–March 23, 2020 from Travis Potter of Stetson’s Wellness and Recreation office [email protected]. Contact him to express interest in joining. “It goes without saying that we are not scheduling any intramural games for the remainder of the semester, but what if we can explore an alternative for your fun and entertainment. The first step is to gauge your initial interest and hopefully there are some commonalities among everyone. I have brainstormed the following activities:
Madden Tournament (PS4; Xbox)Call of Duty Warzone (top finishes; Xbox, PS4, Computer) 8 Ball Pool Competitions (App on Google Play) FIFA 2020 Tournament (PS4; Xbox) Rocket League CompetitionNBA 2K (PS4 & Xbox) Interested? Let me know, I’m starting new tournaments each Monday between now and the end of April. “
–Looking to get involved in Stetson leadership opportunities? Connect with ULEAD www.stetson.edu/ulead
(l-r) Students Sydney Arrington, Peter Greubel, and Matinicus C’Senger pose with AIR Guatemala founder and President (and Stetson Professor Emeritus, ), Dr. Anne Hallum in front of AIR’s Training Center
Over the summer, the Stetson students, Sydney Arrington, a Public Health major/Spanish minor, Peter Gruebel, also a Public Health major; and Matinicus C’Senger, double major in Economics and Philosophy and an Environmental Sustainability Fellow at Stetson, did a summer internship with AIR (Alliance for International Reforestation, Inc) Guatemala. During the experience, the students were able to work closely with local farmers to learn the practice of Regenerative Farming. The students also spoke Spanish during the entire time of the experience.
WHAT IS AIR GUATEMALA?
AIR is a non-profit organization improving human and environmental health in Guatemala. With operations in Atlanta, Georgia and central Guatemala, AIR has trained over 4,000 farm families and planted almost 6 million native trees in Guatemala. For over 25 years, AIR has implemented a community-based, five-year approach with great results and success. AIR is a winner of the 2017 Equator Prize from the UN Environment Programme because of this successful model. All salaried employees are local professionals, so ninety-two percent of funds and donations go straight to the field to implement projects and programs: Rural school programs; tree nurseries; farmer training; and efficient, custom stoves. AIR was founded in 1992 at Stetson University after Dr. Anne Hallum, Stetson University political professor, visited Guatemala for the first time and observed first hand the rural hunger and malnutrition, the barren mountainsides and mudslides, and the strength of the Maya people.
GOALS, PROCESS AND ACADEMIC PURSUITS:
Each year, one to three Stetson students are selected to participate in the AIR Guatemala internship program. All of their program expenses are covered by a generous endowment by Drs. David and Leighan Rinker. The main goal of the internship is for the student to provide tangible benefits to the local residents. Likewise, the experience is designed to align with the academic pursuits of the students.
Learning goals for the student interns include:
Discover the value and method for farming with trees (“Regenerative farming” aka “agroforestry”) for better anthropological and environmental well-being: The students planted trees where they brought the most benefit for the communities: Acatenango, Xibalbay, Paquixic, and Montellano.
Learn the effect of working with residents instead of for them. Residents requested help constructing efficient stoves from AIR Guatemala. Students constructed 3 stoves for two days, resulting in transformational lessons since they saw the living styles of the Mayan families, the hazards of breathing smoke all day, how close the families are and how fully their connection was to surrounding nature.
Shadow the president of AIR Guatemala, Dr. Hallum. During the second week, a large group of volunteers arrived from Florida and Georgia, and all three Stetson students were enormously effective in welcoming these volunteers and showing them what they had learned the first week. Dr. Hallum also had all three students accompany her on important meetings with the AIR staff. The interns were especially helpful in an unforeseen way: Dr. Hallum was prefacing a network technology of registering via GPS the exact location where each tree was planted, and then “selling” the planted trees to a company in Hong Kong for purpose of combating climate change. The staff—and Dr. Hallum—had to learn how to use this technology and naturally, the Stetson students were very comfortable with this fascinating technology and taught the staff the functions of it.
Learning about the Mayan and Ladino cultures in Guatemala. An overarching goal is that students learned about the regional cultures while planting trees and building stoves in rural communities. For instance, one day, the women of the communities brought lunch in the field where the students were planting trees —they carried tortillas and hot soup in containers on their heads. The team also participated in two school programs with Mayan dances which the class students had prepared especially for AIR visitors.
FOOTPRINT LEFT IN GUATEMALA
The three students supported the construction of three fuel-efficient stoves which involved mixing cement, soaking and laying bricks—each stove required six-hours of work. The stoves have a chimney to ventilate smoke and prevent lung diseases; they also help to conserve trees.
Sydney Arrington helps build a stove for local residents.
