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When the Four Mamas founded API together more than 20 years ago, they dreamed of creating high-quality, safe, life-changing study abroad programs they would feel good sending their own kids on. With dedication, hard work, and a lot of love, their dream became reality. Thousands and thousands of students have chosen API to support them on their own life-changing study abroad experiences, with the Four Mamas cheering them on every step of the way. No matter who you are or where you come from, API will support you on your journey.
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Study Abroad + Options
Students who choose to study abroad in Stirling with API will choose from summer modules/classes offered over two four-week blocks. Each module consists of in-class and excursion components, giving students the opportunity to enjoy university teaching both in and out of the classroom. Modules are assessed by a combination of exam, essay, presentation, and fieldwork.
Price is for two courses. Students wishing to enroll in three courses will incur an additional $555 fee. Students wishing to enroll in four courses will incur an additional $1555 fee.
Price is for one course. Students wishing to enroll in two courses will incur an additional $525 fee.
The prices listed below for the individual Summer 1 and Summer 2 sessions are for 3 semester credits (1 course). Students who are interested in earning 6 semester credits (2 courses) will incur an additional charge of $525.
The prices listed below for the Summer 1 & 2 combined session are for 6 semester credits. Students who are interested in earning 9 semester credits will incur an additional charge of $555. Students who are interested in earning 12 semester credits will incur an additional charge of $1,000.
API students participate in several excursions per session designed to help familiarize them with areas of their host city, country, and surrounding region. The following is a listing of all excursions for API Stirling programs. All excursions are subject to change.
Edinburgh is Scotland’s capital city, with a skyline that is dominated by the impressive 12th century Edinburgh Castle, perched on an extinct volcano and occupied since the 9th-century BC (!). Edinburgh’s streets, whether in the medieval Old Town or the Georgian New Town, are steeped in history and are home also to the Scottish Parliament, The Palace of Holyrood House, the Royal Mile, the Royal Yacht Britannia and Arthur’s Seat. Edinburgh has a thriving cultural scene and you can also visit The Elephant House coffee shop where J.K. Rowling wrote the early Harry Potter books! Just outside Edinburgh is the enigmatic 15th-century Rosslyn Chapel, of Da Vinci Code fame, where practically every surface of the chapel is covered with stone carvings of figures and scenes and the atmosphere is one of deep mystery.
Glasgow is the largest city in Scotland and is home to an outstanding variety of museums, galleries and performance venues. Once the 2nd city of the British Empire and a major center of trade with the USA, Glasgow now wears its Victorian splendor with pride. Everything from impressionistic paintings to medieval armor is on display at Kelvingrove Art Gallery and Museum. Other attractions are the Gallery of Modern Art, the social history museum Peoples Palace, Glasgow Cathedral and Necropolis, the bustling Merchant City, and the Provands Lordship.
Saint Andrews is a stunning medieval city and home to the oldest university in Scotland where Prince William and Kate Middleton studied and met. It is also, of course, the home of golf. There are several golf courses in the town including the world famous Old Course and the town also has its own Golf Museum – great for those of us maybe not keen to play but who want to find out more about this famous sport! On top of all this is a stunning medieval cathedral and a beautiful ruined castle, which both played an important part in the reformation here in Scotland, surrounded by beautiful blue flag beaches!
The Highlands are the northern region of Scotland, steeped in legend and ancient tradition. While the Highlands have a shared culture, once being ruled by clans and chieftains, there are many villages and towns in the region which stand out for reasons all their own. Some have unique histories, while others are home to incredible scenery, monuments, or architecture. As we depart you will feel transported to another time, another world. Over the two days, API students will visit palaces and castles, as well as some magnificent Scottish landscapes! There will be plenty of stops for photo opportunities, and tales of history will be told as we delve deeper into Scotland and its past. On the second day, the group will return to the Central Belt by driving along the eastern coast of Scotland, where the group will spend the day at an authentic Highland Games! There will be men in kilts tossing capers (logs), highland dancing, bagpipes, and so much more. We hope you are ready for a proper Scottish Highland experience!
