On May 15th, 2023, Zachary Nowak, Jacopo Bernardini, Manuel Barbato, and Amanda Fontana, all of The Umbra Institute, presented at the Roundtable Session on Education and Social Change hosted by the School for International Training. The roundtable conference, organized as a launch event for SIT’s new Journal of Critical Global Issues, took place virtually across three days. The Roundtable was a forum for the Umbra team to present their findings on assessing community-engaged learning at the Institute and explain how it positively impacts the students’ openness to diversity and universality. In addition to their panel, the Umbra team was joined on the panel by two other international education professionals. In their presentations, the other panelists explored the power dynamics within COIL programs and internationalization policies within higher education in the United States. It was a wonderful opportunity for members of the Umbra staff to engage with other scholars and professionals in the field to examine the future of international education.

In their session, the Umbra presenters discussed the research they are conducting to assess how the experience at The Umbra Institute changes students in measurable ways. The latest part of this ongoing project was the attempt to evaluate whether community engagement, in both students’ free time and as part of their coursework, has aided in the growth of students during their time abroad. Community engagement has long been a central pedagogical pillar of the Umbra Institute and is well-integrated into academic and extracurricular offerings. Although the Institute recognizes the importance of community-engaged learning, it is also important for the empirical data collected in this research to demonstrate which facets of the student experience play the greatest role in the students’ growth. Courses with service-learning components, Seminar and Practica courses, volunteering, spending time with local people and university students, and placing importance on learning Italian are some of the most influential aspects of student life that have a positive influence on expanding one’s openness to diversity and obtaining a more culturally-rich experience while in Italy. This research is part of an ongoing study that will be carried out and updated in future semesters. However, the current findings will be published in an upcoming academic publication. Stay tuned!

By Kenna Haverkamp, University of Colorado, Boulder

Studying abroad in Perugia holds what seems to be an endless amount of perks, but one of the most educational and enjoyable is being able to get to know locals. This is specifically true for meeting other college students, both from Perugia and other cities within Italy. I have recently become friends with Laura, a student at the University of Perugia from Antrodoco, Lazio. Like me, she is studying Psychology. Before coming to Perugia I was aware of the fact that a university-level education from an institution in Europe is quite different than that from the American university system, but speaking with Laura and witnessing her daily schedule has helped illuminate for me the differences between studying in Italy and studying in America.

I recently met with Laura to speak more in-depth about these differences. To begin, she explained that one of the most fundamental differences between an Italian and American university education is the length of each program. Instead of having a standard four-year length of study, the time that one is enrolled at a university depends upon your major (most take between 3-5 years). These years do not ‘start’ in the fall and ‘end’ before a summer break as they do in America, and instead, happen for the majority of the year except for holidays such as Christmas and Easter (Pasqua), and a short break in August. Students also must choose the topic or course that they want to study before enrolling and stick with this subject more rigidly than the typical American undergraduate student. Italian students typically take fewer ‘elective’ classes. Therefore, while their class terms take place over a longer period than ours, in many ways, their path through the declared major is more streamlined.

There are many social differences as well, as Italian student life often looks quite different than that of American college students. To begin, Italian universities place far less focus on dorm life and therefore have an entirely different culture around student living. It is much more normal for students to live at home while attending university and therefore there is less of a ‘move out when you turn 18’ lifestyle. Furthermore, during their time studying at a university, the lives of American students typically revolve around their campus- this includes extracurriculars, non-academic socialization, and so on. For Italian students, life typically centers around the city they are studying in and the culture within the wider location of their university.

Living in Perugia and becoming friends with local students helped me to compare academic life between Italian and American universities. Both contain different advantages and disadvantages and comparing the two has been a fun part of studying abroad and learning more about Italian culture!

Victoria Snyder, Direct Enrollment student from Penn State

Whenever I find myself at a crossroads, my father always reminds me that life is a series of paths. Whereas some may lead to greater and bolder things, others may lead to important lessons.

