The  (UPS) has partnered with SIT for the first time to launch its spring 2026  (PacRim program) in India. The program, which UPS has been running since 1970, sends a group of students to Asia every two years for a semester of experiential learning across several nations, where they engage with different systems of culture, economics, politics, religion, and philosophy.

The spring 2026 cohort of 14 students is led by Faculty Program Director , a professor of politics and government at UPS. The cohort started their semester with three weeks in India with SIT, exploring the country鈥檚 cultural, religious, and historical landscapes through programming in Chennai, Varanasi, Agra, and Delhi. The experience combined formal coursework with experiential learning activities, including a course called Buddhism: Foundations and Transformations, taught by PacRim Instructor .

In Chennai, students celebrated Pongal, Tamil Nadu’s harvest festival, with local families during a homestay experience, and visited historical sites, including the Dakshina Chitra Heritage Museum and Mahabalipuram, a UNESCO World Heritage site. The group’s journey continued to Varanasi, where they explored the ghats along the Ganges River, witnessed the evening Ganga Aarti ceremony, and connected with Indian peers from Banaras Hindu University and Tibetan students from the Central Institute of Higher Tibetan Studies. Students also visited multiple UNESCO World Heritage Sites including the Taj Mahal and Agra Fort.

Dr. Abid Siraj, academic director for SIT India’s  program, collaborated closely with UPS, Dr. Fields, and Dr. Benard to design and deliver the programming in India. The PacRim program promotes liberal education through substantive encounters with Asian life and culture, challenging students both in the classroom and through experiential contexts. Following their experience in India, the spring 2026 cohort will continue their studies in Japan, China, and Taiwan. You can follow the cohort鈥檚 journey on Instagram at .

This collaboration was facilitated by , director of international programs at UPS, who is a former SIT employee and graduate from SIT Graduate Institute’s . The Spring 2026 cohort is accompanied by , international programs coordinator at UPS, who participated in an SIT  in India in January 2025.

厂滨罢鈥檚听聽team offers support for custom and faculty-led programs in 20 countries across Africa, Asia, Europe, Latin America, and the Middle East. To learn more about how SIT can support your institution’s custom programming initiatives,聽, email聽custom@sit.edu, or submit a聽. For more information on semester and summer study abroad programs in India, visit聽.

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Studying death across multiple cultures is not your typical study abroad experience鈥攂ut that鈥檚 exactly what makes it so profound. SIT’s program explores how cultural attitudes toward death shape social life by comparing practices in four countries across three continents.

The program starts in New York City, where death is often treated as taboo, contributing to limited understanding of dying, grief, and end-of-life planning. In contrast in Ghana, death is seen as a communal celebration of life, but also raises questions about historical trauma and dark tourism. In Mexico, Indigenous and Catholic traditions shape vibrant rituals and advocacy around dying, and in Indonesia, cultural practices blur the boundary between life and death. Together, these locations illustrate how death can function as a lens for understanding community, belief systems, and social responsibility.

Rory “Deuce” Sean Armaugh Miller II chose this program because he鈥檚 always been curious about how people in other cultures live.

鈥淭he topic of death is very specific as well, and I don’t think I will ever have the opportunity to look into its global practices on any other program,鈥� says the physics major from Wofford College, who hopes to get his PhD and become a medical physicist in the future.

Read on to learn how Miller spent a day in Ghana learning about death and dying.

7:15 a.m.
Early day today: Woke up to the sun and had just enough time to clean up and pray before starting my day.

8:00 a.m.
We went to an Asante funeral early in the morning to both mourn and celebrate a man鈥檚 life. Asante funerals are sometimes multi-day events where the whole community gathers. There was dancing and crying and gift giving, and a full spectrum of emotions at this funeral. The man died young, in his forties, and left a wife and triplets. He was very impactful in his community and so many people came to support the family. The colors of red, black, and white are common funeral colors in the Ashanti region of Ghana.

10:30 a.m.
The deceased man was Catholic, so part of the funeral was moved to the church with a service dedicated to him. It was my first time attending a Catholic mass. The entire service centered around his life and prominence in the community. There was also a portion of the service where his wife came and spoke about him. It was very sad.

1:00 p.m.
I ate some Ghanaian KFC and it was surprisingly good.

3:00 p.m.
I tried this Ghanaian energy drink to recharge. It was very tasty.

3:30 p.m.
We went to a different venue where we continued to celebrate the life and death of this man. The community was very accepting of us and honestly happy for us to be there to celebrate their friend. We danced with them.

6:00 p.m.
I ate dinner, which was delicious fufu and chicken stew.

7:30 p.m.
After dinner, everyone took a group picture in their funeral outfits. Overall, it was a nice day, and really helped me to gain perspective on how death is seen in this culture.

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For Inbal Armony, a semester in Iceland meant more than studying climate change鈥攊t was an opportunity to help shape the conversation around the country鈥檚 fossil fuel future. Armony, an undergraduate student at Macalester College studying climate science, policy, and data science, spent a semester in Iceland with SIT鈥檚 program. She is passionate about tackling climate change with community-driven policies and renewable energy solutions, and she has used her skills to build real-world solutions.

As part of her (ISP), Armony worked with Eimur, an Icelandic public-private partnership, to develop the Iceland Fossil Fuel Dashboard, which tracks the sales and consumption of fossil fuel in Iceland.

Armony shares with us why she decided to study abroad in Iceland and how working on the dashboard project not only impacted local communities in Iceland but also her own continued studies.

Why did you choose SIT鈥檚 Iceland: Climate Change and the Arctic program?
I chose to study abroad in Iceland because of my deep commitment to taking action on climate change. Iceland is such a unique country with a fully renewable electric grid. I was excited to apply what I was learning in my environmental studies classes in exploring this remarkable country.

What was your favorite part of studying abroad in Iceland?
My favorite part of studying abroad in Iceland was, without a doubt, my incredible host family. I was so welcomed into their home and family, immersed in their culture and language. Connecting with my host family and many other Icelanders taught me so much, not only about the country, but about how to be the best version of myself and strive for a better world.

Tell us about your Independent Study Project and the Iceland Fossil Fuel Dashboard.
Iceland aims to significantly and quickly change its energy sources with goals of carbon neutrality by 2040 and being fossil fuel-free by 2050. While Iceland鈥檚 electricity already originates from 100% renewable energy, it still relies on oil for land transportation, marine transportation, aviation, and industry. With over 60% of Icelanders living in the capital region, Iceland鈥檚 clean energy transition must also consider the remaining population living in smaller municipalities and rural areas. Differences in regional Icelandic oil consumption have yet to be studied, and a gap exists between the state and local governments about climate action.

During the last five weeks of the SIT program, I conducted my ISP. I reached out to Eimur, an Icelandic public-private partnership working towards sustainable resource utilization in Northern Iceland. Eimur is a partner in the EU LIFE-funded RECET project, which aims to empower European rural municipalities in their energy transition planning. As part of the RECET project, Eimur hoped to publicize newly available Icelandic oil sales data, which is where I came in.

Collaborating with Eimur, I created a that allows for interactive and accessible exploration of oil sales throughout Iceland. The dashboard can be used by communities and policymakers alike and helps inform equitable energy transition policy in Iceland.

What are your future plans?
I am currently finishing my senior year at Macalester College, where I have continued to work with the oil sales data for my environmental studies senior honors thesis, using small area estimation statistical modeling to explore trends in Icelandic oil sales. After college, I hope to work in climate policy and would love to travel back to Iceland soon to visit my host family.

What鈥檚 your advice to prospective SIT students interested in studying abroad in Iceland?
I would advise future SIT students to be open, brave, and speak to everyone they meet. My best moments in Iceland came from starting a conversation with strangers or opening up to a new friend to deepen our understanding of one another.

SIT offers semester and summer programs in Iceland. .

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From playing music with her host siblings to studying lemur behavior in the field, Anya Hardy-Mittell鈥檚 semester in Madagascar was unforgettable. Hardy-Mittell, a senior at Amherst College, chose SIT’s program because she wanted to study environmental studies in a French-speaking country. SIT鈥檚 program uniquely combines both interests. While in Madagascar, she not only had the opportunity to study French but also learned Malagasy, another of Madagascar鈥檚 official languages.

But Hardy-Mittell says it was connecting with her two host families that resonated with her the most. “My favorite part of studying abroad in Madagascar with SIT was聽connecting with so many people鈥攆ellow students, the wonderful program staff, and most of all, my host families,” she says. “I chose this program in part because I wanted to live with host families and form lasting relationships with them. For me, that involved playing a lot of music with my host siblings. Everyone was so welcoming and I really hope to go back to visit.”

What’s Hardy-Mittell’s advice to prospective students considering Madagascar? “Challenge yourself to learn and speak Malagasy with your host families鈥攖here’s a lot you can learn. While you will learn so much about Madagascar’s biodiversity and get to visit really incredible places, don’t take the day-to-day rhythm of life鈥攇oing to the market, having breakfast with your host siblings, the walk to and from school, taking the bus鈥攆or granted. Those are the things you’ll miss most.”

Read this article in to learn more about her lemur behavior study and in collaboration with a local agricultural collective.

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Looking to take your career to the next level? SIT鈥檚 (EdD) provides an ideal opportunity for working professionals who want to rapidly accelerate their careers in education, both locally and abroad.

The degree combines rigorous online coursework with short residencies. Throughout the program, students receive expert guidance from SIT advisors who work closely with students on their professional research. Alumni go on to work in higher and international education and for government agencies, nonprofits, think tanks, and more.

鈥淭he biggest impact the EdD has had on my career has been the way it has granted me a level of credibility that I know that I earned,鈥� says Dr. Anna Kelly, a 2024 graduate of the program who recently completed a year-long fellowship with GlobalEd and is currently designing an online course for the organization.

Read on to learn more about how SIT鈥檚 doctorate in global education has impacted Dr. Kelly鈥檚 career and what advice she has for prospective students.

What drew you to SIT’s EdD in Global Education?

I found out about SIT Graduate Institute when I started leading youth programs for the . I became instantly enamored with the , but I was already halfway through a master of theological studies program at Vanderbilt Divinity School and told myself I couldn鈥檛 justify getting a second master鈥檚 degree immediately, so I tucked it in the back of my mind.

Fast forward to spring 2020, I graduated with my master鈥檚 during the pandemic. I knew that I wanted to pursue international education, but also knew that the field had just been completely destabilized by an ongoing global crisis. In that same period of time, SIT announced the EdD program. I remember opening the first program announcement email and knowing immediately that I was headed back to school.

I wasn鈥檛 looking for a doctoral program, but I desperately wanted to be a part of the SIT community. When this program was announced, it felt like the opportunity had been made for me. I didn鈥檛 apply anywhere else.

What were your favorite aspects of the program?

This is easy: the faculty.

Dr. Sora Friedman was my dissertation advisor, and the relationship that we built has been one of the most fulfilling of my career. She sees, understands, and encourages me honestly and wholeheartedly, and it鈥檚 been a gift to have our relationship transition from student/teacher to colleagues since I鈥檝e graduated.

