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Study Multicultural Psychology in Italy

The Umbra Institute in Perugia

EXPLORE THE MUSEUM OF THE MIND

ROME, ITALY

PURSUE INDEPENDENT RESEARCH

EXPAND YOUR HORIZONS

STUDY ABROAD WITH UMBRA!

EXPERIENCE PERUGIA

THE MULTICULTURAL PSYCHOLOGY PROGRAM AT THE UMBRA INSTITUTE

ABOUT THE PROGRAM

The Multicultural Psychology Program allows students to complete classes toward their degree, taught in English, as they study how culture influences our understanding of ourselves and others. In addition to their work in the classroom, students experience various experiential learning opportunities that offer insight into the role of cultural norms and values in shaping human behavior and interactions.

Why study psychology abroad?

Students who study psychology at the Umbra Institute examine human development as influenced by similarities and differences between people and across cultures. Such a knowledge base is a useful tool when preparing for careers in counseling, education, research, social work, and many other professions. Through specific coursework, students can delve into organizational behavior and behavioral change, critical disabilities, art therapy and numerous other topics, all from a multicultural perspective. In addition, by studying at the Umbra Institute, students have the opportunity to witness firsthand the interplay between different people and cultures as they explore Perugia, an international university city that offers a unique blend of cultural influences.

Not only do students study psychology, but they are also required to take an Italian language course (available from introductory to advanced levels). This language study provides further insight into the interplay between culture and identity since even a basic understanding of Italian can help students begin to understand how linguistic expression influences how we think, behave, and interact with others.

Students may design their own semester freely choosing courses from our offerings. Students interested in the MPP CERTIFICATE program must take the core course EDUC/PSYC 430: Human Development in Culture and at least two (2) additional courses in psychology or related subjects.
See Certificate Program details below.

 

COURSES OFFERED

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Semester CORE Course

EDUC/PSYC 430: Human Development in Culture

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Semester Course

BUS/PSYC 460: Organizational Behavior: An Evidence-Based Approach

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Semester Course

ART/PSYC 250: Art Therapy

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Semester Course

PSYC 450: The Science of Behavioral Change: A Community-Based Approach

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Semester Course

PSYC/SOC 250: Criminal Behavior

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Semester Course

EDUC/PSYC 353: Education in Italy: Seminar and Practicum

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Semester Course

EDUC/PSYC 354: Critical Disabilities Studies: Seminar and Practicum

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Semester Course

IS 298/398/498: Independent Study in Psychology

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Semester Course

Elective Courses

EDUC/PSYC 430: Human Development in Culture

Semester CORE Course

EDUC/PSYC 430: Human Development in Culture

Course Description and Objectives
This course provides with understanding on how people grow, develop and adapt at different life stages. Students will be introduced to theories related to human development (i.e., normative physical, intellectual, cognitive, emotional, and social development of personality) and the impact of culture on it. Developmental psychology aims to research how humans learn, mature and adapt to their environment in order to promote the expression of their potential. Students will be encouraged to carry out some academic social research in order to apply theoretical knowledge in a natural environment.

In studying this subject, students will be given the opportunity to reflect on the notion that even though individuals and groups of individuals differ from each other, some ideas, values, and behaviors may be universal and shared by all humans in all cultures (e.g., the capacity to learn a language, raise children, and fall in love). In particular, they will apply this reflective process to their own cultural experiences and personal development while in Italy. This course is ideal for students majoring in psychology or education.

Course Objectives
In this course, you will:

relate theoretical models to everyday experiences and real life examples;
gain a deeper knowledge and understanding of the Italian Culture;
learn ways of integrating with different cultures; and
understand the implications of growing in a multi- cultural society.

Service Learning Project
You will investigate the principles and psychological outcomes of the Italian, Montessori, and American education systems through theoretical and direct experience in the Italian classroom setting. The class will first visit a Montessori elementary school in Perugia to observe classroom organization, style, and activities as well as interactions among students and teachers, which will be used as a mode of gathering data for an ethnographic research project on the implicit school curriculum. For the second visit, you will prepare and lead English language activities in the classroom collecting information on students’ responses and interactions while teaching the language.