Steeped in history and legend, the Highlands of Scotland is one of the last pristine regions of Europe. This is a land of high mountains, breathtaking islands, spectacular glens and deep, mysterious lochs. There are nature and wildlife to enjoy, imposing castles to explore and tales of folklore, heroes, and legends to savor. Also, there is Glenfinnan, home to the Glenfinnan Viaduct – most famous for its appearance in Harry Potter as the bridge that the Hogwarts Express crosses. And of course, last but not least, Loch Ness – home to the Loch Ness monster. People have claimed to have spotted the infamous monster for hundreds of years but you can make up your own mind!
TOTAL CREDITS - 3-6 credits per session (up to 12 total)
There is an internship option available in the 2nd summer session. Students who are interested in this option must also participate in the summer 1 session, and are strongly encouraged to apply early, as placements fill quickly.
API students receive their transcripts from the University of Stirling upon completion of their program.
Rachel Mogan will be your Program Manager and help prepare you to go abroad!
Rachel will be your Resident Director in Leeds and will be a resource for you while you are in England!
Anna McCole will be your Student Services Coordinator in England and a resource for you while you are abroad with us!
Heather Lees will be your Resident Director in London and a resource for you on-site.
The summer modules/classes are offered over two four-week blocks. Each module consists of in-class and excursion components, giving students the opportunity to enjoy university teaching both in and out of the classroom. Modules are assessed by a combination of an exam, essay, presentation, and fieldwork. Courses at the University of Stirling are assigned credit based on the Scottish Credit and Qualifications Framework (SCQF). Each Stirling module earns 10 SCQF credits or approximately 3 U.S. credits. Students are thus able to earn 6 U.S. credits (during a four-week block) or 9 to 12 U.S. credits (during an eight-week block).
Examples of the course syllabi are available from the API Scotland program manager upon request.
Summer students at the University of Stirling can earn 3 credits per course for a total of 3-12 U.S. semester credits over a four-eight week period.
Language of Instruction: English
Course Level: Lower Division
Recommended US semester credits: 3
Course Level: Lower Division
Course Level: Lower Division
This module will propose an introduction to methods and tools for the understanding, analysis and manipulation of social data. Students will learn about social network analysis, sentiment analysis and topic modelling. They will develop an understanding of how these can help marketers work on their strategies, how journalists write their stories and policymakers take decisions.
Language of Instruction: English
The purpose of this course is to introduce students to the sociological and analytic study of religion, identity, conflict and violence within a local, national and global context. It will examine issues such as nationalism, colonialism, international affairs and the role of those charged with reporting such conflicts. Extensive attention will be paid to the representation of religious conflict in the arts, such as literature and films, alongside a detailed examination in of the violent groups that have arisen as an apparent reaction to religious fundamentalism as a rising narrative of a new cultural war.
For centuries, Britain’s kings and queens have had a powerful impact on society and on its institutions.
Following the rise of celebrity culture, members of the British Royal family and other public figures have used their influence and financial muscle to push back journalists in order to reclaim their privacy. This module is aimed at journalism students and others interested in the media and its relationship with public figures, including Britain’s royals, who want to explore fundamental ethical principles and press freedom issues from the vantage point of some of the world’s most fascinating news stories. These cases range from Princess Diana’s death, for which the Paparazzi were blamed, to Prince Harry’s more recent indiscretions, which played out in the digital media.
ISS9SS is an International Summer School module designed to introduce students to key theoretical debates that have emerged in the study of Scotland’s relationship with the film and television industries. Important questions we will consider include: Who is responsible for constructing Scotland’s identity onscreen? How are Scotland and Scottishness depicted?
Why do certain representations dominate over others?
The course will begin by exploring ‘Hollywood Scotland’, concentrating on the commercial cinematic representation of Scotland and Scottishness found in Mel Gibson’s Braveheart (1995). This will then be contrasted with a more local construction of Scotland found in the long running television show Taggart (ITV, 1983-2011). The final weeks will conclude by considering filmmaking in contemporary Scotland, first through contemplation of the importance of short films in the Scottish context, focusing in particular on the shorts and careers of Lynne Ramsay, Peter Mullan and Morag McKinnon, and second through examination of the Scottish/Danish co-produced ‘Advance Party’ initiative.
