Experience the vibrant urban feel of the UK's third largest city while studying at the University of Glasgow, one of the oldest and most prestigious universities in the United Kingdom.
|Location||Glasgow, United Kingdom|
|Credit Type||Resident Credit|
|Sponsor||Learning Abroad Center|
|GPA||2.8 (may be flexible); 3.0 a strict requirement for the research track|
|Student Type||UofM Students|
|Student Year||Sophomores, Juniors, Seniors|
|Language||No Language Prerequisite|
Glasgow, Scotland's largest city, is a lively place to live and study. There is excellent shopping, nightlife, museums, parks and galleries. Glasgow is a friendly and welcoming multicultural city, recently voted "politest city in the UK."
Founded in 1451, the University of Glasgow consistently ranks as one of the UK's most highly-rated schools. The university is host to more than 20,000 students from over 100 countries and offers an exceptional breadth of academic choice across the physical and life sciences, social sciences and the humanities.
Started in 2014, the University of Glasgow's International Summer School offers a wide range of classes, and hosts dozens of US and international students each June and July.
For the summer progam, participants are housed in university flats. Accommodation in your own room is included. Rooms are part of self-contained flats including well-equipped kitchen and laundry facilities. Normally 4-5 other students will share the flat.
The flats are located in the University’s Student accommodation, which is within easy walking distance of both the main campus where classes will take place, and of the renowned West End of Glasgow.
In addition to some summer modules containing built-in excursions, the University of Glasgow arranges a number of social activities during the summer program.
Students studying at the University of Glasgow will:
Faculty and staff at the University of Glasgow are some of the best in the UK. The university is a member of the Russell Group – an academic honor reserved for only the top British universities, and International Office staff assist students with all questions related to immigration, housing, academic registration, and campus life.
Learning Abroad Center programs are:
|Program Type||Host University Study|
|Program Level||3000 level courses|
Most classes are based at the University of Glasgow's main campus in the west end of the city, and most feature academic excursions to various parts of Scotland.
For complete information on modules available, excursions and activities, dates and credits, visit the University of Glasgow's main International Summer School page. View the International Summer School Student Handbook.
The International Summer School at the University of Glasgow offers a number of different academic modules and credit-bearing research placements to choose from.
The University of Glasgow International Summer School uses the Scottish credit scheme. The University of Minnesota converts Scottish credits at a 4:1 ratio (ex: 10 Scottish cr = 2.5 UofM cr).
Be placed in a research project overseen by faculty researchers at the University of Glasgow. Available placements are based on research projects currently underway, mostly in the STEM fields, Psychology and cross-discplinary liberal arts projects. Earn 6 credits for this 6-week program.
This course is offered at no additional cost on programs six weeks or longer. The Learning Abroad Center will email out registration instructions, or you may contact a program team member.
The project will use conventional microbiological techniques to sample from a range of urban environments that present thermal challenge and seek out mesophilic and thermophilic organisms able to survive and grow in these conditions. The properties of these bacteria will be analysed and identification will be attempted by sequencing of the 16s rRNA gene. Students on the project will develop skills in microbiology and molecular biology. and the project will offer substantial opportunity for independent investigation.
The aim of this project will be to characterize the bacteria of faecal origin in a local watercourse, to establish which indicator organisms are present, determine if any are pathogenic to humans, and then to attempt detection of bacteriophage. Students on the project will develop skills in environmental monitoring, microbiology and molecular biology.
The aim of this project will be to establish an experimental system with C. elegans using a forward genetic approach. Using ethylmathanesulforate (EMS), a mutagen that induces direct mutations in DNA, such as missense and nonsense mutations you will screen populations of C. elegans looking for any phenotypic changes that may be biologically interesting and attempt to further characterize the mutants. In addition, C. elegans is an excellent model organism for the study of addiction to compounds such as alcohol and caffeine, areas that can also be investigated during the project. This is a very exciting project as the outcome is unknown and it may lead to the identification of a new mutant phenotype.
