Academic Differences

    Studying at a foreign university for a semester will make for an exciting adventure for me, I am sure. After all, it will afford me the opportunity, as a well-insulated college student, to enjoy what will quite possibly prove to be a once-in-a-lifetime opportunity to travel Japan without pressing government or corporate business matters e'er on my mind, while also extending to me a most welcome chance to meet any number of beautiful, liberal people. Who knows! By my adventure outside my parents' sphere and beyond the attentions of Uncle Sam's e'er watchful eye, I might even come to be able to define bliss and attain enlightenment, all the while further heightening my cultural knowledge and general acumen of all things Japan. Be that as it may, no matter how blissful my upcoming trip abroad proves to be, I will have to return home eventually. And, with that return home, it is important to know just how my final grades will be computed and how they will transfer to my home institution, Maryville College! (GO, SCOTS!)

Library at Akita International University

    Being e'er mindful of the importance of my Maryville College GPA, given that I have to maintain a 3.0 in order to be admitted to Middlebury College for graduate study and, more immediately, must maintain a 3.0 in order to receive the full blessing of my MC Merit Scholarship, you had better believe that one of the first places I investigated about my target college for study abroad, Akita International University, was how their school went about computing their grades! Be it a boss or be it a professor, I want to know clearly and upfront exactly what my social superior expects of me and my product!      
    What I discovered by way of my research of AIU's official website, then, was quite heartening to me, indeed: Given that they are an "international liberal arts college," taking their model closely from that of fine American liberal arts colleges, like our own, their grading scale is completely comparable to that of ours. In fact, you might very well find the following grading scale (that I took from their site) strikingly familiar:

Grade (Definitions)	Score	Grade Points
A+	100	4.00
A (Excellent)	95 – 99	4.00
A-	90 – 94	3.70
B+	87 – 89	3.30
B (Good)	83 – 86	3.00
B-	80 – 82	2.70
C+	77 – 79	2.30
C (Satisfactory)	73 – 76	2.00
C-	70 – 72	1.70
D+	66 – 69	1.30
D (Poor)	60 – 65	1.00
F (Failure)	59 or lower	0.00

    
    Naturally, just as is the case here at home, AIU's professors enjoy the privilege of allotting varying degrees of importance to the various aspects of their students' curricula. For instance, after checking into the course grading criteria that were listed for a few of the classes that I intend to take, I was "floored" by this precious discovery: Class attendance/participation: 40%! Wow! I will get 40% credit for just showing up with a pulse and a hand up! How awesome is that! I can't recall having ever had been given more than 15% credit for class attendance/participation for a class here in America!
    After I saw that, I recalled a conversation that I once shared with my ex wife who had herself graduated from a college in Japan that is largely considered to be one of Japan's top national universities:

Me: So, it must have been hard studying at such a great school, huh?

Ex-wife: No. Not really. To be honest, I don't really even recall much of what I did while in college, save my social dance classes and various part-time jobs, like the one I had at Disney.

Me: What! Are you serious? I thought that college was supposed to be challenging, especially a school like yours!

Ex-wife: No. Not especially. Now, don't misunderstand me. Studying for the entrance exam to get in was immensely stressful, probably the most stressful time of my life, but, once you get in, it's easy. It's more about extra curricular activities, etc. I just wanted to graduate and get on to working, which was what I really wanted to do.

Me: (still nonplussed) So, college is a joke in Japan? I mean, you don't really have to do much by way of formulating and defending your opinions, writing papers on your observations, giving speeches, etc.?

Ex-wife: No, not really. Well, there are a few exceptions. For instance, if you are on law, medicine, or engineering tracks, you will still have to study very hard in college. To be honest, when I decided to go back to school to attend the Monterey Institute of International Studies for my course in conference interpretation, it was a real wake-up call for me. It was the hardest I had ever worked while in college!

   In summation, then, at least in my case, I will neither have any need of worrying about any significant challenges (that might arise for some who study abroad) stemming from academic differences nor will I any challenges regarding incongruous grading scales at my foreign institution of choice. In fact, it might even prove to be easier for me! That being said, unlike my ex-wife's college, mine will be a Japanese "international liberal arts college" staffed heavily by well-educated and highly-qualified scholars from America, Britain and Australia, so I'm sure that my experience will prove to be more challenging than that encountered by most who elect to study in Japan! Oh, by the way, did I tell you that Dr. Gallagher, my adviser and sage-of-the-highest-order, is going to have me conduct some of my senior thesis research while abroad in Japan! (gasp, pant, wheeze) Yes, be the classes just as challenging as our own or be they more "relaxed," affording the student, me, with more opportunities to engage beautiful people and to explore the area, I will, most assuredly, have my hands full, one way or another, during the whole of my time in the Land of the Rising Sun!


