International Education

The Department of International Education offers courses related to innovative teaching methods and the history of education and educational practices in international contexts.

3 semester credits. This graduate-level course is aimed at high-intermediate to advanced proficiency non-native English speakers in the field of International Higher Education and Instruction. It is geared towards teaching professionals who seek to improve their communicative abilities in English, providing them with language building strategies which can be employed beyond the classroom. Through a content- and task-based approach to language learning, participants enrolled in this course will develop and advance all four language skills - speaking, listening, reading, writing – within the context of the international and multicultural classroom. The objectives of this course are multifold, with particular focus on pronunciation, acquisition of field-related vocabulary, and effective oral delivery techniques. Individuals enrolled in the course will apply language skills to real-life tasks related to the teaching profession, including the development of a course syllabus in English, student-led class discussions, and lectures. Students will be asked to assess themselves as well as their peers and to provide constructive feedback in order to identify key areas for improvement. Content-based language learning involves the acquisition of language through relevant, engaging contexts. Each lesson will focus on a different topic or content related to the world of academics. This approach to language learning requires active student participation in classroom activities and discussions. Prerequisites: Open to individuals who have completed an undergraduate degree or are currently enrolled in a graduate-level program.

3 semester credits. This graduate-level course involves participating students in a comparative analysis of educational systems worldwide and the growing diversity of students within them. Initial topics will begin with an in-depth review of higher education systems around the world, and how they align and diverge from each other in educational practice and degree completion. Educational theory, policy, and legislation in diverse contexts will be examined, with a particular focus on the US and the EU, as well as the role of education and educational policy and how they translate into real life issues of social justice, human rights, and global citizenship. As the course progresses into the how international education is implemented and comes into contact with its beneficiaries, i.e. the student population, topics will address the impact of diversity and multiculturalism on higher education campuses and classrooms. Students will be challenged to reflect on the ultimate question of whether systems are effectively accommodating the diverse student populations that they serve, and how the rapid pace of world change will affect the needs of both. Prerequisites: Open to individuals who have completed an undergraduate degree or are currently enrolled in a graduate-level program.

3 semester credits. This graduate-level course is aimed at students who are willing to engage in a career in the field of international education, and who wish to acquire relevant perspectives and skills to teach classes to an international audience, both abroad and in their home country. The course will provide a theoretical background on most up-to-date and engaging teaching strategies to address a multicultural class, as well as a hands-on case-study based framework of elements of reference to build effective and stimulating teaching situations, with consistent reference to both didactic and educational objectives of a course. This course is made unique due to its connection with the three main educational assets implemented as core educational values by FUA-AUF: cultural integration, community engagement, and experiential learning. Experiential learning at FUA-AUF rethinks the concepts of the classroom and field experiences as related rather than distinct environments. The classroom is an on-going environment that extends beyond the physical spaces of lecture halls and laboratories; classroom learning is applied to the outer world. Field experiences must be rooted in academic contexts and give back to classroom learning a wider perspective of taught knowledge. Experiential learning is an active and lasting contribution, based on cultural integration, of international student perspectives to the local culture, and vice versa. Outreach and collaboration with the community increase awareness and expand an engaged knowledge of the local territory. Therefore, FUA-AUF offers a unique learning model that allows students to benefit from an all-encompassing educational experience based on theory and practice applied to real-life situations while learning comprehensive operational processes, problem-solving strategies, and leadership and management skills. Course topics provide a theoretical framework for engaging teaching strategies for the multicultural classroom. Hands-on approaches and case studies of effective and stimulating teaching situations will be covered, with consistent reference to the didactic objective of a course. The course is unique for the exploration of FUA-AUF’s approach to experiential learning: experiential learning (EL), field learning (FL), and service learning (SL). Cultural integration through outreach and collaboration with the community encourages an active exchange between student and local perspectives as an important basis for an active contribution of EL-FL-SL in the learning path. Participants of this course will learn how the teaching experience represents one of the many components of the overall study abroad experience in order to acquire the necessary expertise to manage international learning environments in a dynamic and community-geared context of cultural integration. This course includes experiential learning hours with our Community Engagement Member Institutions (CEMI). CEMI are dynamic learning environments created to foster learning through a structured interaction with the community. In addition to regular lecture hours, students will be involved in learning by doing through real projects and integration with the local population and territory in order to remove cultural and learning barriers as well as to develop a strong likelihood for success in life. The experiential learning hours are fully supervised by instructors who track students step by step during their learning experience, monitor and advise according to student needs, and support student initiative. This unique learning model allows students to benefit from an all-encompassing educational experience based on theory and practice in real enterprises, learning of comprehensive operational processes, problem-solving, leadership, and management. Prerequisites: Open to individuals who have completed an undergraduate degree or are currently enrolled in a graduate-level program.