And my relationships with all SIT faculty have been invaluable sources of mentorship and opportunity. I鈥檝e facilitated national NAFSA: Association of International Educators workshops with Dr. Friedman, published with Dr. Melissa Whatley, and presented at conferences based on other faculty recommendations. The faculty helped build my network, resume, and confidence far beyond the bounds of the EdD program. They showed me how to create a career in this field with not only guidance, but also genuine care.

Honorable mentions for my favorite parts of the program include my cohort members and the residency!

How has getting your EdD impacted your career?

Again, SIT鈥檚 EdD program helped me build my resume and my network, which continues to lead to new opportunities in publishing, presenting, and working on other ongoing projects. I just finished a year-long fellowship with GlobalEd and am currently designing an asynchronous course for their new online platform. I鈥檝e published recently in the Journal of Contemplative and Holistic Education, the Journal of Comparative and International Higher Education, the CEA CAPA Occasional Publication, and the IIENetworker. In addition to NAFSA, I have presented at The Forum on Education Abroad and the Comparative and International Education Society.

The biggest impact the EdD has had on my career has been the way it has granted me a level of credibility that I know that I earned. I appreciate the ability to be present in academic spaces, to publish on my own, to speak on panels, and to know that my voice is valued in our field. I feel empowered to chase my goals because I have the confidence and professional credibility that I built in this program.

And I truly have a network that has my back鈥擲IT alumni are everywhere.

Another thing the EdD program did exceptionally well was integrating theory and practice. I feel very comfortable with the label 鈥渟cholar practitioner.鈥� I can do both, and I really value the ability to do both. I鈥檓 not sure exactly what the future holds, but I know it will continue to involve both my scholar and practitioner sides.

What advice do you have for prospective students?

This is the most important thing to remember about the EdD program, especially when it sounds scary: This is a three-year opportunity to geek out about something you love with people you admire. That level of attention and support isn鈥檛 something that鈥檚 widely available. It鈥檚 a once-in-a-lifetime opportunity.

I spent three years discussing topics I was most interested in with experts in the field, and I received detailed, ongoing feedback about my thoughts. What a gift. I would go back in a heartbeat.

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Are you interested in studying abroad with SIT and curious what a typical day looks like as a student? We asked Mayukha Rajupalepu, a student in SIT’s program, to share what a day in her life looks like in Seville. Rajupalepu is a global development studies major at the University of Virginia. From conducting legal research for her internship to enjoying the city’s festive holiday lights, here’s how she spent a day in Seville.

9:30 a.m.
I wake up fairly late today, giving myself a bit of a reset after coming back from a recent trip.

12 p.m.
After showering and doing my morning routine, I have a quick brunch that I prepared. Here is my avocado toast with scrambled eggs and green tea. I usually like to do a mix of cooking at my dorm and getting food from outside.

12:30 p.m.
I perfectly timed my transport this afternoon! Catching the tram to the city center is easy and there is great public transportation in Seville.

12:45 p.m.
The first stop of the day is the University of Sevilla. Our program had lectures here almost every day during the first few months of the program and now it is a space where we can come to do our independent work as well.

I find a seat on the upper level under a gorgeous stained-glass skylight and am ready to work for the next few hours on some research for my internship. I do legal research and advocacy work at Fakali, or Federaci贸n de Asociaciones de Mujeres Gitanas, for my internship.

2:15 p.m.
I leave the university and set out for my second caffeine boost of the day with some matcha from my favorite cafe in Seville, Syra Coffee. I get my usual oat milk iced matcha but with an added sprinkle of cinnamon (highly recommend!).

Seville is also a gorgeous city for its Christmas lights and decorations. It is so fun to walk around all the festive ornaments and decor.

2:45 p.m.
After walking around for a bit, I reach my next work spot of the day: Centro Norteamericano. This is where the classes for Spanish Study Abroad are held, which includes our SIT classes and our Spanish classes. I love working in this gorgeous courtyard because it鈥檚 bright, colorful, and peaceful to sit and get work done.

6 p.m.
After my work session, I drop off some postcards to my friends and loved ones. It is very easy to send post in Spain鈥攜ou just have to find these yellow cylindrical mailboxes and send off your stamped mail. Two of these are going to the United States and two to my grandparents in India.

6:05 p.m.
I need a snack so I pop into a little tavern called Taberna El Papel贸n for some churros con chocolate: a Spanish favorite! The warm, thick chocolate with the crunchy churros are just what I need on this chilly evening in Seville.

6:30 p.m.
After chowing down on the churros, I continue my sunset walk to the gorgeous Plaza de Espa帽a. The plaza is one of my favorite places in Seville and a great place to decompress and look at stunning architecture. Fun fact: “Star Wars: Episode II 鈥� Attack of the Clones” was filmed right here at the Plaza!

8:30 p.m.
One of our lovely academic directors, Laura, organized a group dinner for us at a Venezuelan restaurant in Alameda. After a short bus ride, I arrive at Carayaca鈥攆amous for their arepas. After a delicious dinner, we ate some yummy tiramisu and went our separate ways.

11:30 p.m.
I return to my dorm around 11:30 p.m. after chatting with some of the girls and get ready for bed. Thanks for following along for a day in my life with SIT Sevilla!

.

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91精品 (SIT) has named Isabella Larson, a 2024 alumna of SIT鈥檚 Samoa: Social and Environmental Change in Oceania program, as the newest .

For her fellowship, Larson will implement the project 鈥淪owing Resilience: Planting the Seeds of Protection for Samoa鈥檚 Taulasea System amidst Growing Climate and Social Pressures.鈥� While conducting research for her Independent Study Project, Larson found that integral medicinal plants and Taulasea鈥攖raditional Samoan healers鈥攁re being threatened by climate change and social factors, particularly a lack of youth involvement in traditional medicine.

Larson鈥檚 project will create two publicly accessible sections of garden and a complementary seed bank designed specifically to grow medicinal plants threatened by the effects of climate change on Samoa鈥檚 island ecosystem. By choosing strategic locations, prioritizing threatened plants, and using community involvement to source plants, the goal is to give the community easy access to plants that are important to traditional medicine treatments and are becoming harder to find, while simultaneously providing the chance for young people to engage with the Taulasea system.

The intersection of human rights, community involvement, and traditional knowledge is critical for the resilience of Indigenous communities and global ecosystems now more than ever. Samoa鈥檚 Taulasea system is the nexus of medicine, nutrition, and ecological conservation for the island nation. International funding is rarely invested in Samoa鈥檚 cultural practices. Rather, aid is given when environmental disasters occur. This tactic is remedial, rather than preventative, and as an environmental health sciences major, my studies focus on why prevention is critical for well-being. This project will be a direct investment in Samoa鈥檚 Indigenous resilience to climate and human rights-related issues, which are deeply intertwined in island nations threatened by global climate change. I鈥檓 eternally grateful to receive this fellowship and create these gardens in Samoa.

The gardens will be located at the National University of Samoa (NUS) and the Vailima Botanical Gardens, both well-known community locations in Apia, and will be implemented by Larson and community partners. A local organic farm will provide plants, NUS students will assist with planting, and an NUS professor and researcher on medicinal plants will offer guidance on where to find more elusive plants to propagate in the garden. Larson will spend three weeks in Samoa in December, remaining in touch with contacts at NUS and the Vailima Botanical Gardens to monitor community engagement once she returns to the U.S.

SIT Samoa Academic Director Fetaomi Tapu-Qiliho shares, 鈥淎t present, the Vailima Botanical Garden maintains separate areas for medicinal plants and for species under threat, but there isn鈥檛 a dedicated space for Indigenous medicinal plants that are vulnerable to climate change. Larson鈥檚 initiative stands out as the only project in Samoa focused on establishing a public garden specifically for at-risk medicinal plants. By partnering with an existing organization that runs related, though not identical, projects, she has been able to further strengthen and ground her project.鈥�

In Samoa, traditional medicine is engrained deeply into everyday life, and older generations are concerned that the practice of it is fading with younger generations. The logistics of traditional medicine are also becoming difficult in particular cases due to the loss of habitat for crucial endemic species, which is being caused by ecosystem changes resulting from the effects of climate change.

After graduation in 2027 from the University of North Carolina at Chapel Hill, Larson plans to complete a master鈥檚 degree in environmental health sciences and would like to become a New Zealand citizen to continue her work in plant research and ethnopharmacology. She says, 鈥淭his project is particularly relevant to a career in this field in New Zealand, since Samoa and New Zealand are deeply intertwined and the Samoan Taulasea system is present in New Zealand.鈥�

The was established in 2009 by the family of SIT Nicaragua 2006 alumna Alice Rowan Swanson as a living tribute to her life, her passion for bridging cultures and helping others, and the role that SIT Study Abroad played in her life. A 2007 Amherst College graduate, Alice was killed while riding her bike to work in 2008.

The fellowships are awarded twice annually to SIT Study Abroad and International Honors Program alumni to return to their program country and pursue further development projects benefiting human rights in that region.

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For Muskaan Makkar, studying abroad in SIT鈥檚 program was the start of a pivotal academic journey. What originated as an idea from her mother evolved into an experience that inspired her Independent Study Project (ISP) on nutrition labeling and ultimately, led to her becoming a Fulbright scholar in France.

We spoke to Makkar about why Switzerland was more than just a study abroad destination and how her experiences there became the start of a future career path.

What made you decide to study abroad in Switzerland with SIT?

Switzerland has always been my mother鈥檚 dream country to visit, so when I was thinking about studying abroad, I decided to look there first. Perhaps it was fate, because the first program I stumbled upon was the SIT Global Health and Development Policy program in Geneva, the global health capital. As a public health major at the University of South Carolina with a vested interest in comparative global health policy鈥攅xamining and utilizing the actionable steps that world leaders are taking to improve their countries鈥� health鈥擨 felt that I had to look no further. My whole family was able to visit me in Switzerland when the program ended, so it was a beautiful fit in every way.

What did you do your ISP on and what surprised you most about the process?

My ISP was a comparative analysis of front-of-package labeling systems around the world. This idea came to fruition when I went grocery shopping with my host mom on the very first day I moved in. I noticed the Nutri-Score, a five-colored label etched on the front of packaged foods and beverages that rate foods as A (most nutritious) to E (least nutritious), everywhere in the store, and I was immediately fascinated. What was this? Did it work? Do people understand it? I looked into the policy, and discovered that there were many other front-of-package labeling systems around the world. I decided to compare the effectiveness of three labels: the Nutri-Score, the Mexican warning labels, and the United States鈥� Facts Up Front label. I examined the differences in design, content, policy implementation, and social discourse surrounding these labels via a literature review and interviews with professors, journalists, dietitians, and other experts in the field.

However, the most surprising part of this process was that I applied to the SIT program with a completely different idea than this one. My former idea was a topic related to health insurance, and I was really excited about that project as well. But, when inspiration strikes, it strikes, and that鈥檚 exactly what happened when I arrived in Switzerland.