"Knowledge is never too dear."
--Sir Francis Walsingham

BANZAI!

Working on Vocation in Uruguay

I have a few concrete goals for focusing on vocation while I'm abroad.

     1. I am looking into volunteer opportunities in Montevideo. I've arranged to finish all of my required community service hours form my Bonner Scholarship before I leave, but I still want to work within the community. First, I can't really imagine school without volunteering. But also, I think that volunteer work is a sure-fire way to meet "real" Montevideo -- not the tourist attractions or the polished brochures. I also think that comparing the manifestations of poverty within Montevideo to Appalachia will be a truly educational experience.

     I'm also going to look into Rotary International to see if they can hook me up with Rotary members abroad!

     2. Even though I'm not sure that I'll go to graduate school at all, I want to tour graduate schools/programs abroad. What should stop me from getting a Master's in Uruguay if I decide that I want to? I'm interested to see the different perspectives of the students, and how the programs operate. Plus, it will probably be a cool way to see less-touristy sights.

In a more abstract way, I know that I'm going to change and grow a whole-lot as a person while I'm away. I think that will make me more capable in general, but also better at making career decisions.

We shall see!

From Children to Chiang Mai

I was speaking with Dr. Irvine the other day about studying in Thailand and he brought up something  really great. He mentioned to me that he has a friend/colleague that works in Chiang Mai (a large city in Northern Thailand) at a study abroad facility. Dr. Irvine said that he would give me his name so I could get into contact with them.

I was undoubtedly excited at this opportunity. Not only will I be expanding my exposure to Thailand, but I will be in contact with people who are actively working in Thailand. I think this would be a good opportunity to familiarize myself with people who are actually working abroad. It would be good to witness first-hand the sorts of intercultural skills that are need to work with people of all different cultures.

As well, there is an option through Thammasat where I can volunteer as a teacher and help Thai children learn English.

I think that with the first option I can learn different methods in dealing with people who are culturally and linguistically different from me, and not just Thai people since the study abroad company works with people of all nationalities and ethnicities. I feel that I would learn an enormous amount about the logistics that entail studying abroad (from the administrative side) and a whole lot of planning and organizational skills.

With the volunteering, I believe that I would hone my communicative prowess. Not only am I trying to communicate with non-native English speakers, but those that aren't that great at it which would cause even more frustration and confusion. However, the experience would teach me to be malleable to situations that need me to be able to communicate effectively. Through this, I imagine that I would learn new ways to communicate since trying to communicate with children is entirely different from communicating with adults. It would force me to break out of my preconceived notions of understanding and cause me to find new, inventive ways that could possibly fall into other parts of my life.

I Thought You Said Vacation...

Well this is embarrassing...

In all seriousness, though, I'm not entirely sure what I want to do specifically "when I grow up." All I know is that I want to help people, and that's a pretty broad and common goal. I have some interest in the Middle East because it is currently in so much turmoil, and the USA is very involved. The involvement isn't entirely welcome, though. I'm curious to know how America is portrayed in Middle Eastern media versus how the Middle East is portrayed in American media. I plan on getting a head start on my senior study and doing some field research while I'm over there. I'm also hoping that I don't decide I would rather have a different thesis topic...

I have also signed up for classes that will broaden my perspective and knowledge of the global issues that I'm interested in.

Beyond those two plans, I'm just hoping to visit diverse places and meet a lot of people to gain global connections. I want to broaden my awareness, and maybe after I study abroad I will be more certain of what I want to do with my life. That would be nice.

P.S. Since I wasn't aware about this blog post until after class, I have a better idea of the things I can do to help me vocationally while I'm abroad. It would be a great experience if I could help refugees in the Middle East or volunteer to do work in developing regions, but I'm not sure how available and realistic these opportunities are for a white, female college student.  It's something worth looking into, though, and I hadn't considered it before!

Japan and My Vocation

Ever since I decided that I would major in English (which I decided pretty early on in high school), I also thought it would be amazing to be a translator. I had always wanted to study Japanese, but I never had the chance to do so until I arrived at Maryville College. After studying the language for over two years now, I can firmly say that I would love to translate Japanese. Either Japanese to English or English to Japanese would be fine with me; I just want to work with these two languages.