3 semester credits. The course explores the educational theories and best practices that allowed contemporary generations to transition away from the traditional lecture environment of frontal classes. Topics focus on how emerging forms of education engage in the local cultural heritage through projects aimed at giving back to the community through volunteering, exploration, and service. Students will understand the management, organization. and philosophy of innovative teaching methodologies. This class includes experiential learning hours in the areas of field learning, service learning, and community service.

1 semester credit. This graduate-level course is designed for Italian language instructors. It provides an overview of advanced Italian language and grammar components, and examines the most up-to-date strategies of language teaching. The course includes an Experiential Learning (EL) component, which allows students to practice advanced patterns of the language and engage with the Italian culture. This course is taught entirely in Italian. Linguistic module: The activities in this module focus on the Italian language in its various aspects and levels (phonetic and phonological, morphological, syntactical, lexical, semantic, pragmatic, and textual), with in-depth studies of relevant topics. Cultural module: The activities in this module focus on significant aspects of Italy’s current cultural context through literary, historical, social, political, and artistic insights. Experiential Learning module: This module is designed to provide an immersive experience in the Italian culture, while stimulating advanced patterns of grammar and oral communication. Prerequisites: Successful completion of an undergraduate degree is required for this course. An upper-intermediate/advanced proficiency level of Italian is required.

3 semester credits. This graduate-level course is designed for international instructors of the Italian language. It covers advanced modules of Italian grammar, language, and linguistic and explores some of the most up-to-date teaching strategies in the field of language studies. The course also includes a cultural and experiential learning module. The module’s aim is to provide further teaching, methodological, and experiential best practices to Italian studies educators and language instructors by utilizing international perspectives and taking into account the ongoing evolution of language and society. At the end of the course, participants will be able to design, deliver, and assess (Italian language) lessons and courses through advanced didactic, methodological, and pedagogical tools. The course is taught entirely in Italian. Prerequisites: Successful completion of an undergraduate degree is required for this course. An upper-intermediate/advanced proficiency level of Italian is required.

3 semester credits. The scope of this graduate-level course is to present new teaching methodologies made possible by a global network and the growing availability of fast and powerful communication devices. Recent technology advancements made available a range of new teaching media, for example thematic easily accessible and manageable databases, powerful graphic systems allowing HD or UHD videos and student interaction and manipulation of 3D objects such as artistic human artifacts (sculptures, paintings, etc.) or items related to the natural sciences (molecules, body parts, etc.). Connectivity available almost anywhere reduces the dependence of coursework solely in building facilities, allowing for field experiences (museums, city walks), advanced hardware and software to share course materials in the form of interactive whiteboards where instructors and students can work at the same time from any location, and widespread portable devices (smartphones, tablets) for interactive visual platforms. A major focus of the course will be on the instant and dynamic accessibility to culture and current events as opposed to the static approaches of the past. In order to make the most of these new tools, an instructor has to understand their technology and master the new ways of interactions with the students, including the participation of field experts in moderated discussion settings. Prerequisites: Open to individuals who have completed an undergraduate degree or are currently enrolled in a graduate-level program.

