David Wick
Office
Casa Fuente Building CF300G
Tel
(831) 647-4176
Email
dwick@middlebury.edu

David Wick has worked in international education since 1988. His experience includes leading study abroad efforts at a youth exchange organization, Arkansas State University, San Francisco State University, and Santa Clara University. Additionally, Wick brings private sector experience from a decade as a project manager and account executive in advertising and design.

Wick’s international experience includes study in Mexico, France, Germany, Austria, and the UK and teaching in France and Hungary. Wick has given lectures or workshops in Azerbaijan, Hong Kong, Spain, Sweden, and Turkey. Wick is a Fulbright Scholar who participated in the 2011 International Education Administrators’ Program in India. 

Volunteer service is central to Wick’s professional engagement. Wick has held appointed and elected leadership roles for NAFSA: Association of International Educators with the Academy, Trainer Corps, Annual Conference Executive Committee, Region III and Region XII teams, and the Education Abroad Knowledge Community. He has supported Diversity Abroad’s work since inception as a conference planner, workshop designer and facilitator, and content developer. Wick currently serves as president of Macalester College’s Alumni Board, as a Quality Improvement Program peer reviewer for the Forum on Education Abroad, and on the Institute for Study Abroad’s Inclusive Excellence Advisory Group. He has received multiple awards from NASFA in recognition of his international education policy leadership.

Courses Taught

Course Description

IEM Program Design

Students apply conceptual frameworks for program design, with an emphasis on utilizing logic models to guide program planning. Learn how to build and test program design ideas, identify models of good practice, and link to assessment for quality assurance. Examine human-centered approaches to program design, such as design thinking and universal design for learning. Practice iterative program development approaches individually and with peers to create a research-based program plan aligning activities with desired impact.

Terms Taught

Fall 2021 - MIIS, MIIS First Half of Term

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Course Description

Services for Student Development

This course uses student development theories related to intrapersonal, psychosocial, and cognitive growth as frameworks for examining professional practice in the U.S. higher education context. An emphasis on theories related to identity and interpersonal development centers the course on student support practices related to diversity, inclusion, and equity. Course work is designed as applied practice for holistic development of all students in the higher education student service domains including; Records, Financial Aid, Admissions/Enrollment Management, Academic Advising, Career Services, Health Center, Counseling Center, Residential Life, Student Affairs, Employment Office, Judicial Affairs, Alumni Relations, etc.

Terms Taught

Spring 2020 - MIIS, Spring 2021 - MIIS, MIIS First Half of Term, Fall 2021 - MIIS, MIIS Second Half of Term

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Course Description

In this project-based course, assess a project in partnership with an international education organization. Project work expands upon Design courses and allows students to draw comprehensively from core and elective IEM classes. Students examine approaches to assessment, draft and evaluate learning outcomes, and write assessment plans. You will critique existing assessment tools and practice creating new assessment tools. This course supports the development of essential assessment skills for practitioners.

Terms Taught

Fall 2021 - MIIS, MIIS Second Half of Term

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Course Description

Terms Taught

Fall 2020 Language Programs, Fall 2021 Language Programs

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Course Description

Terms Taught

Summer 2021 Language Programs

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Course Description

This course aims at improving communication in French. Common expressions and dis-course methods will be studied. Students are required to read texts from various sources: political speeches, articles from newspapers etc.

Discussions will be organized after each reading. Students should be able to express a point of view, to convince an interlocutor, to refute an argument etc.

The purpose of these exercises is to familiarize students with the rhythm of communication (speech) in French, both formally and informally.

Students will make oral presentations in class on a topic of their choice with prior approval from the professor.

One in-class exam will be administered. The exam shall be solely based on new vocabulary en-countered during class discussions and readings.

A final essay is required. Students may write an analytical version of the topic of their oral presentation. (4 – 5 pages)

Required work: 2 oral presentations, 1 in-class exam, 1 final essay

Recommended Language Proficiency: Intermediate High to Advanced Low according to the ACTFL proficiency guidelines.

Readings: No textbook required. All readings, from various sources will be provided by the pro-fessor.