I know that it will take a lot of work and a lot of studying to achieve this goal. This is the biggest reason I want to study abroad in Japan. I know that this is the best way to work toward my goal of being proficient in Japanese. While I was in Japan for just two short weeks, my listening and comprehension skills improved far beyond the level I had reached studying in America among my other classes. I can only imagine how much my Japanese will improve in 15 weeks, surrounded by native speakers.

I believe that taking Japanese language courses in Japan is the best thing I can do at the moment to move closer toward my goal of someday translating. I don't know how long it will take for me to reach that goal, but this is a good place to start. There probably aren't a lot of other people that seek to actively make a career out of the language of the country they are going to, so I hope this isn't too simple. But I hope to have a firm grasp of Advanced Japanese by the time I return home. In case I decide to work in Japan after graduation (which is something I am considering doing depending on my level of Japanese at this point), knowing as much Japanese as possible will also help me in whatever I choose to do there. Depending on my workload abroad, it may also be beneficial to do some volunteer programs to start networking. But this seems to be something that I will have to examine while abroad.

Rachel Burton: Vocation in Scotland

     The one thing that has been bothering me lately is not knowing what it is that I'm called to do in life.  I am not one of those people whose ideal or dream job just popped into my head one day and from then on, I knew exactly what I wanted to do.  On the contrary, I can be quite indecisive at times, especially when it comes to really big or important decisions.  I think choosing a future career that I know I'll love for the rest of my life is one of those huge decisions that I have a hard time making.  I strive to never regret anything, and knowing that I will always want to do the job that I select will help me worry less about regretting it later.  Choosing to be a Biochemistry major at Maryville College wasn't hard.  I had always had a knack for science and math, and I found both interesting and enjoyable to study.  Then when all of the career options came to mind, I got overwhelmed and decided to let the ideas come to me.  I'm in the middle of my Junior year and many ideas have come to mind, but not one has stuck out or settled for me.  I've considered many areas of my major, such as physical therapy, forensic science, researching and working with animals, and teaching college-level chemistry. 

      I think going to The University of Edinburgh Napier will help me with my decision because it offers many more classes in my major that Maryville doesn't have, such as Forensic Biology, Animal Behaviour, and Life on Earth.  All of these courses are very specific biology classes, and I think taking them will show what I am or am not interested in doing as a future career.  Leah Petr went to this same university her junior year spring semester as a communications major, took some diverse classes, and realized she wanted to become involved in the field of tourism.  She told me to take a variety of modules in my course to give me a wide range of interests and possibilities for future jobs.  I also think finding an internship connected to the university or healthcare facilities in the city would be not only a great experience, but would also help me figure out my vocation.  I am going to  research into this before and after I get there, so that I can opinions from my professors and coordinator.

Vocation in Buenos Aires

Taylor King

Study Abroad Blog 8: Vocation

As many people know, I am studying in Buenos Aires, Argentina this February for four and a half months.  I will be at the Universidad del Salvador and will be taking most of my classes in Spanish as well as living with a host family close to the school.  Some of my vocational goals while in Argentina are to make progress in my fluency.  Since I chose to live with a host family, I am hoping that I will have a bit more Spanish immersion than I would in a college dorm room.  I am hoping that the family that I will be staying with has children because I feel like I would feel more at home with younger audiences to communicate to as well as adults.  In Argentina, the locals have a specific accent that is very distinct.  Instead of their ll sounding like a y, their ll sounds like a shhh sound.  Another vocational goal is to pick up on this European accent fairly quickly! 

One thing that I will do consciously while abroad to help achieve my vocation/career:

I want to learn how to distinctly know and recognize the Argentina and Uruguay accent in Spanish like I have done in the US with Mexican, Salvadorian, and Cuban accents. I want to accomplish this by volunteering in maybe tutoring Argentine students who are studying English.  Since I want to be a translator as my future career, I need to be able to recognize and adjust to different accents and idiomas from different countries.  This is one reason that I am super excited to study another language abroad.  I cannot wait for the opportunity to be immersed in this new culture!

