Category Archives: Study Abroad

You Will Never Regret Studying Abroad

Sarah West graduated from PUC this past school year with a Bachelor of Social Work & Bachelor of Arts in Spanish Studies. One year during college, she enrolled in the ACA Argentina program and loved the experience so much that she wanted to do a summer program- so she did. Sarah recently returned stateside after spending the majority of her summer studying abroad at Villa Aurora in Italy. Although there were a few setbacks, she shares that you will never regret going abroad. 

Tell us about your time in Italy. 

My time in Italy was amazing, even with the few bumps in the road. I got COVID my first week there, so I had to isolate for a week. But once I was freed (tested negative), I was able to return to class with ease. The classes all students take are Conversation, Grammar, art for tours, art history, and Italian culture. If you are not in the intermediate level, then you also take Phonetics. With the ACA program, we visited Cinque Terre, Florence, Pisa, Rome, Venice, and Siena. All of them are day trips, except Rome, which is an overnight stay. 

What made you want to study in Italy?

I loved the ACA Argentina program so much that I knew I wanted to do a summer program before I graduate. So for me, it was between Italy and Spain. I had heard great things about the Italian cafeteria and that made my choice. I also had been to Italy once before and loved it, so I wanted to spend more time there. 

You’ve also studied in Argentina. How have these experiences been different from each other? 

The differences between the Argentina and Italy programs are the ability to travel. Italy is about the size of California, so with access to a car, bus, or train, you can really go anywhere in the county. Argentina on the other hand is about as long as the United States, and there are little pockets of towns/cities with nothing in-between. Argentina is good if your goal is to learn Spanish and experience the culture of Argentina. Italy, and I assume other European programs, are good for traveling, but more people will probably know English, so finding a push to learn the language may be a little more difficult. 

Describe your time in Italy in three words.  

Amazing food/travel. 

What have been your favorite things about studying abroad in Italy?

I have loved learning about different cultures and history of the countries. I also like meeting people. While I was at the school in Italy, I ran into someone who I had met at the school in Argentina, and that was one of the craziest things I will probably ever experience. 

Did PUC play a part in your preparation for Italy?

Yes, because one of my friends had done the ACA Italy year program, and she gave me some good heads up on what to expect. I was also able to conquer the hills of Italy due to the cardio of running around PUC campus. 

What would you say to someone who is interested in ACA?

If you are interested in it, DO IT. You will never regret going, and all was regret not doing it. There will never be a time in your life when you will live in Italy for 6 weeks or Argentina for a year. You grow so much as a person and have a better understanding of yourself and the world. 

A Leap of Faith in Italy 

Natalia Gomez recently flew back to her hometown of Santa Barbara after spending most of her summer studying abroad at Villa Aurora in Italy. Applying through ACA (Adventist Colleges Abroad), she saw that she didn’t know anyone in the program but decided to take a leap of faith and go on this once-in-a-lifetime adventure before her senior year. By facing her fears, Natalia met amazing people on campus, learned Italian, explored new places, and indulged in delicious food every day. From her “HOT!, inspiring, and yummy” time in Italy, Natalia couldn’t have asked for a better study abroad experience.

How has your time in Italy been? 

My time in Italy has been great! I’ve been able to visit and explore a new Italian city every week as well as really familiarize myself with Florence. It’s pretty exciting to be living in Florence and find my favorite spots to study or get gelato. I have definitely indulged and gotten gelato almost every day I’ve been here. School in Italy is not structured the same as back home, and learning a new language comes with its challenges, but it has been a lot of fun learning a new language and immersing yourself in the culture. I’d definitely say that I’ve gotten the most practice with speaking in Italian through talking with salespeople or waiters at restaurants. I didn’t always understand what they were saying at first or even what I was saying, but it made for some funny moments, and after a few weeks, I got the hang of it. I’m definitely not fluent, but I’ve really enjoyed being able to speak with locals in Italian as best as I can. 

What inspired you to study in Italy?