Course Materials
Mandatory course reader including:

Heine, S.J. (2008), Cultural Psychology . New York: W.W. Norton & Company
De Vijver, F.J.R., Chasiotis, A. & Breugelmans, S.M. (2011). Fundamental questions of cross-cultural psychology. Cambridge: Cambridge University Press
Rogoff, B. (2003). The cultural nature of human development. New York, US: Oxford University Press
Matsumoto, D. & Juang, L. (2004). Culture and Psychology, 3rd Edition. Belmont, CA: Wadsworth/Thomson Learning
Gannon, M.J. & Pillai, R. (2012). Understanding Global Cultures: Metaphorical Journeys Through 31 Nations, Clusters of Nations, Continents, and Diversity. Thousand Oaks, US: SAGE Publications, Inc.]

BUS/PSYC 460: Organizational Behavior: An Evidence-Based Approach

Semester Course

BUS/PSYC 460: Organizational Behavior: An Evidence-Based Approach

Course Description 
This course will introduce you to the basic concepts in Organizational Behavior at three levels, including the individual, interpersonal, and group. You will learn about decision-making, motivation, and personality at the individual level; power, influence, and negations at the interpersonal level; and leadership and organizational context at the group level. 

Effectively using Organizational Behavior concepts means being a leader – i.e., being able to diagnose problems, communicate clearly, and make effective decisions that will motivate and influence others to effectively drive organizational change all within a diverse environment. This course will help you achieve true leadership skills within a structured classroom environment designed to support students.

ART/PSYC 250: Art Therapy

Semester Course

ART/PSYC 250: Art Therapy

Course Description
Art therapy uses different forms of creative expression to help people explore and transform feelings, thoughts, and ideas. It can help to process and cope with emotional issues as well as facilitate self-awareness, understanding, healing, and well-being. Art therapy can be especially useful for people who find it difficult to talk about their thoughts and emotions. In this course, students will examine theories and models of art therapy from an international and cross-cultural perspective. Through discussion of readings, sharing of experiences, group work, and art therapy activities, students will increase their understanding of the history, theory, practice, and applications of art therapy in various settings. No artistic aptitude or background is expected or necessary.

Course Objectives
By the end of this course, students will be able to:

  • have a deeper understanding and recognition of non-verbal communication;
  • critically think of personal beliefs, values, and judgements about health and wellness;
  • improve communication skills;
  • explore the history, theories, and applications of art therapy;
  • gain hands-on experience with the creative process as an approach to therapy and healing; and
  • describe, analyze, reflect, and evaluate their experiences of art therapy.

Course Materials and Lab Fee
Malchiodi, C. (2007). Art Therapy Sourcebook. McGraw Hill Professional.

PSYC 450: The Science of Behavioral Change: A Community-Based Approach

Semester Course

PSYC 450: The Science of Behavioral Change: A Community-Based Approach

Course Description
Psychologists and economists have joined forces in the last three to four decades in order to study how people behave, think and feel. This research, which has been given the name ‘behavioral economics’ or ‘behavioral science’, has provided an understanding of how people’s behaviors, thoughts, and feelings deviate from the “optimal” and the consequences of such deviations. This course is devoted to understanding the nature, causes, implications, and applications of these deviations and how they can inform the design and development of interventions to help people do, think, and feel better.

Qualitative Community Research Project Description
You will collaborate with community partners using field research methods to understand and evaluate an area in need of improvement and test possible solutions for that area. At the end of the semester, you will present your project to the Umbra community.

Course Objectives
By the end of this course, you will have:

  • a heightened awareness of cultural differences;
  • learned the value of productive generosity;
  • gained new knowledge of aligned fields like psychology, philosophy, linguistics, decision-making, and marketing;
  • taken initiative to develop a set of collaborative research projects with community partners;
  • integrated theory with practice, appreciating how research can help us understand and influence people’s lives; and
  • gained career relevant experiences in research, collaborative work, and community engagement.