Blog 8-Vocation-Mary Beth Spitler

Literally the second after reading the blog prompt for this week I thought to myself, “Wait a second, is someone trying to be a sneaky wee cat here by reposting an earlier prompt?” Then I realized that although we have never been specifically asked to answer the question: “How will this next semester help me reach my vocational/career and other goals?,” our entire course has been centered around this thought for months. It’s here! The very last blog prompt! Now I have time to focus on more important things like….oh wait. I’m leaving for the UK when the semester is over. WHAT. That’s a pretty scary thought. So that’s like 39 days. Or 936 hours. Or 52,565,760 seconds. Ok so I’m totally going overboard here and having a freak-out moment while doing a good job of completely avoiding answering the question that suddenly brought upon my panicky feelings. So as I was prompted to write…

In reality, Napier University is (ready for some awesome imagery?) the key that will unlock the door of a learning experience to reveal more than I had ever dreamed of learning. From my first step off the plane in January -  when I arrive -  to May  -  when I plan to depart with my heavy, bulging luggage, I know that without a doubt I will have just experienced the most developmental five months of my life so far, both emotionally and mentally. 

On an academic level, I have spent very long, very tedious hours grouchily looking up classes that would pair with Maryville College courses so that my semester credit hours would transfer back for core and major requirement credit. I arrived as a freshman here with seventeen elective credits, and I don’t need another single one of those babies. My advisor, who was only trying to set me up for success, asked me to re-compare Napier classes to Maryville College classes three times. THREE TIMES. This was probably the most frustrating part of the process.

When I get home in late spring, studying abroad will have helped me reach at least one of my vocational goals: maybe I will be making plans to attend Napier’s Master’s program for Environmental Studies, or maybe my course work there will lead me in another direction.  When I’m at Napier, sitting in the hard, plastic library seats, only then will I know exactly what classes are available to take.  I am prepared with a list of eight, and I intend to take three or four.  Since my advisor helped me do all that work on the front end, I will be able to graduate on time, and get my dream job of being the director of the EBWA, Environmental Basket Weaving Association. Snicker. I’m totally joking. I still have no idea what I want to do. But I do know that studying abroad anywhere in the world is going to provide information, situations, feelings, friends and memories that cannot be equaled. So what am I expecting to gain? Everything. I’m going into this next semester with an open mind, and I can’t wait to begin.

But really you guys. This was our last blog prompt, and 52,565,760 seconds really isn’t that much time…

Argentina: The Vocation Nation

With only four weeks or so left in the semester (who’s counting, really?), it’s crazy for me to think that this is my last full semester before I go to Argentina. That’s right! Only 3 short months stand between this gringo and his first time in a Spanish-speaking country! 

I’m not just excited about leaving for Argentina because it means that there IS hope that the work of this semester will finally be over….but seriously, how exciting is THAT?!... what I’m REALLY excited about is getting to experience something in Argentina that will not only help me learn, but will also help me with, dare I say, my vocation.

Having worked at a summer camp in North Carolina for the past few summers, I’ve learned a few things:

#1

Kids don’t know how to turn the water off when they clog a toilet and flush it anyways.

#2

I haven’t outgrown being afraid of spiders.

#3

I’m a child (in general, not related to #1)

#4 and probably the most important (other than the spiders, of course):

Working with kids, Hispanic kids in particular, is something that I want to do for the rest of my life.

Not that a connection needs to be made between this and how it relates to Argentina, but I’m going to make one anyways, so sit tight.

One of the things that I’m really excited about when I think of going to Argentina is the fact that I’ll be able to volunteer at a few non-profit organizations that work with kids. This will help me in a few ways.

First, I think working at an organization outside of the United States will help me see a new way of how to manage an organization. I’ve worked at a few organizations in the United States, and it will be interesting to me to see the differences between business here and business there; it’s definitely something I can learn from.

Next, it’ll help my spanish… ¿Me entiendes?

Finally, volunteering at an organization will help me understand how difficult it will be to reach  my ultimate goal of working at a non-profit after I graduate. The volunteer setting may not offer every aspect, but it will certainly expose me to the style business down there and help me determine whether or not I would fit well in that type of environment. 

I know it's hard to top ALL of that, but to top all of that, it also gives me experience. I can't think of a better way to prepare for a vocation working with Hispanic kids than going to Argentina and volunteering at a non-profit that helps kids. The experience itself is going to be a skill that's invaluable that will help me in ways that I can't even imagine yet.

Overall, I’m able to get one thing out of what I just talked about: I get to go LIVE in Argentina and it’s going to PREPARE me for my vocation.

Alright, so maybe those are two things, but you get what I mean.

Academic Differences in Japan

How does the academic system in Japan compare to Maryville College? :

There are two tests in one semester abroad at Tokyo International University: 1 midterm and 1 final exam. While there will be homework and various other assignments, the workload given at Japanese universities is said to be lighter than that of U.S. institutions.