The project will use neuropharmacological techniques to investigate the receptor system responsible for controlling the heart rate and will seek to compare that to what is known about our own autonomic nervous control of heart rate. It is known that the Daphnia HR will slow in response to parasympathetic stimulation using Acetylcholine and conversely increase by sympathetic stimulation, but there is limited information regarding the receptor systems involved and the pharmacology of the controlling system. The project will involve basic manipulation Daphnia under dissection microscopes such that their hearts can be easily viewed, and heart rate determined. Once proficiency in this technique is established, a systematic pharmacological investigation of the neural control of heart rate in the Daphnia will be conducted
The School of Chemistry has designed and implemented online pre- and post-lab interactive activities for organic laboratories over the past two years. These have proved extremely popular with students and their introduction has led to significant increases in student confidence, technical ability, and satisfaction. While these outcomes are encouraging, undergraduate students continue to express frustration that in-lab practicals seem disconnected from lecture courses and do not promote team-working or enquiry-focused skills. Students have identified these skills as important graduate attributes, and it is therefore vital that we address these concerns where possible, including in the design of practical experiments.Therefore, the aim of these projects, is to research, design, optimise, enquiry-focused organic practicals, to enhance the student learning experience. The projects will provide participating students with valuable experience in organic synthesis, experimental techniques and equipment use, as well as problem-solving, team-working, and communication. Specifically, the projects will involve re-designing experiments that are currently part of the organic laboratory course at Glasgow. Students will explore key organic synthetic strategies, such as the use of Grignard reagents, Suzuki couplings (catalytic cycle shown below), the Wittig and Dieckmann reactions, amongst others. Participating students will also be trained in core techniques, including the use of column chromatography, distillation, TLC analysis and IR and NMR spectroscopy. Work will be undertaken in a working lab setting, and will be supervised directly by Dr Ciorsdaidh Watts.
Hydrogels prepared from low molecular weight gelators are formed as a result of hierarchical intermolecular interactions between gelators to form fibres, and then further interactions between the self-assembled fibres via physical entanglements to give a network. These interactions can allow hydrogels to recover quickly after a high shear rate has been applied. This means that it is possible to 3D print these gels (see figure). We are interested in directly being able to 3D print gels for a number of applications, but to be able to do this effectively, we need to understand the link between the networks formed and how effective the printing is. In this project, we will investigate a number of different gels which have different networks to determine which gels are best printed under a number of conditions.
Research in LVN group centres on understanding self-assembly. The strategies that nature employs to construct assemblies of polynuclear clusters are still unclear. During her career Dr Vilà-Nadal studied the assembly process of metal oxide clusters– and described – in several publications, see below – that despite the great number of controlling factors, within the small nuclearity range, these systems can be understood combining theoretical simulations (e.g. DFT, MD, CPMD, etc.) and experimental methods (e.g. ESI-MS experiments, NMR, UV vis, etc.). In this research we aim to understand, control and apply self-assembly to a wide range of molecular based systems leading to control of assemblies made from a variety of hard, soft, and hybrid materials using theory. Initially we will focus in two main applications of these new designed molecules, firstly to improve existing complementary metal-oxide-semiconductors (CMOS) technology and secondly as all-inorganic porous materials (POMzites). The use of oxide based materials in electronics provides a way to further increase the circuit density in electronic devices, beyond the limitations of lithography. POMzites conceptually, bridge the gap between zeolites and metal–organic frameworks (MOFs) and establish a new class of all-inorganic metal oxide frameworks that can be designed using topological and reactivity principles similar to MOFs. To start this work, we will leverage Dr Vilà-Nadal ‘s experience in molecular metal oxides, or polyoxometalates (POMs) since they offer a route to achieve this control at a molecular level, and she has been working in the field for over 10 years.
The f-elements (Ln and An) have wide application in materials science as a result of their unique electronic, photophysical, magnetic and nuclear properties. The processing of nano-structured materials from molecular precursors is increasingly important in pursuit of lowering cost and increasing performance with device miniaturization. We are an inorganic group focusing on synthesis of molecular f-element complexes and their transformation into materials. We can offer projects in: Luminescence Imaging, Catalytic Nanoparticles, Materials Synthesis, Ligand design and Molecular Synthesis.
With the advent of technologies such as quantum computing and quantum radars, the need for new devices to control quantum states of materials are emerging. Luminescence is a property directly linked to the quantum state of a molecule. Using luminescence as a read-out mechanism we aim to control quantum states of organic molecules using plasmonics in an effort to create all light-based transistors. Our initial experiments have shown how the Purcell effect can be used to potentially achieve this goal. Specific plasmonic resonances have been able to trigger certain luminescent processes in organic molecules. The project will involve working with various nano fabricated plasmonic samples coated with specific organic molecules and measuring the changes in fluorescent properties with respect to the plasmonic design parameters.