Course Materials
Mandatory course reader

PSYC/SOC 250: Criminal Behavior

Semester Course

PSYC/SOC 250: Criminal Behavior

Course Description
This course tries to give an answer to why people commit crimes by considering personality factors of the offender in response to situational variables. The focus will be on theories of crime, biological and psychological models of criminal behavior, crime and mental disorders, human aggression and violent crimes, cyber crimes and other specific offenses. Students will learn how to distinguish delinquent behavior from criminal behavior, how to profile an offender in base of their actions, risk factors in human development and policies of crime prevention. Recent research findings will be incorporated in the readings.

Course Objectives
By the end of the course, students will be able to demonstrate:

  • knowledge of key concepts and propositions of psychological models of criminal behavior;
  • capacity to identify the different perspectives on human nature that underlie the theoretical development and research of criminal behavior;
  • familiarity with research methodologies commonly employed in the field of criminal psychology, as well as a capacity for analyzing their strengths and weaknesses; and
  • ability to examine critically specific offenses and apply psychological models of criminality to case studies.

Course Materials
Anthony Walsh, Criminology: The Essentials, Second Edition, Sage Publications, 2014.
A mandatory course reader

EDUC/PSYC 353: Education in Italy: Seminar and Practicum

Semester Course

EDUC/PSYC 353: Education in Italy: Seminar and Practicum

Important Note: Spots are limited. An application is required, which you will receive by email. The Umbra Institute will not be able to guarantee enrollment to all that apply.

Course Structure
This course has two main academic components: one experiential (practicum) and one reflective (seminar). The practicum provides you with direct experience in an inclusive professional setting for 3 hours per week. The seminar meets every week for 1.5 hours to explore disciplinary theory through readings, discussions, and personal reflection.

Course Description
In the seminar, you will examine educational psychology, pedagogical models, and English language teaching methods.

In the practicum, you will be assigned to a local high school (liceo scientifico), a middle school, or an elementary school to work closely with English language teachers and Italian students. Depending on the placement and the teachers’ needs, you may assist with lesson planning and classroom instruction or design and implement English language workshops with a specific theme such as music or travel. At the end of the semester, you will present your practicum experience to the Umbra community.

You are encouraged, but not required, to enroll in PYHD 430: Human Development based on the complementary nature of your practicum placement.

Course Objectives
By the end of this course, you will have:

  • a heightened sense of intercultural awareness;
  • an appreciation for how the community partner, as part of the host culture, conveys an identity and sense of place;
  • a body of disciplinary knowledge and theory with which to interpret and analyze the internship experience; and
  • critical thinking and communication skills as a result of integrating theory with practice and synthesizing learning into a final project.

Course Materials
Selected readings will be provided in class

EDUC/PSYC 354: Critical Disabilities Studies: Seminar and Practicum

Semester Course

EDUC/PSYC 354: Critical Disabilities Studies: Seminar and Practicum

Important Note: Spots are limited. An application is required, which you will receive by email. The Umbra Institute will not be able to guarantee enrollment to all that apply.

Course Structure
This course has two main academic components: one experiential disabilita2(practicum) and one reflective (seminar). The practicum provides you with direct experience in an inclusive professional setting for 3 hours per week. The seminar meets every week for 1.5 hours to explore disciplinary theory through readings, discussions, and personal reflection.  

Course Description
In the seminar, you will examine theories and models on critical disability studies from an international and cross-cultural perspective. Through discussion of readings, sharing of experiences, group work, and focused assignments (e.g., guided journals), you will increase their understanding on how culture influences our perspectives and behaviors towards disability, as well as reflect on the several approaches underlining the integration and inclusion of people with disabilities into society.

You will complete your practicum with VIVA Sports Association, the first athletic program for kids and adults with motor and/or intellectual disabilities in Perugia. You will assist the staff in managing the athletic activities, helping individuals with a variety of disabilities play sports such as fencing, ping pong, and basketball to develop social and motor skills. In addition, you will collaborate with the professional staff in designing new activities focused on music, theater, work, and other themes relevant to integrating those with disabilities into society. To get a closer look into VIVA, view this video. At the end of the semester, you will present your practicum experience to the Umbra community.

Important Note: The Critical Disabilities practicum will be on Wednesday afternoons. For this reason, you will not be able to enroll in other courses that will conflict with these afternoon meetings. You will receive an individual email regarding their course schedule in order to work out any necessary changes.