3 semester credits. This graduate-level course develops previous studies on academic research methods to prepare instructors in the application of research to teaching undergraduate students in an international environment. Research methodologies will be regarded as an essential tool in the implementation of effective teaching in both multicultural classrooms and contexts where students need to establish an effective relationship local resources for the successful experience of an internationally-based study curriculum. The course will begin with an examination of how the instructional literacy of instructors can be enhanced through cross-cultural research approaches. Building on the topics introduced in the Strategies for Effective Teaching in International Education course for learning and student management, the research methodologies course focuses specifically on familiarization with local institutions and resource systems in the effort to create relevant connections between the cultural integration component of international education and the academic resources offered by a local community. Field learning visits to local institutions, discussions on how research methods can be applied to diverse categories of undergraduate courses, gaining leadership competency in guiding students through research abroad, and specific case students of how research contributes to the overall learning community of a campus will be addressed throughout the duration of the course. Prerequisites: Open to individuals who have completed an undergraduate degree or are currently enrolled in a graduate-level program.

3 semester credits. Social justice goes beyond the principles of diversity and acceptance; it addresses the circuits of power that influence the social structures in a society. How power is distributed, who benefits from this distribution, and what elements normalize unjust distributions of power in a society are focal points of this course. Cultural perspectives of social justice on a societal level and the role of educators as agents of change will be investigated from a critical perspective through reflections on global and local educational practices. The role of systemic oppression, cultural perspectives of social justice, and self-awareness of personal roles will be examined in-depth to develop a mindset of social justice within diverse environments. Prerequisites: Successful completion of an undergraduate degree is required for this course.

3 semester credits. Childcare area is a varied and flexible career path. This internship course offers the opportunity to be involved in the field of childcare education at locations such as childcare institutions, private households, and public and private schools. Interns interact with children and help them with different activities such as stimulating cognitive skills through games and animation of body language, language development, creative art-based activities, and daily operations as required by the placement organization. This internship course aims to prepare students for the professional world and features an unsalaried internship scheduled individually for a minimum of ten hours per week. Students generally serve as part-time interns from Monday through Friday, although some internships may require weekend hours. The internship enhances students’ knowledge through field experience held in a professional environment overseen by a supervisor, who regularly monitors the internship progress and the guides the student’s preparation of a final analytical report and portfolio. Placements will vary depending on the student’s language and professional skills. Main tasks: Activity supervision, guiding games and conversations, creative activity development, activity preparation, provide ongoing logistical assistance to childcare staff, final portfolio.
 Additional materials/Dress code: Appropriate attire required for teaching in school environments. Prerequisites: An A2 level of Italian language. Cover letter, CV, and material pertinent to the chosen area, interview.

3 semester credits. The first part of this course examines each stage of the Italian educational system from nursery school (asilo nido) through the various levels and choices related to secondary and high schools. The examination of Italian schooling will also be approached from a historical standpoint, in particular through the mapping of changes over the last three decades. The following questions will be examined: What is the effect of immigration on schools and how have they adapted to the recent influx of non-European pupils? What is/has been the role of the Catholic Church in state education and how has the increasingly secularized nature of Italian society impacted schooling? How has the role of the teacher changed and how does that role compare to those in other countries? How and why has the curriculum changed? The second part of the course will examine the choices for higher education from technical colleges to universities. Italy boasts the oldest universities in the world - Salerno, Bologna, Padua, and Pavia - and some lectures and discussion will be dedicated to the history of the Italian university and its role in the Renaissance period. The structure, organization, admission procedures, student life, and degree system of the modern university will be examined.

4 semester credits. The first part of this course examines each stage of the Italian educational system from nursery school (asilo nido) through the various levels and choices related to secondary and high schools. The examination of Italian schooling will also be approached from a historical standpoint, in particular through the mapping of changes over the last three decades. The following questions will be examined: What is the effect of immigration on schools and how have they adapted to the recent influx of non-European pupils? What is/has been the role of the Catholic Church in state education and how has the increasingly secularized nature of Italian society impacted schooling? How has the role of the teacher changed and how does that role compare to those in other countries? How and why has the curriculum changed? The second part of the course will examine the choices for higher education from technical colleges to universities. Italy boasts the oldest universities in the world - Salerno, Bologna, Padua, and Pavia - and some lectures and discussion will be dedicated to the history of the Italian university and its role in the Renaissance period. The structure, organization, admission procedures, student life, and degree system of the modern university will be examined. This course includes service learning hours within the Florentine Community. Service learning is a method that incorporates intentional learning with service to the community, in which the service component functions as a reflection on classroom learning for all tasks performed. In addition to regular class hours, students will be involved in a volunteer project for the entire session that integrates them in the local community in order to remove barriers and gain a sense of social responsibility. The acquisition of new skills and knowledge obtained in the service learning environment outside the classroom will enrich the learning experience and contribute to personal and emotional growth, as well as cultural consciousness, to develop a greater sense of a global citizenship and sensitivity to the needs of others. Students are guided through the experience by the non-profit association supervisor and the service learning coordinator to enhance outcomes both inside and outside the classroom. The contribution to the association is not only crucial to a deeper understanding of course topics but also allows for a greater sense of belonging in the community, allowing for students to acquire a heightened awareness of emotional intelligence that enhances the classroom learning experience.

