PARENTS’ LEAGUE NEWSLETTER SPRING 2018
April 11 - 20 Academic Advising for Summer and Fall
May 16 Resident Halls Close
April 14 Liberal Arts Honors and Research Reception
May 18 - 19 Commencement Ceremonies
May 4 Last Spring Class Day
June 5 Summer Classes Begin
For more event information, please visit the Liberal Arts website
SMALL BUT POWERFUL MOMENTS: AN IRG SENIOR’S EXPERIENCE ABROAD Emily Nielsen PA Specialist, Liberal Arts Public Affairs
Experiential learning is an essential part of a liberal arts education, and Austin native Megan Nater’s time studying abroad has served her well. Nater is an International Relations & Global Studies senior whose studies focus on security and Latin America. For her undergraduate honors thesis, Nater is examining women’s rights mobilization in Colombia. As a UT Austin student, Nater has studied abroad in Havana, Cuba (May-July 2016, Casa de las Americas), Lima, Peru (fall 2016, Pontificia Universidad Católica del Perú), and Santiago, Chile (spring 2017, Pontificia Universidad Católica de Chile). She also received a Marion Burke Smith Research Scholarship from the Liberal Arts Honors program to help support her thesis research. In January, Nater traveled to Bogotá and Cartagena, Colombia, for 12 days to conduct in-person interviews.S What were your experiences abroad like? That is a big question. I had so many incredible experiences abroad and they were all so different. I will say that I loved living in Latin America. It was a blast to navigate the cities. It was also so much fun to speak Spanish. My friends and I would try to chat with as many people as we could. People were so receptive and open—especially in Cuba. It was so energizing to be there. As a summary of all my experiences, you could say that my experiences abroad in general really filled me up. How did the culture differ? Each place was so different. Santiago, [Chile], I would say felt a little bit like the culture of the Northeast in the U.S. It was a big city, so people were always on the go, but I’d also say they were a little more reserved at first when meeting strangers. Cuba was the opposite. Everyone was open to talk. People were generally interested in hearing about your life and sharing their experiences.That was my favorite part about Cuba— all the small conversations and moments of just being with people. Peru was somewhat of an in-between.
What was your favorite moment of your time abroad? That is a really hard question. I don’t think I have a favorite moment but one that has stayed with me was from my trip to the Amazon in Peru. I stayed in a small hut far out in the rainforest. We took a three-hour bus ride and a two-hour boat ride to get to our lodging. At night, I walked out into the rainforest a little ways on my own to a big clearing to see the stars. It was incredible. I had never seen a sky like that. That was a beautiful moment because I was overwhelmed by how lucky I was to be there. Who would have ever thought that I would be standing in the Amazon rainforest so far from my home but at the same time so content and at peace? Studying abroad brings a lot of small but powerful moments like that—especially if you choose to go off the normal path and are considerate of where you are. How did your experiences abroad change your outlook? In terms of my studies abroad, it was really interesting to learn the same themes, but from another perspective. It was a good learning experience to see how the U.S. is perceived. I would like to work in or with Latin America at some point and understanding the U.S. perception is a valuable perspective to have. What advice would you give to other students who are considering studying abroad? Do it. You should not miss out on going abroad. Each person has something substantial to gain from living in another country. The benefit may differ slightly on the person depending on where they are in their lives and what they are looking for, but regardless of differing experiences, living abroad teaches you so much. In terms of advice, I’d say really reflect on what you are wanting out of your abroad experience and do research before choosing a place. With that being said, no matter how much research you do, there is no way to anticipate exactly what your experience will be like. You have to go into studying abroad with an open mind and with excitement for the unexpected in order to get the most out of the experience. Can you describe your research on Women’s Rights Mobilization in Colombia? My goal is to understand how to effectively implement women’s rights so that women may truly enjoy the right to a life free from violence. Violence against women is an issue that is prevalent in all societies. So figuring out how to ensure the right to a life free from violence is crucial and this guarantee comes when rights are actually implemented. My research looks at the various factors that lead to implementation including education, access to resources, government response, societal responses, etc. I hope that by seeing which factors are necessary to implement rights, we can see where the gaps are and understand how to address these gaps.