I have to be honest, the foodie in me is what really determined me to study in Italy. I love pasta, and I love ice cream, and the thought of having the best of the best in Italy, on a regular basis? Sold! But of course, I also thought it would be really exciting to make new friends from all over the world. I really enjoyed going on an ADRA missions trip a few years back, and I made incredible friendships from that experience, and I was also hoping the same would come out of studying abroad! I actually took a really big leap of faith and decided to go abroad alone, without knowing anyone else in the program. And after my time here, I honestly would recommend going even if you don’t know anyone. 

Describe your typical day studying abroad.

My typical day abroad: I wake up around 7 a.m. to get ready for breakfast at 7:30 at the caf or a quick trip to a nearby cafe. Then I go to classes from 8:40-1:15, usually getting some snacks from the vending machines during class breaks. Once I’m out of classes, I run over to the caf for lunch to be in the front of the lunch line because lunch is the best meal of the day on campus! And after lunch, some friends and I take off to our favorite spots to do homework and study. Then we explore Florence or go shopping before dinner. If I don’t eat dinner in town, I go back to campus for dinner, but regardless- I will always go out with friends after dinner for gelato. Then it’s time for an ice-cold shower before bed, it’s so hot in the summer, that’s the only way to fall asleep peacefully. (keep in mind, I was in Italy during Europe’s record-breaking heat wave). I usually fall asleep around midnight. 

What have been your favorite things about studying abroad?

Surprisingly meeting new people has been my favorite thing! I’m actually a pretty shy person and studying in Italy without knowing anyone seemed scary at first. However, I’ve met amazing people while being here, from students to teachers and the volunteers who work on campus! I’ve had so much fun going out with everyone here that I’ve actually already made plans to travel and go out with some new friends after returning home! 

What will you miss the most about your time abroad? 

That’s tough, I miss so much! But I’d have to say exploring Florence in the afternoons after school was the best time. Practicing our Italian, finding new places, trying new foods – just adventuring without a plan was so fun! Some of the funniest memories came from us just taking advantage of our time and exploring. Was there an afternoon where at one point there were dark clouds and lightning off in the distance? Yes. Did we have jackets or umbrellas? Nope. Did we get caught in a rainstorm and end up running in the rain all over the city? Yes, we did, and it was one of the funniest nights ever. Truly just do it all!

Recommend an Italian dish or restaurant. 

Medici’s has the best gelato and this has been confirmed by multiple locals! I went here almost every day of the summer- all the flavors are amazing! Although I’d have to say that Stracciatella is my favorite flavor of gelato, and this was the best place to get it. Everywhere else I went did not compare.

What would you say to someone who is interested in ACA?

Just go for it! Don’t let any of your fears or worries stop you from having once-in-a-lifetime experiences. It sounds so cheesy, but when else will you have the opportunity to be 18-22 ish running around a foreign city with friends, trying new foods, seeing beautiful landscapes, and learning about another culture? It’s probably one of the last times you’ll have a summer camp type of experience before you graduate and start working.

Explore World Languages at PUC With Sylvia Rasi Gregorutti 

Sylvia Rasi Gregorutti, also known as Professoressa Gregorutti to her students, has been teaching at PUC since 1993. She was chair for about 20 years and is now the associate chair of the Department of Communication and World Languages, since their departments merged in 2019.

One of her favorite things about teaching is seeing students study abroad and hearing about their unforgettable experiences. She loves being involved in ACA (Adventist College Abroad) and seeing how it changes students’ lives. Sylvia generously answered some questions for us to learn more about the Department of World Languages.

What makes your department unique compared to other departments at PUC?

World Languages has collaborative relationships with many departments on campus, and most of our students are double majors or are working on an Allied Health degree or some type of pre-professional program. We strongly encourage getting the most out of the college experience and our majors are easy to combine with many others. The one thing that makes us unique among departments: Nearly 100% of our World Languages majors spend a year of their college experience studying in another country. Top choices are Spain, Italy, France, Argentina, Austria, Lebanon, and other countries have also been hosts to PUC students. There are actually students who are heading abroad even as I type this. I’m praying for their safe travels. After personally sending about a thousand students abroad, I can confidently say ACA is hands down the best year out of their college experience. Also, it’s ACA for * ALL * In other words, you don’t have to be a major in World Languages to go abroad — though we do make it really appealing to major in one of our degrees! The year abroad is transformative to so many – it confirms your career choice or helps you see who you are and choose better. It’s also one of the greatest regrets of those who didn’t make time for it during their college years.