Course Objectives
In this course, you will:

  • gain a heightened sense of intercultural awareness;
  • improve critical thinking and communication skills;
  • connect with an organization that strives to move beyond “compassion” and “medical help” in order to integrate people with disabilities into society;
  • empower people with disabilities to be independent and self-supported;
  • develop a theoretical framework to analyze and reflect on the practicum experience; and
  • increase understanding on how culture influences perspectives and behaviors towards disability.

Course Materials
Selected readings will be provided in class

IS 298/398/498: Independent Study in Psychology

Semester Course

IS 298/398/498: Independent Study in Psychology

Course Description

An Independent Study course is a student-centered learning experience that provides deeper academic understanding of a specific topic. The course allows you to study a specific area of interest with the support of a faculty mentor and is ideal for those who have previously studied a particular topic and would like to continue exploring it in more depth. The nature and scope of an Independent Study course may vary depending on student interests and needs. Independent Study courses are assigned an appropriate disciplinary code and the appropriate academic level depending on the nature of the specific course/project.

Students interesting in pursuing an Independent Study course must submit a proposal to the Umbra Institute Academic Director at least one month prior to the beginning of the semester. Once approved, an appropriate faculty member will then be identified as the advisor. During the first two weeks of the semester, a more detailed syllabus will be developed in consultation with your faculty advisor. Throughout the semester, you will work independently and meet weekly with your advisor to discuss your progress.

Urban Spaces_6473_LOApproximately two weeks before the end of the semester, you will give a short oral presentation to your advisor about your work. You will then submit final assignments and participate in the Special Academic Events Week to present a summary of your Independent Study course to the Umbra community.

Evaluation
Independent study projects are evaluated based on the criteria established in the syllabus and approved by your faculty advisor.

Please Note: This course may incur additional charges.

Course Fees
Please contact the Umbra Institute regarding your independent study and the additional fees it may incur.  Fees may vary based on the nature and scope of the project.

Elective Courses

Semester Course

Elective Courses

https://www.umbra.org/courses/

ADMINISTRATION & FACULTY

Program Coordinator

  Cognitive-Behavioral Psychotherapist M.A. in Forensic…

Doris Kessenich, Ph.D.

Doris Kessenich, M.A.

Professor of Psychology

  Ph.D. in Cognitive Psychology, University…

John Dennis, Ph.D.

John Dennis, Ph.D.

Professor of Educational Psychology

  Ph.D. in Educational Psychology from…

Christian Tarchi, Ph.D.

Christian Tarchi, Ph.D.

Instructor Art Therapy

  Certified Art Therapist M.F.A. in…

Phillipa Stannard, M.F.A.

Phillipa Stannard, M.F.A.

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Program Coordinator

Doris Kessenich, M.A.

 

Cognitive-Behavioral Psychotherapist
M.A. in Forensic Sciences, University of Rome
M.A. in Experimental Psychology, University of Florence

M.B. in Eating Awareness Trainer
Mental Trainer 
B.A. in General Psychology, University of Florence

Background
Doris Kessenich completed her studies in Experimental Psychology at the University of Florence after focusing her research on face recognition. She continued her studies with a Master’s degree in Forensic Sciences from the University of Rome. She currently works at the Institute of Forensic Psychology in Florence and has been a member of the Italian Society of Criminology since 2011.

Doris is a cognitive behavioral psychotherapist specializing in eating disorders. Since 2012 she has been conducting mindful eating groups at Villa dei Pini, a psychiatric clinic where she applies the MB-Eat program in order to improve and prevent obesity and impulsive eating. In 2015, she contributed to the publication of Buono come a mensa, an iBook that details a project on food behavior in elementary schools in Florence and Val d’Orcia. It was realized in collaboration with a physician, an art historian, and two architects.

Teaching Philosophy
Knowledge is acquired through practice, so Doris loves to insert real cases in her classes in order to show how you apply research in real life situations. She fosters in-class discussions to internalize the material studied, improving each student’s assertiveness, problem-solving, critical thinking and cooperation. The personal growth obtained accompanies the academic results.

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Professor of Psychology

John Dennis, Ph.D.