How did you decide on your topic? During my time abroad, I witnessed gender-based violence on various occasions. I had been pretty sheltered beforehand in terms of exposure to violence. It was very shocking and unsettling to see. These events caused me to reflect on gender dynamics globally, especially in the U.S., and to reinterpret some experiences I’ve had. So from that point, I knew I wanted to focus my thesis on gender relations and violence against women. It needs to be talked about. The reason I chose Colombia is because I love the country. It is my favorite place I’ve been—with Cuba being a close second. The people are so kind and open. There is a love for life there that I haven’t quite seen in other places. Yet, at the same time, they have a painful and violent history that is very recent. Although the peace agreement is underway, there is still a lot to be done to reconcile the violence people, especially women, faced in the conflict. Women faced a two-sided violence—violence from the conflict and violence from “normal gender dynamics.” For this reason, it is a really interesting place and context to be looking at violence and the violence directed at women.
Has this project impacted what you want to do after graduation? Absolutely. I know that I want to be working to help ensure people’s rights are accessible and respected. My project has showed me how difficult that can be. There are so many factors that go into making rights “accessible,” something that I think a lot of people, myself included, can take for granted. I just started an internship with a legal NGO called RAICES. It works with refugees and immigrants seeking asylum in the U.S. The main issue I will be working on is protecting the rights of unaccompanied minors who are sent to the U.S. for various reasons, some being to avoid violence and sexual exploitation. I hope to continue doing this line of work after I graduate. In order to do that, I will need to attend law school, which is a plan for the near future. To learn more about studying abroad as a liberal arts student, visit Liberal Arts Frontiers.
IS YOUR STUDENT WORKING IN THE GIG ECONOMY? Robert Vega Director, Liberal Arts Career Services
Traditional career paths will always exist in the workforce. While we may not stay at one company or within one industry for very long, it is still most common for professionals in the workforce to hold one full-time, permanent position. However, job seekers are increasingly transitioning away from these traditional paths and creating their own – and many of them are doing this in the Gig Economy. The Gig Economy refers to a labor market characterized by the prevalence of short-term contracts or freelance work; startup and consulting businesses; unstructured and on-demand jobs; and nonpermanent or part-time work. More than 44 million people in the U.S. are working in the Gig Economy, and Millennials – including your students and recent graduates – are becoming the largest and fastest-growing segment of the Gig Economy workforce. Gigs are unique by nature, and people engage in the Gig Economy in diverse ways. Cluster Gig People in the cluster gig combine several jobs into one career. This is a good option for people who like variety and who prefer to spread their focus across different activities. People who work in the cluster gig community earn a combined income from such gigs as part-time jobs, playing in a band, temp work, contracts, and consulting. Slasher Gig Many people are in the Gig Economy and don’t even know it. Those with slasher gigs, for example, might have a full-time marketing job from 8 a.m. - 5 p.m. while spending their free time delivering for Favor and leading bat tours. Their primary income may come from their full-time job, but they supplement it with their side gigs (one of which may be their true passion).
Entrepreneurial Gig Some people create their own gigs. For example, they might have a business developing websites, a number of freelance contracts with media agencies, and a gig selling art on Ebay. Compared to working gigs for other companies, entrepreneurial gigs provide independence and full creativity over their professional activities. With the advancement of an on-demand economy supported by technology and the opportunities this provides young professionals to explore new ways of carving out their personal and professional interests, you might find that your student will branch out and take this non-traditional route. Families can support their students in the Gig Economy by learning more about the prevalence of professionals in this workforce and the freedom and individuality it fosters at http://goo.gl/ FqfdmC. Having said that, if your student is not satisfied with their career status and is cobbling together various jobs unrelated to their personal and professional goals, you can direct them to us for help. Our career coaches can help your student strategize their career goals, translate their skills, and ensure that they are using the services and resources available to them as a Liberal Arts student. Your student can explore our services and learn how to schedule an appointment with us at http:// goo.gl/bji7aV.