What makes your department unique compared to the same program at other colleges and universities?

This one’s easy! Compared to our sister institutions, at PUC’s World Languages Dept., you can complete a major in Language & Culture Studies with an emphasis in Italian, German, Arabic, French, or Portuguese in addition to the more common Spanish. One of the courses we offer in the L&C major is Language, Culture, and Humanitarian Issues — great for students aiming for international humanitarian work. We also offer a major in Spanish Studies that’s especially relevant to future educators. Compared to larger institutions, we provide abundant one-on-one time. We have a comfortable student lounge next to our offices and classrooms where we get together to talk and sometimes worship together. In true World Languages style, our lounge is open to all.

What is something new students can look forward to about joining your department?

World Languages is a very welcoming department. We actively celebrate variety. Diversity is in our very DNA – we not only accept it, we revel in it and encourage its proliferation! New students to our department can expect to be embraced, seen, and heard. We agree with French philosopher Chateaubriand who observed that each person “carries within himself a world.” We’re eager to benefit from the ‘worlds” our students bring to our campus. Our aim is to enrich them with knowledge of other languages and cultures, and different ways of seeing the world. Critical thinking expands by quantum leaps when you understand different ways of solving human problems and needs: What to eat, what to wear, what shelter to build, how to interact, and what to value – the solutions vary around the world.

What is your favorite thing about teaching in your department?

There are so many things I enjoy, but I think my favorite thing about teaching is seeing students decide to go abroad for a year. And then, when they return, it’s fabulous to talk with them in French, Italian, Spanish, Portuguese – to hear about their unforgettable experiences, and to see how they have become better versions of themselves, more open to the world, more empathetic, and sure of what they want to do with their lives. That is the single most transformative activity I get to be involved in, and it’s incredibly rewarding. Lifelong international friendships are made and a lifetime of memories, too. In Spanish, we say, “Nadie te puede quitar lo bailado.” No one can take away what you have danced – and the study abroad experience is just that – something you have for life. 

What is your department well known for, and why?

We’re known for our enthusiastic teachers who are native speakers or they have spent time living in the countries whose languages they teach. For students heading abroad, we offer a high-quality orientation prior to departure and support from our home campus during each quarter spent abroad. World Languages is innovative and versatile: In addition to the majors mentioned, we offer introductory Chinese and Korean, and our popular Spanish for Health Care courses, which provides language skills and cultural competence to better serve Spanish-speaking patients, clients, and customers. This year, we’re trying out an intermediate level of this course. We’re also expanding our Spanish for the Professions emphasis to our first beginning Spanish class. Tailoring courses to students’ interests and professional objectives creates greater motivation and makes learning another language more applicable. Our upper-division courses contribute to the rich offerings of our liberal arts college – from my specialty, linguistics, to literature, film, and humanitarian issues. Our aim is to create engaged, competent, and compassionate global citizens.

Learn more about the Department of World Languages on our website. If you have any questions, our admissions team will gladly assist you. Call (800) 862-7080, option 2, or email admissions@puc.edu.

The Value of Spanish Studies at PUC

Terah Ramos is a senior studying for a BA in Spanish Studies and a BBA in Marketing. When she first came to PUC as a freshman, she was a biology major, but that all changed when she found out about the study abroad program Adventist College Abroad (ACA). On a whim, Terah decided to study a year abroad in Spain and take that opportunity to learn Spanish Studies and found it practical because everything she’d learn could apply to her chosen career path later on. 

Terah generously answered some questions for us to learn more about PUC’s World Languages program. 

What do you like about the program?

I love my professors. They are extremely dedicated and profoundly knowledgeable. Not only are they good at what they do, but they are also very helpful and caring. I know people who just visit the professors in the World Languages and Cultures department just to have a chat. It’s easy to tell that the professors are passionate about their jobs and want you to succeed.

What are some important things you’ve learned from your program?

(1) Learning a language is one of the most rewarding things you can do – the idea that you are able to communicate with an entire group of people you would not be able to understand/converse with otherwise. I love speaking to people in Spanish and seeing their faces light up because it means that I’ve taken extra effort to understand them.