Polymer self-assembly is one of the major methods to synthesize defined polymer particles that can be utilized for various applications, e.g. as filler materials, for biomedical applications or optical applications. In our projects, we synthesize novel polymer particles from biocompatible polymers to achieve various structures in aqueous environment, e.g. capsules or hydrogel particles. The particles will be used to encapsulate biomacromolecules (proteins or enzymes) as well as small molecules (dyes or drugs) or as reaction environment (nano reactor). With the specific design of our polymers we can introduce additional properties like degradability, stimuli-response or targeted delivery, which will be tailored according to envisioned application. In the end, we target to utilize the particles in biomedical applications for example drug-delivery or enzyme therapy.
This project will develop tools to promote food choices that benefit people and planet health. We will examine how people cognitively represent plant-based foods, and how these representations can be shifted to increase desire for such foods. Working on this project will develop skills in literature review, experiment design, running an online or field study, understanding qualitative and quantitative data, and presenting results to varied audiences.
This project involves working with survey data from thousands of Scottish adolescents in the national #sleepyteens research project, which includes measures of wellbeing, sleep and social media experiences. Students will be supported to review and present current research literature in this field. Students will develop skills in data wrangling and reproducible data analysis.
This research project will consider the experiences of Blacks in the United Kingdom from the 18th century to contemporary times). ‘Black’ is defined as politically inclusive of race and ethnicity for people of colour who have been affected by legacies of British colonialism and imperial projects. Thus, on the British landscape, ‘Black’ includes those of African heritage or ancestry as well as Asian. Students will explore issues relating to race, ethnicity, racism, gender, identity, resistance and activism. Working with their supervisor, students will develop a research paper topic focusing on individuals of colour or large groups from the Caribbean, North America, Africa, or Asian nations that have temporarily and/or permanently relocated to Scotland or Britain at large, using archival and digitised sources. For students interested in more recent narratives of Black activism on education, policing, housing, health, etc. in Scotland, there may be the opportunity to study valuable primary sources held by the Coalition for Racial Equality and Rights (CRER), a Scottish strategic racial equality charity based in Glasgow, and contribute to CRER’s archiving activities.
This research project will explore representations of political protest in British popular culture during the Cold War era, from opposition to the Vietnam War to the fall of the Berlin Wall. Students will engage with primary sources such as film, television, music and fashion (for example, the Janey Buchan Political Song Collection held by the University of Glasgow), analysing how these were used as tools of political protest and commentary during the Cold War. Working with the supervisor, the student will frame a research paper topic focusing on a specific source type, event, time period, person or place. This project will build skills in analysing and contextualising non-traditional sources.
This research project will explore the women’s liberation movement, or ‘second-wave’ feminism, occurring from the late 1960s into the 1990s through English-language testimonies found in online oral history archives in the United Kingdom and the United States. Students will engage with oral history methodology, including an introduction to the practical and ethical dimensions of oral history interviewing. The course will include a visit to the Glasgow Women’s Library, the only accredited museum in the UK dedicated to women's lives, histories and achievements. Working with their supervisor, students will develop a research paper topic focusing on selected oral history testimonies provided by feminist activists.
This research project will explore the changing nature of penal punishment in Britain from early modern spectacles of public corporal punishment to the rise of formalised institutions of discipline and incarceration in the modern era. Students will explore how, between the mid-eighteenth and early nineteenth centuries, anxieties about the deterrent effect of public punishment grew alongside calls for a more ‘humane’ treatment of offenders. This shift will be investigated with a consideration of the implications of this change for wider ideas about ‘modernity’, perceptions of criminality and institutionalised power and control. Working with their supervisor, students will develop a research paper topic using digitised archival source material and press reports on crime and punishment.
This research project will explore the ways in which gendered power relations and constructions of gender difference have shaped judicial and cultural responses to crime. Recognising the courtroom as a cultural space in which ideas about gender have been articulated, legitimised or rejected, this will investigate how socially constructed characteristics have been applied to male and female sexed bodies and have shaped how criminal offenders were perceived and regulated. Working with their supervisor, students will identify a research paper topic using digitised court records and press reports. Potential areas of focus include gender-based violence (e.g. spousal abuse, homicide and sexual violence), female criminality and the masculinisation of crime.