By the late thirteenth century, Scotland was an increasingly consolidated kingdom with a stable dynasty that had enforced hereditary succession, achieved a string of high profile marriages, extended its boundaries of control, and existed in relative peace with its southern neighbors. However, the death of Alexander III (the last adult king of the Canmore line) in 1286 shook the foundations of the realm. It brought challenges to autonomy from within, as the succession crisis forced open cracks between powerful ruling families, and from outside the realm, due to acquisitive and aggressive southern neighbors now under the leadership of the infamous Edward I. The subsequent period, from 1286 to c. 1371, was one of turmoil and confusion marked by violent wars and feuding nobility but was also one of self-realization and the solidifying of an increasingly potent national identity for the ruling classes and the people at large in Scotland. This module will look at the crisis of kingship, the war and governance of the Guardians and William Wallace, the kingship of John Balliol, the rise of Robert the Bruce, Bannockburn and consolidating the Bruce dynasty, war of the three monarchs, and the legacy of a childless dynasty to assess this pivotal historic era in Scottish history.
Excursion(s): This module will include a field trip to the iconic Bannockburn Battlefield (with an opportunity to recreate the battle with the center’s new interactive battle simulation technology).
Recommended US semester credits: 3
Course description currently unavailable.
“I have been a soreheaded occupant of a file drawer labeled "science fiction" ... and I would like out,
particularly since so many serious critics regularly mistake the drawer for a urinal” – Kurt Vonnegut.
The ‘low’ status ascribed to Science Fiction by literary critics in the twentieth-century overlooks the genre’s
keen ability to narrate social change. Fears of extraterrestrial invasion and nuclear apocalypse, of seemingly
strange and alien civilizations, and of social, economic and cultural collapse bely SF’s trash label. This course
aims to introduce to students the genre’s deep philosophical dimensions, tracing its progress through the
short story and pulp mediums during the inter-war years in the United States and United Kingdom, and its
later development across both sides of the so-called Iron Curtain during the Cold War. The Science Fiction
genre’s ability to narrate and fuel wartime paranoia on the one hand, and to deconstruct ideologies about
cultural and national identities in opposing Eastern and Western political blocs on the other, will be
explored in this course.
Furthermore, if Science Fiction was a genre from which Vonnegut wanted an escape, what would the
literature he might retreat into look like? In consideration of his statement, this course will also challenge
the traditional conventions of Science Fiction – interstellar conflict with alien races – and explore the
genre’s diverse progressions: into ecocriticism, feminism, sexuality, and the near-future ‘Post-SF’ of the
urban and suburban present. Secondary texts examining the range of theoretical definitions of Science
Fiction, as well as its study in environmental studies, gender studies, queer theory and Postmodernism, will
accompany the primary literature on this course.
Recommended US semester credits: 3
This module acquaints students with historical to contemporary photographic art practices.
It examines specific models and matrixes that define how photographic imaging, techniques and histories have evolved over the last 200 years. It further examines photographic adoption in relation to the representation of the built environment through various artistic genres including painting, media, optics and photography.
Topics examined include: the camera obscura, the grand tour, documentation and creation of photographic albums & topologies, art-photography and the Pictorialist milieu.
Underpinning this module is an acquisition of skills in fine art digital photography. Students are to research and create their own photographic portfolios based on lecture material about the history of photography.
Students are required to demonstrate proficiency in using their own digital camera in order to undertake course assignments.
Rethinking the City provides a general introduction to the design of cities, and how they can be organized and improved, with a particular focus on Scottish New Town design. We consider, for instance, how the role of social and urban planning of Scottish New Town developments has contributed to our thinking about what makes a livable city. We will also consider the United Nations Sustainable Development Goals (2015) and explore the rights of each person to health, education, shelter, and security and how similar goals informed Scottish town planning.
We have structured our course to draw students into conversations on key questions, and to provide opportunities to students to use design-thinking to explore how urban centres are designed, and ways in which we might improve them. Students will research and create their own urban plan to identify and evaluate real city examples based on a class excursion, in-class assignments and reading material. Over the duration of the course, students will also be able to develop an understanding of basic concepts of livable city design, and will have the opportunity to apply research and critical thinking, photographic skills and social media in their assignments.
For the past decade, Scotland’s national status has been ‘both dangled before us and tantalizingly withheld’ (poet Don Paterson). With attention focused on the question of independence, recent debates concerning Scottish culture and identity gain a heightened political charge. Literature has not only reflected but actively shaped such debate. In the year the new Scottish Parliament was established (1998), Christopher Whyte argued that ‘in the absence of elected political authority, the task of representing the nation has been repeatedly devolved to its writers’. But what influence have writers played in recent political change, and to what extent has Scottish culture escaped its own stereotypes?