How did your time abroad with SIT influence your decision to apply to be a Fulbright scholar?

My ISP is directly correlated with my decision to apply to Fulbright. I am a Fulbright France research grantee, working with the Nutritional Epidemiology Research Team (EREN) at the Universite Sorbonne Paris Nord. EREN helped develop and implement the Nutri-Score in France and various other European countries through comprehensive research. My current supervisor, Dr. Chantal Julia, was actually one of my interviewees for my ISP. I was so interested in the Nutri-Score after my conversation with her that I knew I wanted to keep learning about it. The Fulbright program was always on my radar in college because I believe in the value of a global education, but I never had a specific project that I wanted to do. After my ISP though, all the dots started connecting. So, I reached out to Dr. Julia in May when I finished the SIT program and asked if she would want to affiliate with me if I applied for the Fulbright France grant, and the rest is history.

Without the opportunities I utilized in the SIT program, I genuinely would not be where I am right now.

Any advice for prospective students considering studying abroad with SIT?

It is true that the SIT programs are not your typical study abroad experiences. You aren鈥檛 at a university in the country, you鈥檙e in a specifically tailored curriculum and will grow immensely in that field. If that seems like something you would want to do, then SIT could be a great fit for you. And if you choose SIT, take advantage of every opportunity that is provided to you. I could have completed my ISP for the sake of completing it and getting a grade, but that鈥檚 not what the program is about. It鈥檚 about digging deeper, making connections, and becoming a better student. Be proactive and keep in mind that this could very well influence the next chapter of your life.

What are your post-Fulbright plans?

I am currently applying to master鈥檚 programs in public health with a dual degree in dietetics to become a registered dietitian nutritionist. I hope to enroll in August 2026, after a summer of traveling! My long-term goal is to open my own food policy agency that offers nutrition counseling with dietitians, partners with universities to develop research-based solutions, and lobbies for increased food equity at the state and federal government levels.

Learn more about SIT Study Abroad programs in Europe .

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Looking to study abroad in Europe? With nearly 30 SIT programs in Europe across most major countries and cities, focused on multiple areas of study, the decision can be overwhelming. Who better to help than another student who has firsthand knowledge?

Here, SIT alums share what made three different SIT study abroad experiences in Europe transformational.

鈥�Without a doubt, choosing SIT鈥檚 Netherlands: International Perspectives on Sexuality and Gender program was the best decision I could have made. As a sociology major and a women, gender, and sexuality studies minor, I was incredibly excited about the coursework, excursions, and independent study project. I had high expectations going into this program, but was still completely blown away by the experience. Although there is an emphasis on gender and sexuality, the professors made a committed effort to also discuss other intersections. The various excursions, guest lecturers, and independent work all helped in creating an incredibly positive, inclusive, and vast learning environment. I never felt as though we were missing out on learning opportunities and greatly appreciated all the work done by the professors and staff to make sure that we explored a range of topics.

SIT brings in guest lecturers and professors to teach the different classes. I personally really liked this style of teaching and learning. I felt like it gave us the chance to hear many different perspectives, and I was never bored.

Amsterdam itself is an unbelievable city to live and study in. I have never felt safer in a city and loved being able to explore everything by bike. There is always something to do, whether you just want to sit in a cafe, go to a park, or go out at night. And my homestay experience was nearly perfect. The SIT homestay coordinator did a wonderful job matching students with families and keeping in touch to help sort out any problems. I would highly recommend this program to anyone interested in learning more about the interplay of gender, sexuality, race, and migration in the Netherlands!鈥�

– Grace,

“I had a fabulous time studying abroad in Switzerland with SIT. Top features that stand out to me include the homestay experience and the opportunity for travel. Living with a homestay family was so incredibly valuable. Not only was it a home away from home, but it provided the amazing opportunity to learn more about Swiss culture and to practice language skills. Additionally, travel was a highlight of my time abroad. The program gave students a Swiss Travel Pass, which means you can ride all the trains in Switzerland for free. It is actually hard to overstate how amazing this was. With the Swiss Travel Pass, I could go on excursions without having to stress about money.

The academic side of the program was very solid. If you manage your time, there is plenty of time to travel every weekend. Just know that for the first few months of the program, you have class five days a week. The independent study project the last month of the program was great! There were no course classes during this period, so you can travel and work on your project simultaneously. While people may be tempted to travel to foreign destinations, I would really encourage them to travel within Switzerland as much as possible. The program size is relatively small, so it is easier to make friends than in the massive study abroad programs. You take all the same classes with your classmates so you get to know everyone very well. I feel so grateful to have had the opportunity to live in such a beautiful place as Switzerland for a semester.”

– Brooke,

鈥淭here are different opportunities, and you鈥檙e not limited to internships over the summer. I never thought possibilities like this program existed. Now I can take my experiences and apply them to my future career.

Icelanders use a lot of diesel generators because they don鈥檛 have a great power source from the main grid. They鈥檝e had to adapt and their energy prices are higher, even though there aren鈥檛 many people. We learned about their challenges and the initiatives to combat them. I looked at how we can create a local power source鈥攁 pumped hydropower plant that could be powered by a local wind farm. They also have a lot of channels in the northern region of Iceland, so I was thinking about a tidal barrage that would spin a turbine and produce energy.

We had weekends off, which was really nice. We hiked and there were a lot of natural springs, but one of my favorites was when we hiked 45 minutes up this canyon to a geothermal hot river where the water was 100 degrees and it was like a natural hot tub. Seeing the views and the ocean, mountains, the landscape, and puffins everywhere, I realized how beautiful the world is. It laid the foundation for why we鈥檙e here, to learn about renewable energy and how to preserve it. We learned in class, then went out and applied it, and for me that was very beneficial.鈥�

– Lucas,

about SIT鈥檚 programs in Europe or an admissions officer.

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Studying abroad can be a transformative experience, and it鈥檚 important to choose the right program. SIT offers programs around the world鈥攁ll framed around critical global issues that transcend borders and touch everyone. Specifically in Europe, where a new country is just a train ride away, our programs allow students to explore these issues deeply from several cultural, political, and geographic perspectives.

Add to this that SIT offers nearly across most major countries and cities, multiple areas of study, minor options, and 鈥楥hoose Your Track鈥� programs! The result? An experience that is tailored to your specific interests and goals.

We know it鈥檚 the details that can make the difference, so we asked some of our faculty members what makes studying abroad with SIT in Europe so special. Here鈥檚 what they had to say.

Study abroad in a program that prioritizes student well-being and offers unique experiential learning opportunities.

鈥淲hat truly sets SIT apart is the passion of our staff and their commitment to building authentic connections with students. We prioritize open, horizontal communication, one-on-one spaces, and constant dialogue that fosters trust, understanding, and personal growth. Student well-being is central to our approach: while academics are the foundation, we encourage students to discover ways to enjoy Seville and take advantage of all it has to offer. There鈥檚 cultural immersion throughout the experience, with workshops and classes led by local activists and academics who bring real-world perspectives.

We take students beyond the classroom with unique experiential learning opportunities. The city itself is a cultural crossroads, where students experience firsthand how identity and memory shape activism. Spain鈥檚 vibrant politics of the streets makes it an ideal setting to study protests and grassroots movements, such as feminism, environmental justice, and independence campaigns. The program鈥檚 excursion and proximity to Morocco offers unique opportunities to explore Euro-Mediterranean dynamics surrounding migration, women鈥檚 rights, and geopolitics. Seville also stands out for its strong tradition of social networks, making it a fantastic place to pursue internships and engage with social movements, policy, history, memory, and international relations.鈥�

鈥� Victor Tricot, academic director of Spain: Social Movements, Democracy, & Cultural Identity

Learn directly from locals, while having agency over your studies.

鈥淪IT has a unique, personal relationship with Icelanders, linked to several research and educational institutions around the country. Students get an incredibly close-up interaction with the land, embarking on independent research in close connection with Icelanders. They are on the ground, doing real things with real people, rather than interacting with a larger broker or study abroad institute.

SIT allows you agency over your studies, choosing and designing your own project, and getting a seriously close connection with communities, not the result of a large study abroad/university machine, but rather a small and intimate connection. You get to be a local on the global scale.鈥�

鈥� Dr. C. Palmer, academic director of Iceland: Climate Change & the Arctic

Prepare for your career through designing and conducting fieldwork, and gain practical knowledge of sustainability in one of Europe鈥檚 oldest countries.

鈥�Students design and carry out original fieldwork in sustainability and environmental studies, from methodology to data collection and interpretation, producing publishable research or policy papers. Additionally, they actively contribute to local sustainability and environmental justice initiatives in Portugal, gaining practical experience, building community connections, and strengthening career paths in NGOs and grassroots organizations. Students gain in-depth knowledge of sustainable systems shaping the European Union, preparing them for careers in international policy, sustainable business, and environmental governance. All while enjoying everything Portugal has to offer as one of the oldest countries in Europe, with historic cities like Lisbon, Porto, and Coimbra, medieval castles, and UNESCO World Heritage sites. From fado music and azulejo tiles to the slower pace of daily life鈥攖he importance of long meals and caf茅 culture鈥擯ortugal combines tradition with a relaxed atmosphere that鈥檚 hard to find elsewhere.

Our excursions provide rich, place-based learning opportunities. Highlights include traveling to the Azores to study geothermal energy鈥攖he only region in Portugal where it is produced; visiting companies across Portugal to understand how large enterprises are integrating sustainability practices beyond greenwashing; and crossing into Spain to engage with local activists from the No a la Mina movement, who are resisting the development of lithium mining near their community. These experiences help students see the complexity of sustainability debates from multiple viewpoints.鈥�

鈥� C谩tia Magro, academic director of  Portugal: Sustainability and Environmental Justice

Take a deep dive into a specific theme from multiple perspectives.

鈥淭he Netherlands is synonymous with progressive social policymaking, and it was the first country in the world to legalize same-sex marriage. Amsterdam has long been considered forward-thinking for their ideas and policies on sexuality. 聽When students choose to study abroad in Amsterdam, they are given the opportunity to interrogate and critically evaluate those claims in a city that functions as a laboratory for how those lofty ideals can be turned into a reality, as well as a magnet for thought leaders, activists, and NGOs that aspire to do that work. SIT provides students with the opportunity to do a deep dive into one specific theme, and with the material and intellectual resources to explore that theme independently during the last month of the program鈥攚hether by pursuing an ISP or doing an internship.鈥�

During a two-week excursion to Morocco, students will explore how these issues are inflected by religion and resonate differently in a Muslim-majority country.聽SIT is the only study abroad provider in Amsterdam that offers students a two-week international excursion to engage with the topic of the program from a non-Dutch perspective, and we stand alone in complementing the courses students take with two or three guest lectures and site visits every week. SIT is unique in intentionally extending the learning students do outside the classroom, while a two-week excursion to Morocco can be a life-changing experience for many students, and is almost like a second study abroad program altogether.鈥�

鈥� Jonathan Key, academic director of Netherlands: International Perspectives on Sexuality & Gender

Work with experts in the field and develop a global professional network.