This research topic will explore men’s and women’s access to criminal, civil and ecclesiastical law in late medieval and early modern Scotland and England. Legal historians have shown that while women’s legal status was heavily regulated in theory, they were able to approach the courts in pursuit of their interests and that men’s access to law, while less regulated in comparison to women, could be contingent on their economic worth and household status. Students will explore the ways in which gendered power relations were upheld, resisted and negotiated by men and women within a legal framework. Working with their supervisor, students will develop a research paper topic using legal handbooks and case records. There will be an opportunity to develop skills in palaeography through the study of archival court records.
This research project explores the idea that the turbulent seventeenth century was a time of increasing ‘politicisation’ in which ordinary men and women found new ways to participate in political debate. Students will consider how this change might be conceptualised and what forms this participation took, including seditious songs, mock executions and printed pamphlets. Working with their supervisor, students will develop a research paper topic using seventeenth-century printed propaganda from the university’s Special Collections archive.
Scotland was an integral theatre of operations within the British Civil Wars (c.1638-1651). In this research project, students will explore the political, religious and military aspects of the Civil Wars in Scotland and consider historiographical debates in popular allegiance, the archipelagic links connecting the conflicts throughout the British Isles, and the revolutionary nature of the Covenanting regime. Working with their supervisor, students will develop a research paper topic focusing on one aspect of the Civil Wars in Scotland using a range of primary sources available online and in the university library.
Popularized in TV shows like The Last Kingdom and Vikings, the Viking Age in Britain and Ireland was a period of great upheaval and destruction, but also flourishing trade and cultural fusion through art and language. This research project will explore the diversity of the people labelled monolithically as ‘Vikings’ and their differing impact, including the installation of a Danish king of England in 1014 and the rise of Viking towns in Ireland. The course will include a visit to the Govan Stones, a unique collection of Viking Age stonework in Glasgow. Working with their supervisor, students will develop a research paper topic using translated medieval texts and archaeological material.
This research project will explore the role of slavery in early medieval England, from the types of labour slaves performed, to the raiding and trading practices which supplied them, to the social and legal positions imposed upon them. Students will explore chronological trends in slavery up to the Norman Conquest using comparative material to consider how far slavery in England was unique. Students will critically examine the difficulties with sources related to the study of slaves and become familiar with a broad range of medieval source types. Working with their supervisor, students will develop a research paper topic using translated medieval texts.
Offered in collaboration with the Glasgow School of Art, through research and practical experience develop skills in photography and film processing and glass techniques such as cutting, painting, and leading.
Brings writers together in a supportive environment to explore urban and experimental styles.
This class has been approved for UofM's Writing Intensive liberal education requirement.
An overview of different educational practices, in global and local contexts.
This class has been approved for UofM's Social Science core.
Explore the importance of religious traditions and spirituality in Scotland, and how new agents seek to be active agents for change.
This class has been approved for UofM's Arts & Humanities core.
This course will introduce you to fantasy and the fantastic, often defined as the "literature of the impossible".
This class has been approved for UofM's Literature core.
Explore history of Christianity in Scotland.
This class has been approved for UofM's Historical Perspective core.
Open-plan dissection labs provide functionally relevant exposure to all major regions of the body. Perfect for any pre-med or pre-health student.
Calculus-based introductory level physics with a lab component.
This class has been approved for UofM's Physical Science core.
|Term||Program Dates||Application Deadline|
|Summer 2020||Mid June - Mid July||Mar 20, 2020|
|Summer 2020 Research track||Mid June - early August||Apr 1, 2020|
For precise program dates, visit University of Glasgow's Summer School website.
*If the deadline falls on a weekend, submit your materials on the following business day.
See below for tentative dates and times for your in-person session. You will be notified of the official date and time via email. Participants will receive applicable orientation materials via email approximately 1 week prior to the in-person session.
The Total Program Fee reflects the host university’s international tuition rate converted into US dollars (minus 10% partner university discount), plus the Learning Abroad Center’s APAAC ($950) and required UofM international health insurance.
Be aware: All programs require a $50 application fee. This fee will be charged to your student account upon submission of an online application.
To complete the online application for this program, you will need to select or provide the following information on the online application:
|Center Name||TC Learning Abroad Ctr|
|Education Abroad Term||See Program Dates and Fees for term options|
|Program Name||Summer in Scotland|
|Track Name||Choose the track that corresponds to the dates you will be abroad. If your dates/track name don't appear in the list, contact the program team.|
Upon submitting the online application, you will be assigned an application checklist that includes:
Submit to University of Glasgow:
Detailed descriptions and instructions for submitting each checklist item are included on the application checklist assigned to you.
For further information or questions about this program, send an email toEric Leinen or call at 612.625.9008.