3 semester credits. The internship course for teaching English as a foreign language is offered to highly motivated students seeking future careers in the field of English language teaching within the challenging environment of a foreign culture. The internship course will immerse students within contexts involving Italian students or adults of different social and educational backgrounds. Internship topics include but are not limited to lesson planning, tutoring, language assessment, textbook selection, and can also include research duties. This internship course aims to prepare students for the professional world and features an unsalaried internship scheduled individually for a minimum of ten hours per week. Students generally serve as part-time interns from Monday through Friday, although some internships may require weekend hours. The internship enhances students’ knowledge through field experience held in a professional environment overseen by a supervisor, who regularly monitors the internship progress and the guides the student’s preparation of a final analytical report and portfolio. Placements will vary depending on the student’s language and professional skills. Main tasks: Curriculum review, lesson planning, analysis and observations of teaching activities, supporting faculty in co-delivery, coursework assessment, language teaching methodology research, final portfolio. Additional materials/Dress code: Appropriate attire required for teaching in school environments. Prerequisites: An A2 level of Italian language and TEFL/CELTA certification are required for the internship. Cover letter, CV, and material pertinent to the chosen area, interview.

3 semester credits. This special project course aims to offer students an opportunity to develop ESL teaching skills in an international professional environment. ESL is a program that educates students who are not native English speakers. ESL covers a wide range of student needs and abilities, from classes for students with limited English skills to those who have a higher level of language knowledge. The course placement is geared towards students who are keen to develop and enhance their teaching practice experience in order to stand out as an English language professional in the rapidly-growing field of teaching English. Students will have the opportunity to plan and deliver interactive English lessons and activities. The student’s role as a Native-English Speaking Tutor will be to encourage an immersive and inspiring English language environment for individuals, complimenting their level of language knowledge as well as their professional resume. Coursework will encourage students to develop classroom management skills and lesson structuring and will train them to teach different types of learners, different levels, and different class types, from beginner to high intermediate. Topics include but are not limited to lesson planning, tutoring, language assessment, textbook selection, and can also include research duties. Students are encouraged to use creative approaches and modern teaching techniques to involve students in their lessons. EL hours may be distributed from Monday through Friday. This special project course features experiential learning hours with our Community Engagement Member Institutions (CEMI). CEMI are dynamic learning environments created to foster learning through a structured interaction with the community. Students will be involved in learning by doing through real projects and integration with the local population and territory in order to remove cultural and learning barriers as well as to develop a strong likelihood for success in life. The experiential learning hours are fully supervised by instructors who track students step by step during their learning experience, monitor and advise according to student needs, and support student initiative. This unique learning model allows students to benefit from an all-encompassing educational experience based on theory and practice in real enterprises, learning of comprehensive operational processes, problem-solving, leadership, and management. Main tasks: Curriculum review, lesson planning, analysis and observations of teaching activities, supporting faculty in co-delivery, coursework assessment, language teaching methodology research, final portfolio Additional materials/Dress code: Business casual attire. Prerequisites: English Major. Students must submit a cover letter, CV, and material pertinent to the chosen area. Students will also be required to interview for placement.

