Semester at Sea (SAS) voyages explore up to 12 countries throughout North America, Europe, Asia, and Africa on a 100-day voyage. When you sail on SAS voyages, you have an opportunity for cultural engagement in as many as 15 cities worldwide, while earning 12-15 academic credits form Colorado State University. Gain a new understanding of world issues and varying cultures through first-hand observation in field classes, service trips, homestays, international student exchanges, interaction with local business owners, and much more. Come sail on our floating campus, the MV World Odyssey, and see what the world has to teach you! SPRING 2017 VOYAGE: San Diego, CA, Hawaii, Japan, China, Việt Nam, Burma, India, Mauritius, South Africa, Ghana, Morocco FALL 2017 VOYAGE: Germany, Spain , Ghana, South Africa, Mauritius, India, Burma, Việt Nam, China, Japan, Hawaii SPRING 2018 VOYAGE: Hawaii, United States, Japan, China, Taiwan, Việt Nam, Malaysia, Myanmar (Burma), India, Suez Canal, Croatia, Morocco FALL 2018 VOYAGE: Germany, Spain , Ghana, South Africa, Mauritius, India, Burma, Việt Nam, China, Japan, Hawaii
All students enroll in one required course, then enroll directly at the University of Auckland or Auckland University of Technology (AUT), depending on their specific field and interests. Students take two courses at the university of their choice and complete an 8- to 10-week internship as their fourth and final course. Fall Semester The fall semester runs for approximately 16 weeks. During the Core Phase, students take the required course for five to six weeks and enroll in two elective courses from the host university’s Semester II course selection. During the Internship Phase, students continue with their two elective courses while placed in their internship. Spring Semester The spring semester runs for approximately 24 weeks during New Zealand’s summer and fall. Therefore, students enroll in both the New Zealand summer session (January–February) and Semester I (March–June). During the summer session, students take the required course and enroll in one elective course. During Semester I, students participate in an internship and enroll in one other elective course.
Your time in Israel at Hebrew University’s Rothberg International School will open up a world of possibilities. Our stimulating courses are designed to help you delve into your area of study in a whole new way – with a culturally and socially diverse, hands-on experience you won’t find anywhere else. Join students from more than 90 countries for a truly international experience in Jerusalem. Study in July or August, or combine courses from both sessions to get the most out of your summer. We offer courses taught in English at the undergraduate and graduate levels in all fields.
Our curriculum takes full advantage of Andalusia and all southern Spain has to offer. The program offers two unique program options that are designed to improve your Spanish proficiency: the Intermediate Spanish Program and Advanced Spanish Program.Students placed in the Intermediate Program take IES Abroad courses in both English and Spanish. The Advanced Program courses are conducted entirely in Spanish, including study at the Universidad de Granada. Both options introduce you to Spain’s Moorish heritage and Jewish past, and its continuing links to North Africa through Islamic and Contemporary North African Studies. Advanced students can also experience Arabic language courses of all levels, at the Universidad de Granada. You can also add international work experience to your résumé while earning credit by participating in an internship placement and accompanying academic seminar.
Spectacular mountain ranges surround Stellenbosch, the university town in the winelands of the Western Cape. The elegant Cape Dutch, Georgian and Victorian houses that grace the oak tree-lined streets reflect the history of one of South Africa’s oldest towns. Take a stroll and you’ll find interesting museums, open-air coffee shops, bistros and a thriving art scene; go further afield and you can hike through vineyards, orchards and mountain ranges. Study here and become part of a vibrant academic community with a tranquil and laid-back atmosphere. AIFS in Stellenbosch offers a traditional academic program as well as a Learning for Sustainable Community Engagement Program (LSCE). Students can choose courses from Stellenbosch University’s full course catalog which covers a broad range of subjects. LSCE students take specific courses in Sustainable Community Engagement, plus one or two electives, in addition to volunteer work in the community. AIFS also offers students with an interest in art, photography, ceramics or marketing the opportunity to intern at the Ardmore Ceramic Studio in Kwazulu Natal.
