As the world reopens, in fits and starts, higher ed is attempting to speed away from the pandemic as quickly as possible. But the end of the academic year is now on the horizon and, for academics, that means it’s time for an assessment. A glance in the rear-view mirror, a review of the virtual content and activities created to address a specific, limited-term situation, and consider whether some of those tools might be more durable than intended.

Such is the experience of today’s guests. Faced with university travel bans and course rosters full of students who were counting on study abroad programming and credit hours, Karen Edwards and Sandy Strick of the University of South Carolina, and Tori Ellenberger of Australia’s Deakin University, shifted gears from globetrotting to web surfing with barely a tap on the clutch pedal.

In the process, they discovered a fleet of readily available digital resources that addressed their immediate needs, allowing students to meet the same personal, cultural, academic, and professional learning outcomes established for in-person educational travel.

But wait, there’s more! The resulting instructional strategies will be used to augment upcoming board-a-physical-airplane excursions, a new intentionally virtual study abroad course has been approved at University of South Carolina to be offered each summer going forward, and Wired Ivy’s own Dan Marcucci has revised his approach to leading global study after hearing Tori, Sandy, and Karen describe their experiences and insights.

Trust us, you’ll want to take notes!