(2) Language is closely tied with culture – it’s impossible to learn a language without understanding the cultures that speak it. As with every language, Spanish is full of colloquialisms. For example, “Aguas!” is a slang phrase commonly used in Mexico – essentially meaning “look out!” in English. The term stems from the time period before modern sewage treatments in Mexico when people would shout a warning (“Aguas!”) before throwing their dirty water out the window. Mexico has a ton of cool slang phrases like these, which kind of give you an understanding of the history and humor of the culture that make it into a widely used modern language. This is just an example from Mexico, but there are unique sayings that differ with each Spanish-speaking country!

What class have you enjoyed the most, and why?

My favorite class was definitely Advanced Language Studies taught by Professor Gregorutti. I’m really interested in Linguistics, so this class constantly blew my mind. We learned about language acquisition – how humans are able to become aware of and understand language. It was so insightful and philosophical!

Can you give any advice to high school students who are interested in pursuing a major in World Languages? What should they expect or prepare for?

If you’re planning to pursue a Spanish Studies or another World Languages major, you’re likely going to spend a year abroad. It’s very important to stay open-minded, embrace mistakes, and become accustomed to discomfort. It is more than worth it!

Why would you recommend this program?

I would recommend this program because of its practicality. When paired with another major (which is doable and even encouraged!), a language major not only prepares students for communicating in the workforce but everyday life as well. I feel that other majors may not be as applicable or usable in the real world as instantly as a language major.

Can you share any advice with students interested in your major?

Practice what you’ve learned as often as you can – find someone you can talk to in your target language/share the information you’ve learned in class. It doesn’t hurt to supplement this major with a minor or perhaps even another major, and most importantly – keep an open mind!

Visit our website to learn more about the Department of World Languages. Our admissions counselors can answer any questions you have. Call (800) 862-7080, option 2, or email admissions@puc.edu to speak with one of our team members to see what the world languages program can offer you. 

PUC Coloring Page Partie Deux

It’s time for another edition of coloring with PUC!

Download this coloring page and color away. feel free to send us photos of the final product!

 

Pioneers Coloring Sheet 2

The Honors Program Takes to the London Streets

This summer, Dr. Peter Katz, professor of English and new director of the Honors program, accompanied a group of Honors program students on a study tour to London, UK. These students were taking HNRS 380: London Streets. In this course they learned about Victorian politics and life in London, considering the ethics and obligations of seeing poverty (then and now).

Now that they have returned from their European jaunt, Dr. Katz graciously accepted our request to guest blog about his incredible summer experience.

“I am starting my fifth year as a teacher in the English department, and my first year as Honors Director. (I was also an Honors student at PUC from 2006-2010.) My scholarship focuses on empathy and emotion, particularly through Victorian literature and culture; my teaching focuses on pretty much whatever needs teaching, though somehow it will end up being about empathy and emotion (and animals). I love coffee, martial arts, and animals, though usually not simultaneously. London Streets was my first abroad tour as a professor, and I think it changed me just about as much as it did the Honors students.”

 

In Defense of Victorian Optimism

By: Peter Katz

I completely missed him.

I’d like to think I was concerned with my students’ safety, was looking at my phone to find a route to our next destination. 

But that’s probably untrue. 

 More likely, as I’ve trained myself to do, I skipped over him as part of the scenery. 

 But Sarah didn’t.

 Can we get him some food? He looks really bad.

 Open sores. Brittle, skeletal. Homeless. 

 *****

For the last three weeks, the six students of HNRS 380: London Streets had walked the alleys of Victorian London. They waited beside a young Dickens with his father in Marshalsea Prison. They crowded into the cloying humidity of the attic operating theater in St. Thomas’ Hospital and witnessed the frantic amputations in a race against infection. They stood over the cesspool where the 1854 Cholera epidemic began, scoured the streets with Dr. John Snow as he wrapped his head around a new theory of disease transmission. 

 New institutions lunged up from the cultural fabric, bent and warped the channels through which the city’s bodies flowed. New feelings, new modes of embodiment became possible, even as those structures altered or cut off old formulations—sometimes for the benefit of the working people, sometimes not. 