鈥淕eneva is the world capital city of health and humanitarian action with a high concentration of experts, UN agencies, and NGOs dedicated to global health. Students have a unique environment to learn about global health, reflect on their own career path, and start their professional network at the highest level. 

Students interact with experts from agencies and leading medical and public health local specialists at the two major university hospital centers in Geneva and Lausanne. They meet with Ministry of Health experts and NGO field experts in Morocco. They participate in a simulation exercise in multilateral negotiation over global health issues, shaped from actual multilateral discussions held at the World Health Organization. In addition, students receive a SwissPass as part of the program, allowing them to hop on any train, bus, or boat in Switzerland for free.鈥�

鈥� Fran莽oise Flourens, academic coordinator of

Learn more about all that SIT has to offer in Europe鈥�!

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has expanded its offerings to meet the evolving needs of students! We now offer greater flexibility in housing, independent travel opportunities, and new programs with academic track options. Students can explore programs on our website by filtering their areas of study and even earn a minor within a single semester, providing them with more tailored study abroad experiences. Read on for additional information on all the exciting new programs and updates here at SIT.

Explore Europe through the IHP lens

SIT is expanding its with four new IHP Europe programs, starting fall 2026. These immersive, multi-country programs take students through three European countries in one semester, offering a rich, comparative look at key global themes, such as biodiversity, cities, politics, and public health. IHP Europe provides students a unique opportunity to explore pressing global issues from diverse European perspectives鈥攁ll while building global insight, cross-cultural understanding, and academic depth. As an added benefit, a pass is included in the IHP Europe program price.

Customize study abroad experiences with SIT Choose Your Track

Launching fall 2026, new in the Netherlands, South Africa, and Switzerland give students the freedom to customize their experiences by selecting an elective that matches their passions and career goals. Track options include health, sustainability, migration, education, multiculturalism, wildlife, food systems, and more. Whether they’re looking to dive deeper into a topic they love or explore something entirely new, these flexible options let students shape an unforgettable experience that reflects who they are and where they鈥檙e headed.

Earn a minor with SIT Study Abroad

Beginning spring 2026, select SIT programs will offer the option to earn an academic minor鈥攂uilt into the existing 16-credit semester program, with no additional coursework required. Students just need to indicate interest when they apply and pass all their classes with a C or higher. They will receive a separate SIT transcript noting their minor, giving them a standout credential for future job or graduate school applications. Please contact an SIT admissions counselor to learn about available minors through SIT.

Increased housing flexibility

Studying abroad isn鈥檛 just about where students go鈥攊t鈥檚 also about how they live while they鈥檙e in-country. Homestays remain at the heart of the SIT Study Abroad experience, offering unmatched cultural immersion and everyday connection to local life. However, for students seeking a more independent living arrangement, several programs now offer residential housing options, such as apartments or dorms. While the experience differs from a homestay, students still engage deeply with the host culture through program activities, local networks, and dedicated staff support. Learn more about housing options at .

Expanded offerings for summer 2026

SIT is excited to launch three brand-new programs designed to take students鈥� learning鈥攁nd their summers鈥攖o the next level:

• Netherlands: Identity Matters Internship
• Spain: Social and Corporate Responsibility Global Internship
• Australia: Sustainability and Environmental Action

The new internship programs in the Netherlands and Spain provide the opportunity to work abroad and expand students鈥� professional networks. In Australia, students learn from leading academics and sustainability practitioners while living in a coastal town. See all summer offerings at .

Find the right program faster

Finding a program that aligns with academic interests just got easier鈥攕tudents can now filter SIT programs by academic discipline and discover the options that fit them best. Head to , select a topic of interest using the “Area of Study” filter, and start exploring.

Travel independently while studying abroad

Students on all programs are allowed to travel independently and internationally during program free time. Many students plan trips together, have family members or friends visit, or travel to meet up with extended family. If families want any information on our safety practices, they can read our .

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It is well documented that studying abroad offers numerous benefits for personal and professional growth, including expanding one鈥檚 worldview, developing intercultural skills, and enhancing academic and career prospects.

While Joel Colony agrees, he also believes it benefits more than just the individual. He says it is 鈥渁 need-to-have for the next generation of American leaders鈥� and 鈥渁 national security imperative.鈥�

We asked Colony why studying abroad is so important. He shared his thoughts from his own personal experience, having studied abroad numerous times as a student, as well as from a professional standpoint as 鈥檚 Vice President for External Engagement and Advocacy. Here鈥檚 what he had to say.

What is your personal experience with studying abroad? Why did you decide to study abroad?

From a very early age, I was drawn to the idea of representing my country abroad, not so much as a diplomat but as a visitor and a learner. My own journey in international education began with a summer tour to England in high school, which sparked greater curiosity about the world beyond my own American mill town community. That experience led me to solo backpacking trips overseas and eventually to doing 鈥檚 study abroad program in China in college. Later, I won a Fulbright scholarship to the European Union (EU), where I studied how EU foreign policy is formed. In that time, I completed a master鈥檚 degree at the London School of Economics and closely examined EU and British politics and transatlantic relations.

In each case, I chose to study abroad because I wanted to deepen my understanding of the world 鈥� and just as importantly, serve as a citizen ambassador of the United States. These experiences shaped who I am and why I believe international education is essential to America鈥檚 future.

鈥淲hen students study abroad, they鈥檙e not just gaining academic knowledge 鈥� they鈥檙e building the kind of cross-cultural relationships that promote peace, economic cooperation, and mutual respect.鈥�

Can you share more about this? Why do you think studying abroad is important, specifically for America鈥檚 future?

Study abroad is no longer a luxury or a nice-to-have 鈥� it鈥檚 a need-to-have for the next generation of American leaders. It鈥檚 a national security imperative. In an increasingly interconnected and contested world, we need Americans who can think globally, communicate across cultures, and understand the nuances of history, politics, and language to impact the world beyond the United States.

When students study abroad, they鈥檙e not just gaining academic knowledge 鈥� they鈥檙e building the kind of cross-cultural relationships that promote peace, economic cooperation, and mutual respect. In many places around the world, the only American someone may ever meet is a student, and that impression matters. Hollywood has a powerful sway on how Americans are perceived internationally, but this can be both good and bad. When conveying American values and potentially winning hearts and minds, my own personal preference is that we have American citizens in the lead.

If we want to compete globally, protect our interests, and uphold our values, we must invest in sending more Americans overseas, not fewer. That includes more citizen diplomacy between Americans and Chinese despite the ongoing challenges in this fraught bilateral relationship. We have a good number of Chinese studying here in the U.S., but we need young Americans to be encouraged to study in China so they recognize the significance of that relationship and help shape it for the next generation.

More than 660 current and former heads of state and government are alumni of U.S.-funded educational and cultural exchange programs. While this is impressive, my hope would be that all our leaders have some international experience. But in addition, if young people and emerging leaders from around the world and from a range of backgrounds were to experience these exchange programs, they might become advocates in their communities for compassion for others, peace between nations, and a friendlier disposition toward Americans without preconceived notions. All of this would surely be helpful from a national security and influence standpoint for our country.

Is there data you can share that supports this?

According to The Open Doors Report, only about 300,000 U.S. students study abroad each year, less than 2% of the total enrolled in U.S. higher education. That means the vast majority of American college students are graduating without direct exposure to life outside the United States. If we want the next generation of Americans to lead globally, we have to make study abroad more accessible and pervasive in our educational experience at all levels.

鈥淚f we want to compete globally, protect our interests, and uphold our values, we must invest in sending more Americans overseas, not fewer.鈥�

What is your favorite memory from your time studying abroad?

While studying through SIT in China, a few classmates and I were invited to a party taking place on a neighboring college campus. When we were picked up, the students who had organized the party asked us to bring music. I thought it was an odd request, but I complied. To our surprise, when we arrived, there were flyers announcing, 鈥渟trange foreigners to perform unknown song.鈥� We entered to discover 10,000 screaming students sitting in stadium seats, tossing beach balls, blowing whistles, and shaking pompoms to booming music.

We were ushered backstage, where we soon realized we were expected to be part of the performing line-up. Were we nervous? Absolutely. But when in our lives would we have an opportunity like this? We decided on our song, were handed microphones and cowboy hats, and were wished luck. I was the default lead singer of our karaoke debut while my friends covered the backup dancing and chorus. By the end, we crowd surfed, started The Wave, and passed out roses to audience members, some in tears. This actually happened.

Given this exhilarating experience and so much more, I wholeheartedly recommend that everyone says yes to studying abroad for their own sake and for the sake of our country and the world.

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At 91精品鈥檚 59th commencement, the resounding message focused on the need to serve as 32 graduates earned their global master鈥檚 degrees and looked toward the future.

On the front lawn of SIT鈥檚 Brattleboro campus, overlooking the beautiful Green Mountains, more than 100 guests gathered to celebrate the students who earned degrees in diplomacy and international relations; climate change and sustainability; humanitarian assistance and crisis management; international education; sustainable development; and intercultural service. While the occasion was often festive鈥攎arked by the return of SIT鈥檚 chipmunk mascot, and an uplifting brass band鈥攖he speakers鈥� remarks implored the students to think deeply about the need to help others as they embark on their future endeavors.

Dr. Sonalini Sapra, assistant provost for academic affairs and faculty development, urged graduates to work together to build the kind of society they desire.

鈥淵ou’ve proven you can master difficult material and solve complex problems. Now you get to decide what kind of society you want to help build, what kind of educated citizen you want to be,鈥� she said. 鈥淭he world needs what you’ve learned here at SIT. More than that, it needs people who understand that education creates responsibility鈥攖o keep learning, to speak up for what’s right, and to work with others toward the democracy we all deserve.鈥�

SIT President Dr. Sophia Howlett encouraged graduates to 鈥渟erve for the common good鈥� in the global community. 鈥淪o, what then does service for the common good mean? It is an affirmation, a stepping forward, it is saying 鈥榶es鈥� when a situation, a group, or an individual asks for help. I would suggest to you that once you have stepped up, stepped forward, stepped in, what you do next is not what you want, but what is needed, what is necessary.鈥�

Larry Cooley, keynote speaker and former chair of the 91精品 Board of Trustees, mentioned that despite increasing hardship for many in the U.S. and around the world, the present situation might open a window of opportunity.

鈥淭he rebuilding that鈥檚 going to be needed is not only at the highest levels. Rebuilding is also required at the community and interpersonal levels where we need to overcome today鈥檚 intense polarization and find new ways to listen to one another, to celebrate our common humanity, and to work collaboratively,鈥� Cooley said. Cooley is the founder and president emeritus of Management Systems International, an international development consulting firm and an alum of the , SIT鈥檚 comparative multi-country program.