For me, when I first arrived in Perugia in September of 2022, I was wide-eyed at the possibilities that studying in a foreign country could potentially offer me. As a rather linguistics-focused person, I was enticed by the idea of picking apart grammar constructions and experimenting with the syntax of the Italian language. I viewed these precious months as a time to play with the limits of my knowledge. Therefore, on my first day, with a pencil in hand, I blazed my way into L’Università per Stranieri to find myself as merely a small fish in a sea of people who were just as passionate to learn as I was. It was illuminating! Of course, studying at a foreign university is a big change, but the very idea of being surrounded by these kinds of individuals inspired me to work harder.

Of course, I had my academic highs and lows throughout the semester, but one thing I cannot stress enough was that I was never alone. Lucky for me, as a Direct Enrollment student, I have the privilege to belong to two communities. One at L’Università per Stranieri, and another at The Umbra Institute. Even though I treasure the former, the latter is what truly made an impact on me. There is something truly magical that resides in the essence of the people who inhabit all of the offices of the Umbra Institute. Never have I ever seen such a community of people that are not only passionate about what they do but so effortlessly compassionate in their efforts. It is quite remarkable.

All things considered, I chose to come back to Perugia to not only deepen my knowledge of the Italian language but also to make more memories with all the lovely people I’ve met here.

As I reflect on my experience during my first semester, I realized that I have never laughed so much, learned so much, and lived so much in a semester of university. Therefore, as I sit back here in these hallways once again ready for another exhilarating semester, I remind myself that I am here for a younger Victoria who always dreamed of being bilingual. I am here for the present version of myself who found a passion in language acquisition. And lastly, I am here to prove to my future self that I can excel at whatever I put my mind to.

By Angelie Roche, St. Mary’s College of Maryland

Of all the fears I’ve overcome while studying abroad, I never expected to overcome my fear of teenagers. I love to teach and have a lot of experience with young children, but the idea of entering a classroom of fifteen-year-olds filled me with dread. I was always afraid that they might judge or disrespect me, especially since I’m not much older than them myself. So, when I decided to volunteer as an English tutor at an Italian high school, I was deliberately stepping out of my comfort zone. Not only was I going to teach a 45-minute lesson to a group of teenagers, but I would have to navigate a language barrier in a school system that was completely unfamiliar to me.

Entering the classroom felt like being a celebrity. All twenty of the students were clustered in the front, enthusiastically shouting “good morning!” Throughout my presentation, there was never a moment when they were completely silent, but it wasn’t a disrespectful sort of chatter – it was as if they could not help but voice their thoughts out loud. It was clear they needed more action: I was given the freedom to teach them whatever I wanted, so why not create a lesson that allowed them to actively participate throughout?

During my next visit, I made my lesson a lot less lecture-centric. I allotted much of class time to answering students’ questions about American culture– they had so many! They were curious about school sports teams, the price of college, and the American education system. As soon as I discarded my presuppositions about what English tutoring should look like, I was able to provide the students with what they really needed – a discussion. Weaving through the hundreds of Italian students on their way out, I was smiling– I had gotten a class of teenagers to not only listen but to engage and have fun. Though I wasn’t “tutoring” in the traditional sense, the students were still being challenged to ask questions in English and think deeply about the cultural differences between our two countries.

Meanwhile, my Human Development in Culture class was preparing our Service Learning project: designing a creativity-based English lesson for middle school students. At first, the task seemed daunting; how were we to know what would engage a bunch of 10 to 13-year-olds, or even what amount of English they would understand? But after spending time in the high school, I felt more confident, volunteering to be the “instructor” in the classroom I was placed in.

