Students Win Fellowships for Language Study and Research in Taiwan and Kazakhstan
| by Jason Warburg
Two nonproliferation and terrorism studies students have won highly competitive Boren Fellowships.
David Wick
Associate Professor; Program Chair, International Education Management
- Office
- Casa Fuente Building CF300G
- Tel
- (831) 647-4176
- 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. He has also taught in Hungary and France, where he participated in the Teaching Assistant Program in France (TAPIF) from 1991-92 at Lycée Yves-Kernanec in Marcq en Baroeul. Wick has given lectures or workshops in Azerbaijan, Hong Kong, Spain, Sweden, and Turkey. He is also 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.
Social Links
Courses Taught
DPPG 8698
Directed Study
Course Description
Student must obtain a faculty advisor, complete a Directed Study proposal form, obtain signatures, and submit to the Associate Dean of Academic Operations for approval.
Terms Taught
Spring 2023 - MIIS
FRLA 8335
The World Today
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
FRLA 8424
Working with Self & Others
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
FRLA 8432
Comparative Int'l Education
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
IEMG 8505
IE Program Design
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.
Optional synchronous activities are offered Mon/Wed, 2-3 pm Pacific Time.
Terms Taught
Fall 2021 - MIIS, MIIS First Half of Term, Fall 2022 - MIIS, MIIS First Half of Term
IEMG 8506
IE Assessment
Course Description
IEM Assessment
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.
Terms Taught
Fall 2022 - MIIS, MIIS Second Half of Term
IEMG 8520
Intl Educ Marketing/Recruiting
Course Description
International Education Marketing and Recruiting
This course introduces the fundamental essentials of marketing and recruiting as a managerial process. Students who complete the course will understand how to make decisions as managers in educational organizations responsible for defining and operating recruiting and marketing strategies according to their selected mission. This decision-making process includes understanding how to identify and evaluate target market opportunities, define and articulate a value proposition for an educational service, and develop a promotional strategy that takes into consideration competitors and price sensitivities of the target market.
Optional synchronous activities are offered Mon/Wed, 2-3pm Pacific Time.
Terms Taught
Fall 2024 - MIIS, MIIS Second Half of Term, Fall 2024 - MIIS, MIO Second Session
IEMG 8525
Current
SocialIssuesJustice&ChangeInIE
Course Description
Social Issues, Justice, and Change in Education
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.
Terms Taught
Fall 2022 - MIIS, MIIS First Half of Term, Fall 2024 - MIIS, MIIS First Half of Term, Fall 2024 - MIIS, MIO First Session
IEMG 8625
Services for Student Develpmnt
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 2021 - MIIS, MIIS First Half of Term, Fall 2021 - MIIS, MIIS Second Half of Term, Spring 2023 - MIIS, MIIS First Half of Term
IEMG 8643
Global Ed for Future
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
IEMG 8645
IEM Project
Course Description
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.
Terms Taught
Spring 2022 - MIIS, MIIS First Half of Term
IEMG 8649
IEM Project: Assessment
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
IEMG 8670
SEM:IntlEd,Equity&SocialJustic
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 2021 - MIIS, MIIS Second Half of Term
IEMG 8699
Intl Education Mgmt Thesis
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 2021 - MIIS, Spring 2022 - MIIS
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
ARTICLES
- 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.
- Wick, D. (2018). Expanding Education Beyond Programmatic Timeframes. Terra Dotta. https://www.terradotta.com/articles/article-TerraDotta-Expanding-Education-Beyond-Programmatic-Timeframes.pdf
- Hernandez, M., Wick, D., & Wiedenhoeft, M. (Eds.). (2014). Guide to Education Abroad (4th ed.). NAFSA: Association of International Educators.
News Feed
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Students Awarded Funding for Language Study and Research in Ghana and Taiwan
| by Jason Warburg
Gabe Albright MAEPM ’24 and Alex Christodoulou MAEPM ’24 recently completed fellowships in Taiwan and Ghana, respectively, funded by the Boren Awards program for graduate students pursuing intensive language study overseas.
Professor David Wick Receives Award for Inclusive Excellence in Teaching
| by Jason Warburg
International education organization Diversity Abroad recognized Professor David Wick at its recent conference with an award for excellence in inclusive teaching.