Studying in a different country, culture, socioeconomic setup, and geographical arrangement principally proves to be a once-in-a-lifetime opportunity that moulds and strengthens the overall calibre of a student.
International, as well as domestic studies and businesses, are expanding their global outreach, and academic degrees nowadays require students to get hands-on experience in the field of their study. Moving out of your comfort zone is a great way to experience and understand people, traditions, and culture of different places. Choosing the right school, however, is the tricky part and something critical to the success, which in turn requires access to universities experienced in providing these opportunities. In pursuit of excellence and keeping in mind the ensuing benefits of these programmes, for the students, it is very critical to find the right place.
Experienced in successful Study Abroad Programmes, St. Aloysius College makes students open-minded and vibrant individuals. Students from overseas get exposed to different languages, cultures, and lifestyles. St. Aloysius College provides students - prospects of personal growth and a unique opportunity to create an extensive network of international contacts. The following information is especially meant for international students to get an overall feel of what is available at St Aloysius College. Please visit our Website at www.staloysius.edu.in for additional information.
Request for specific details related to the study abroad programme, course selection, credits, course duration, Internships, local arrangements and other matters should be communicated through the student’s home university.
Changes to the course selection can be made during the first two weeks after the registration.
Request for changes of course selection, after the registration, could be communicated to the Registrar through the home university.
Upon successful registration and acceptance of the submission of course selection by the student through their home university, the host college will send a Letter of Acceptance and other relevant information to the students through their home university.
The Programme Coordinator at the host college will deal with the students, on matters related to their course selection. The PC will help out in local arrangements such as board and lodging, transport, healthcare, legal procedure and any other requests related to the student’s stay in Mangalore during their study-term.
The host college will provide a hand-book with course details & other information.
The students will pay the course fees through the home university.
Students are expected to follow the college rules of proper reporting time for the classes and other schedules.
All records and information related to the academic performance of the students will be submitted only to the home university.
Orientation programmes will be organized and managed by St. Aloysius College.
Issues related to non-academics such as health, accommodation, and any legal matters should be brought to the attention of the Programme Coordinator.
Course Selection and Credits
Spring semesters are offered from January to May.
Customized diploma courses are available to accommodate student interests and requirements.
Curriculum and credits would be structured and designed as per the requirements of the international students.
The regular duration of the course for international students would be 3 to 4 months with 12 to 18 credits.
Credits will be based on the course selection.
Credits completed at St. Aloysius College are transferrable to students’ home institutions for consideration of the overall student performance.
Credits are based on international standards for easy transfer to the home university.
Internships are provided based on the area of interest connected to the subjects completed. Internships are organized with external organizations, and range from 2 – 3 weeks.
Internship areas include but are not limited to Counselling, Media-TV and Radio, Music, Dance, Social Projects related to specially-abled people, Rural Exposure such as visits to villages in India, Rural Health-Care, Social Education and others. Students interested in subjects that are not covered here are kindly requested to communicate their requirements, clearly stated, to us as early as possible.
The study will end with final exams conducted by St Aloysius College.
Copies of the transcripts and other certificates will be provided to the students through the home university.
St Aloysius credits might not correspond exactly to the home university’s credit system. Please refer the Calendar & Handbook (available on enrollment) for more information. Courses are specifically designed to suit student requirements.
Regular classes are held from Monday to Friday at 9 am - 4.30 pm. Individual schedules are provided on the subject selection, and the calendar-of-events are notified in the first week of January.
Since travel, accommodation and visa processes take time, students are kindly requested to get in touch with the home university well in advance. The application process will be handled by the home university. Students do not have to communicate any information to the host university, except through their home university.
Student Ambassadors at St. Aloysius College will be always available for foreign students in getting to know the city of Mangalore and have that desired comfort level.
Students are requested to read the bulletin boards regularly for updates and to learn about important news, activities, and other events.
Students are requested to let the Programme Coordinator know on how they want to be informed about the announcements related to academics and other matters.
In the case of travel – in the best interest of the students and especially to ensure their safety, the students, before making any travel plans, should inform the Programme Coordinator. The students must provide their contact information and other travel details to the Programme Coordinator before leaving. The College would extend all help the students in arranging their travel with known travel agencies.
