Sant’Anna Institute organizes academic packages for institutions and organizations that require tailor-made programs for their students and faculty. Drawing on elements from our academic offerings and the community engagement institutions, credit ...
I learned that being independent and how to adapt to my surroundings. Traveling seems much easier now.
- Western New England University
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Sant’Anna Institute organizes academic packages for institutions and organizations that require tailor-made programs for their students and faculty. Drawing on elements from our academic offerings and the community engagement institutions, credit and non-credit programs can be developed year-round for groups of all sized and students of all ages. These unique and dynamic offerings give participants the opportunity to immerse themselves in Italian culture through hands-on learning and local community interaction. We consider FLPs a mini-university abroad, an extension of a student’s home campus and curriculum. The primary advantage of a FLP is that a student is able to combine the study abroad experience with the continuity of core curriculum courses. Teaching faculty from all disciplines initiate a FLP by recruiting a group of students from within their curriculum and then traveling with them to a study abroad location. The faculty member teaches core curriculum course(s) while the host institution provides support instruction logistics and other general education courses including internships, service learning, and volunteering. Students are able to complete a semester or a full academic year of study without falling out of sequence with their normal curriculum course structure. A Faculty-Led Program also allows teaching faculty to customize a series of guest lectures, field trips, and cultural immersion activities that best suit the educational goals of their particular disciplines.
Program design Program designs can vary significantly and could include: Short-term or stand-alone programs (during a summer term). Semester-long courses with some components such as spring or fall break or trips after the end of term. Long-term (semester or academic year) study abroad. Credit and non-credit courses can be designed for students studying the same syllabus as well as wider groups coming from different departments. Opportunities for experiential learning outside the classroom, such as: conversation partner program (or conversation exchange or intercambio); experiential education (learning by doing) including research, field trips or seminars, laboratory works, fieldworks or observation; immersion in workplace settings such as internships, volunteering, teaching; service-learning abroad; student club (or student organization) that can facilitate interaction with the local student population and encourage further development of language and intercultural communication skills. Comprehensive support services during all three phases of the international experience (pre-departure, on-site, and re-entry) including in-depth advising and orientations, housing, excursions and cultural activities, and more.