 This is a value-neutral statement. One of my favorite mantras before I describe how those institutions changed feelings and bodies. Neither inherently good, nor bad. Value-neutral. 

 *****

 Sarah is always driven. We joke that she finishes the course readings before I’ve finalized the syllabus. 

 I’ve never seen her as focused as she was in that moment. She parted the clotted streets of Camden Town with the precision that would make a Victorian surgeon weep. Straight to a coffee shop with premade sandwiches and bottled drinks as though the crowd didn’t exist. She fired off a prescription:

 Protein. Handed me a sandwich. 

 Fruit. 

 Hydration. 

 Rang it up. Back to the streets, back through the crowd. 

 Stop. Spinning, intent, distraught. 

 Where did he go?

 *****

 Value-neutral. 

 For better or worse, one of my other favorite teacher phrases is: now this is an argument, so feel free to push back. History should be contentious. It should challenge our assumptions, pick apart our received knowledge. I don’t give dates and names. I give arguments. 

 Now, this is an argument, so feel free to push back: institutions are inherently value-neutral. They’re a historically continent attempt to address the pressures of population-dense urban centers, of increasingly complex pecuniary and social economies.

 Victorian institutions create problems, to be sure. We shrank before the physical restraints in Bedlam psychiatric hospital. We cringed as the Salvation Army celebrated military metaphors like “opening fire” to describe their social work. We balked as the hospital transformed patients into statistics and problems to solve. 

 But they also fix problems. Bedlam begins conversations about the expression of psychological pain, begins to embrace the infinite multiplicity of human experience. The Salvation Army insists that the poor matter, propels the welfare state to its (European) prominence, protects the poor more than laissez-faire ever could. The hospital defeats cholera, extends life-expectancy, heals and helps anyone in need. 

 The Victorians had their problems: the Empire, horrific misogyny, paternalistic classism. 

But no one can say they didn’t care. 

 *****

 Victorian fiction of the 1880s stages a three-way battle between unbridled capitalism, socialism, and liberal reform. The capitalists rarely earn a voice in these texts; their ideology is just fundamentally broken. 

 The real debate occurs between the socialists and the liberals. The socialists argue that the system is broken and requires a complete overhaul to fix. Anything short of that is a waste of energy at best, or worse, a secret tool of the capitalists. They’re earnest, sincere. The city is broken, and they want to scrap it and start again. 

 The liberal protagonists of these texts present an argument that feels naïve. The system, the city, is sprawling, an often indomitable mass too large to get hands or heads around. The system is broken. 

 But, as Valentine of Children of Gibeon rebukes her brother, “Go away and rail at Competition, while we look after its victims.” 

 If we care hard enough about each individual person, the liberals argue, we might not fix the system—but we’ll fix that person, if only for a while. And if we all care, and all help, maybe the city can fix itself. 

 Is it naïve? Maybe. Is it optimistic? Perhaps. Beautiful? Absolutely.

 *****

 We find him. He’s trying on a new pair of shoes someone had dropped. 

 I look away. It feels like a violation of his privacy to watch—a violation of a concept completely unavailable to him. 

 He finishes, slumps back down against the lamppost. Sarah gives him food. We walk away.

Back to the coffee shop, where some of the other students wait. They talk about the stores around them. Laugh, joke, show each other things on their phones. 

 Except for Sarah. She stands, stares unseeing into the wall as she drinks. She is very definitely not crying. Neither am I.

 I manage to catch her eye. And as we give each other a reassuring hug, I’m quite sure we’re hugging him as well. 

 

London Streets: Honors photo blog

The Honors program’s summer trip to London was an incredible learning experience for both faculty and students. Their course, “London Streets” took them throughout the city, personalizing literature they’d studied in previous courses and bringing history to life. Here are a few of their favorite moments captured on film! 