3 semester credits. Through this special project, students will assist the Educational Field Learning department. Typical tasks may include developing field trip itineraries and participant lists, assisting with hotel and tour reservations, and manage trip reminders and pre-departure information. Students will also assist with promotional activities through social media updates and digital communication strategies. Participation in field trips as assistants to tour leaders will directly involve students in department activities or pre and post-departure participant interaction for the remote placement option. EL hours may be distributed from Monday through Friday. This placement will require shifts that take place on weekends or ongoing research and development-based projects for remote placements. 
This special project course features experiential learning hours with our Community Engagement Member Institutions (CEMI). CEMI are dynamic learning environments created to foster learning through a structured interaction with the community. Remote option students will gain international community exposure through a virtual setting. 
Students will be involved in learning by doing through real projects and integration with the local population and territory in order to remove cultural and learning barriers as well as to develop a strong likelihood for success in life.
The experiential learning hours are fully supervised by instructors who track students step by step during their learning experience, monitor and advise according to student needs, and support student initiative. This unique learning model allows students to benefit from an all-encompassing educational experience based on theory and practice in real enterprises, learning of comprehensive operational processes, problem-solving, leadership, and management. 
Main tasks: Location research, itinerary development and review, logistical support for FL supervisors, itinerary and logistics performance analysis, participation satisfaction analysis, final portfolio. Additional materials/Dress code: Business casual attire. Not applicable to remote option.
 Prerequisites: Cover letter, CV, and material pertinent to the chosen area, interview.

3 semester credits. The Special Project: Experiential Learning in Teaching Assistantship - Italian Language is for students who are at an advanced academic standing and language level. The course allows students to experience and assist with aspects of teaching under the close supervision of a faculty member. TA students assist with classroom setup, course logistics, student management, coursework and classroom activities, and assisting the instructor with the evaluation of student performance. Italian language TAs are supervised by the sQuola teaching faculty, and assist faculty members with daily course management and organization. Moreover, TAs actively participate in course activities, and reinforce their own Italian language skills while helping other students in their language learning progress. This class includes experiential learning with CEMI. CEMI are dynamic learning environments created to foster learning through a structured interaction with the community. Remote option students will gain international community exposure through a virtual setting. Students will be involved in learning through real projects and integration with the local population and territory in order to remove cultural and learning barriers as well as to develop a strong likelihood for success in life.
The experiential learning hours are fully supervised by instructors who track students step by step during their learning experience, monitor and advise according to student needs, and support student initiative. This unique learning model allows students to benefit from an all-encompassing educational experience based on theory and practice in real enterprises, learning of comprehensive operational processes, problem- solving, leadership, and management. Main tasks: Activity supervision, guiding students through course materials, creative activity preparation and development, contribution to lectures and seminars, student feedback reviews for faculty and department, assistance with grading, final portfolio.
 Additional materials/Dress code: Business casual attire. Not applicable to remote option. Prerequisites: Having completed at least one upper-level course in Italian language with at least a B grade or equivalent, or being Italian language native. Additionally, the student must have a GPA of 3.0 or better.

3 semester credits. This special project is an excellent opportunity for the student to understand institutional library systems. Working under the supervision of the library staff, students will perform circulation maintenance routines such as check-in/check-out and book processing and deadlines, shelving, and usage statistics. Additional duties include but are not limited to administrative and technical tasks. EL hours may be distributed from Monday through Friday.
 This special project course features experiential learning hours with our Community Engagement Member Institutions (CEMI). CEMI are dynamic learning environments created to foster learning through a structured interaction with the community. Remote option students will gain international community exposure through a virtual setting.
Students will be involved in learning by doing through real projects and integration with the local population and territory in order to remove cultural and learning barriers as well as to develop a strong likelihood for success in life.
The experiential learning hours are fully supervised by instructors who track students step by step during their learning experience, monitor and advise according to student needs, and support student initiative. This unique learning model allows students to benefit from an all-encompassing educational experience based on theory and practice in real enterprises, learning of comprehensive operational processes, problem-solving, leadership, and management.
 Main tasks: Cataloging maintenance, collections research, user analysis, development of library initiatives for academic community, final portfolio. Additional materials/Dress code: Business casual attire. Not applicable to remote option.
 Prerequisites: Cover letter, CV, and material pertinent to the chosen area, interview.