According to the ISEP website, "Japanese students are typically very quiet during class. Rather than interrupting the professor to ask questions, Japanese students may be more inclined to wait until class has dismissed before speaking with peers, checking their text books, or meeting with professors to ask specific questions. Open questions presented for anyone to answer within the classroom may receive little feedback from Japanese students. Professors in Japan often times call students by name when seeking classroom participation. Japanese students sometimes refrain from using eye contact when speaking with their professors. This does not mean that these students are insincere nor does it suggest that the student is being disrespectful."

The Japanese education system varies from that of the U.S. mostly by its academic calendar. There are two semesters in Japan, and the school year begins in April and ends in March. The spring semester is from April until the end of July or early August. Coursework is distributed pretty evenly throughout the semester.

Students are expected to attend every class (unless there is an emergency or illness) and to be on time. Late work is rarely taken.

Students and teachers are very formal in Japan. While many students try to act this way at MC, it is still a much more relaxed atmosphere than in a Japanese classroom.

Credits:

Language classes at Tokyo International University are worth 8 credit hours each. Electives are worth 4.

While I cannot answer for TIU specifically, I have heard from many sources that the workload at Japanese universities is much lighter than in the U.S.; however, the value is the same.

According to ISEP, "Lecture courses and most language courses meet for 90 minutes 1 or 2 times a week. -With the exception of some programs where Japanese language courses meet 3 to 5 times a week for 50 minutes."

I believe that all of my language credits should transfer directly to MC. However, the elective courses I take will probably not transfer completely. 

Grades:

Grading Scale

Scale U.S. Grade Equiv. 80-100 A 70-79 B 60-69 C 0-59 F

Support:

There is a support system for international students to make sure that they can receive help if needed. There is an excellent library and areas to study Japanese, as well as areas to talk to people in English. Tutoring does not appear to be as popular in Japan than it is in the U.S., so I am not sure if this is available.

Full-time Status:

I could not find any specific information for how many credits are the minimum to be considered a full-time student at TIU, but the recommended amount of hours by most programs (and the MC study abroad page) is 15 hours. 

3 or 4 courses totaling 12 or more credit hours are required for full-time status at both MC and TIU.

Academic- Rachel Burton

Academic Differences:

o     not many assignments/homework/projects throughout the semester; don't take attendance 

o    classroom lectures are big and don't get much individualized attention (17,000 undergrad students)

o    study throughout semester, one final at the end of the semester that is most/all of your grade

o    faculty/student relationships: not very close, don't usually email professors and ask questions

Credits:

o    My modules are worth 20 British (SCQF) credits each

o    Can you find information on how many hours/week each class will meet? I can't find that, but I remember Leah telling me each module was only once a week for an hour

o    20 British credits = 5 credits here at MC

Grades:

o    Grades are 1-5, 1 being the best, but there's no exact number value given to a grade and so the institutions work together to decide what US letter grade it transfers over to, but 1-3 is passing, 4-5 is failing

Support:

o    Tutoring services available on campus, have to inquire yourself, not automatically provided like SI here

Full-Time:

o     MC full-time: at least 12 credit hours; Napier: 3 modules per trimester (credit hours unknown)

o    MC: minimum of three 4-credit-hr classes/four 3-credit-hr classes
     Napier: 3 modules per trimester (20 credits each)

To whom it may concern...

Welcome to Thammasat!

Now that you're going, let's get a few things straight. Thammasat does have a few similarities to MC,  but there are a few very important differences.

In terms of the workload, there isn't a big emphasis on short-term grading, many of the classes have emphasis on long-term grades such as big finals, term papers, or final projects. The classroom has a very relaxed atmosphere. However, do not think that means that the classes don't have a lot of work. Many classes have a good bit reading that you are independently responsible for. The flow of the semester is pretty much just homework assignments leading up that one final project. But, on top of all this, the professors are usually readily available to answer any and all questions.

As for grades, they are the same as they are here in the States.

There are programs set up through the International Affairs office that will help you get contacted with tutoring services.

As you know, it takes 12 credit hours to be considered a full time student here, but at Thammasat you will need at least 13 hours.

Best of luck!
Tyler

Boring but Important

Academic Differences

The American University of Sharjah is structured around the American school system. According to the ISEP country handbook, "Students can expect a similar course setup to that of other American institutions, including similar credit hours, number of classes, class structure, number of tests, homework amount, etc." While the campus is rich in Arabic culture, everything on campus is spoken/written in English.

Credits

"Courses are usually worth three credit hours, and classes meet on Sunday/Tuesday/Thursday (usually for 50 minutes) or Monday/Wednesday (usually for 75 minutes)." That is also taken from the ISEP country handbook. As far as I can tell, credits at the AUS and MC are valued the same.