Despite my preparedness, though, when I saw I was with the oldest age – 13-year-olds – I again began to doubt myself. We had pictured younger middle-schoolers when designing our lesson. The task was to have them draw monsters using characteristics they had written in English, and then write a story about their monsters together. When I walked into the class, I was met by 20 teenage eyes, and silence – unlike in the high school, these students gave me their full attention, which was almost more nerve-wracking. They were shy at first, looking around at their classmates’ work before beginning to draw. I remembered being thirteen myself and wondered if a monster-drawing activity would be “uncool” to me. Standing in front of the classroom, I suddenly felt small– what if it didn’t work out? What if this wasn’t what the students needed?

But, to my surprise, the classroom soon transformed from awkward silence to a chattering, lively discussion. Students spent a long time designing and coloring their precious monsters, and even longer constructing detailed stories. After the first brave group shared, hands began shooting up; everyone was excited to show off their monsters. Just as I did in the high school, my classmates and I had to tweak our planned lesson to meet the students’ needs; some steps took longer than others, and we completely changed the “sharing” portion at the end so that groups could show their monsters to the whole class. But my favorite part was seeing smiles on the 13-year-olds’ faces and realizing they had fun doing our silly monster activity.

When I said goodbye to my noisy, chattery group of Italian high schoolers during my last week of the program, I felt a mixture of sadness and accomplishment; I knew I’d miss them. At the end of the class, the teacher told me that one of the students– the “class clown” who always bombarded me with silly questions– had actually been too nervous to speak in English before I came. My experiences have given me not only a renewed confidence in my ability to command a group of older students but a heightened cultural awareness. Every group needs something different: some, like my high school class, need more engagement; others, like the 13-year-olds, just need an extra push to be creative. I also learned that a language barrier is nothing to fear, but that it’s important to consider how and what you are communicating to students.

As a Psychology major and an Education minor, the opportunities I’ve had here at Umbra have helped me grow by leaps and bounds. I stepped outside of my comfort zone this semester, and could not be more grateful for where it has taken me.

To learn more about Umbra’s Community Engagement activities, check out their website at: https://www.umbra.org/community-engagement-abroad/.

By Angelie Roche, St. Mary’s College of Maryland

Many of the classes offered at Umbra include a service learning component, which enriches students’ education through unique community engagement opportunities. One such course is Critical Disabilities, which includes a weekly practicum wherein students go to Perugia’s community gym and assist with VIVA sports, an association that partners with professional athletic instructors to provide physical education to individuals with disabilities. VIVA was founded by Gabriele Bartolucci in 2011, and since then it has become one of the largest Italian organizations for individuals with special needs. According to Community Engagement Coordinator Manuel Barbato, the partnership between Umbra and VIVA began in 2016 and has since been a core component of the Critical Disabilities class.

Once a week, students take buses to the gym and spend three hours assisting sports instructors and participants with their activities. Student volunteers are not obligated to participate for the entire session, and are not given specific “tasks”; rather, they are invited to step in and help whenever they feel comfortable. That could mean assisting staff with dance lessons, ping pong, basketball, or even working one-on-one with a participant who looks lost or overwhelmed.

When I began going to the gym with my classmates, we were nervous – it was our first full “cultural immersion” experience, as hardly anyone spoke English and we were not exactly sure how we would fit in the chaotic, active environment. Soon enough, though, we pushed ourselves to participate. My classmate Xea Kirkland said, “[At first] I really struggled to talk with people, but the more I did it the more I got used to the uncertainty.” Since then, we’ve started to get to know the participants who come every week, and build trusting relationships with them. The language barrier is not always easy, but we’ve found nonverbal ways to communicate as well– sometimes that means demonstrating the activity yourself, or taking the initiative to go up to someone who’s sitting on the sidelines and motion for them to come join.

Physical disabilities are never seen as limitations there, and a huge part of working at VIVA is being able to see people as individuals and modifying each activity for them. If a child has a sight impairment, instructors might focus on building their other senses, encouraging them to crawl across mats or using tapping to direct their attention. Participants in wheelchairs are never separated from others; rather, instructors will find ways to modify parts of the obstacle course to ensure they can do every activity. Dance lessons are slow-paced and often change for each group, depending on the participants’ capabilities. This focus on ability rather than disability has helped reframe my mindset and build empathy between participants and instructors – everyone is equal there.