3 semester credits. Learning Italian is not a one-off event; it requires commitment and dedication. If the experience is interactive, learners will stay curious and the learning process will be more effective. Within sQuola, the School of Italian Studies and Linguistics, FUA-AUF recognizes and aims to promote the lifelong pedagogical, educational and socio-cultural role of play for individuals and for society. Therefore, FUA-AUF has developed an ad-hoc “toy library” project, designed to promote playtime culture and learning through play. Ludoteca is a place for amusement, socialization, integration and education that puts play at the center of all its activities and projects. Ludoteca contributes to the development of the individual and provides students with a dedicated space, materials to play with and expertise that, when combined, create an opportunity to engage freely in playtime activities and support learning. 
Ludoteca is a project managed by Italian Language Tutors, supervised by the sQuola coordinator. The Tutor is the person of reference for the students involved in Ludoteca activities, and who is in charge of the daily management and the organization of games and activities held in the facility. Moreover, Tutors prepare and manage all the Ludoteca activities.
The position of Junior Tutor is open to students who are interested in and have a passion for the Italian language and culture, and have already completed Italian Language Intermediate II or III, or an equivalent level. Junior Tutors will assist sQuola’’s Tutors in Ludoteca activities. They should be prepared to start their experiential learning at an entry level to gradually be assigned more challenging tasks.
By participating in this project, students will reinforce their Italian language skills through play while helping Beginner level students to increase their own learning. At Ludoteca, Junior Tutors are invested with both the responsibility to guide lower level students towards a better comprehension of the language, and the opportunity to strengthen their own language and leadership skills. EL hours may be distributed from Monday through Friday. This placement may require activities that take place on weekends, or ongoing research-based activities for remote placements. 
This special project course features experiential learning hours with our Community Engagement Member Institutions (CEMI). CEMI are dynamic learning environments created to foster learning through a structured interaction with the community. Remote option students will gain international community exposure through a virtual setting.
Students will be involved in learning by doing through real projects and integration with the local population and territory in order to remove cultural and learning barriers as well as to develop a strong likelihood for success in life.
The experiential learning hours are fully supervised by instructors who track students step by step during their learning experience, monitor and advise according to student needs, and support student initiative. This unique learning model allows students to benefit from an all-encompassing educational experience based on theory and practice in real enterprises, learning of comprehensive operational processes, problem-solving, leadership, and management. Main tasks (all the activities are held in Italian): Activity supervision, guiding students in Italian conversations, creative activity development, activity preparation, student feedback reviews for faculty and department, final portfolio.
 Additional materials/Dress code: Business casual attire. Not applicable to remote option. 
Prerequisites: Italian Language Intermediate II or III, or an equivalent level. Cover letter, CV, and material pertinent to the chosen area, interview.

3 semester credits. This special project course coordinated by the Student Life and Development Office offers students an opportunity to expand their knowledge of the study abroad experience from the perspective of the hosting country and specifically student life and services. The FUA-AUF Pre-College program is designed to mirror the FUA-AUF undergraduate experience for students who are generally 16 to 18 years of age. Pre-college students choose from a variety of college-level courses and have numerous opportunities to engage in the community, explore campus life, and learn from a diverse group of peers in an independent but structured environment. Students are supervised by the SLD staff and Resident Assistants. Students enrolled in this special project placement will learn first-hand how Resident Assistants are an integral part of the Summer pre-college program, as they ensure the safety and wellbeing of participants as well as the success of program activities. Moreover, students will experience how RA responsibilities highlight the important role of residential life at FUA-AUF. The RA has extensive contact with pre-college students and serves as a liaison and resource; special project students will promote the integration of all aspects of campus life and assist with cultivating a positive environment that supports the University’s educational objectives. Students will assist with planning, organizing and promoting activities, observe and assist with program-related administrative and clerical duties, and respond appropriately to program troubleshooting and student issues through assessment, referral to experienced professionals, and appropriate follow-up. The overall duration covers three 3-week sessions: In the first session, students will undergo training supervised by the SLD staff and gain exposure to the activities and procedures that will be implemented during the second session when the pre-college program is active. EL hours may be distributed from Monday through Friday. This placement also requires PM and weekend shifts. This special project course features experiential learning hours with our Community Engagement Member Institutions (CEMI). CEMI are dynamic learning environments created to foster learning through a structured interaction with the community. Students will be involved in learning by doing through real projects and integration with the local population and territory in order to remove cultural and learning barriers as well as to develop a strong likelihood for success in life. The experiential learning hours are fully supervised by instructors who track students step by step during their learning experience, monitor and advise according to student needs, and support student initiative. This unique learning model allows students to benefit from an all-encompassing educational experience based on theory and practice in real enterprises, learning of comprehensive operational processes, problem-solving, leadership, and management. Training will take place during Session II for three weeks followed by three weeks of full time RA duties during Session III. Additional materials/Dress code: Casual attire. Main tasks: Program planning and organization, coordination and supervision of activities, provide logistical support to program admin staff, student counseling and troubleshooting, final portfolio. Prerequisites: RA application, cover letter, CV, and material pertinent to the chosen area, interview.