Terms Taught

Spring 2021 - MIIS

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Course Description

It will be hard, and not satisfying, for you to be a productive and happy professional if you neglect your whole-person development. And you will not be as efficient if you are unsure of who you are and how to grow (mostly) happily over time and through life’s circumstances… This class is designed to foster develop of emotional intelligence, self-management, social skills and communicative capacity. We will apply these tools to social and professional situations. Our class borrows from interdisciplinary perspectives on intra-personal, interpersonal, and intercultural communication and competences (ICC). We spend about one-third of the course on “self-as-other.” In this first unit we will emphasize self-observation, self-knowledge, and self-development. In the second unit we will develop knowledge and skill related to ICC theory and practice. During this section of the course we will explore concepts, tools, tips, and frameworks to help you understand yourself and others as cultural and intercultural beings. In the final unit of the course we will examine your personal, cultural, and intercultural perspectives and what they mean for you as an individual, a student, a professional, and a citizen—and how these perspectives relate to your nationality, race, ethnicity, and other identities. .

Our class mixes role play, activities, and engagement with others in the francophone world that engage your whole identity (cognitive, affective, behavioral-attitudinal, and physical). We will supplement experiential components of class with reading and discussions of texts and theories. For personal growth student work will emphasize reflection and self-observation outside the classroom and practicing strategies and tactics for developing socio-emotional intelligence. Through these varied approaches the course is intended to foster curiosity and wonder as students gain cognitive knowledge about ICC, hone their self-knowledge, and build a toolkit for personal, academic, and professional life.

Terms Taught

Spring 2021 - MIIS

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Course Description

Seminar: International Education, Equity and Social Justice

Students in this advanced seminar course will work collectively and individually to examine the latest research and practice related to equity and social justice in the international education field from a range of narrative, scholarly, and professional sources. The course will deeply examine issues of power, identity, and ethics in individual interactions and institutional structures. We will adopt the MIIS ICC Steering Committee’s broad approach to understanding culture as including ethnicity, nationality, religious, gender, socio-economic, regional, and organizational cultures, among others.  With this framework in mind, we will explore inclusion broadly, identifying specific structures and policies that advance equity and promote social justice.  Students will engage in individual or pair research as well as a full class curriculum development project. Student learning will focus on both learning with this vital topics and applied practice with facilitating this learning in others. Note: IEM anticipates offering a core course on this topic beginning in the 2020-2021 academic year. Student work in this Spring 2020 course will be used to inform and shape the content of the core course, leaving a lasting legacy in the IEM program.

Terms Taught

Spring 2020 - MIIS, Spring 2021 - MIIS, MIIS Second Half of Term

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Course Description

A Thesis alternative is available to students with extensive professional experience in the international education management field. Students interested in this option should consult with the IEM Advisor and Program Chair. Registration will be accomplished with an ADD/DROP slip and IEM Thesis Proposal form, signed by the faculty supervisor, program chair, and Associate Dean of Academic Operations.

Terms Taught

Spring 2020 - MIIS, Spring 2021 - MIIS

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Course Description

Comparative International Education

This course offers students interested in education, development, social issues, and policy an introduction to the formal and non-formal educational systems and structures throughout the francophone world from a comparative and international perspective. It addresses the impact of globalization on education systems and the role that international organizations, NGOs and the private sector play in providing and financing alternative educational programs at various levels of instruction. Given the complex histories, and the dramatic inequalities among francophone countries, this class will emphasize the interrelationships of history, culture, colonialism, economic and political systems, equity, and social justice. We will also examine model programs, innovative initiatives. and educational reforms.

Terms Taught

Fall 2020 - MIIS

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Course Description

Global Education for the Future

This course explores the future of global education by examining new approaches to facilitating international exchange and intercultural learning through technology. We will study models ranging from virtual exchange and connected classes to training programs and Collaborative Online International Learning (COIL) programs. We will review the scholarship and practice literature to identify the opportunities and challenges with advancing global learning through technology, including implications for sustainability, diversity, equity, inclusion and access. Through mini-lessons, students will practice design, facilitation, assessment, and evaluation of learning with selected technologies.

