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.
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)
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.
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.
Fall 2021 - MIIS, MIIS First Half of Term, Fall 2022 - MIIS, MIIS First Half of Term
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.
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.
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.
Spring 2021 - MIIS, MIIS First Half of Term, Fall 2021 - MIIS, MIIS Second Half of Term
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.
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.
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.
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.
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 Educationhttps://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
Middlebury Institute alumna Carol Lin shares how her practicum at Sciences Po Bordeaux turned into a full-time job; Sciences Po Bordeaux students take advantage of Middlebury Institute offerings during their exchange semester.