Insurance and accommodation will have to be arranged by the students through the home university before arrival at the host university.
A library is a place of learning. Students are welcome to spend their time in the library doing useful work such as reviewing journals, reference books and preparing for seminars, exams, etc.
In order to effectively cater to the staff and student community, the following rules and regulations have been formulated:
The library is open from 8:30 am to 8:00 pm on all working days and from 8:30 am to 6:00 pm on Saturdays. The library remains closed on Sundays.
Students need to return the borrowed reading material on time. Late returns will incur a fine and the college has the right to withhold the student transcripts if there are dues at the end of the semester.
Campus Facilities Include
Library, laboratories, and Research Facilities;
Separate seating areas for international students;
The observatory ‘AL-SOLARIUM’: Used for sky watching through an 8-inch reflecting type Telescope. Staff, students and the general public visit the observatory for observing the planets and stars. The link created in the social network gives information about the different special celestial phenomena regularly;
Swimming Pool - Constructed with the financial help garnered by the Alumni Association and the UGC. The pool, which is 50 meters long and 25 meters wide with a baby pool and other necessary infrastructure is suited to host major national and international aquatic events and is a first of its kind in the region using the ozone purification system;
Amphitheatre - There is an amphitheatre in the AIMIT Campus where important programmes are arranged in the open air. It accommodates around 700 people.
Open theatre (Mother Teresa Peace Park);
Under the shades of plenty of trees, there is an open-air theatre in the Main Campus of the College which is named after Mother Teresa. This space provides an opportunity for students to exhibit their talents in cultural as well as in academic field;
Altorium is another open theatre which can accommodate 5,000 audiences normally used for college day and such big functions;
Konkani Institute - In order to foster and preserve Konkani language, art and culture, a separate institute functions in the Main Campus since 1980. It maintains a library exclusively of Konkani history, culture, folklore and literature with over 9000 books. It also offers a postgraduate diploma in Konkani in the distance mode, and publishes a biannual research journal “Amar Konkani”;
The Listening Centre - To provide counselling facilities to staff, student and parents, a listening centre has been functioning with a full time trained counsellor supported by trained counsellors;
IGNOU Study Centre - The college is a study centre and offers a variety of certificate, Diploma, Undergraduate, Postgraduate programmes on distance mode;
Pilot Plant in Food Science & Technology - A Pilot plant has been installed to help food industries in food processing and preservation and also provide consultancy services in quality testing, grading assessment, etc. Proposals are also considered for the preparation of a variety of juices on commercial basis.
Former International Students at St Aloysius College (Autonomous)
Mangalore: Painting exhibition of American visiting students to be held at St Aloysius College
Parampari” – An Exhibit of Indian Traditional Paintings by 3 U.S. Students at St. Aloysius, Mangalore. They came, they saw and they conquered the Indian Art Forms – and now they have created a unique collection of Indian Art Forms comprising of Mysuru Traditional; Moghal Art; Rajasthani Art; Warli Art; Art from Andhra; among many other forms – and have also created their own paintings in Indian style. Meet the three talented artists – Asha Goldberg, Brooke Weinstein and Claire Bogart, all exchange students from State University of New York SUNY, Cortland, NY, USA. All the three students had learned the art from celebrated painter – John Chandran, an Art teacher at St. Aloysius High School, Mangalore.
On the 27th of November, we the students of M. Sc. Corporate Psychology along with Dr Shalini Aiyappa, Head, Department of Psychology, left the premises of St. Aloysius College at 10:30 pm.
We reached Loyola Vikas Kendra, mission station at Mundgod, run by the Jesuit Fathers at 6:00 am and were given rooms to freshen up and rest. At 8:00 am breakfast was served.
At 9:00 am Fr. Francis Balraj, Director of LVK oriented us about the people, place and the issues of concern. Most of them have migrated from different places and have settled in Mundgod. We had planned to get an insight into their living conditions, social issues concerning the villagers and health and hygiene prevailing in the villages. We were guided by Mrs Thunga and Mr Annappa, the LVK staff members. We planned our schedule for the coming days after the orientation. After lunch, we left LVK centre to the village where we would be spending five days with the families in the village.