Grades

The grading system is also the same as the American letter-grade format (A, B, C, D, and F).

Support

The American University of Sharjah offers lots of support centers such as the Learning and Counseling Center, The Writing Center, and The Academic Support Center.

Full-Time Status

I could not find how many credits you must take to be enrolled as a full-time student at AUS, but if you take more the 16 hours you have to pay extra. You have to take at least 12 credit hours a semester at MC.  

Stacey: Academic Adjustments?

Every school is a little different, but thinking of a different school in a different country (and continent, and hemisphere…) makes me wonder just HOW different the academic experience will be! No fear! The internet is a powerful tool, and I have plenty of answers about the education system in Uruguay.

A major difference between Uruguay and the US is the grading scale, which ranges from 12 (Outstanding) to 0 (Deficient). Here’s a handy chart to illustrate the ranges:

Scale Grade Description U.S. Grade Equiv. 11-12 Sobresaliente (Outstanding) A 8-10 Muy Bueno (Very Good) A 5-7 Bueno (Good) B 3-4 Regular/Aprobado (Average/Pass) C 0-2 Deficiente (Deficient) F

Some sources have given slightly different names for each category (like “Bueno Muy Bueno/BMB” rather than Muy Bueno), but I think the idea remains the same.

Further, the grades that you get are attached to a slightly different way of attending classes. Many classes are condensed into a single afternoon or evening meeting, rather than the typical MWF hour-long sessions in the US. I always have preferred morning classes, so I will definitely have to adjust if I end up with a 3 hour evening class! However, some classes meet for shorter amounts of time with the expectation that students will spend more time outside of the classroom working on the concepts. Therefore, contact hours don’t necessarily equal the credit hours. Anything for the sake of knowledge!

The working-outside-of-class aspect of the system could work in my favor for socializing. Most students work for a degree within a facultad, and take courses toward that licensure with the same group of students (who are within the same facultad). Many times students work in groups, “together against the system” rather than “against each other,” which seems to promote camaraderie. Plus, if I take more than one class within the same facultad, I will have extended time with the same group of students… Can you tell that I just really want to make friends?!

Uruguayan schools are, in a way, more focused on practicality than my home university. What I mean to say is that the purpose of going to the University in Uruguay is to complete a degree, not to develop oneself as a whole. Therefore, student services and accommodations are limited. If a student is having problems, they need to ask for help from friends or [host] family. Professors don’t generally have office hours, so you may have to chase the professor down after class to ask a question. From what I have heard about Uruguayan hospitality and friendship, it seems that if I make good friends, we will help each other out well.

According to ISEP’s country handbook,

“In most state run universities, students have to present two term papers or exams along with quizzes and a final oral and written presentation of the results of a research topic or, a specific assignment. This research paper can be substituted by a final comprehensive exam. Most of the time, research papers are done in groups, which requires a good cultural sensitivity on the part of the international student in order to fit in. This is a challenge that after completing their exchange period most students find it very rewarding. In some social and biological programs students have to do fieldwork as well, either by themselves and organized in groups, or with the professors in fieldtrips. This fieldwork requires extra work in preparing the instruments to collect the information and in writing reports afterwards.”

So it seems that study groups and working with other students may come all at once for those big assignments. I will attend a private university, but I expect that this format will not be so different from a state school. It will be a relief to not have so many assignments throughout the semester, but I’ll have to watch out to make sure that I continue studying regularly.

From what I have gathered, it seems that La Universidad Católica del Uruguay is a challenging school. I plan to take a mix of international-student- and normal-Uruguayan- classes, which will definitely stretch my Spanish learning! Even though there are some structural differences between academics in Uruguay and the US, I expect that I will learn a whole lot regardless.

Academic Differences

Taylor King

Study Abroad Blog 7: Academic Differences

ACADEMIC DIFFERENCES:

o     Workload (There are usually just one test at the end of the semester instead of three throughout the year.

There is a lot of outside reading and watching some movies, cultural shows.

o    Classrooms are going to be larger than the ones in Maryville so less participation is to be expected and more outside work will happen.

o    The expectations of students are to attend class.  Attendance in mandatory just like Maryville in Argentina.  Completing homework is crucial in keeping up and not falling behind in classes.

o    Faculty usually doesn’t have close relationships to students.  I am curious to see how teacher/conferences will go in Argentina.  Will they be more formal and strict?