Terms Taught

Fall 2020 - MIIS

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Course Description

Terms Taught

Fall 2020 Language Programs

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Course Description

Onsite Perspectives: International Education Management in France

This course is an introduction to the onsite management of US Education Abroad programs and international education management in France. Middlebury’s Paris School Abroad, Le Centre Madeline, will serve as the primary case study for the course. MIIS students will engage with the host community and Middlebury staff, faculty and students to better understand the onsite perspectives of managing education abroad for U.S. college students. Participants will also explore and evaluate a variety of international education organizations through visits and observations with various study abroad programs, French universities and local entities who engage with US students and partners to gain a deeper understanding of international education and professional practice in the French context. This project-based course provides students with opportunities to design and implement preprogram training for the student on this program and to complete team projects related to the management of education abroad from a host community perspective. Students will study, explore and apply knowledge directly into practice through this immersive professional learning experience in France.

Terms Taught

Spring 2020 - MIIS, MIIS Winter/J Term only

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Areas of Interest

Wick’s research and scholarship focuses on designing and delivering education, and international education, to foster equity and social justice for our students, their communities, and the world at large. As a teacher, Wick seeks to guide students to apply theory to inform practice and to use practice to challenge and change theory. He particularly enjoys supporting student learning in project-based courses that connect students with professionals in the field to address real-world problems that increase diversity and inclusion.

Academic Degrees

  • EdD in Educational Leadership, San Francisco State University, California
  • MSE in Educational Theory and Practice, Arkansas State University, Jonesboro, Arkansas
  • BA in French, German, and Dance, Macalester College, St. Paul, Minnesota

Professor Wick has been teaching at the Institute since 2015. 

Publications

  • Co-Author: Tasha Y. Willis, David Wick, Carla Bykowski, Joanna K. Doran, Hoi Yi Li & Amy Tran (2019): Studying Human Trafficking in Thailand Increases EPAS Competencies and Compels Action at Home, Journal of Social Work Education https://doi.org/10.1080/10437797.2019.1661901  
  • Co-Author: Tasha Y. Willis, David Wick, Tyler Han, Jacqueline Rivera & Joanna K. Doran (2019) “If I Did It Over There, I Can Do It Here”: U.S. Latinx Social Work Students in Costa Rican Service Placements Deepening Their Professional Identity and Skills, Journal of Social Work Education, DOI: 10.1080/10437797.2019.1611513
  • Co-Author: Lueker, E., Bruce, A., and Wick, D. (2019). The Future of Inequality in Mobility. In Occasional Publication #8 Borders, Mobility, and Migration (pp. 154-168). United States, CAPA: The Global Education Network. (Download at: https://info.capa.org/capas-borders-mobility-migration-occasional-publi…
  • Wick, D., & Trujillo, S. (2018) Using Student Development Theory for Inclusion and Success in Education Abroad. Refining Practice White Paper, CEA Study Abroad, Phoenix, AZ - Available for download at:  https://www.ceastudyabroad.com/refining-practice/?CID=2018whitepaper1.
  • Expanding Education Beyond Programmatic Timeframes, Terra Dotta Article, November 2018
  • Assessment and Evaluation Terms for International Educators, NAFSA Resource, November 2018
  • Wick, D. (2016) Taking your Education Abroad: A Guide to the Initial Stages of the Education Abroad Process. Washington DCNAFSA: Association of International Educators.
  • Abraham, K., Casey, K., Newell, L., & Wick, D. (2011) Education Abroad Advisor Guide for African-American Students. Oakland, CA: Diversity Abroad Network.
  • Hernandez, M., Wick, D., & Wiedenhoeft , M. (Eds.). (2014) NAFSA’s Guide to Education Abroad for Advisers and Administrators (Fourth ed.). Washington DCNAFSA: Association of International Educators.
  •  Wick, D. (2010) Study Abroad:  Making It Happen:  Your Guide to Taking Your Education Abroad. Washington DCNAFSA: Association of International Educators.

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