 

1

The first day on the train from Newbold to London, bright-eyed and ready to go. (Left to right, front: Amy Ramos (Exercise Science), Sarah Tanner (English), Grae McKelvie (BS Management); back: Ervin Jackson (Biochem), Sebastian Anderson (Graphic Design), a British person, Isabel McMillan (History)) (All class of 2021)

2

On the train, first day of week 2: (Left to right: Ervin, Grae, Sebastian, Sarah, Amy)

 

 

3

Where modern epidemiology and germ theory was born. This pump was ground zero for the cholera epidemic of 1854. (Left to right: Isabel, Ervin, Sebastian, Sarah, Amy, Grae)

 

4

In the 19th-century operating theatre of St. Thomas’s hospital (front to back: Sarah, Sebastian, Grae, Isabel, Amy, Ervin)

 

5

Suffragette propaganda in the People’s History Museum, Manchester (Sarah and Isabel)

 

6

Saying goodbye on the last day (Isabel, Sarah, Amy; Sebastian in back)

 

 

 

 

 

London Streets: Reflections On A Summer Study Tour

By Becky St. Clair

For three weeks this summer, Peter Katz, director of the Honors Program and professor of English, led a study tour for honors students in London, UK. Their course, “London Streets” took them throughout the city, personalizing literature they’d studied in previous courses and bringing history to life. Together, professor and students considered the ethics and obligations of seeing poverty both in Victorian times and now, interrogated the intersection between scientific regulation of health and governmental power, and traced the geographic and cultural impact of industrialization. 

“This trip was the best possible way I could have imagined my first excursion into Europe,” said honors student Sebastian Anderson. “It was the perfect balance between checking off the typical tourist attractions and activities while also getting to explore London in a more intimate way through our class trips and our readings.” 

Two participating students agreed to share their reflections on specific parts of their trip with us, so we could share their experiences directly with you, our readers. 

Isabel McMillan, history major

After a walking tour about the crimes of Jack the Ripper, I commented that his story was a female-centric story. I wished that when we told the stories of his victims we didn’t have to focus so much on the men, and could talk more about the women and their stories. One of my classmates pointed out history is male-centered, and society is misogynistic, and our storytelling of history has to be male-centric. 

Contemplating this perspective, I came to the conclusion that while it is not entirely wrong, it’s also not entirely right. 

I remembered this exhibit on a ship I saw in a Swedish museum once. The exhibit’s storytelling began with two of the women who were on the ship when it sank. The researchers did as much research as they could on these women, and learned quite a bit. Part of what they found included records of a woman who was in charge of building the ship, and how she met with the king about its progress. They also discovered records of another woman who ran a business vital to the building of that ship, as well as court documents detailing stories of women involved with court cases (there were laws against women being involved in court cases, and yet..). There was so much more. Most of this history was pre-Victoria. What I’m trying to say is that researching women and their lives is possible. Hard, but possible. 

Another thing I realized in all of this was by saying history is misogynistic and society is created for the white man, it gives people an excuse to not even try researching women. Allowing people to say the only way to tell women’s stories is through the point of view of the men in their lives allows people to not try, and to not feel guilty about their lack of effort. And that is not acceptable.

Sarah Tanner, English major

In looking over notes from this trip, I realized beginning on July 9, I switched from titling my class journal entries “reflections” to “reactions.” It wasn’t a deliberate move, but it matched the intensity of my interaction with the class and topics as we worked through some genuinely difficult discussions. 

 If I could distill this class into one key point, it would be, “bodies matter.” Politics, institutions, and good intentions all have their place, but unless we prioritize human bodies, their needs, and their desires, our ability to successfully empathize and care for those around us will forever be stunted. I want to believe on some level, most people recognize the truth in this, but until one is confronted with the immediacy of this need, it’s easy to overlook. Personally, it took almost stumbling over a homeless man outside the underground in Camden for me to recognize the necessity of enacting care for these bodies. And even then, when faced with the reality of his fraught situation, it was clear not everyone in our group processed the experience in the same way. 

 This class instilled in me a sense of urgency, an impulse to look more closely at the people around me and consider how I can help. And as much as I love modern literature, I have learned to stand in defense of the Victorian optimism that maintains that something can be done for these bodies. It just requires a degree of awareness (I’m convinced) results from trips such as this one. 

 Checking in with a structure or area’s effective gravity and reading it against one’s own response to that place is a practice vital to the optimist’s project. It requires constant self-reflection and comparison to the world beyond what is immediately available in a physical or bodily sense. Paradoxically, it creates a simultaneous drive for introspection and increased connection with others. While seemingly contradictory, I think this oscillation is important; to empathize, one must have a personal attachment to the shared effect, and that requires a degree of knowledge of self and others.  