The most valuable part of the classes I’ve had here is what happens outside the classroom, especially when it involves engaging with people who are different from myself. The best sort of learning pushes students to challenge themselves, both socially and intellectually, whether that means trying to speak in a different language or learning to communicate without using language at all. Being at VIVA has brought not only a greater understanding of others, but a sense of joy and community – an ability to laugh at myself when I don’t make a basket, or cheer for someone else when they do.

As part of its Fall 2021 re-opening, The Umbra Institute has renewed its historic agreements with both local Italian universities in Perugia. Founded in 1999, the Institute has hosted American students in Perugia for over two decades. In 2006, then-director Dr. Charles Jarvis signed an agreement with the president of the University of Perugia (UniPG). The agreement created a framework whereby Umbra students could take courses at the Italian university alongside their Italian and other international student peers. UniPG could also take classes at The Umbra Institute: the first semester after the agreement saw the participation of eleven Italian university students in Umbra classrooms. Within two years, the other local Italian university also became an institutional partner: the University for Foreigners, which despite the name also has Italian students enrolled in its marketing and international relations tracks, also inked an agreement with Umbra.

These agreements were renewed this Fall with the goal of expanding access to classrooms and promoting closer collaboration of Institute professors with their counterparts at the Italian universities. As part of the agreement, Umbra students in the program for Food, Sustainability, and the Environment will work with Agricultural Sciences on the development of Orto Sole, Umbra’s new urban community garden. The Institute expects over twenty Italian students to join the over one hundred American students studying in Perugia in the Spring of 2022.

Once the semester ends you will be thinking of getting back to your friends and family, settling back into your old routine, and even how to deal with reverse culture shock. But it is also very important for you to reflect and reap the benefits of your time abroad as it will continue to impact your life for years to come.

Update your resume with volunteer efforts, service-learning, etc.

1) Update your resume.
Once home, it is time to start thinking about internships and job prospects. It is well-known that study abroad impacts personal, professional, and academic development so use that to your advantage and highlight study abroad on your resume. Feature your community engagement activities and any service-learning and/or research projects you may have completed. Reflect on the goals you set and met and prepare to talk about them in an interview.

Use tools learned during our end-of-semester Unpacking Your International Experience Workshop or contact us for resume tips.

2) Ask for letters of recommendation.
If you followed our previous advice, you likely developed a relationship with Umbra faculty or staff that could be the basis for a solid letter of recommendation. If so, don’t be shy and ask away. Many Umbra alumni have used these letters to get into grad school, law school, or their dream job. Some alumni have even continued academic discussions with faculty that have lead to ongoing career advice.

Umbra alumni reunite in the US, Summer 2019

3) Keep in touch.
Umbra’s small size allows us to get to know students who study with us to the point where those students are remembered many years later. Feel free to reach out just to say hello or to update us on your life and career. Our team loves to hear from you!

We also love to receive guest blogs from our alumni. Alumni often use blog posts to provide study abroad tips, but some use them to build their Google CV (online portfolio) by offering career advice to students considering the same field. Contact [email protected] if you’d like to make such a contribution.

4) Get involved in an international community.
Students often report quickly bonding with their peers while studying abroad. This is because you all experience a similar whirlpool of events and emotions and share similar interests and ‘firsts’ (travel, adventure, culture, language, etc.). It might sound silly, but you may miss talking about how odd Italian supermarkets are or how brutal customs can be when you return home and find that some of your friends and family disengage from such discussions because they haven’t had those same experiences.