STUDY ABROAD FUNDING 101 Lia Haisley Senior Academic Advisor, International Relations & Global Studies, College of Liberal Arts
Can I afford to study abroad? This is a question I’m often asked when a student first starts to investigate study abroad program options. It will also likely be one of the first questions you will ask. In this article, I will address some of the most frequently asked questions about study abroad funding and I will highlight some of the main study abroad funding sources available to Liberal Arts majors. How much does study abroad cost? There are a number of variables that determine the cost of study abroad, including program length, program type, and location, location, location. Shorter programs, especially four-week Maymesters and six-week summer Faculty-led Programs tend to be very affordable options. Semester and fullyear program are more expensive but if broken down by cost per week they may actually give you more financial bang for your buck, since fixed costs are spread out over a longer period of time. When researching lower cost programs, understanding the cost structure can also be helpful. Semester-long exchange programs, summer faculty-led programs, and summer four-week Maymesters will all charge regular UT tuition, just as if your student were taking classes here on campus. There will always be additional fees on top of tuition, but they vary greatly by program. If you already pay Texas in-state tuition then you’ll likely find that the three types of programs listed above will be some of the more affordable options out there. Lastly, location is one of the greatest determinates in program cost. It goes without saying that studying abroad in a location where the cost of living is lower than it is in Austin can help lower costs overall. Scholarship money is also more plentiful for some “non-traditional” study aboard locations. For example, during the 2018-19 academic year the Teresa Lozano Long Institute of Latin American Studies will award $40,000 in scholarship money to Liberal Arts majors studying abroad in Latin America during a summer session or long semester.
Are scholarships available? Yes, scholarships are available through the College of Liberal Arts. Many of these are specific to Liberal Arts faculty-led programs, however others are more general and eligibility is based on program location or program type. The UT Study Abroad Office also maintains an extensive database of both UT and national scholarship competitions. Links for both databases are listed at the end of this article. I already receive financial aid. Can this aid be applied to my study abroad program? In most cases, the answer is yes, however because there can be very specific rules and restrictions associated with federal and state aid, students should always discuss this with a study abroad program coordinator or with a financial aid advisor in the UT Office of Student Financial Services. What are some additional tips for funding study abroad? A good place to start is to calculate the “real cost” of a summer, semester, or year-long study abroad program. The “real cost” is the difference between the total cost of a study abroad program and the normal cost of studying at UT and living in Austin for the same amount of time. The UT Study Abroad Office has identified 127 programs that have a “real cost” that is the same as or less than the cost of an average plane ticket. Additionally, they have identified 37 countries where the cost of living is similar to that of Austin. Students may also want to consider taking a creative approach to funding study abroad by levering their social media, reaching out to the communities they are connected to, and making use of crowdfunding and blogging platforms. The UT Study Abroad Office has a great video with tips on how fundraise for study abroad: https://world.utexas.edu/abroad/funding/fundraising What are the next steps? Start by researching funding options: Liberal Arts Scholarship Database UT Study Abroad Office funding information Keep an eye on the Study Abroad Office events page for upcoming funding and scholarships information sessions. Once your student has done some initial research, he or she should meet with a study abroad peer advisor or program coordinator to narrow down their funding options.
SUMMER PLANS Rachel Smith Senior Academic Advisor
“No more pencils, no more books, no more teacher’s dirty looks!” goes the common refrain in May, when students of all ages are released from school. For college students, however, continuing with classes over the summer may be a wise course of action. Students have the option of taking courses at the University, or through another institution. The University recommends students complete 30 hours per academic year, so students who take fewer hours in the long semesters of fall and spring can use summer as an opportunity to make up the difference. Additionally, courses that are in high demand during the long semesters may have more availability during the summer. If a student chooses to take coursework at another institution, it is always best to verify with his or her academic advisor that a course will transfer correctly. The student will also need to send an official transcript once the course is complete. Taking additional coursework is not the only way for students to have a productive summer. Summer is a great opportunity to pursue internships. Internships are a valuable way for students to earn experience in a field they are interested in, expand their professional network, and potentially earn college credit. These internships can fill up quickly, so it is advisable to start the search as early as possible. Summers are a particularly good time for full-time internships, or internships outside of Austin, since students are not trying to manage a full-time course load at the same time. If an unpaid internship is not financially feasible, summer jobs are also an excellent way for students to build their resumes. The ideal job is one that can help a student obtain or further develop transferable skills, such as leadership, communication, and problem-solving. Even if the summer job is not in the student’s preferred professional field, these skills are in high demand across a wide variety of industries. Regardless of which path a student chooses, it is important to build in some relaxation time as well! The fall and spring semesters are a busy and stressful time for students, and using a portion of the summer to relax, reflect, and recharge can help students stay successful when they return to campus. Just don’t forget the sunblock!