CREDITS:

o    Credits are worth the same depending on the class that I take in Argentina that will transfer back to the US.  The ones that I have chosen will transfer back the Maryville.

o    I cannot find information on how many hours/week each class will meet yet since I have not heard about what my official schedule will look like.  However, I do know from a previous study abroad student who went to Buenos Aires that he took 18 credit hours there and did well.  He had a schedule similar to the one in the US

o    My credits will transfer because they will take the place of some of my second semester classes as a junior while I am gone.  I am taking 17 credit hours now and will be taking 12 credit hours in Argentina.

GRADES:

Letter grades in my host country are not equivalent to the U.S grading systems.  Instead of a rational of 0-100%, in Argentina the grade system is from 1-10.  0-1 is considered failing, 2-3 is Insufficient, 4-4.9 Pass, 5-6 Good, 7-8 Distinguished, 9-10 is Outstanding.

SUPPORT:

o    Support services:

A class is offered to take as a prep class called: PIC Program de Immersion Cultura Fundamentacion teorica del Programa de inmersión Cultural….  Son dos partes. This class will prepare me a little more than me attending classes for the first time without any prep beforehand about specific cultures and words of Argentina.  I will also be living with a host family who will provide up to 14 to 18 meals a week for me.

o    Academic resources: I will have an Immersion program.1-2 day orientation, language exchange program, as well as walking tours.

o    Tutoring available:  A social inclusion in the Contemporary situation.  PIC students are eligible to volunteer at the NGO program which is close by to the university.

FULL-TIME STATUS:

o     I have to have at least 12 credits at the University of Salvador to enroll and be considered full time in Argentina as well at home at Maryville College.

o    The minimum numbers of courses I will have to take to be full-time in Argentina and full-time at Maryville College are five classes.

1 Arte Contemporáneo Argentina 3 horas

2 Realidad Latinoamericano Desde sus Protagonistas: Dirigencias Políticas 3 horas

3 Representaciones Sociales y Cultura En La Historia Argentina Local 3 horas

4 Curso central obligatorio: Literatura y Cultura Contemporáneas Latinoamericanas 4 horas

5 PIC Programa de Inmersión Cultura Fundamentación teórica del Programa de inmersión Cultural….  Son dos partes

From the classes of MC to las clases de UBP

In preparing for my many adventures that are going to take place while I’m in Argentina, it seems that I have managed to forget (intentionally or not, I still haven’t decided) that I won’t just be having fun in that beauty of a country; I’ll be going to school.

WHAT A PRIVILEGE! Even though I have mixed feelings about my expectations for the classes, I can at least be a little excited since they’re something new and different from school in the US. 

How, exactly, are the classes different?

Honestly, I’m not confidently positive.

But let me tell you what I DO know!

First of all, The workload in Argentina appears to be a little different than that of the United States. Here at a place like Maryville College, we get a grade for everything; we even get a grade for attending/participating in class. In Argentina, it’s not so much the same. In Argentina, universities typically use a lecture method and the majority/all of the grade comes from a mid-term and a final exam or paper.... Boy am I glad that’s not nerve-racking! 

In terms of when the classes are held, I can’t find everything, but I did find out that

at Universidad Blas Pascal classes are typically held for 4 hours a week (2 90-minute sessions).

Even though I’ll need to get accommodated to the differences (I’m a little bit terrified), at least I get SOMETHING out of it... Besides learning, of course.

I get some C-R-E-D-I-T... 

How exactly does the credit transfer, you ask?

Once again, I can say without absolute confidence that...

In general the credit transfer from Argentina to the US has a lot to do with the hours. For example, if I take a class for 3 hours a week there, chances are that it’ll be worth 3 credits here. In general, I can expect to take 4-6 classes per week. While I searched a lot for this information, this is the most that I was able to come up with.

But there’s a catch.... I have to make good grades to get these credits!!

So what kind of grading system do they have in Argentina? 

I actually know this one!!!

Each student starts with a zero. The grading scale goes from 0 to 10. A 1, 2, or 3 would all be failing grades. 4 and 5 are both equivalent to a “C” here at Maryville. A 6 or 7 would be equivalent to a “B,” and an 8, 9, or 10 is the equivalent to an A.

Hopefully, I’ll be able to take on classes by myself. If, for some strange reason, it seems like all my professors are speaking another language, then I’ll be able to use some of the resources that the university offers.

The main resource that the university offers in order to help foreign exchange students is a tutor. According to the website, the tutor can have a part in just about anything that an exchange student needs help with. They’re very proud about the success that their tutor system has had in the past, so I can only assume that it’s the most efficient/helpful resource there (Other than the ole noggin, of course).