He stressed that the graduating class now has the distinct ability to 鈥渟ee things from perspectives other than your own鈥� thanks to their SIT education. 鈥淩adical empathy is your superpower. And that I believe will be needed to fashion solutions.鈥�

Graduate Esmeralda Torres Mart铆nez, who earned her master鈥檚 in climate change and global sustainability, delivered the student address. She noted the surprises, joys, and challenges she and her classmates experienced before encouraging them to stay focused on helping others.

“New friends, new networks, and new ways of looking at and solving problems based on different worldviews. I don’t know about you, but I was mesmerized by how I could sit down with people from another country, barely speak their language and somehow, as the time passed, laughter would erupt between us鈥fter our period of growth at SIT, I hope that when we are confronted with dilemmas, our education, resilience, and listening ability guide our compass to what is best for the collective,鈥� said Torres Mart铆nez.

Darin Smith-Gaddis, SIT鈥檚 senior director of university relations and strategic outreach, concluded the program鈥檚 remarks by welcoming the graduates into SIT鈥檚 extensive global network of alumni. 鈥淭his alumni community is a vibrant and growing鈥痭etwork of changemakers from鈥痑ll parts of鈥痶he globe.鈥疻hen I meet someone on a plane, or at a conference, or at a community event, and they are doing something good in the world, more often than not, they are an SIT or 91精品 alum.鈥�

Students in SIT鈥檚 study and do their research at our international learning centers. Flags from around the world adorned the stage鈥檚 backdrop, representing the countries where students were from and the countries where learning centers are based. The ceremony ended with a celebratory reception and photos taken with SIT鈥檚 chipmunk mascot.

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By Christie Jardine

91精品 (SIT) is excited to showcase a new partnership that marks two significant firsts: our first-ever custom program in Samoa, and our first collaboration on a custom program with the University of Oregon (UO). The Climate Change and Indigeneity in Samoa program brought 18 UO students to Apia, Samoa, for an immersive four-week experience during summer 2025.

This program was hosted through SIT’s established program. Students lived with homestays and explored climate change impacts on the people, environment, and culture of Samoa and other Pacific nations. The program combined western, Indigenous, and Samoan perspectives to provide a holistic understanding of Indigeneity, climate science, policy, social justice, and community resilience. Through immersive coursework, collaboration with local communities, and guided excursions, students engaged directly with Indigenous leaders, policymakers, activists and artists, contributing to projects supporting Samoan communities in adapting to and mitigating climate threats.

The program was developed and led by , assistant professor of Indigenous, race, and ethnic studies and of UO鈥檚 Distinguished Teaching Award, alongside , professor of political science and environmental studies.

SIT currently supports custom programs in across Africa, Asia, Europe, Latin America, and the Middle East. To learn more about how SIT can support your institution’s custom programming initiatives, or .

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In the fall of 2020, Katie Lloyd started SIT鈥檚 program. The first semester of the program took place in 脥safj枚r冒ur, Iceland, during the COVID pandemic. She wrote about her time there in her titled 鈥淎ll Abroad!鈥濃�攁 travel journal of sorts that is informative, humorous, and visually captivating due to her dozens of beautiful photos.

Below one montage of shots, she writes, 鈥淗ere you can see some beautiful pictures of 脥safj枚r冒ur bay, blueberry picking in the mountains, and some of the scientific process of data collection in the forest. We were able to use a kiln in the art centre in town today as a way to burn our soil samples. Burning them at a very, very high heat allows us to calculate carbon content.鈥�

Prior to pursuing her master鈥檚 with SIT, Lloyd graduated from Miami University of Ohio with a degree in biology and environmental science before serving in the in Cameroon for two years as an agriculture extension agent. The second semester of SIT鈥檚 Global Master鈥檚 in Climate Change and Sustainability takes place on the island of Zanzibar, Tanzania, and the coast of Kenya. Lloyd says all her experiences abroad and at home prompted her to write her master鈥檚 thesis on the impacts of extreme weather on beekeeping practices in the United States and Africa.

Today, Lloyd is the whole farm manager at , an Ohio-based non-governmental organization that works to build the economy of rural Appalachia in sustainable ways. 

鈥淭hroughout my academic and service career, I have noticed an underlying theme of the importance of the local community, especially local food systems, in building resilience in the face of drought and flooding,鈥� Lloyd says on Rural Action鈥檚 website. 鈥淭he communities best prepared for climate change are those that have a network of resources at hand for local and diversified income from agriculture.鈥�

Lloyd chose SIT鈥檚 global master鈥檚 program because it was a natural extension of her time in the Peace Corps.

鈥淚t was a special combination of in-class sessions and fieldwork, and that appealed to me,鈥� Lloyd says. 鈥淲hile it was certainly difficult doing a program like this during COVID, it did give my cohort and me a very unique view of the communities we studied in.鈥�

Lloyd says the fieldwork was 鈥渉ands down the best part of the program.鈥� In her blog, she shares several photos of her and fellow students collecting field data and doing research in Iceland, writing that the work was a highlight.

鈥淣othing compares to hands-on learning, and those lessons have stuck with me. SIT did a good job making sure we got out and actually saw what we were studying, to reinforce our education,鈥� she says.

Lloyd stresses the importance of taking advantage of all the program has to offer for those considering a global master鈥檚 at SIT.

鈥淟ike any program, you get out of it what you put in, so I recommend taking every opportunity to explore and deepen your learning,鈥� she says.

Specifically regarding SIT’s , she notes the program is fast-paced, so advises prioritizing time to get out and travel on your own.

For suggestions on where and how to do that in Iceland, read her where she describes trips to natural hot pools, waterfalls, Iceland鈥檚 northernmost glacier Drangaj枚kull, seeing the Northern Lights, and more.

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We all remember our favorite books from childhood鈥攂ooks that made you want to travel through time, explore unknown forests and waters, live in space, or learn magic.

鈥淔or a long time, I dreamed of writing a book that might inspire others, just as so many books inspired me,鈥� said SIT professor Dr. C谩tia Magro. And so she did.

鈥淎urora: The Adventures of a Future Scientist鈥� is meant to spark the readers鈥� imagination and inspire scientific learning, but also is an ode to all the women who encouraged her to 鈥渢ake one more step forward鈥� throughout her life and career.

Dr. Magro is the academic director of SIT鈥檚 and an assistant professor in the program. She began writing the book before joining SIT nearly four years ago, but said her students and their curiosity motivated her to finish it.

We spoke to Dr. Magro about what originally inspired her to write 鈥淎urora: The Adventures of a Future Scientist鈥� and what she hopes sticks with readers long after they close the book.

Can you summarize what “Aurora: The Adventures of a Future Scientist” is about?

鈥淎urora: The Adventures of a Future Scientist鈥� follows the journey of a young girl named Aurora. Through her heartfelt adventures in another multiverse where human beings are extinct, the story weaves together themes of female empowerment, science, family, friendship, and sustainability.

All of the characters are female, highlighting the essential role of women in science and the power of collaboration among them. The narrative mirrors a scientific endeavor鈥攆ull of hypotheses, experimentation, moments of doubt, and ultimately, discovery. As Aurora reminds us, women have always been a driving force for change, and it鈥檚 up to new generations to continue that legacy.

The book includes a glossary to help young readers engage with scientific terms, making it both an inspiring and educational read. At its core, 鈥淎urora: The Adventures of a Future Scientist鈥� is a celebration of curiosity, courage, and the connection between humanity and the natural world.

What inspired you to write this book?

Reading has always been one of my greatest passions. For a long time, I dreamed of writing a book that might inspire others, just as so many books inspired me. My father played a key role in this journey. He used to read stories to me, and he invented many of his own, creating entire worlds from his imagination. Every night brought a new story, and I think that鈥檚 where my own desire to tell stories and create worlds was born.

This book is also a tribute to my mother and my grandmother Cec铆lia鈥攖wo women who taught me, through their example, what strength, love, and determination truly are. But it鈥檚 an ode to all the women who have inspired me throughout the years: teachers, scientists, engineers鈥攃ourageous women who opened paths in various fields and showed me that there are no limits when you have the courage to take one more step forward.

Aurora is, in many ways, a reflection of myself: a curious child, fascinated by the world, who found in science not only a path of discovery but a sense of identity. I grew up in an environment where curiosity was welcomed, where asking 鈥渨hy鈥� was never a nuisance.

What do you hope readers will take away from reading 鈥淎urora: The Adventures of a Future Scientist?鈥�

As an adult, I wanted to create a book that could be shared between children and their parents, a story that sparks imagination and encourages scientific learning. The book is an adventure, but it鈥檚 also a gentle celebration of curiosity and the freedom to dream.

My hope is that this book inspires young readers to ask questions, explore the world around them, and understand the urgency of protecting our planet. I want them to imagine themselves as scientists, astronauts, environmental engineers鈥攚hatever they wish to become.

If 鈥淎urora: The Adventures of a Future Scientist鈥� can ignite even a small spark of curiosity or courage in a young reader, then it will have achieved its purpose.

How has your work at SIT influenced your writing?

I started writing the book before joining SIT, but being here鈥攕urrounded by so many incredible students鈥攇ave me even more strength to keep going and finish it. Watching how their education, friendships, and values have shaped their kindness and curiosity has been truly inspiring.

It motivated me to ensure this book could become part of meaningful family moments鈥攚here girls and boys read it together with their loved ones, learn about science and cooperation, and feel empowered to pursue their goals with courage and determination. I hope it inspires them to stay true to themselves, to care for others and the natural world, and to grow up free, confident, and full of curiosity.

What advice do you have for prospective students interested in studying in Portugal?

Portugal offers a rich, diverse environment for learning, from its culture and landscapes to its academic excellence. But above all, it offers space to reflect, connect, and find meaning in the work we do for the planet and for each other.

Those who have studied with my team know that the journey isn鈥檛 always easy. It鈥檚 filled with scientific challenges, demanding assignments, and critical thinking. But they also know that behind every task, there鈥檚 a greater purpose: to help them grow, not only as students, but as people.

Study abroad in Portugal is intense but short鈥攊t passes quickly鈥攜et within that time, you may discover your professional passion, your inner voice, or simply a new way of seeing the world. I encourage students to be free, to explore their dreams and ideas, and to learn by doing. I never walk ahead of them or hold their hand every step of the way鈥攂ut I always walk beside them, supporting them, even when they stumble.

Interested in purchasing this book? 鈥淎urora: As Aventuras de uma Futura Cientista鈥� (in Portuguese) is available through the publisher, Flamingo, Atlantic Books. You can find it in bookstores across Portugal and some in Brazil. Additionally, it can be purchased online through the library, which offers international shipping, including to the United States.

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This story and photos were originally published on Johns Hopkins University’s website. They are reprinted here with permission.

Olivia Bond is a senior studying environmental science at Johns Hopkins University. This past spring semester, she participated in SIT’s program in Australia, where she studied thermoregulatory behaviors of spectacled flying foxes at James Cook University.