To help you readjust to life back home while continuing to reflect on your time abroad, we recommend you find an international community near you. This can also encourage you to continue to develop cultural competencies. Getting involved is easiest on a university campus (through your study abroad office, campus clubs, etc.) but many cities across the U.S. host country/culture-specific events and groups, English-language tutoring, and other international activities in which you can become involved.

5) Become an Umbra study abroad ambassador
In your experience has impacted you in such a positive way that you want to share your enthusiasm for study abroad and encourage others to do the same, then you should consider becoming a study abroad ambassador. As an Umbra alumnus you are uniquely qualified to provide valuable advice and share first-hand experiences with other students on campus. Contact our Alumni Relations Coordinator, Ashley Webb at [email protected] if you’d like to become a champion of study abroad.

View other blogs in this series:
Setting yourself up for a Successful Study Abroad Experience
How to Succeed While Studying Abroad in Italy

1) Set goals and make waves.
If you don’t do so during pre-departure, set goals for yourself during the first week or two in Perugia. Umbra recommends that you establish at least one goal related to your career readiness and one related to your personal development, or how you relate to yourself and those around you.

Then, don’t just float, make waves! Seek experiences that might disrupt your “normal” – travel to a country you never thought you’d visit, go hiking, sit in the front of the classroom, try new foods and habits. Find ways to meet and exceed your goals and expectations and don’t hesitate to reach out to Student Services Staff if you need safe and rewarding ideas!

2) Engage with Umbra staff and professors.
Umbra is a relatively small institution, so it is easy to interact daily with Umbra’s staff and professors.

Interested in Opera, local traditions or the Italian feminist movement? Talk to Dr. Valoroso.
Have you ever wondered how sunscreen impacts the environment? Speak with Dr. Porter.
Want to know the origin of the word ciao? Check with Francesco, or Marta.
Want to know some of the best hikes near Assisi? Chat with Laura in Student Services.
Considering a career in the food industry? Speak with Dr. Ascione

The list can go on and on but what you need to know is that: everyone on our team wants to see you reach your goals and come to love Perugia as much as we do!

3) Plan travel around studying, not the reverse.
Study abroad is not a vacation; it is an academic and personal growth experience. While we want you to travel to flex your independence and problem-solving skills, explore history and experience culture; it is important for you to still attend and engage with your classes. Each class is taught within the context of Italy and learning from it will enhance your experience exploring the rest of the country.

4) Don’t fear culture shock or homesickness.
At one point or another, all of us miss home and the familiar comforts of our own culture. While this can make us feel distracted, sad, or even sick, it is a completely normal and in many ways a necessary part of the growth experience. These feelings can last an afternoon, or they can last a week or more at a time; everyone goes through it differently. Umbra hosts an on-site study abroad coach and counselor specifically for this reason. Our advice is to chat with her anytime you feel that way, so those feelings can work to your advantage during your time abroad.

View other blogs in this series:
Setting yourself up for a Successful Study Abroad Experience
Returning Home: Demonstrating your Successes

Planning for study abroad isn’t always easy, but there are things you can do to help make the process a stress-free experience. Below are a few tips we have for ensuring you are properly prepared prior to your departure.

1) Start speaking with your advisors right away.
They are familiar both with the study abroad experience and with the process students from your school need to follow to ensure course transfer, etc. If you don’t know who your advisor is, contact the Umbra Institute and we will be happy to introduce you to them to get the process started.

2) Review your course options early.
Your degree is likely to have specific course requirements which often cannot be completed off-campus. It is important to plan study abroad into your degree plan by reviewing course options with your advisor to ensure that time abroad doesn’t set you behind.

3) Plan Your Course Transfer in Advance.
Make sure to get a number of alternate courses pre-approved because you may want or need to adjust your curriculum once abroad. Know the approval and transfer process before going abroad to avoid stressful, last-minute email exchanges with your advisor or university’s Registrar.