 

Ph.D. in Cognitive Psychology, University of Texas
Laurea Specialistica in Developmental and Communication Psychology, Università Cattolica del Sacro Cuore, 
B.A. in Economics, University of Colorado
B.A. in Psychology, minor in Philosophy, University of Colorado

Background
Strong background in art, evolution, cognitive science, language and culture, culture and cognition, research methods in psychology, general psychology, cognitive psychology, and scientific communication in psychology. Within the study abroad environment, John Dennis’ desire is to give students an understanding of how theories, models, and research can relate to their study abroad experience by demonstrating that the human motivation system is informed and transformed by one’s culture.

Teaching Philosophy
John’s primary goal in teaching is to help students develop the analytical skills required for understanding, practicing, and benefiting from scientific research. The ability to critically evaluate the assumptions and implications of research is a critical skill within psychology and other fields. In order to master this skill, it is important for students to understand psychology as a process rather than a result.

So many students enter University with a view of science as established fact and of education as memorizing those facts. In John’s courses, he balances discussion of what is known with the exploration of how it is known. Rather than explaining individual theories of a given domain, he aims to present competing theories. He emphasizes the motivations, assumptions, and predictions of a theory, as well as its relationship to data, both in terms of the findings that support it and in terms of the ways it could be tested or disproved. The goal is to help students understand the fundamental role of theory in organizing our knowledge and directing further research, and to give them the skills to evaluate the evidence that support those theories.

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Professor of Educational Psychology

Christian Tarchi, Ph.D.

 

Ph.D. in Educational Psychology from the University of Florence
Specialization Courses as a visiting scholar in: Learning Difficulties in Children and Teenagers: Diagnosis and Intervention (University of Florence), Research in Cross-cultural Psychology (University of Queensland), and Research in Clinical Psychology (University of Ulm)
B.A. in Developmental and Educational Psychology from the University of Padua

Background
Christian Tarchi has an extensive research background in topics relative to learning processes, learning disabilities, reading comprehension, computer-supported cooperative learning, scientific conceptualization, and collaborative learning environments. He teaches in the areas of cross-cultural, developmental, and educational psychology. 

Teaching Philosophy
In his courses, Christian aims to integrate core knowledge instruction with the development of students’ critical thinking, problem-solving, communication, and collaboration skills (21st-century skills). His teaching philosophy is based on three beliefs. He believes that students should pursue their own path into each subject, and the teacher needs to create opportunities for deep and meaningful learning (situated learning). He believes that students should have the possibility to collectively explore and test their own hypotheses, to create and share knowledge (knowledge building). He believes that computer-based cooperative learning can boost students’ learning potential in many different ways (use of technology).

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Instructor Art Therapy

Phillipa Stannard, M.F.A.

 

Certified Art Therapist
M.F.A. in Photography, Video, and Installation Art, Florida State University
B.A. in Ceramics and Photography, Stetson University

Background
The photographs of Philippa Stannard, MFA, have been published and exhibited in Europe, United States and China. Recent awards include First Place in the Street Photography and Cityscapes category in the 7th Edition of the Julia Margaret Cameron Award for Women Photographers, the Jurors Choice Award at the PH21 Gallery in Budapest, Hungary, and the Photobook Award at the Davis Orton Gallery in Hudson, New York. Publications include f-stop magazine and Feature Shoot, as well as a self-published book La Dolce Vista, in collaboration with her friend and former photography professor, Betty Press.

Philippa loves experiencing new cultures and traveling off the beaten path. Her journeys include traveling solo in China where she lived with nomads and experienced the open-hearted hospitality of complete strangers. Philippa is also an accomplished cook and certified sommelier. She is currently studying at the Pro-Civitate Christiana in Assisi to become a certified Art Therapist.

Teaching Philosophy
Philippa believes that teaching is a two-way street: her goal is to encourage a hands-on, open learning environment, with dialogue and discussion. She always tells her students, “It’s my job to teach you to the best of my ability; it’s your job to tell me if there is something you don’t understand.”

