Have you ever considered leading a Learning Abroad program? The three seasoned Learning Abroad leaders below think this should be the year you take the leap. Their reasons range from practical to profound.
Read on to understand why leading a Learning Abroad experience may be just what you need to add to your CV. Then, be sure to sign up to participate in the Faculty Fellows program—a new offering developed by the Learning Abroad office to guide faculty through the development of new international experiences.
About our experts:
Timothy “Tim” P. Cannon, MA is Associate Instructor of Spanish for the Department of World Languages and Cultures at The University of Utah. He is the Assistant Director of the very popular Learning Abroad Program to Oviedo, Spain. Tim loves all that has to do with travel, architecture, photography, a good conversation and the wonders of the world.
Jennifer Coombs, PA-C, PhD enjoys sharing her passion for rural and underserved healthcare. A Physician Assistant (PA) for 26 years, Coombs is an Associate Professor in the Department of Family and Preventive Medicine Division of Physician Assistant Education and Sciences. She has participated in Guatemala and Nepal International Electives for PA students at the U for many years.
Richard Ingebretsen, PhD, MD is a clinical instructor of medicine at the University of Utah School of Medicine and a professor in the Department of Physics & Astronomy. He is also an attending emergency room physician and practices internal medicine. Ingebretsen is the program director of the wilderness program at the University of Utah School of Medicine and his annual Learning Abroad program in the Alps is highly anticipated by students.
LEADING A PROGRAM FOSTERS REWARDING, REAL-WORLD IMPACT
Tim: The most rewarding experience is seeing students use and apply what they are learning in the classroom in real-world settings while learning abroad. It’s one thing to discuss concepts, theories, history, and culture in a classroom, but it’s another to watch students immerse themselves in those very things in real time. I’ve seen how the experience abroad has influenced not only their academic paths but also their professional careers. It’s always gratifying to hear from former students years later, reflecting on how their time abroad shaped and guided their life choices.
Rich: Going abroad can be both exciting and challenging for students, especially those who are traveling internationally for the first time. A faculty leader serves as a mentor, providing guidance, encouragement, and support throughout the experience. They help students navigate cultural differences, overcome language barriers, and adapt to new environments. Having a trusted faculty member present ensures they have someone to turn to for advice. Faculty mentorship fosters personal growth and encourages students to engage deeply with the experience rather than simply observing it from a distance.
LEADING A PROGRAM EXPANDS YOUR CLASSROOM
Jennifer: In my field, experiential learning changes how students see healthcare, public health, and their role as future providers. In Guatemala, my students witness firsthand the social determinants of health in action—poverty, malnutrition, lack of healthcare access—while also seeing resilience, community strength, and innovative solutions. They return with a broader perspective on health equity, cultural humility, and a deeper commitment to service.
Rich: Unlike a tour guide or third-party program director, faculty members can connect classroom theories with real-world applications, helping students critically analyze their surroundings. For example, a political science professor leading a program to South Africa can provide in-depth discussions on apartheid, democracy, and economic development, encouraging students to engage in meaningful discussions rather than simply visiting landmarks. This ability to bridge academic concepts with cultural immersion makes faculty leadership invaluable.
LEADING A PROGRAM IS GREAT ADVERTISING FOR YOUR DEPARTMENT
Tim: The Learning Abroad program has led to an increase in students choosing to major or minor in our department. Many students are inspired to pursue further opportunities to study, travel, and work abroad, becoming more globally conscious and open-minded. Additionally, one benefit of learning abroad starts even before students leave. For language students, knowing they’ll be studying in Spain the following summer encourages them to take their Spanish courses more seriously, as they anticipate the need to communicate with native Spanish speakers while abroad.
LEADING A PROGRAM ADDS RIGOR TO RESEARCH & SCHOLARSHIP
Jennifer: For faculty, these programs provide rich opportunities for research and innovation. My work in Guatemala has led to research on sustainable models for volunteer medical care, the impact of health interventions on maternal and child health, and long-term outcomes for chronic disease management in rural communities. The integration of technology, public health frameworks, and clinical best practices makes this an ideal setting for faculty research and interdisciplinary collaborations.
Rich: One of the primary reasons a faculty member should lead an overseas learning experience is to maintain the academic rigor and relevance of the program. Faculty members are experts in their fields and can design curricula that align with the institution’s learning objectives. They can integrate site visits, lectures, and hands-on projects that enhance students’ understanding of the subject matter in a global context. Whether it is a medical doctor guiding students through Alps in France, or a business professor leading a study of international markets in Japan, a faculty member ensures that the overseas experience is not just a trip but a structured and meaningful academic endeavor.
Tim: Professionally, being directly involved in the day-to-day experiences of students abroad has helped me develop a more hands-on approach to teaching and leadership. It’s easy to stay behind the scenes on campus, but leading a program gives you the chance to engage with students in a more personal and impactful way. Professors who spend time abroad develop a deeper understanding of their students, their needs, and the ways to connect with them.
LEADING A PROGRAM IS FULFILLING & FUN
Jennifer: Immersing yourself in another culture, mentoring students in challenging, resource-limited settings, and engaging in global health leadership is both humbling and fulfilling. Each year, my work in Guatemala reaffirms my passion for public health education, global health equity, and developing future leaders in healthcare. It also strengthens my leadership role at the University and within international health organizations, reinforcing the impact faculty can have beyond traditional academic settings.
Rich: It is just a lot of fun being with students overseas. It puts me in an environment where I am with students every day, and all day. In our program, we hike together and spend time eating and learning together. It enhances all my other programs and my ability to relate to students generally. I highly recommended it.
Tim: Leading this program for many years has allowed me to form meaningful personal connections with locals in Oviedo, where I feel a deep sense of belonging. It’s wonderful to introduce my students to this amazing city and its people, sharing a place that has become so meaningful to me.
Spending time abroad isn’t only beneficial for students. Program directors also learn and grow by experiencing different cultures and perspectives firsthand. Additionally, this experience enriches our classes back home, making them more engaging and relevant, with current cultural insights, new stories, and fresh perspectives to share.