4) Get your study visa early.
If you plan ahead, the visa process can actually be easy. The trick is to schedule your visa appointment as soon as you can (for a date within 90 days of your departure and once you apply to the program). You can always cancel your visa appointment if you ultimately don’t go to Italy but trying to schedule your appointment when your departure is only 2-3 months away can sometimes be stressful. That said, your Umbra advisor and your advisor at your home institution will help you as much as they can so you will be well-supported throughout the visa process.

Our next blogs will highlight succeeding while abroad and what to do once you return home.

By Nicole Flohr, Lebanon Valley College and Umbra Rep Fall ’19

Over 95 percent of Umbra students participate in community engagement each semester. Engaging in a meaningful way with the local community and Italian culture is one of the most rewarding aspects of studying abroad. Luckily, Perugia is the perfect place to get involved, and the Umbra Institute has many options available for students!
I have personally participated in many of these opportunities during the semester. I have loved getting to know the city and community better through my classes and service learning projects and have made some incredible connections and memories.

1. Make a difference in the local community

Community-based courses allow you to apply theory to field research and immersive activities. These courses also allow you to directly engage with community partners to make a difference in Perugia.

I am taking Placemaking, one of Umbra’s community-based courses. In class, we discuss theories about community development, public space, and inclusive participatory processes. In the community, we are working with neighborhood associations to improve a local park, Parco Sant’Angelo. We have engaged with the neighborhood through forums, children’s workshops, and community events.

2. Learn through hands-on experience

Community engagement is built into the curriculum at Umbra, which allows you to use the information you learn in courses and put it into practice in the local community. There is no better way to learn than through real-world experience!

I am taking two courses with a service learning project: Photography and Human Development in Culture. In Photography, we learned about marketing photographs before partnering with RE.LEG.ART. to take photos of their leather products, which are made by adults with special needs. These photos are then used for this organization’s social media outlets. In Human Development, we visited a Montessori elementary school and lead an educational English activity at the local public middle school. These two activities allowed us to investigate and make sense of the principles and psychological outcomes of the various education system as well as compare them to the American school system.

3. Engage in cultural exchange

While engaging with the community, you can both share your own culture and learn more about Italian culture.

I volunteer at Liceo Scientifico Galeazzo Alessi, a local high school, as an English tutor. Each week I create a presentation about American culture and the English language to share with the students. I have learned a lot about Italian culture and Perugia from them in return!

4. Support a global cause

The Umbra Institute has many community connections and offers a variety of volunteer opportunities. No matter your interests, from sports to gardening, there is something for you!
Every Tuesday for five weeks, four other Umbra students and I volunteered alongside local UNICEF staff to create Pigotta dolls. We stuffed the dolls, drew on their faces, designed their clothes, and sewed on their hair. The cloth dolls are put up for “adoption,” and the proceeds go towards the purchase of vaccin kits for children and mothers in need around the world.

5. Get to know the locals

Perugia is a great city to get to know the locals, from the produce sellers at the weekly markets to the owners of restaurants, gelaterias, and pastry shops. It is easy to meet new people even beyond community engagement opportunities coordinated through Umbra.
Because I am on the swim team at my home university, I wanted to find a pool in Perugia. Piscina Pellini offers semester-long memberships, which was perfect! Now, I swim every day before class with the same group of locals in lane 5. Although I am one of the youngest there, I feel welcomed and accepted and its really motivating to have people holding me accountable while I am away from my team. I am so lucky to have a little community at the pool that makes waking up early and working out enjoyable!

Piscina Pellini, where I swim with a group of locals every morning
Community engagement is a defining aspect of the curriculum and programming at the Umbra Institute. It certainly has defined my experience studying abroad. I will always remember the class time spent in the community, the wonderful women and students I met while volunteering, and the welcoming swimmers in lane 5!
One of my biggest pieces of advice for others studying abroad is to take advantage of the community engagement opportunities! Not only will you gain a better understanding of the culture and create connections with the community, but you will also grow personally.

To learn more about Community Engagement opportunities at Umbra, click here.