Two kilometres of the walk was fun
We were introduced to the village Head (Sarpanch) and then were divided into 3 groups and our houses were assigned.
On the first day, we bonded with our respective families, played cricket with the children, played the guitar and sang songs after which we went to our houses where dinner was served ( we retired for the night).
Bonding with the kids the first day
On the next day at 8:00 am we started our survey in Jodikatte. We surveyed the Gowli tribe who have migrated from Maharashtra. We found that there was no proper transportation and that public transport was provided only on Mondays. Water is supplied once in every two days which is not enough for their daily needs. Though the place receives rain it has-been declared drought-hit for the last four years. The villagers are not aware of rainwater harvesting. All the houses we visited were very clean. They disposed of their waste in a compost pit. The government has made the construction of toilets compulsory and even though out of 54 houses 51 houses have toilets, none of them uses these toilets. There is a health care centre in Malagi which is 10 km away from the village. They have no emergency health care facilities and doctors are not available at all times. No doctors visit the villages. Since there is no public transport the people have to rent a vehicle which costs them Rs 500 to Rs 1000 just to receive emergency medical care. They do not have any medical facilities or first aid kits.
At the LVK Center
The village of Halladhamane was situated 30 km from LVK centre. We reached Jodikatte and walked 2 km through thick forest cover to reach Halladha Mane.
Mandatory debut Survey picture
Mrs Thunga and Mr Annappa staff of LVK visited us after which we visited the Jodikatte Lower Primary School. We interacted with the students from 1st to 5th standard. They were very active, enacted skits danced and sang. We taught them action songs, how to keep their surroundings and school clean and quizzed them with some general knowledge questions. We then distributed some gifts to the students.
We rise by lifting others up
We visited the Anganwadi (Government-run preschool) and toured their kitchen while also interacting with the kids present there.
Fun times - Just hanging around
Next day morning we went to survey the remaining houses. While we were surveying the houses Mr Vittal warmly invited us to his house and shared his stories with us, he also educated us on the importance of cleanliness. He showed us his house, which was very clean.
Interacting with the Anganwadi kids
We then had lunch in our respective houses. In the evening we came to Jodikatte, LVK hostel and conducted games for children. They taught us some of their games like kho-kho, hide and seek and playing with tires. We went home and helped them in their kitchen work, had dinner and slept.
Meet Mr Vittal - The village Wall-Mart – the only shop in the village
Mrs Thunga, Mr Annappa and Dr Shalini Aiyappa came to visit us and we took them to our houses for lunch. We had to walk to Halladmane Higher Primary School which was 8 km from the village. The students from class 1 to 7 were divided into two groups. We taught them songs, quizzed them and conducted pick and speak. We personally interacted with a physically challenged student, Mallika. We distributed some gifts. We walked back to the village. We got to witness Batta Pooja (paddy). We had dinner and slept.
Fun times with the school kids
On the 3rd day, we went to the cotton field in the morning to pick cotton along with the family members till lunch.
In the evening we went to Jodikatte to the LVK hostel to conduct a cultural programme. We had to leave early as we had to cross the forest and wild elephants were on a rampage. We had to cut short our programmes. We reached our houses and called our families as well as the rest of the village and put up a programme for them. We presented a play on the importance of girl education and the negative impact of early marriage. We got the people to react and respond to the play that we put up just to make sure that they had internalised the message.
As it was the last day, the people stayed back and interacted with us. We thanked them for their hospitality. We went to our respective houses and since we had to leave early we packed our bags with heavy hearts.
On the 4th day, we got up in the morning and got ready. The villagers helped us arrange for transport and we bid them our final goodbyes. Our brothers came to drop us till LVK centre. Evaluation session took place, where we presented our report and discussed the various issues and how to address them. Fr. Francis had presented us with a case study regarding Gender Bias and education. The vote of thanks was presented. We had lunch and rested for a while.
