for Spring Embedded or February 1 for Summer Abroad.
  • Faculty must structure the program to align with vendor’s requirements and Seton Hall’s payment schedule.  
  • All Vendors must produce a W-9 if they are a domestic vendor or a W-8BEN-E if they are an international vendor.
  • All Vendors must have General Liability Insurance.
  • No vendor's final balance may require payment less than a month after the student's final payment deadline of their respective program which is January 6 for Spring Embedded or April 1 for Summer Abroad.

All Faculty must select from the following pre-approved vendors*. For an up-to-date list of these pre-approved vendors please email [email protected].

*Important: Faculty may propose another site-specific vendor if there is a unique and legitimate need for their services that the pre-approved providers cannot provide. If that is the case, the Office of the Provost and OIP in coordination with the Division of Finance will review the site-specific vendor to ensure it follows the University's payment rules and schedule before proceeding. 

Vendor Payments: Payments to vendors are managed by your School or College coordination with the University’s Finance Team. Although the Office of International Programs, in coordination with the Office of the Bursar manages the collection of student program fees (via TouchNet), OIP  does not manage payments to vendors. Please reach out to your school or college’s finance point-of-contact in your respective Dean’s Office for more information on how to proceed with vendor payments. 

Web and Digital Content

Each Faculty Led Program has their own dedicated webpage that will be live year-round and linked from the Spring Embedded Programs, Winter Abroad Programs or Summer Abroad Programs pages. The following will be asked as part of the new Faculty Led Program Submission Form.

  • Program Name: This might not be the same as the title of a course and should demonstrate the uniqueness of the program
  • Program Headline: This engaging, short one sentence program description will be included on your dedicated program webpage, flyers, social media postings and other marketing materials.
  • Program Overview: This engaging two to three paragraph program overview will be included on your program's webpage. It should be no more than 300 words and encapsulate the unique content and advantages of the program. It should not read like a course syllabus. Feel free to include any links that connect to other relevant Seton Hall websites or videos.
  • Faculty Biography: These five to eight sentence faculty biography will be included your program's webpage and other marketing materials. It should not be copied over word-for-word from your Seton Hall profile but relate specifically to the study abroad program, your expertise in the destination country and your passion for the international course content.
  • Faculty Photo: This faculty photo will be included on your dedicated program webpage and online marketing materials. It can be your Seton Hall faculty photo or better yet, a picture of you in the program's destination country.
  • Student Testimonials: You may include up to two student testimonials (150 words each) that attest to the impact of your program. Each testimonial quote should be followed by the student's first name and degree program.
  • Cover Photos: Think about a cover photo that will run along the top of your dedicated program webpage which encapsulates the experience.

If a faculty wishes to change any of this content after their program page goes live they can do so by sending their edits to [email protected] for the OIP team to update.