CERTIFICATE PROGRAM

Students wishing to enroll in the Multicultural Psychology Certificate Program, must complete a minimum of three psychology courses based on the following curriculum:
 
  • EDUC/PSYC 430: Human Development in Culture (mandatory core course)
  • Two(2) Courses in Psychology or Approved Related Subjects
  • Italian Language Course (beginner to advanced available)
  • Optional: Electives from Umbra’s Course Offerings 

Each course includes various co-curricular activities that contribute to the student’s personal and academic growth, with some courses even offering limited field experience. These activities vary each semester but may include visiting the Museo della Mente (Museum of the Mind), working with local schools to experience various educational systems, and engaging in community-based projects to better understand organizational behavior and change.

Students in the certificate program participate in additional activities throughout the semester to further augment their learning. These activities typically include a welcome meeting with the program coordinator so that students can discuss their previous experiences with the study of psychology, learn more about the semester’s activities and talk about their expectations for the semester; a midterm workshop that is dedicated to a specific topic in psychology and often includes a guest lecturer; and an end-of-semester reflective workshop where students can assess their experiences and explore career possibilities in conversation with professionals in the field.

CO-CURRICULAR ACTIVITIES

All MPP students attend a Group Field Trip to Museo della Mente (Museum of the Mind) in Rome, Italy. The MPP Program also includes:

  • Welcome Orientation Meeting
  • Midterm Psychology Workshop
  • End-of-Semester Reflective Workshop and Celebratory Dinner

MPP courses includes the following projects and activities:

EDUC/PSYC 430: Human Development in Culture
Comparative Educational Systems Project: Italian, Montessori, and American education systems.

PSYC 450: The Science of Behavioral Change         
Qualitative Community Research Project

BUS/PSYC 460: Organizational Behavior
Service Learning Project with Local Company

ART/PSYC 250: Art Therapy
Service Learning Project with Community Center

EDUC/PSYC 353: Education in Italy: Seminar and Practicum
Teaching practicums at local primary schools in Perugia

EDUC/PSYC 354: Critical Disabilities Studies: Seminar and Practicum
Field work with children and adults with motor and intellectual disabilities

RESEARCH OPPORTUNITIES

Independent Research Course (IR 297/397/497) is a student-centered learning experience in which students engage in advanced research on their selected topic with the support of a faculty mentor. It is ideal for students who have previously studied a particular topic and would like to continue exploring it in more depth through individual research. Independent Research courses may vary depending on student interests and needs. Independent Research Courses in psychology are assigned the PYSC disciplinary code and are set at the appropriate academic level depending on the nature of the specific research project.

A minimum of one month prior to the beginning of the semester, students must submit a detailed research proposal to the Umbra Academic Director and the Coordinator of the MPP. Once approved, an appropriate faculty member will then be identified as the advisor. During the first two weeks of the semester, a more detailed proposal, bibliography, and project design will be submitted to the faculty advisor for approval, and a project timeline will be established. Throughout the semester, students work independently and meet weekly with their advisor to discuss their progress.

 

Approximately two weeks before the end of the semester, students give a short, oral presentation to their advisor and submit the first draft of their study. They then submit the final draft of the research project and participate in the Special Academic Events Week to present the final results to the Umbra community.

ASK FORMER STUDENTS

You have read the brochures, spent hours surfing the web, and at this point, your study abroad advisor knows you by name. You still may not be sure which program is best for you. At the Umbra Institute, we know you want to ask real questions and receive real answers. For this reason, we provide you with the opportunity to connect with alumni from many schools with experience in various fields of study who know all there is to know about studying at the Umbra Institute.

CLICK HERE TO CONTACT FORMER UMBRA STUDENTS

They will answer all your questions and tell you what life in Perugia is really like. Contact one, contact all; no question is too small!

APPLY NOW

The Umbra Institute is a recognized and approved study abroad program for hundreds of colleges and universities. If you’re ready to begin your journey through food studies, start this easy ONLINE APPLICATION.

 

 

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Inquiry form

We invite prospective students to complete the form below with any questions regarding the program or application process. If you are a professor and would like to submit your CV, please fill in the form with a brief description of your academic focus and objectives; we will then contact you for more information.

Please do not hesitate to contact us with any and all questions or queries you may have.

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