Despite all my search attempts and many uncertain results, I still managed to come up with the answers above. Overall, I’m excited to see school as just another way that I can learn about Argentina and I can’t wait to be able compare the differences once I have some first-hand experience of what it’s actually like... the hard part right now is PATIENCE.

Intercultural Competency- Rachel Burton

       I think the combination of implementing frequent "me" time and calling home regularly will be the best way for me to deal with the adjustments and ease my transition into the new culture.  I'm very close to my parents, and so for me, there's nothing more comforting than calling them and venting to them or telling them about how my week is going.  We said that we would make Sunday our weekly Skype date, so that's going to ensure time to release any tension or frustration from the previous week.  I don't predict much needed venting or frustration since I'm going to a country whose culture is mostly like mine, but I'm sure there will be little differences that could add up quickly and put me down for that week or so.  I never give myself much "me" time here at Maryville College because there are people everywhere, in my classes, at my extracurricular activities, and in my dorm room, but I think it will be very important for me to do while abroad to reflect over my emotions and feelings.  I also really want to keep in touch with my friends from back home as much as possible.  I know my three roommates will want to have Skype dates with me pretty regularly, but scheduling a time that works about for the four of us will be the challenge.  Everyone is so busy in college, but I hope to be able to stay in touch with my friends by using Facebook messages.  It is very important to me to keep updated with my roommates and close friends, and they find it very important too, so thank God for technology!
        I think there are many things I can do in my "me" time that will be comforting and relaxing.  Reading a novel, watching TV shows on Netflix and making hot chocolate.  I also want to stay healthy and fit by eating well and exercising regularly.  I will cook most of my meals since we have a kitchen in our dorm and there's no meal plan.  I will try to get mostly healthy ingredients from the grocery store and will try to make large-portion meals that I can get multiple meals out of, for example, pasta dishes that are filling, healthy, and can be reserved.  I plan to run most days of the week.  With the influence of Mary Beth and a set running schedule, hopefully, I will actually follow through with this plan.  Exercising is very important in times of difficulty, because it helps decrease stress, enhance good moods, and keeps you healthy while you're in a foreign atmosphere.
      With the two goals, communicating with my friends and my parents every week, implementing a scheduled "me" time every week, and exercising regularly, I think my study abroad experience will be enhanced, and will make my adjusting to the new culture and area easier.

Relax/Culture Shock!

Taylor King

Blog 6: Intercultural Competency

One thing I will do to ease my transition into a new culture is to relax.  I have experienced culture shock before and didn’t realize I was in culture shock until a few days later when I had time to adjust and become acquainted with the new scenery.   When I experience culture shock in Argentina, I plan on doing what I did before when I experienced culture shock and relax.  I can try my hardest to feel normal and like I felt at home but in the end it will be better to go with the flow and let things fall into place so that I don’t worry myself and cause myself more stress and shock.  There will be changes in eating habits in that I will have “a forth meal” in Argentina.  There is breakfast, lunch, then tea/snack time around five, then dinner around ten or eleven at night.  This means I will be a night owl and will be having some late nights out!  However, I am pretty excited about this part since I stay up late anyway in the US.  There is a possibility that I will get homesick and I will have access to a phone and internet that I can use to contact family and friends back home.  Again, if this happens I believe that it is best not to sit around but to go out with friends somewhere to surround you with social people.  Hopefully I will not get to the point of depression if I get homesick.  I plan to not let this happen!  I have a goal of making as many new friends and social networks as possible so that I will not have time to be sad that I have left my family and friends at home for four and a half ish months.  I tend to get frustrated fairly easily; however, I have a method for relieving my anger which is food!  Whenever I get frustrated, I treat myself to a little something to calm and distress myself.  Whether it be chocolate, a small snack, or a soda, it always seems to help me focus.  I do expect myself to experience a sense of failure here and there during my expedition.  Even though I can speak Spanish, I am not 100% fluent so I do sometimes not understand Hispanic people occasionally.  When it comes to illness, I plan on going to the local clinic since it is close and convenient.  I am planning on NOT getting sick but it is a different country with different surroundings so nobody knows.  My last note is that with my method of relaxing and going with the flow, I do have a restriction.  When the time comes, which it will, when I get so overwhelmed with school or other activities, I plan on stepping away  and withdrawing from the situation so that I do not become so frustrated it ruins my experience.  I will have to deal with adjustments I know, but occasionally one needs a few moments of piece to sort out thought and convince oneself that they can do it!