Guest Blogger- Sarah Lopolito
For all of my professional life, I have been involved in education in one way or another. I began my career as an elementary school teacher. In this role, I discovered the importance of establishing rapport with students to create a positive learning environment. I applied Howard Gardner’s Multiple Intelligences Theory by presenting material in a variety of ways—such as creating the “Number Rhumba” to teach comma placement in large numbers: “one, two, three, COMMA!” (punctuated with a hip check). I also witnessed the power of experiential learning as defined by David Kolb.
Eventually, I transitioned to teaching English as a Second Language in higher education and later moved into international education administration. However, throughout all of my roles, I have held on to the tenet that bringing together people with different beliefs to exchange ideas and experience other cultures firsthand has the power to address many of today’s challenges.
My time with Dr. Naomi Pitamber, Wen Ting Ooi, and the Clark students as they traveled through and engaged with the cultural heritage of Spain was profoundly moving. It was inspiring to see my values in education and cultural exchange come to life in such a meaningful way.
While in Spain, the students on Clark University’s Leir May Term 2025 journeyed through Madrid, Toledo, Sevilla, Córdoba, Cádiz, Granada, Málaga, Gibraltar, and Ceuta. And “trekked” is the right word here—up and down mountains, across cobbled and river-stoned streets, and through narrow alleys. My highest step count was 19,875! Throughout the trip, students took turns presenting at historical sites, offering facts, insights, and reflections on architectural and cultural heritage.
Having students assume the role of instructor is a High-Impact Practice in education. Becoming an expert and communicating newly acquired knowledge to peers benefits the presenter in myriad ways: it boosts understanding and retention, enhances critical thinking by requiring the distillation of complex information, and improves communication skills. I observed this growth firsthand, noting how students’ presentations became more organized and confident over time. They learned to pause for passersby without losing their flow and adapted their material based on cues from their classmates’ presentations.
Beyond its pedagogical value, research shows that faculty-led study abroad programs offer personal benefits to participants—and I witnessed this as well. In today’s fast-paced world, it’s rare to see university students take time to play, despite its well-documented benefits. As an administrator overseeing the Leir May Term program, it was deeply meaningful to watch students find joy: playing on a playground, exploring tide pools, pretending to be mermaids, and breaking into spontaneous song. While travel inevitably brings moments of stress, these joyful experiences reaffirmed my belief in the importance of taking learning beyond the classroom and into the world.