We visited the Tibetan monastery and market of the Tibetan colony in Mundgod which was refreshing. We learnt from them to be humble, calm and patient.
We noticed that they had kept their surrounding clean and neat. There was a bin in which only plastic tins and cans were put for recycling. The same we have now decided to adopt in our college.
This rural experience has taught us to be humble, contented, to share, care, the importance of hard work, unity and that less is more.
People in the city can apply a few things that the villagers have taught us during our experience. Keeping our houses and surroundings clean, management of water (we do not realise how much water we waste). This experience taught us the value of water and that each drop matters and also how to live in contentment. We are now in the process of adopting a village for the next 5 years.
Musings of Study Abroad Students’ Internship Experiences
Coming to India was a huge unknown for me, not knowing what to expect, what living here would be like and if the people here would be accepting of me. Volunteering at the Transit home made me reflect on my life and it shifted my eyes to see life through a different lens. It showed and taught me to enjoy the little things in life. It taught me to stop and smell the roses every once in a while. Each one of them has taught me something and will always have a place in my heart. Coming to India I did not know what to expect but now I have a huge family of thirty-seven children and multiple staff members. It is a life-changing opportunity, My second home.
As an Early Childhood/Childhood Education major I was excited to be able to work with children especially in India and looking back I’m so thankful I had the opportunity to work with this amazing initiative. The Prajna Counseling Center was a wonderful experience and I cannot say thank you enough to the men and women who are involved with the amazing project. I learned the importance of helping others in your community to make it a great place to live. It’s as simple as donating things you don’t use anymore or a little money whenever you have extra or even volunteering to read to some children. This Internship has been the most rewarding experience of my life.
During my Internship, I taught an English lesson for one hour a day twice a week. I was in the second standard classroom of 35 students. The English literacy and proficiency level of the students varied in the class from low to low intermediate for their age group. While I taught, the host-teacher would be in the room sitting in the back ready to help in case the students were confused or did not understand. My lesson plans were based on two chapter books which are appropriate for a fluent English speaker of 7 to the 9-year-old beginning reader. The books chosen are part of a series called Magic Tree House. The books selected from the series are tigers at Twilight and Dingoes at Dinnertime, both written by Mary Pope Osborne. These books were selected with the personal interests of the children in mind. The first book takes place in India and has familiar vocabulary, whereas the second book has new vocabulary but about the same subjects from the first book of animals, countries, and activities are done outdoors. he lesson plan for each couple chapters was structured with a warm-up, pre-reading activity, while reading activity, and post-reading activity.
I was excited to find out that I would be spending most of my time working with children at the Transit Home. Little did I know that this Internship would shape me, teach me, and spark new ideas within me to begin my own initiatives to help the organization. The majority of my time spent interning with Prajna was volunteering at the Transit Home for children and some of my other experiences were at the Aloysian Boy’s Homeworking with the boys there and then spending time creating a calendar for the organization. The calendar that I created involved me taking photos of the staff at the Transit Home, Prajna Counseling Center, and the Integrated Rehabilitation Center for Addicts. I was able to practice my photography, learn new technology software systems, and do something I have never had the opportunity to do before for a cause. Additionally, it has been a pleasant experience being able to work with children at both the boy’s home and the Transit Home. It has taught me that sometimes life is difficult, it has rough patches, experiences, and losses but we must stay hopeful and count the blessings we have. I am grateful and proud that I have been able to work with such an honourable organization while I lived here in India.
My Internship was at St. Aloysius Primary School. I could not have been more grateful for this opportunity and this unique experience which was one of the sole factors in my decision to study in India. As soon as I heard about this teaching opportunity, I immediately knew that it was something I would deeply regret if I had decided to study in Spain instead. I’ve learned about classroom management, time management, lesson planning, and using different teaching styles to help appeal to each and every student for no two are the same. Walking into the classroom in India and finding out that I was going to be teaching 55 students came to a complete shock to me. I want to teach my students that education can be fun and that it’s not always about getting good grades and doing well on exams. It’s the effort that counts. Overall, I thought that this was a really great first experience. It allowed me to see the starting point of my teaching career and how I can expand and grow with my teaching skills.