Bond enjoyed her time abroad and says, “Studying abroad expanded the way I think about ecology and gave me a new perspective to bring back home. The forest restoration project with Trees for the Evelyn and Atherton Tablelands (TREAT) was just one of many incredible experiences I had while studying abroad, in addition to snorkeling on the Great Barrier Reef, learning traditional uses of plants from an Aboriginal elder, and designing an independent research project on spectacled flying foxes. I absolutely loved my study abroad experience and I encourage any students to participate in a similar program.”

Bond and a few of her classmates wrote the following article to highlight the work they completed in their program.

鈥淭he right tree, in the right place, for the right reason.鈥� That is the motto of Trees for the Evelyn and Atherton Tablelands (TREAT), a community-based revegetation organization in the Wet Tropics region of Australia.

The Wet Tropics is a region on the east coast of Northern Australia that has a unique environment, home to vast biodiversity and ancient species lineages. Within the Wet Tropics, the Atherton Tablelands region is known for its rich basaltic soil and is home to a variety of flora and fauna. Much of the ancient rainforest has been cleared for agricultural use, which has led to forest fragmentation and a discontinuous habitat for many rare and endangered species. In recent years, there have been efforts to reforest the region to restore natural habitats.

TREAT is a prominent organization in the field of forest restoration that is advised by the Queensland Park and Wildlife Service. In 1982, Joan Wright and Geoff Tracey founded TREAT when they saw a need for a community-based organization focused on the restoration of rare and fragmented forests. Since the arrival of Europeans in the Wet Tropics, valuable species such as the Queensland Oak, Red Cedar, Northern Silky Oak, and many others have been harvested for timber. Deforestation increased in severity as Europeans began to clear land for monoculture farming. TREAT鈥檚 reforestation objective is to reestablish forested areas, create links between forest fragments, add habitats for many species, and develop a more stable environment for both the people and animals that live in them.

Reforestation is a long and complex process that requires careful planning and preparation. Once TREAT identifies a forest to restore the process of choosing a plot, deciding which species to plant, and harvesting and planting the seedlings begins. The cultivation of a diverse group of trees and their planting needs to be completed 18-24 months before the actual tree planting.

Between February 27鈥揗arch 1, 2025, 18 students from the 91精品 based in Cairns, Australia traveled to a TREAT plot on the Atherton Tablelands to help prepare and plant over 2,000 Mabi forest trees. According to the Australian Department of Climate Change, Energy, the Environment, and Water, a Mabi forest is a complex notophyll forest with an uneven tree canopy between 25 meters and 45 meters tall with many tree layers. The name Mabi originates from the local aboriginal name for the Lumholtz鈥檚 tree kangaroo, a native species of the forest. As of right now, less than 2% of the original Mabi forest remains, and it is classified as critically endangered under the Environment Protection and Biodiversity Conservation Act of 1999.

As a part of the 91精品, students collaborated with TREAT volunteers to plant trees in Wongabel State Park. The site was a roadside plot on about a half hectare of land adjacent to an established section of Mabi forest. TREAT did a major tree-planting project at that site a year earlier, but most of the saplings were killed by an unpredicted frost. Students arrived on the site on a sunny Thursday afternoon and were assigned jobs: boring holes with mechanical augers, adding fertilizer, and pouring water crystals to help the soil retain water. The following day, they visited the TREAT nursery where volunteers gather weekly to cultivate trees from seeds. Students assisted local volunteers with preparing seeds, planting seedlings, removing weeds, and washing pots for reuse. The nursery is home to 300,000 trees at any one time, and TREAT plants of those 80,000 every year.

On one Saturday morning, there was the big event: putting trees in the soil. The students joined a group of around 75 volunteers to plant a total of 2,000 trees belonging to 85 different species. The majority of the seedlings planted were pioneer species. These species are crucial to the re-establishment of a forest because they are fast growing, mature very quickly, and attract native seed dispersers and pollinators that will spread primary canopy tree species. J. Grant, a long-time ecologist and Tablelands resident, believes that the greatest value in these plantings is that they 鈥渁chieve a lot in the community.鈥� When asked about forest conservation in his own community, Grant mentioned that a neighbor 鈥渃leared almost all of his property to build a house鈥攖wo hectares [20,000 square meters], just gone.鈥� Grant鈥檚 experience demonstrates that even private landowners can have a destructive impact on the local environment.

The land is shared with countless flora and fauna that have resided there long before humans. Impacts from deforestation are relevant, even on a small scale. Building community knowledge and involvement through organizations like TREAT is an important aspect to the further protection of threatened forests. While portions of the Wet Tropics are regulated by the government, private landowners must recognize the impact of their actions to preserve the region鈥檚 ecological value. Together, we can protect and preserve our rainforests.

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91精品 has named Allie Stankewich, a 2021 alumna of SIT鈥檚 Public Health in the Tropics Internship program in Uganda, as the newest .

For her fellowship, Stankewich will implement the project 鈥淪ustainable Fish Farm for Thriving Youth Farmers of Uganda.鈥� The project includes the construction of a fish farm and a sustainable aquaculture-based youth empowerment program. The plan is to build three ponds: a nursery pond, a water reservoir, and a pond for rearing fish. All will be part of a larger working farm and training center operated by (TYoFU) in Kalongero Village, Masulita. This aquaculture system will provide training programs for under-resourced Ugandan youth to develop practical skills that are transferable to other sectors, including basic finance, nutrition education, resource management, and community sanitation.

Young people in Uganda face economic challenges due to high unemployment and a lack of income-generating opportunities. TYoFU prepares local youth for employment and healthy, sustainable livelihoods through agriculture. This fish farm will serve as both a food source and a way to generate revenue, and profits from the farm will be reinvested in the local community to fund public health trainings. The ponds are expected to rear 10,000-15,000 fish per pond. Pond construction started this month, and TYoFU鈥檚 team will sustain and expand the project鈥檚 ongoing impact.

To ensure this project is community-driven, Stankewich sat down with Ugandan staff at TYoFU to better understand the community鈥檚 needs and how she can best support them. She learned that TYoFU and their community have had the desire to build a large fish farm social enterprise since the organization began in 2021. An expanded farm will reach more young people for training, employment, and entrepreneurship. However, funding has been a constant challenge.

Uganda is a country of rich, fertile land and wise, hardworking, innovative people. As I learned through my SIT internship in Uganda鈥攖hough it is a rapidly developing and growing African nation鈥攅nvironmental degradation, a legacy of extraction, and a burdened public health system pose vast challenges of unemployment, poverty, and food scarcity. Communities facing such obstacles are eager and ready to work, but leaders with innovative visions often lack the necessary capital to execute their aspirations and initiatives.

Stankewich is currently working in Kampala, Uganda, as a Fulbright English teaching assistant at Makerere University and Mengo Senior School. She is also a regional Fulbright mentor. Throughout her time in Uganda, Stankewich has worked with local community organizations involved in food security and public health initiatives. She connected with TYoFU, and after visiting their farm and meeting their team, she wanted to do more.

What a gift it is to continue building bridges with the rich culture, beautiful environment, and warm people of Uganda. I am very grateful to SIT and the Alice Rowan Swanson Fellowship for making possible the launch of this sustainable fish pond project in collaboration with TYoFU. I have been inspired by TYoFU’s resilience and determination to realize a vision of greater opportunity for the livelihoods and leadership of rural Ugandan youth. It is an honor to witness how this fellowship has quickly enabled a great transformation of the training farm and opened new pathways for community engagement. We are eager to see the benefits of skill development, food security, and social enterprise continue to fruitfully multiply.

After finishing up her Fulbright grant, Stankewich would like to pursue a master鈥檚 in global environmental health. She hopes to work with international organizations addressing food justice in community development through research and policy interventions. She adds, 鈥淧ersonally, I know Uganda will always hold a special place in my heart. I look forward to continuing to cultivate the relationships and experiences I’ve built here and transforming that wealth of knowledge into community-centered impact.鈥�

The was established in 2009 by the family of SIT Nicaragua 2006 alumna Alice Rowan Swanson as a living tribute to her life, her passion for bridging cultures and helping others, and the role that SIT Study Abroad played in her life. A 2007 Amherst College graduate, Alice was killed while riding her bike to work in 2008.

The fellowships are awarded twice annually to SIT Study Abroad and International Honors Program alumni to return to their program country and pursue further development projects benefiting human rights in that region.

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Why go to just one country when you can study in four?

SIT鈥檚 multi-country programs offer students the unique opportunity to spend a semester studying in four countries, learning from peers and locals throughout their journey. (IHP) provide a unique academic experience for students eager to explore the world while diving into big global questions. Most IHPs begin with a brief time鈥痠n the United States before traveling to three different countries on three continents, spending approximately a month in each location. Through site visits, conversations with local experts, and hands-on experiences, students examine critical issues from both local and global perspectives to better understand how different communities approach shared challenges.

Curious what it鈥檚 like to travel and study with SIT in multiple countries during one semester? Here, IHP alumni share what made the experiences special.

鈥淭he study abroad experience provided by SIT changed my life for the better. When applying, SIT stood out because of their commitment to experiential learning. In this one semester, I learned more than in my entire academic career at college. Having the opportunity to critically engage with communities on the ground and see real-world applications makes concepts and ideas more powerful, instead of a traditional classroom experience. My entire worldview has changed.鈥� 鈥� Justin,

鈥淚HP Climate Change is an incredible program. We studied some of the most pressing issues the world is facing right now, and heard from people directly affected by them. From guest speakers to site visits, we learned about the struggles and fights of people all around the world. Through class lectures, group discussions, and community-building sessions, we became closer as a group and grew as young people in the fight against climate change.

We had a lot of time to learn about the countries we were in, spend time with our homestay families, travel, and get to know each other as a group. We really became close as a group, and I now have a whole new set of friends. I learned more from this semester than any other semester of college. It鈥檚 a great balance of fun, analysis, learning, and growth. I miss it a lot, and I鈥檓 super grateful that I had the experience to do something like this.鈥� 鈥� Rachel,

鈥淪tudying abroad was an experience full of uncertainties and firsts for me as someone who hadn’t previously had the privilege of traveling internationally and intentionally. I could not have picked a better and more fitting program for me than IHP Health and Community.

Every day of the program provided another lesson, another moment of growth, and another moment of connection with people who are gracious enough to provide us with their knowledge and care. My life has not been the same since studying abroad and I am beyond grateful for the challenging and wonderful experience I had with people who are passionate about enhancing their worldview through meaningful action and community-building.鈥� 鈥� Luz,

鈥淏eing on the IHP Cities in the 21st Century program allowed us to meet so many amazing organizations, activists, and everyday heroes who were fighting for social justice in their communities. From a famous graffiti artist in S茫o Paulo to the current spokesperson for PAH Barcelona to a fisherman/activist/program coordinator in Cape Town, these humbling and enriching encounters could have never been possible without the deep networks that IHP has established in diverse local communities over many years.