 This practice is something I will definitely carry with me long after we all fly home; Victorian optimism has taken a piece of my heart. I want to be more aware, to see myself and others as more than separate components of a larger system, to seek out individual bodies in need of physical and emotional care. And more than foundational awareness, I want to be available to anyone who feels that need as well. 

 

Academic Spotlight: Honors

For the intellectually curious and the academically adept, the Honors Program at PUC provides a stimulating environment for completing General Education requirements for any baccalaureate degree with a cohort of serious scholars in seminars focused on in-depth understanding through lively discussions.

Honors courses encourage the exploration of challenging ideas through analytical reading, careful thinking, and stimulating discussions. These courses focus on depth of knowledge through a thematic approach that intertwines disciplines.

Why should you join the Honors Program at PUC?

  • Take an Honors seminar in another country
  • Be well-prepared for graduate and professional school
  • Take fewer General Education classes, making space for a potential second major 
  • Take home a diploma stamped “With Honors” 

Check out the Honors Program’s Instagram account @PUCHonors to see photos from their recent study tour to England!

Program entry requirements:

  • Strong reading and writing skills
  • Minimum 3.5 high school GPA
  • SAT of 1700 or ACT of 26
  • Highly motivated to pursue understanding

A Student’s Perspective

Recent graduate Laurel Kwon, who studied English and Honors at PUC, recently completed her final Honors project, for which she translated her understanding of Jane Eyre into a 10-minute piano composition. “I thought it would be fun to connect my English major side with my musical side,” she says. Read “Words to Notes: Honors Student Composes Piano Version of Jane Eyre” to learn more about Laurel’s capstone Honors project. 

You can also hear from alum Emily Mathe about her experience with Honors at PUC by reading her “4 Reasons You Might Belong in the Honors Program” blog post and why you should consider joining the Program!

Apply to the Honors Program

Apply to the Honors Program at PUC today! Visit puc.edu/honors to learn more about the Program, including faculty mentors, seminars, the capstone project, and other student opportunities. Freshmen enrollment is limited to 20 students per year. Online applications are reviewed monthly until all seats are filled. 

Questions? Our team of admissions counselors can talk with you about the college’s Honors Program and all of the academic programs the college offers. Call (800) 862-7080, option 2 or email admissions@puc.edu to get connected with a counselor now and start learning about all the options available to you! 

 

An Argentinian Preschool Birthday Party

By Adrienne Weiss

A disclaimer is necessary before you risk reading this article. I have an extreme tendency to become very enthusiastic about learning, this ailment is generally known as being a nerd. I love learning, genuinely enjoy sitting down with my textbook, and spending an afternoon studying is something I make time for. My phone is full of podcasts about science innovations, the history of language, psychology, and philosophy, and most of all, I become very animated talking about pedagogy and educational styles. Yet despite my unusual affinity for the (often grueling) acquisition of information and collecting of new experiences, there were parts of jumping into a year of Adventist Colleges Abroad in Argentina that were uncomfortable, even for me.

Indulge me in a thought experiment. Imagine you walk into a room where a preschool birthday party is in full force. Thirty small children in sparkly pink dresses and sneakers that light up when they run are squealing with glee. Each has three balloons they are attempting to keep in the air and enthusiastically and uncoordinatedly batting towards your face with ecstatic peals of laughter. This sensation is what I encountered walking into my great aunt’s house when I understood just enough Spanish I could no longer simply let it wash over me, and it rather had the dizzying effect of being pummeled with balloons.

On this side of the family, English is at such a level when a grandchild says, “Hello, nice to meet you,” the superb use of English is applauded by the entire crowded room of relatives. Upon entering this virtual preschool party, I was kindly offered a beige-colored smoothie that was nearly chewable and by the end of that evening, I knew everyone I met was related to me, yet it took me months to figure out how.

(Half of the aunts and uncles, and a third of the cousins are represented in these pictures.)