3 semester credits. This special project course through the Student Life and Development Office offers students an opportunity to expand their knowledge of the study abroad experience from the perspective of the hosting country. The SLD office is the main point of reference for all incoming students. Responsibilities range from assisting with planning, organizing and promoting activities, contributing articles to the school publications, and general office duties. Students are expected to effectively collect and share information to students and the academic community. Students assist with the preparation of all orientation materials for future sessions and students. Furthermore, they will learn to handle sensitive issues related to culture shock and adjusting to studying/living abroad as well as leading facility tours for institutional visitors and potential students. Special projects are assigned depending on the area of interest. EL hours may be distributed from Monday through Friday. This placement may require PM shifts, shifts that take place on weekends, or ongoing research-based activities for remote placements.
 This special project course features experiential learning hours with our Community Engagement Member Institutions (CEMI). CEMI are dynamic learning environments created to foster learning through a structured interaction with the community. Remote option students will gain international community exposure through a virtual setting.
Students will be involved in learning by doing through real projects and integration with the local population and territory in order to remove cultural and learning barriers as well as to develop a strong likelihood for success in life.
The experiential learning hours are fully supervised by instructors who track students step by step during their learning experience, monitor and advise according to student needs, and support student initiative. This unique learning model allows students to benefit from an all-encompassing educational experience based on theory and practice in real enterprises, learning of comprehensive operational processes, problem-solving, leadership, and management. 
Additional materials/Dress code: Business casual attire. Not applicable to remote option. Main tasks: Planning and developing student outreach initiatives, content creation for communication, student experience research, assisting staff logistics, final portfolio. 
Prerequisites: Cover letter, CV, and material pertinent to the chosen area, interview.

3 semester credits. The Special Project: Experiential Learning in Teaching Assistantship course allows students to experience and assist with aspects of teaching under the close supervision of a faculty member. TA students assist with classroom setup, course logistics, student management, coursework, classroom activities, and student performance evaluation. Additionally, TA students have the opportunity to lead selected classroom activities and contribute to lectures. TAs represent a bridge between faculty and students, as they facilitate the learning process by promoting communication management and strategies for course interaction between students and instructors. This class includes experiential learning with CEMI. CEMI are dynamic learning environments created to foster learning through a structured interaction with the community. Remote option students will gain international community exposure through a virtual setting. Students will be involved in learning by doing through real projects and integration with the local population and territory in order to remove cultural and learning barriers as well as to develop a strong likelihood for success in life.
The experiential learning hours are fully supervised by instructors who track students step by step during their learning experience, monitor and advise according to student needs, and support student initiative. This unique learning model allows students to benefit from an all-encompassing educational experience based on theory and practice in real enterprises, learning of comprehensive operational processes, problem- solving, leadership, and management. Main tasks: Activity supervision, guiding students through course materials, creative activity preparation and development, contribution to lectures and seminars, student feedback reviews for faculty and department, assistance with grading, final portfolio.
 Additional materials/Dress code: Business casual attire. Not applicable to remote option. Prerequisites: At least one upper-level course related to the topic of the course in which the student is serving, with at least a B grade or equivalent. Additionally, the student must have a GPA of 3.0 or better.