Learning through experiencing and speaking to people on the ground, while being able to live with local host families and see the beautiful landscapes of three other countries, has been my most enriching and fulfilling academic and personal experience so far!鈥� 鈥� Gladys,

鈥淭his program is so unique compared to the other programs my friends have gone on. Unlike most semester programs, IHP Human Rights takes you to different countries to study, analyze, and compare the human rights contexts and situations. Not only did I learn about the histories and cultures of the countries, but I also learned so much about the history of human rights, critiques, theories, and ways to practice. We met with local activists, academics, and people who are involved in the human rights scenes in each context, and each student wrote a research paper about a topic of their choosing. It was incredible. I learned so much and got to see incredible beauty, eat delicious food, and stay with amazing homestay families. I 100% recommend it!鈥� 鈥� Carolynn,

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SIT’s is for those who want to be leaders in the field and gain hands-on experience across different cultures and educational systems. Through SIT鈥檚 experiential learning approach and immersive study in Spain, Morocco, and Nepal, students develop critical skills in intercultural communication, leadership, program design and evaluation, policy analysis, and research.

Program Chair Dr. Carolina Castro Huercano brings more than 23 years of education experience across Spain, Asia, the United States, and Australia. She is dedicated to mentoring her students, specifically by facilitating learning experiences in international education and policy. We asked Dr. Castro Huercano why the MA in International Education is unique and what the career path is of a typical student who participates in this program.

How would you describe the MA in International Education program? What makes it unique?

The MA in International Education at SIT is more than just a degree鈥攊t鈥檚 an immersive journey for educators and change-makers who want to make a meaningful impact in the world of international and intercultural learning. The program blends academic depth with hands-on, real-world experience, so students don鈥檛 just learn about global education鈥攖hey live it. As practitioners within the international education field ourselves, we bring a wealth of industry knowledge, active networks, and real-time insights into the classroom. This direct connection to the field enriches the learning experience and ensures that what students engage with is relevant, current, and deeply connected to practice.

What makes this program truly stand out is how global鈥攁nd how real鈥攊t is. You鈥檙e not just sitting in a classroom reading about international education; you鈥檙e living it, across three continents. Whether you’re navigating the vibrant streets of Seville, working alongside community partners in Nepal, or exploring post-colonial legacies in Morocco, every experience is designed to ground theory in lived reality. The program is deeply rooted in social justice, but it doesn鈥檛 stop at big ideas. You鈥檙e constantly invited to reflect, question, and apply what you’re learning in real time. It鈥檚 messy, meaningful, and transformative in the best possible way.

Can you describe the student experience in Spain and Nepal, and the excursion to Morocco? Is there a specific focus in each country?

Each location in the program isn鈥檛 just a destination, it鈥檚 a learning environment with its own story, culture, and educational context.

In Spain, students are based in Seville, where they explore themes like migration, interculturality, and language politics in a European setting shaped by centuries of cultural exchange and complex histories. The learning here is vibrant, multi-layered, and very much alive in the streets, institutions, and communities you鈥檒l engage with.

Then, in Nepal, the focus shifts. Students dive deep into education and development through a lens that highlights Indigenous knowledge systems, community-driven learning, and questions around access. There鈥檚 an incredible opportunity to collaborate with local educators and organizations doing powerful grassroots work, and the learning often happens off the beaten path, which makes it more meaningful.

The short-term excursion to Morocco adds yet another layer of perspective. Here, students explore education in a North African context, touching on topics like colonial legacies, multilingualism, religion, and identity. It’s a condensed, immersive experience that encourages critical comparison and deeper global insight.

These countries weren鈥檛 chosen at random鈥攖hey each represent a different facet of international education. Together, they create a rich, nuanced foundation for understanding how learning, identity, and justice intersect across borders.

What is the career path of a typical student who does this program?

There鈥檚 no one-size-fits-all answer鈥攁nd that鈥檚 kind of the beauty of it. Students come into this program with different goals, and they leave equipped to shape a career that aligns with their values and passions. Many go on to work in international education鈥攄esigning programs, managing global partnerships, or supporting students in study abroad and exchange initiatives. Others step into roles in nonprofits, NGOs, or government agencies focused on education and community development. Some graduates become curriculum designers or global citizenship educators. Others pursue doctoral studies or move into leadership positions in institutions that value intercultural competence and social justice.

What ties them all together is this: they鈥檙e changemakers. They leave the program not just with a degree, but with clarity, confidence, and connections that carry them into impactful, globally minded careers.

What advice do you have for prospective students who are interested in this program?

Come with curiosity, flexibility, and a willingness to be transformed鈥攂ecause this program will stretch you in all the right ways. You鈥檒l be moving across cultures, wrestling with big questions, and sometimes sitting with discomfort as you unpack complex global issues. That鈥檚 where the real growth happens.

Don鈥檛 worry about having all the answers. This isn鈥檛 about being perfect, it鈥檚 about being open. The more you engage with your peers, communities, and your own reflections, the richer your experience will be. Also, don鈥檛 underestimate the power of connection. Your cohort becomes your network, your sounding board, and your support system鈥攄uring the program and long after.

If you鈥檙e ready to explore, challenge yourself, and dive into the complexities of global education, this program will give you the space and tools to grow into the educator and leader you want to be.

To learn more about SIT’s MA in International Education, please visit .

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Are you interested in SIT’s Graduate Institute programs and curious what a typical day looks like as a student? We asked Justin Sleppy, a student from Juneau, Alaska, to share what a typical day looks like in Nepal. Sleppy attended Pitzer College and has worked in various educational roles, including nine months as an English teaching assistant in Botswana on a Fulbright grant. Having previously studied in Nepal on a Pitzer program, he is grateful for this opportunity to return to Nepal as an SIT graduate student. From Nepali classes to a visit to the Boudha Stupa, here’s how Sleppy spent a Tuesday in Kathmandu.

5:45 a.m.
My Tuesdays start early! To stay up to date with the state of international education, I started attending an online lecture series hosted by the University of Washington. Following this morning鈥檚 online lecture, I review my class readings for the day, taking some final notes to prepare.

7:30 a.m.
I stay with a host family in Kathmandu, so before eating breakfast, I play a quick game of Ludo with my host siblings. Breakfast today was a banana and some peanut butter toast, accompanied by a cup of black tea and a cup of milk tea.

8:30 a.m.
I live about 30 minutes from my program center, called the Yantra House, so I get to kick off my days with a walk through the busy streets of Kathmandu.

9:00 a.m.
My typical class day starts with a Nepali lesson. Today, we work with our language partners, a group of Nepali teachers who practice one-on-one with each member of my cohort. The focus of our lesson is on colors and tastes.

9:45 a.m.
After our Nepali class wraps up, we have a 15-minute break in which I drink more tea. This time, it is an herbal tea with traditional medicinal applications.

10:00 a.m.
The mainstay of our classes today is a 2.5-hour discussion with a local professor who teaches our class on educational practices and policies in Nepal. Today’s lesson focuses on the decentralization of the public education system in Nepal.

12:30 p.m.
Our amazing program staff prepares food for both us and the undergraduate students at the Yantra House. Today’s lunch is spaghetti.

1:30 p.m.
Following lunch, I take the opportunity to go for a walk to the Boudha Stupa, an enormous Buddhist landmark in Kathmandu. Boudha Stupa was built in 600 AD, and joined the UNESCO World Heritage list in 1979.

2:00 p.m.
After getting in some physical activity, I head over to my favorite study spot, a caf茅 called Ramsterdam. The chill vibes and good food make it a great place to get some work done. I work on a case study for my class through the Forum on Education Abroad while enjoying some vegetable pakauda and my final cup of tea for the day, ginger tea!

6:00 p.m.
After a productive work session, I move on to my last activity of the day. Outside of my work as a graduate student, I run evening lessons at a youth residence twice a week. Since last week’s lessons were intense, involving a poetry presentation and short story analyses, I run a series of fun improv games with my students today.

8:00 p.m.
Once I get home, I am pulled into a pillow fight with my host siblings before sitting down to eat dinner.

8:30 p.m.
To finish the day, I get a little more work done, then call it a night!

SIT’s Global Master’s in International Education is an immersive program for students who wish to become leaders in international education. Students gain a global perspective through hands-on experience across different cultures and educational systems in Spain, Morocco, and Nepal.

To learn more about this unique graduate program, please visit .

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Traveling abroad is exciting and life-changing, whether you鈥檙e joining an SIT Study Abroad program or becoming a student at SIT Graduate Institute. However, there are questions that arise while you鈥檙e preparing for your adventure. SIT’s Student Health, Safety, and Well-being (SHSW) staff are here to help, and they assist students with resources and support throughout their programs. Student health, safety, and security are our highest priorities, and having access to the right information ensures SIT students are set up for success abroad. Here are the top five questions SHSW staff receive.

What will access to health care or emergency care look like on my program?

Our travel insurance provider, GeoBlue, has a global network of doctors, hospitals, clinics, and mental health providers that students have access to. Students are also covered 100% for any accidents or illnesses they might encounter while abroad. Families can visit our Participant Insurance page for more info. Accessing care will look similar to accessing care in the U.S. Students will make an appointment with an in-network or out-of-network provider, call GeoBlue to request a guarantee of payment, go to their appointment, and file a claim for reimbursement if they didn’t receive a guarantee of payment. There is no deductible, and students can see any provider they wish. GeoBlue has an app that lists in-network providers by location if students want to see one of their providers.

Additionally, SIT has mental health resources available to students. Living abroad offers exciting academic and personal challenges, including the experience of adapting to another culture. The cultural adjustment process requires psychological flexibility in the face of sometimes different customs, beliefs, and living conditions. The adjustment process, with all its ups and downs, is a manageable experience for most participants, but occasionally preexisting health conditions can become exacerbated in new settings or new conditions can emerge. SIT students have access to several different options for mental health and counseling support. Options available through GeoBlue for routine, ongoing counseling are fully covered by SIT鈥檚 student health insurance. SIT mental health consultants are available for scheduled support conversations as needed.

How do I travel with my medications, and how do I get access to my medications abroad?

SIT always recommends that students bring a full four-month supply of all their prescription medications to their program as some medications are not available in their host country. Students are instructed to have a signed doctor鈥檚 note listing all medications and quantities to travel through customs and border patrol. If a student runs out of medication, we can connect them with GeoBlue to get a doctor’s appointment and new prescription. Some medications, like ADHD medications, are harder to acquire abroad.

SHSW staff are always available to support students navigating the process if they need additional medication. Students are encouraged to work with our health and wellbeing manager and GeoBlue prior to departure to learn if their medication is available or considered a controlled substance in their program country. SHSW can also address any student concerns of not having enough medication before departure.

Can this program support my dietary restrictions and if so, what does that look like?

Certain dietary restrictions may be easier to support, depending on location and local diet, but our health and wellbeing manager works one-on-one with students, laying out the realities and challenges of supporting certain dietary restrictions so that students can make informed choices. During the confirmation process, we encourage students to reach out to SHSW if they have any medical or religious dietary requirements so we can explore program options and secure a homestay family that can fit their needs.

How can I get more involved with my local community while abroad?

