From discussing philosophy among the ruins of ancient Greece to photographing volcanic coastlines in the Azores, SUNY Oneonta students are spending the summer learning far beyond the classroom.
This year, the university offered five faculty-led programs (FLPs), giving students the opportunity to earn academic credit while immersing themselves in new cultures, histories and environments around the world. Lasting one to three weeks, the programs combine coursework with experiential learning, allowing students to apply what they've learned on campus in meaningful, real-world settings.
They return to campus with new skills, lasting memories and a broader understanding of the world.
"Faculty-led programs give our students a 'mini study abroad,' if you will, and foster deep academic exploration while enhancing cultural awareness, making the learning experience truly unforgettable," said Michelle Lopez, director of the Office of Global Education. "We're incredibly happy to be able to offer these life-changing opportunities for experiential learning, something we prioritize at SUNY Oneonta."
Red Dragons Explore the World
Students traveled to five countries this summer, each program offering a distinct academic focus.
In Greece, 10 students explored the origins of Western philosophy by visiting historic sites and engaging with enduring questions about ethics, government and what it means to live a good life.
"I believe I learned more in those three weeks about true philosophy than I ever could have in a classroom," said Max Velluti a senior Philosophy major from Mahopac, NY. "Whatever you think you know about the world pales in comparison to actually going and seeing it yourself. …To put it simply, I did something I never thought I would be able to do. I was able to open my eyes to a new perspective on life through a culture so different than my own, yet so beautiful.”
In China, 18 students studied the relationship between urban development, traditional architecture and culture while exploring Hong Kong, Shenzhen, Qingyuan and Nanning. Through history and sociology coursework, they examined tourism, trade and how rapidly growing cities balance development with their natural landscapes.
On the other side of the Pacific Ocean, in Peru, eight students partnered with local communities in Cusco and Puno on service-learning projects supporting children, families and community development. Alongside humanitarian work, they explored Peru's rich history through visits to sites including Machu Picchu.
Eight students traveling to Iceland used the country's dramatic landscapes as a living classroom, studying earth, life and physical science while also visiting local schools to compare Iceland's education system with that of the United States.
Finally, 10 students in Portugal developed their photography skills while documenting the landscapes, architecture and culture of Lisbon and Terceira Island in the Azores. Through field assignments and portfolio development, they explored both the technical and artistic sides of landscape photography.