The volunteers this summer—including the three students—planted approximately 2,000 trees. The trees were strategically located to prevent soil erosion and improve crops with nitrogen-fixing roots; prevent mudslides, and to protect water sources. As previously mentioned, the students taught AIR staff members and Dr. Hallum how to use the technology for photographing and syncing each tree. By the end of the two weeks, the team had registered and sold 886 trees to a company in Hong Kong.
Peter Gruebel plants trees in Guatemala
The three students also participated in two rural school programs—helping to judge environmental contests and playing with children.
THE ADVENTURE DOES NOT STOP THERE!!
Apply to join this journey and work with Guatemalan communities in Summer 2020!!! Applications are due by February 1, 2020.
This article was written based on Dr. Anne Hallum’s annual Air Guatemala report.
Contact WORLD: Rinker Center for International Learning if you are interested in applying for OPT.
The following guide will help students with an F-1 visa status to apply for an Optional Practical Training (OPT) while studying in the U.S.
What is OPT and who can apply?
Optional Practical Training (OPT) is temporary employment directly related to an F-1 student’s major area of study. It is a 12 or 24-month employment opportunity in the U.S. during or after one’s degree completion.
There are two types of OPT: Pre-completion OPT and Post-completion OPT.
Pre–completion OPT: F-1 student can do a pre-completion OPT if they have been lawfully enrolled on a full-time basis for one full academic year at Stetson University. The enrollment has to be certified by the U.S. Immigration and Customs Enforcement (ICE) Student and Exchange Visitor Program (SEVP). The student does not need to have had F-1 status for the one full academic year; they can satisfy the “one full academic year” requirement even if they had another nonimmigrant status during that time. Employment begins and ends before the completion of the academic program.
Post-completion OPT: An F-1 student can start their post-completion OPT after finishing their studies at the university. If they are eligible for OPT, they may work part time or full time. However, if they have already completed a pre-completion OPT at some point during their studies, USCIS will deduct the amount of time they had for their pre-completion OPT from their post-completion OPT.
When should I apply?
Pre-completion: Students can apply as early as 90 days before their requested employment start date.
Post completion: Students can apply as early as 90 days before the end of their study program. To be eligible, the student needs to start their employment within 60 days after the graduation.
What is STEM OPT Extension?
Students with a degree within the fields of science, technology, engineering, and math (STEM) can extend their authorized 12-month OPT period by applying for a 24-month extension on their post-completion OPT authorization.
How do I apply?
Request that your designated school official (DSO) –recommends the OPT. She can make the recommendation by endorsing the student’s Form I-20, Certification of Eligibility for Nonimmigrant Student Status, and making the appropriate changes to the Student and Exchange Visitor Information System (SEVIS).
File Form I-765, Application for Employment Authorization with USCIS, accompanied by the required application fee
Patricia Burak, the former longtime director of the Slutzker Center for International Services at Syracuse University and the editor of a new book published by NAFSA, Addressing Mental Health Issues Affecting International Students, discussed steps international student offices can take.
On Friday, October 18, I had the honor of giving a presentation to Stetson’s University Board of Trustees about my previous internships and the impact they have had in my professional life. This article is about the most recent one I had this 2019 summer in the United Nations Institute for Training and Research New York Office (UNITAR NYO).
I had the honor to work under the supervision of H.E. Ambassador Marco Suazo, UNITAR-NYO head of office ambassador, and Mr. Pelayo Alvarez, programme coordinator. Both of them served as invaluable mentors during this journey. I also worked alongside with remarkable young professionals, who I am happy to call my colleagues. UNITAR is a training arm of the United Nations, whose mission is to develop capacities to enhance global decision-making and to support country-level action for shaping a better future. The organization provides training and capacity development projects to assist mainly members of the least developed countries. In my time here I gained experience in finances and multilateral diplomacy.
TAR team: Camila Morales ’20 (far left)
UNITAR allowed me to work in tasks that enhanced my two areas of studies: finances and world languages and cultures. I was able to hone my financial skills by presenting the project and budget proposals to members of the Permanent Missions to the United Nations and other organizations. Likewise, I was able to strengthen my technical skills by administering the underground finances and by developing the finance and statistics sections of the Midterm Summary Report.
During the internship, I assisted the office by supporting the logistics and program management to meet and work alongside mission representatives such as ambassadors and diplomats. I also supported developing and leading projects that equipped members of the diplomatic community with the capacity to contribute to the United Nations deliberative process and policy-making.
The most remarkable thing about my internship was the mentorship I received from my supervisors and my colleagues.