When asked, “How was your year in Argentina?” I have my answer ready: “Wonderful, I’m glad I went.” But how can nine months of experience be summarized in one word? There are two statements that better explain the result of a year as an exchange student and I cannot take credit for either statement. The first made me laugh: my dad’s friend declared I have “this new thing” in my brain. Spanish, an entire language, really is “a new thing.” It’s a tool that can be used in a large number of disciplines and I managed to put it into my brain in the space of nine months. The second statement is I have become what might be called “bicultural.” I have learned and integrated sufficiently that I will never be in one place without missing the other, or the people who live there.

Choosing to spend a year in the ACA Argentina program had many motivators for me: I wished to learn Spanish, I hoped for a year to step back from my fast-paced science major, and I saw the unique opportunity to get to know the family on my father’s side and understand their culture. Arriving in Argentina I had less of a culture shock than I had anticipated. My Argentinian and Uruguayan grandparents had traveled down a couple weeks before me to visit family and prepare to introduce me to their siblings who live there and get me settled in “la Villa,” the 95-percent-Adventist community surrounding “Universidad Adventista del Plata,” where ACA students attend school alongside the Argentinian students. 

My grandmother has two brothers who live within walking distance from my dormitory and the first week my grandparents took me to large family gatherings at each house, starting with Tío Roberto’s. As I had predicted, Spanish was tossed around the table and I watched it go flying by, feeling like I was at a tennis match. I quickly learned the art of the Argentinian kiss greeting, and a small vocabulary of niceties to pair with a smile when they offered unidentified food items. After a couple of hours at Tío Roberto’s house with two of his children and six of his grandchildren, I went back to my dorm room and took a long nap. This was only the first family gathering. The next one was the preschool party experience when I finally realized I had placed myself outside of my comfort zone and was about to learn in a way that was going to be a challenge even to a professed nerd.

I have also learned that often experiential learning is just as valuable as spending quality time with my textbooks. Trips to Brazil, Peru, Uruguay, and Chile taught me more about people, friendships, language, currency, planning, decision-making, and reminded me I am an adult more than four entire years of college with my nose in textbooks.

(My group of adventurers at Valparaiso in Chile and a view from “pan de Azucar” overlooking Rio De Janeiro.)

ACA helped me grow academically more than I expected. While learning a new language it is almost possible to feel the neural connections forming. I tired my friends with discussions about how I mixed up my languages and how fascinating this phenomenon was from a psychological perspective. Looking back at this year, I firmly believe I have grown, matured, and expanded my brain at least as much as studying organic chemistry for a year if not more.

The metacognition of learning a language fascinated me the entire year. I was constantly analyzing what parts of language my brain adopted easily and why, which words came to mind, or even noting moments when I was seeking a word and could not find it in either English or Spanish. I will encourage anyone I can to take a year abroad if only for the neuropathways that are created through learning a new language, with the bonus of seeing the world and making friends from across different continents. I believe regardless of which major I may be studying, the process of learning a new language will help me in learning all my other topics, and I hope to maintain my friendships from five continents.

With a little less time spent wrestling with numbers, I have allowed myself to observe creation with an eye toward the beauty and not just the organization of our world. Spring quarter, which in Argentina is actually fall, I was given the opportunity to participate in an internship working with the ESL teacher and helping students find opportunities to speak to real-live English-speakers. Our class began at 7 a.m., and we assistants watched the sunrise while walking to class. After observing a particularly vibrant orange, I commented to one of the ESL students how incredibly beautiful the bright sky was. He turned to me and replied, “Really? You mean you don’t have sunrises where you come from?” I realized it wasn’t beauty I lacked in my hometown, but an appreciation of my surroundings which I have gained this year with a conscious effort towards appreciating and soaking in the world around me, not just textbook facts.

(I will never stop missing Argentinian sunsets and sunrises. I would often delay my run until I could be sure to watch the sunset on my return trip.)

I believe only someone from outside of a culture can really view its beauty with fresh eyes. I hope having this new split perspective, I can maintain the ability to step fully into one culture or the other in order to observe American culture with Argentinian eyes, and Argentinian culture with American eyes, and avoid the jaded perspective of taking my culture for granted. Because if I learned anything this year it is that people, language, and all cultures really are beautiful.