This course examines the literary and political currents shaping contemporary Scottish identity, introducing students to key twentieth- and twenty-first century texts. We encounter and explain a range of cultural debates concerning language, class, democracy and nationhood, attending to the urgency as well as the complexity of recent Scottish writing.
This module is designed to introduce students to the subject of Criminology through the lens of the Scottish Criminal Justice System. The module begins with an overview of the Scottish Criminal Justice System before examining the major avenues by which the public obtain information about crime – as victims of crime and from the media and official statistics. The module examines the processes that have developed our definitions of crime and the broader social and political context in which this crime occurs. In addition to this, the course provides the opportunity for students to engage in discussion with a Scottish Prison Service Warden, allowing a deeper understanding of punishment in Scotland and the incarceration of offenders.
This introductory module aims to provide students with an understanding of environmental issues and the key issues and dilemmas involved in addressing problems such as climate change and consumer behavior. We will evaluate the gaps between environmental policy intentions and reality. The module also helps students to navigate the multitude of concepts, ideologies,actors and political settings involved in environmental politics. Key areas this module will focus on include green political theory and sustainable development, the role of green political parties in the UK, corporations and green politics, green consumerism and environmental protest campaigns.
This module explores contemporary issues and debates that shape world politics today. It starts by introducing International Relations (IR) theory before turning to two broad themes that dominate IR: conflict and peace. Key issues covered include nuclear weapons, private military companies, humanitarian intervention and failed states. Students will also apply the themes of conflict and peace to a case study of the Northern Ireland conflict exploring the key political developments and the transition to a post-conflict settlement. This module will also include a workshop that examines the use of wall murals to articulate conflict / post-conflict identity. This module includes a day trip visit to Belfast where students will undertake a historical/political tour of the city taking in the wall murals and other key sites linked to the Northern Ireland conflict. Students taking this module may incur a small additional charge for the trip to Belfast.
The internship module places a student with a local employer for a four week placement where they will undertake a project of benefit to the business. Internships will be usually available in the following sectors: sport, environment, political, charity/not for profit sector and marketing.
The placements will enable students to not only acquire valuable experience, but also to develop networking skills and some knowledge of the UK labor market. It will also develop student confidence in the workplace and build their employability skills. Employers include large and small to medium sized companies in both the public and private sectors. Students will have the opportunity to reflect upon their development and experience throughout the module.
There will be a mix of classroom teaching sessions, review days and on-line tutorials, however, the core aspect of the module will be a work placement. It is estimated that each internship will include about 140 contact hours and about 10 classroom hours through the four week period. Students are supported by a mentor based in their placement organization and by a designated tutor from the Careers and Employability Service.
Recent advances in feminist and LGBT+ liberation movements have had a visible and global impact on culture, literature, politics, and commerce. This module examines gender and sexuality in a Scottish context. As binary understandings of gender and sexuality are increasingly shown to be outdated and outmoded, developments in our understanding of gender and sexuality are making headlines and becoming a regular part of our daily discourse in both our social and working lives. This course enables students to apply their knowledge of identity politics to a dynamic range of relevant texts.
The texts in this module examine the decline of the traditional, industrialist, ‘hard man’ masculinities in Scotland. Through an exploration of dynamic, contemporary and highly acclaimed texts, this course examines broken masculinities, resistant femininities, and resurgent Scottish LGBT+ fictions. A select range of relevant secondary sources will accompany this exploration of primary literature, introducing students to iconic theorists, as well as relevant contemporary critics examining Scottish literature from a gendered perspective.
There will be optional opportunities to submit creative work as an alternative to an essay assignment, enabling students to demonstrate an understanding of the stylistic and thematic aspects of the course as creative practitioners.
API students are all housed in 4-7 bedroom apartment-style accommodations on campus. Each student will have their own single-occupancy bedroom along with a shared kitchen, dining, and living areas. Housing is self-catered. With the exception of those participating in the summer school, students will need to provide their own kitchenware (crockery, utensils, etc). Additionally, the university’s catering department offers superb value catering options on campus. Most flats have sinks in the bedrooms and all housing has shared shower and toilet facilities (summer students will have their own private bathrooms). All housing is fully networked, enabling residents to access the university’s computing resources, including internet. 24-hour concierge services are available on site. Bedding packs will be provided for all API students.