The UNITAR-New York Office team would always promote collaboration and professionalism. We were incentivized to take part in learning more about the United Nations and its projects. For example, I had the opportunity to attend the elections of the 74th President of the General Assembly, and the meetings of the Security Council. The UNITAR-New York Office also allowed interns to take part in the organization and the implementation of the UNITAR Economic and Social Council resolution.
We were invited to attend bilateral meetings among high officials of the United Nations. Additionally, we had the opportunity to manage and develop capacity building events which were co-organized by the United Nations Department of Economic and Social Affairs, Division for Sustainable Development Goals and UNITAR for the SDGs Learning, Training and Practice Center during the High-Level Political Forum.
Camila Morales ’20 in a bilateral meeting of the United Nations (4th from right)
The professional background I acquired in UNITAR was exceptional, but the unique opportunity to be directly exposed to the United Nations system I experienced in UNITAR was invaluable. This is a chapter in my life I will forever treasure.
Camila Morales,’20, is a security analyst in the Roland George Investments Program at Stetson University. Morales, a senior finance major, works at WORLD: Rinker Center for International Learning.
Join WORLD and the Office of Religious and Spiritual Life to celebrate the United Nations International Day of Peace.
Join us today, Sept. 18 from 11:30 a.m.-12:50 p.m., in the Conrad Hall Lounge for conversations over lunch on the following topics:
Personal peace with Sensei Morris Sullivan, University Chaplain
Interpersonal peace with Dr. Leila Roach, Department of Counselor Education
Environmental peace with Nate Bodger ’19
Moe’s and Cultural Credit will be provided.
PEACE DAY 2019 THEME: CLIMATE ACTION FOR PEACE
The theme draws attention to the importance of combatting climate change as a way to protect and promote peace throughout the world.
Each year the International Day of Peace is observed around the world on September 21. The General Assembly has declared this as a day devoted to strengthening the ideals of peace, both within and among all nations and peoples.
Over Spring Break 2019, WORLD ambassadors Zoe Weaver and Caylyn Gunby attended the Global Student Leadership Summit in Boston, MA.
This conference, for students who had participated in study abroad and other international programs, had a goal to help them develop skills as successful global leaders. It also focused on students from diverse and underrepresented populations, such as first-generation, racial/ethnic minority, students with disabilities, high financial need, LGBTQ+, etc. Many face obstacles acquiring educational and leadership opportunities.
Throughout the conference, Weaver found herself learning more than she expected from the sessions. She was pushed to see the bigger picture of education abroad.
“I was pushed to see my study abroad as a time that I developed personally and was finally able to articulate the challenges of my trip to those who would understand. Then, after listening to others tell their own stories, I realized that we each had a unique experience that created the larger picture of diversity abroad.”
The connections she made with other students helped her to understand her own experiences and the education she received while studying in South Korea and Taiwan. Weaver also learned about the importance of diversity in study abroad and was inspired to do more here at Stetson. She expressed her desire to connect with the Black Student Association, the Asia Pacific American Coalition, the Caribbean Student Association, and other multicultural organizations to develop more initiatives to get their members involved in study abroad programs.
“Although being a woman brings its own challenges to international travel, I further developed an understanding of my privilege during this conference as an able-bodied, white, American student. Through this understanding, I began to build a standard for myself when it comes to becoming an ally both abroad and domestically to students who lack the opportunity to do the same as I.”
Gunby felt that the conference was a great professional opportunity for her. The panels and speakers had a profound impact and helped her feel confident in her plans post-graduation. The chance to connect with graduate schools and professionals, as well as other students in her same positions, helped her to reflect on her identity and improve her confidence in speaking about her experiences.
“Being able to speak with professionals who are now in International Education, who taught English abroad through JET, Fulbright, and TAPIF made me feel like I was taking the right steps towards a career in International Education or International Affairs.”
Gunby would like to bring more networking opportunities to Stetson’s campus for international careers. Events such as the Global Citizenship Fair and Acerima could benefit from having a keynote speaker or speakers from minority groups.
“The keynote speakers at the conference were inspiring and helped all of the students get involved and excited about the activities.”
Overall, her experiences at the Global Leadership Summit helped her to grow professionally as well as to have more confidence in her abilities and plans for the future.
Student enrollment peaked during the fourth annual study abroad Scottish Experience, a collaborative of the University of the Highlands Islands Inverness College, Stetson University, Utah Valley University, and Jacksonville University. A total of 33 students participated in courses taughted by faculty from UVU, Jacksonville, and Stetson.
— BrownCenter@StetsonU (@browncenter_su) June 25, 2019
A centerpiece of the study abroad program is an embedded case study component where groups of students act as consultants to Scottish businesses and organizations to address an issue of pressing need.
Students and faculty take a quick break after presenting the outcomes of their case studies to business and organizational leaders.