There are many ways students can get involved with their local community abroad. For most, this comes through activities done with their host family. Our program centers provide ideas and suggestions on other ways students can get involved: joining a local gym or sports team, or doing activities like dance classes or cooking classes. Many of our programs collaborate with local universities and local college students, so there are numerous opportunities for students to get involved and build their own community away from home.

Will there be opportunities for solo travel?

Yes! Students on all programs are allowed to travel independently and internationally during program free time. Many students plan trips together, have family members or friends visit, or travel to meet up with extended family. If families want any information on our safety practices, they can read our .

Still have questions? Visit /health-safety/ to learn more about SIT鈥檚 SHSW initiatives and resources.

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Naana Jane Opoku-Agyemang made history in December 2024, when she was elected the first female vice president of Ghana. Her impressive career has spanned numerous roles, including former minister of education and professor of literature. She and her husband served as SIT academic co-directors in Ghana, and she later became the sole academic director, a position she held until 2008. Today, this position is held by her son, Dr. Kwabena Opoku-Agyemang.

We spoke to him about how his mother鈥檚 work influenced his own career, how SIT鈥檚 programs teach students about in-country current events, and his advice for prospective students interested in studying in Ghana.

Your parents were once SIT faculty members. Can you share more about that? Is that why you decided to work for SIT?

My parents were SIT academic co-directors when I was a child. They ran the diaspora program in Cape Coast, Ghana. My mom later became the sole academic director until 2008, and I interacted with the successive cohorts of students when they came to Cape Coast.

I took on the job because I was interested in helping to curate the experiences of students when they came to Ghana. In my discussions with students when I was younger, I enjoyed seeing how they understood the country differently after a few weeks and then after a semester. I felt it was natural to work with SIT, because I had a lot of great memories interacting with SIT students. I’m still friends with some of them.

How has your mother鈥檚 career influenced you and your career?

My mom taught me to do what I wanted, provided I was interested in doing it. It was simple advice that has taken me far. Incidentally, I have done the same things she has done鈥攑rofessor of English and SIT academic director.

Your mother鈥檚 role will help to shape Ghana鈥檚 future in new ways. How does SIT鈥檚 program in Ghana teach students about your country鈥檚 current events?

SIT’s programs are informed by experiential learning, which means that students learn through practical experience. We ensure that the students read about and attend current events, and we have guest lecturers or professionals discuss key issues with them. For instance, we have students attend and participate in art festivals like , and prior to the event, we have one of the founders deliver a lecture on the event. We also have them attend public lectures that shape public discourse, like the lectures, and we debrief afterward.

What advice do you have for prospective students interested in studying in Ghana?

Prospective students should embrace the opportunity to engage with different perspectives beyond their current experiences. It is usually challenging to leave their familiar American environment for an African country with a distinct culture. They should approach the educational journey in Ghana with an open mind, recognizing that every experience is not just a learning moment; it also contributes to personal and professional growth. Ultimately, they learn how a different culture can make them see their own history, such as the transatlantic slave trade, or contemporary issues like geopolitics through an African lens.

about SIT Study Abroad programs in Ghana!

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91精品 and the Peace Corps have a deep partnership that dates back to their original beginnings. In 1961, Peace Corps Founding Director Sargent Shriver, an alum of , called on The Experiment team to design programs and train some of the earliest volunteers. Over time, the team helped design nearly 70 Peace Corps projects and train volunteers for service in more than 30 other countries. This formative work paved the way for the establishment of SIT in 1964.

Today, both organizations continue to be committed to presenting unique and transformative educational and cultural opportunities to students and volunteers around the world. And both organizations proudly recognize that these same individuals return from their experiences and communities abroad with a larger understanding of, and commitment to, the world.

In honor of Peace Corps Week (February 23-March 1), we asked SIT alumni, faculty, and staff who are returned Peace Corps volunteers how both the Peace Corps and SIT have inspired them to be global citizens. Here鈥檚 what they had to say.

I was a Peace Corps volunteer in Cameroon from 2000-2002. During my semester in Zimbabwe with SIT Study Abroad, I learned about sustainable and community-led initiatives that change lives for the better. I wanted to be a part of that kind of international development and realized that English creates access to opportunities, so a few years after college I was teaching English in Central Africa with the Peace Corps. SIT Study Abroad showed me how to live and work鈥攊n the U.S. and abroad鈥攚ith humility and respect; how to observe without judgement, and that it is possible to trust strangers who look, talk, and act differently from you.

Between SIT Study Abroad and the Peace Corps, I started to see myself as a global citizen and wanted to forge connections across borders. After serving in the Peace Corps, I returned to SIT for my master鈥檚 in international education so I could help send other young people on exchange programs. I then taught English to at-risk immigrant students in New York City Public Schools for 15 years. In my free time, I led international visitors around NYC as a Big Apple Greeter and then as a licensed tour guide. The conversations I鈥檝e enjoyed with students, parents, and tourists proved to me that the world is a lot smaller than we tend to think and that we have much in common. Thank you SIT and Peace Corps, for giving me the tools and the experiences to do so.

Akilah Clarke
SIT Study Abroad in Zimbabwe alum
MA in International Education alum
SIT Study Abroad advisor/ Study Abroad coordinator, 2004-2006
SIT university relations manager, 2006-2008
Peace Corps volunteer in Cameroon

I was a Peace Corps volunteer in Mozambique from 2005-2008. I extended a year and worked as a community health worker, focusing on using theater to teach English and public health. My sister had a friend who served in Peace Corps Guatemala and Peace Corps Paraguay, and she shared her stories. I knew I had to do Peace Corps sometime in my life. The thought of learning a new language, while living somewhere else and working to serve other people, was a trifecta of inspiration that stayed with me.

I received my MA in Intercultural Service, Leadership, and Management degree at SIT. After I graduated in 2013, I worked for SIT Study Abroad for almost 10 years, doing enrollment management for the Africa and the Middle East portfolio of undergraduate programs. I feel like the connections I made at SIT have served me wonderfully over the years. Peace Corps gave me the experiences that helped me hone my abilities to bridge cultures, and SIT gave me the understanding and vocabulary on how to name those actions and experiences.

Ian Hefele
MA in Intercultural Service, Leadership, and Management
Former SIT Study Abroad staff
Peace Corps volunteer in Mozambique

I was a Peace Corps volunteer in Panama from 1995-1997. In high school, I dreamed about becoming a Peace Corps volunteer. I viewed it as an opportunity to be of service and a chance to learn about different places and cultures.

Working at SIT has given me the privilege and joy of working with students from different backgrounds and perspectives. Students鈥� distinct opinions and experiences bring depth and insight into the concept of global citizenship and each of our positions in the world. In our discussions, I encourage students to excavate their assumptions regarding their role in their immediate context and in the larger world. I seek to instill in students the grounding of global citizenship in each individual鈥檚 specific context. We receive students who, in some cases, are just getting their feet wet in questioning these concepts and others who have thought deeply about their positions in the world. As an academic director, each student I interact with brings a different viewpoint and learning experience. The rich discussions that SIT students create and cultivate challenge me as a scholar and as an aspiring global citizen.

Aly Dagang, PhD
SIT academic director, Panama
Peace Corps volunteer in Panama

I served as a Peace Corps volunteer in Armenia from 2018-2020. After traveling extensively throughout my undergraduate studies, I knew that I wanted to live and work abroad for an extended period. The Peace Corps gave me that opportunity and made me think of graduate studies, thanks to their extensive graduate school benefits.

SIT’s MA in International Education program introduced me to theoretical concepts that influence the international education field we know today and helped me understand the different perspectives, roles, and stakeholders that have a hand in creating these types of experiential programs. The part-time model also provided the opportunity for me to apply this information in my current role as an academic and study abroad advisor at the College of Charleston.

Matthew Zittritsch
MA in International Education alum
Peace Corps volunteer in Armenia

I was a Peace Corps volunteer in Namibia from 2003-2005. I was an education volunteer and worked at a primary school in a rural community in Kunene region of northwestern Namibia. I was drawn to the Peace Corps because I wanted to experience life in another country and learn about other cultures. I wanted to do work that might have a positive impact. Little did I know that the biggest positive impact would be on me.

I learned about SIT through the Peace Corps. After finishing my Peace Corps service, I earned my master鈥檚 at SIT. In some ways, I wish I had studied with SIT before joining the Peace Corps. The education I received at SIT would have made me a better volunteer. I would have been better prepared to serve in a professional capacity, and I would have had the tools and the language to better understand and analyze my own positionality and the complexities that come with something like Peace Corps service. I am incredibly grateful for both experiences, which led me to the field of international education and to my current position with SIT.

Courtney Bauman
MA in Intercultural Service, Leadership and Management
SIT university relations manager
Peace Corps volunteer in Namibia

I was a Peace Corps volunteer in the Dominican Republic from 2010-2012. While there, I served as an economic development volunteer. I worked on the development of an ecotourism business with a local guides association, taught business plan workshops, and mentored one of my students to open her own small business after winning start-up funding in a national business plan competition. I studied abroad with SIT in Ecuador in 2007, and that experience inspired me to return abroad after I graduated. I always enjoyed learning about new places and helping people, so the Peace Corps seemed like a good fit.

I think being a global citizen means holding deep respect for local knowledge and expertise. I feel grateful to be able to support our academic directors and their teams as they deliver truly life-changing experiences for our students. I鈥檓 hopeful that our students will in turn contribute to a more peaceful and just world after they return. It means a lot to me that both SIT and Peace Corps are a formative part of my story.

Daniel Malin
SIT Study Abroad in Ecuador alum
SIT program administrator for Latin America
Peace Corps volunteer in the Dominican Republic

I was a Peace Corps volunteer in Zambia from 2006-2009. I lived in the rural village of Kanyembo and worked with people in my clinic’s large catchment area of about 17,000 people in Nchelenge District, Luapula Province. As a high school student, I worked for our local AIDS services organization as a peer outreach worker and led sessions on reproductive health and HIV prevention for tween girls in my hometown of Brattleboro, Vermont. As I finished my anthropology degree at Smith College, I knew I wanted to live and work abroad, continuing to do HIV prevention work and felt extremely lucky to be offered a position as an HIV prevention volunteer working under the Zambian Ministry of Health.

After serving for two years in my rural village in Luapula, I extended my service in Lusaka, as a counter-trafficking assistant at the International Organization for Migration. I gained tremendous experience in direct service, primarily with women and young women. It was a natural progression to match theory with practice and train for a career under the broad scope of SIT鈥檚 MA in Intercultural Service, Leadership, and Management. I focused on social justice and policy advocacy while honing some hard skills in fundraising and training design. I am grateful for the global education that SIT afforded me. I now serve as Groundworks’ executive director in Brattleboro. SIT has certainly shaped my career path to lead by thinking globally and acting locally.

Libby Bennett
MA in Intercultural Service, Leadership, and Management
Peace Corps volunteer in Zambia

To learn more about SIT’s graduate programs, please visit .

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