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New for 2027: Northern ItalySpeechies in Rome, Bologna & Venice →
Now Booking: Winter Break 2026Belize 12-Day CSD Immersive, Dec 29 →
Earn College CreditSee how it works →
Home / Faculty & Advisors / Build a lasting international education partnership
Partner with Therapy Abroad to develop global learning that strengthens your curriculum and connects with community-led priorities. We work with faculty, departments, clinical education teams, and study abroad offices to shape relationships that can grow across cohorts and academic years.
A strong partnership makes room for three perspectives: your institution’s educational goals, the host community’s priorities, and the learner’s preparation and support needs. We work through these together so expectations are clear before a group arrives.
An initial faculty-led program can become a recurring course, a departmental collaboration, or part of a wider clinical education relationship. The next step depends on academic value, partner interest, and a realistic assessment of capacity.
Our infrastructure brings together local institutional relationships, program coordination, student support, and clinical expertise. We help your team understand how an individual program fits into that broader work.
Refine a course over successive cohorts, retain institutional learning, and deepen faculty understanding of the host context.
Explore SLP, OT, and DPT placement opportunities with your clinical education team and the appropriate host partners.
Develop international learning around cultural and linguistic diversity for faculty, clinicians, school districts, and interdisciplinary teams. Continuing education recognition is specific to the workshop and approving body.
Discuss opportunities that connect university expertise with locally identified priorities for teachers, healthcare workers, and other professionals.
Local institutions and professionals help define priorities and the appropriate role of visiting groups. Their knowledge informs what is useful, what is feasible, and what should continue after participants return home. We build programs around those relationships and the resources available to support them.
This includes collaboration through government memoranda of understanding and training initiatives. Each agreement has its own scope and responsibilities; an MOU is a starting point for coordinated work, not evidence by itself of an outcome.
A faculty-led group contributes within a longer relationship. Planning should establish how activities connect to existing services, who remains responsible afterward, and what information or materials need to be handed over. This keeps the community’s priorities visible throughout the experience.
Capacity building may involve professional exchange, locally requested training, or resources developed with teachers and clinicians. These activities are most useful when partners help shape them and can use them within their own settings. We consider local time, workload, and resources as part of that conversation.
In Dominica, Therapy Abroad collaborates with the government-supported Yes We Care Programme, which provides home-based support for older adults and people with disabilities. Our published partnership account describes teams learning and working alongside caregivers, with an emphasis on caregiver education and support for existing services.
For faculty, this offers a concrete starting point for discussing how professional learning can connect with local systems and ongoing care. The specific role of a visiting cohort must be agreed with the partner and its supervisors.
Treat host professionals as educators and collaborators. Listen to their priorities and avoid assuming that a practice from one country is automatically appropriate in another.
Match activities to preparation, supervision, and host authorization. A community’s need for services never removes the obligation to define safe learner roles.
Follow host procedures for participation, confidentiality, records, and photography. People receiving services should retain agency over their involvement and how their experiences are represented.
Consider host workload, locally appropriate materials, transport choices, and avoidable waste. Discuss whether a proposed activity is useful enough to justify the resources it requires.
Create opportunities for host partners and participants to raise concerns. Use feedback to improve future programs and reconsider activities that do not serve the agreed purpose.
We use the UN Sustainable Development Goals as a framework for discussing intended contributions. Rehabilitation and healthcare workforce support connect with SDG 3; teacher development and inclusive learning connect with SDG 4. Attention to disability inclusion relates to SDG 10, while institutional collaboration supports the partnership focus of SDG 17.
We work with your team to clarify who approves the program, who leads academics, who supervises clinical learning, and who coordinates operational decisions. The final allocation belongs in your program documents and agreements.
Faculty and university determine curriculum, grading, student eligibility, credit, and approval.
University leads review of placement acceptance; agree supervisor qualifications, permissions, evaluation, records, and student scope with the host.
Agree which housing, transport, activities, communications, and support services Therapy Abroad coordinates.
Host partners guide local priorities, site access, service protocols, and continuity responsibilities.
Coordinate incident reporting, emergency contacts, insurance review, accessibility planning, and institutional escalation.
Agree how faculty, participants, and host partners provide feedback and inform future cohorts.
Tell us what your study abroad office, procurement team, or clinical education office needs to evaluate. We can discuss the proposed itinerary, staffing and supervision arrangements, program scope, budget, host relationships, and available supporting documentation.
Dr. Kris Brock’s 2025 GoAbroad interview identifies him as Therapy Abroad’s Academic Director and an Associate Professor at Idaho State University. Explore his perspective on academic content and culturally responsive learning.
Elizabeth Cleveland, PhD, CCC-SLP, discusses mentorship, professional training, and capacity building in her 2025 GoAbroad interview as a Therapy Abroad clinical educator.
Auburn University
Duquesne University
East Carolina University
Indiana University
Penn State University
University of Florida
No. We can begin by understanding your goals and identifying which agreements or approvals would be needed for the proposed collaboration.
Ask us about references from faculty, departments, or study abroad offices with relevant experience. We can discuss which connection would be most useful to your review.
Invite a faculty colleague, clinical education coordinator, or study abroad advisor. Together, we can explore whether the partnership model fits your department’s goals.
Have a question? Send us a general inquiry, or choose a program to ask about a specific trip. It goes straight to our admissions team.
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Send us a general inquiry or ask about a specific trip. It goes straight to our admissions team.
Powered by WeTravel Trip Inquiry.