Requirements Applicants should possess outstanding academic records and personal integrity, and should have some knowledge of the German legislative process. Participants should be advanced undergraduate (junior and senior in US/third- or fourth-year in Canada) or Master’s students in fields such as political science, international relations, law, history, economics or German. PhD students are not eligible. Students must be fluent in spoken German and possess excellent writing skills. Terms of Award The successful applicant will receive a monthly salary from the German Bundestag. Subsidized health insurance is available through DAAD for a monthly fee. DAAD can help the interns obtain housing in Berlin and make contacts with fellow international interns and German students. Travel expenses are the intern’s responsibility.
The Benjamin A. Gilman International Scholarship Program offers grants for U.S. citizen undergraduate students of limited financial means to pursue academic studies or credit-bearing, career-oriented internships abroad. Such international exchange is intended to better prepare U.S. students to assume significant roles in an increasingly global economy and interdependent world. International experience is critically important in the educational and career development of American students, but it can also require a substantial financial investment. The Gilman Scholarship Program broadens the student population that studies and interns abroad by supporting undergraduates who might not otherwise participate due to financial constraints. The program aims to encourage students to choose non-traditional study and intern destinations, especially those outside of Western Europe, Australia and New Zealand. The Gilman Scholarship Program aims to support students who have been traditionally under-represented in education abroad, including but not limited to, students with high financial need, community college students, students in underrepresented fields such as the sciences and engineering, students with diverse ethnic backgrounds, and students with disabilities. The program seeks to assist students from a diverse range of public and private institutions from all 50 states, Washington, DC and Puerto Rico. Award recipients are chosen by a competitive selection process and must use the award to defray eligible study or intern abroad costs. These costs include program tuition, room and board, books, local transportation, insurance and international airfare.Named after retired congressman Benjamin A. Gilman from New York, the program was established by the International Academic Opportunity Act of 2000. Congressman Gilman, who retired in 2002 after serving in the House of Representatives for 30 years and chairing the House Foreign Relations Committee, commented, "Study abroad is a special experience for every student who participates. Living and learning in a vastly different environment of another nation not only exposes our students to alternate views, but also adds an enriching social and cultural experience. It also provides our students with the opportunity to return home with a deeper understanding of their place in the world, encouraging them to be a contributor, rather than a spectator in the international community."
Boren Awards provide unique funding opportunities for U.S. undergraduate and graduate students to study in Africa, Asia, Central & Eastern Europe, Eurasia, Latin America, and the Middle East, where they can add important international and language components to their educations. Boren Scholars and Fellows represent a variety of academic backgrounds, but all are interested in studying less commonly taught languages, including but not limited to Arabic, Chinese, Korean, Portuguese, Russian, and Swahili. As part of the African Flagship Languages Initiative, Boren Award applicants have the opportunity to further their study of Akan/Twi, French, Portuguese, Swahili, Wolof, or Zulu. The South Asian Flagship Languages Initiative promotes the study of Hindi and Urdu. For a complete list of languages, visit our website.
Are you interested in studying abroad in the heart of China with undergraduate students from around the world while earning Duke University credit? Apply now for the Global Learning Semester for Undergraduates at Duke Kunshan University (DKU), a new joint venture institution sponsored by Duke University and Wuhan University located in Kunshan, China just outside of Shanghai. Spend a semester living and learning with Chinese, US, and international students while also taking advantage of the rich historical and contemporary resources of the Shanghai region. More than a study abroad program, this Global Learning Semester program presents new ways of learning about China through exciting interdisciplinary classes in global health, business & economics, Chinese language, the humanities, as well as the physical, biological, and social sciences. Students successfully completing the program will receive Duke University course credit that can be transferred to your institution. Furthermore, students who successfully complete the DKU Global Learning Semester will be offered the opportunity to attend Duke University Summer Session in Durham, North Carolina. DKU Global Learning Semester students will emerge from this experience as international citizens with broad international perspectives and deep China insights.
“I wanted to study Arabic in order to connect with my family, history, religion, and culture. I previously lived and worked in an Arabic-speaking country and wanted to learn Arabic more formally in order to maintain personal and professional...”
American Councils for International Education