Studying at MIT while thousands of miles away

During this summer, a team of students from MIT embarked on a journey to the southeastern coast of Sicily to gain insights into the threats faced by the local communities due to rising sea levels. Their itinerary included visits to ancient archaeological sites at risk of extinction and collaboration with local college students on preservation methods and strategies for adaptation.

In January of this year, another group of MIT students ventured to South Africa to delve into the biology of HIV and explore the public health challenges concerning the disease in a local community. Concurrently, a separate group traveled to Spain to immerse themselves in Spanish literature, culture, and history by residing with Madrid locals.

The MIT International Science and Technology Initiatives (MISTI) Global Classrooms program aims to offer experiential learning opportunities that extend beyond traditional classroom teachings. These programs, led by MIT faculty, cover a spectrum of topics ranging from global challenges like climate change, sustainability, and health to language studies, cultural insights, and societal observations.

The crux of the Global Classrooms approach lies in the unique perspectives gained by MIT students through their engagement with diverse communities across the world. MISTI Executive Director April Julich Perez stresses the significance of equipping MIT graduates with the ability to connect with and learn from global colleagues to tackle the complex problems that may arise in their future careers.

Originating from a growing need on campus, Global Classrooms have evolved into a structured program under MISTI. This initiative serves as a resource hub for MIT faculty looking to conduct educational ventures worldwide, offering guidance on logistical aspects, safety measures, and cultural assimilation. Through collaborations with faculty members, MISTI helps shape and amplify the impact of these global learning experiences by facilitating partnerships, student recruitment, and program funding.

In a notable example, Professor Bruce Walker spearheads a long-standing Global Classroom in South Africa focusing on the evolution of HIV. Students enrolled in HST. 434 (Evolution of an Epidemic) interact with various stakeholders in the region, including traditional healers, HIV-positive individuals, and local healthcare professionals. This immersive approach broadens students’ perspectives on healthcare challenges and fosters cross-cultural understanding.

A newly launched Global Classroom initiative in the Amazon, led by Andre Hamelberg ’24, centers on sustainability practices in partnership with local communities. Engaging with peers from Manaus, Brazil, Hamelberg explored sustainable packaging solutions using locally available materials. This collaborative venture not only enhanced Hamelberg’s professional aspirations but also deepened his cultural appreciation and interpersonal connections.

Global Classrooms offer students a profound insight into local customs and traditions, fostering a sense of community immersion that enriches their learning experiences. Participants like Hamelberg emphasize the importance of integrating into diverse cultures for a holistic educational journey that transcends textbook knowledge.

MISTI underscores that Global Classrooms prioritize learning outcomes over humanitarian endeavors, aiming to equip students with the skills and mindset to effect positive change in their future endeavors. By exposing students to real-world challenges and facilitating hands-on learning in diverse settings, the program empowers participants to become proactive changemakers in their respective fields.

The geographical context plays a pivotal role in the effectiveness of Global Classrooms, as students derive invaluable insights from firsthand experiences tailored to their study areas. Whether examining hydrology in Venice or sustainability in the Amazon, the on-site learning environment enhances students’ comprehension and problem-solving capabilities, accentuating the program’s emphasis on practical, immersive learning.

Walker attests to the transformative impact of exposing students to societal issues, noting how such experiences catalyze their commitment to addressing global challenges. The firsthand encounters with affected populations and healthcare facilities inspire students to pursue careers in public health, driven by a newfound perspective on healthcare disparities and social determinants of health.

By aligning with MIT’s mission of fostering socially conscious leaders equipped to tackle complex global issues, the Global Classrooms program embodies the institute’s commitment to nurturing innovative problem-solvers with a global perspective. Julich Perez asserts that the program plays a crucial role in preparing students to address pressing global challenges and empowers them with the skills necessary to effect meaningful change in the world.