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.
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.
Optional synchronous activities are offered Mon/Wed, 2-3 pm Pacific Time.
Assessment in the international education context prioritizes learning outcomes, with an emphasis on global and intercultural learning. 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.
Optional synchronous activities are offered Mon/Wed, 8-9am Pacific Time.
This course explores the relationships between international education and power, privilege, equity, diversity and inclusion. The course will explore notions of oppression and transformation, and the conditions which facilitate and block social justice and change at the system, institution, program, and personal levels. Selected social topics will be explored, with a focus on how they intersect with the field of international education: race and ethnicity; gender, sex, and gender identity; colonial and white settler identities; environmental sustainability and justice; and immigration and forced mobility, among others. Students will be expected to learn about and discuss these topics, participate in a project that advances social justice in education, and plan for their future professional engagement.
Optional synchronous activities are offered Tues/Thurs 2-3pm Pacific Time.
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.
This project-based course provides students with an opportunity to apply international education theory and research to solve problems of practice using inclusive design in global education. Students identify, design, and prepare implementation and assessment of a global education project in partnership with an external learning partner. Project work draws comprehensively from core and elective IEM classes, specifically demonstrating good practices in international education program design and assessment. Students work individually or in small groups to develop an applied project with advisement from the course professor. Projects demonstrate human-centered design reflecting key needs, good practices, ethics and standards, and equity-minded approaches with feedback from field experts.
Optional synchronous activities are offered Tues/Thurs 8-9am Pacific Time.
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.
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.
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.
Wick, D., Shen, H. K., Diaz, M., Manczewski, L., Muhammad, H., & Campbell, A. (2022). A Collaborative Model for Integrating Inclusive Practices Across an International Education Curriculum. Diversity Abroad Global Impact Exchange, Fall, 13–15. Available for download here.
Wick, D., Doll, J., Ramos Lopez, A., & Roman, A. (2022). Wellness & Wellbeing for Education Abroad: Holistic Support to Reduce Harm and Enhance Learning. Diversity Abroad Global Impact Exchange, Spring, 10–14. Available for download here.
Campbell, A., Wick, D., Marcus, A., Doll, J. and Yunuba Hammack, A. (2021), ““I felt like I was not just a student:” examining graduate student learning at academic and professional conferences”, Studies in Graduate and Postdoctoral Education, Vol. 12 No. 3, pp. 321-337. https://doi.org/10.1108/SGPE-08-2020-0061
Luedke, A., Wick, D., & DePietro, K. (2020). Somewhere Over the (Virtual) Rainbow: Creating Safe and Affirming Platforms for LGBTQUI+ Students During Pandemic. Diversity Abroad Global Impact Exchange, Fall, 14–18. Available for download here.
Fallert, N., Contreras, E., Lopez-McGee, L., Wick, D., & Willis, T. Y. (2020). An Equity-Minded Approach to Researching, Writing, and Publishing to Amplify Student Strengths. Diversity Abroad Global Impact Exchange, Summer, 42–44. Available for download here.
Wick, D., Willis, T., Rivera, J., Lueker, E., Han, T. (2019) Assets-Based Learning Abroad: First-Generation Latinx College Students Leveraging and Increasing Community Cultural Wealth in Costa Rica. Frontiers: The Interdisciplinary Journal of Education Abroad. https://doi.org/10.36366/frontiers.v31i2.455
Willis, T. Y., Wick, D., Bykowski, C, Doran, J. K., Li, H. Y., & Tran, A. (2019): Studying Human Trafficking in Thailand Increases EPAS Competencies and Compels Action at Home, Journal of Social Work Education, (pp. 710-723) https://doi.org/10.1080/10437797.2019.1661901
Willis, T. Y., Wick, D., Han, T., Rivera, J., & Doran, J. K. (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, (pp. 1-15) DOI: 10.1080/10437797.2019.1611513
Lueker, E., Bruce, A., and Wick, D. (2019). The Future of Inequality in Mobility. Occasional Publication #8 Borders, Mobility, and Migration (pp. 154-168). United States, CAPA: The Global Education Network. Available for download here.
BOOK CHAPTERS, EDITORIAL WORK, AND OTHER PUBLICATIONS
Serrano, M., Wick, D., & Walker, D. (2022). Equity-minded Program Design for Inclusive Excellence. In N. J. Gozik & H. Barclay Hamir (Eds.), A House Where All Belong: Redesigning Education Abroad for Inclusive Excellence. Forum on Education Abroad.
Chama, Samson, & Wick, D. (Eds.). (2021). An International Approach to Social Work: Connecting Across Cultures to Inform Practice. Cognella.
Wick, D., & Willis, T. Y. (2021). Multicultural Competencies. In S. Chama & D. Wick (Eds.), An International Approach to Social Work: Connecting Across Cultures to Inform Practice (pp. 35–48).
Contreras, E., López-McGee, L., Wick, D., & Willis, T. Y. (2020). Introduction: Special issue on diversity, equity, and inclusion in education abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 32(1), 1-11.https://doi.org/10.36366/frontiers.v32i1.431
Wick, D., & Willis, T. Y. (2020). International Education’s Potential for Advancing Social Justice. In L. Berger (Ed.), Social Justice and International Education: Research, Practice, and Perspectives (pp. 11–42). NAFSA: Association of International Educators.
Contreras, E., López-McGee, L., Wick, D., & Willis, T. (2019). Introduction: A virtual issue on diversity and inclusion in education abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 31(Virtual), 1-6. https://doi.org/10.36366/frontiers.v31iVirtual.451
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 here.
Gorlewski, E., & Wick, D. (2018). Assessment and Evaluation Terms for International Educators. NAFSA: Association of International Educators. Available for download here.
When faculty in the International Education Management program sought to make their classes more inclusive, accessible, and sustainable, they turned to their students for advice, creating a process they hope others will replicate.