If you're looking to explore what Notre Dame has to offer, look no further than NDI's short-term programs. These programs, ranging from a few days to several weeks, allow international high school, undergraduate, or graduate students a peek into life at Notre Dame.
50 hours of campus tours
30 airport pickups and dropoffs to and from O'Hare airport
7,000 miles driven during activities
300 participants from 28 countries
14-50 age range of participants
525+ generated I-20 forms
400+ students on Optional Practical Training (OPT)
36,637 international students at Notre Dame since 1842
1700+ international students and scholars on campus
If you're an undergraduate ready to go further, to explore, to question, to open your aperture, and to become a global citizen, our study abroad programs can offer you limitless opportunities to see the world. With 48 programs across 26 countries, you are sure to find a program that will provide a transformational experience.
1173 students participating on study abroad programs in 2017-18
52 semester and year-long study abroad programs
16 summer study abroad programs
26 countries represented in study abroad programs
75.2% undergraduate participation in credit-bearing programs abroad
Chemical engineering, undergraduateSão Paulo, Brazil
Pedro Navarro was introduced to Notre Dame by a group of alumni who came to his high school to discuss opportunities for summer and undergraduate programs. When he was admitted to the iLED program, he boarded his first plane to begin the program.
“iLED was really a dream during those two weeks. The University was more stunning than anything I had ever seen. The community, faculty, and all students were extremely friendly and welcoming. I had the chance to take classes such as engineering and business—I would have never known I’d have that much fun with the latter—and many other classes including architecture, where we got to visit incredible Chicago. The leadership workshops were really inspiring and thoughtful, and somehow motivated me to come back to Brazil willing to start a project of impact here and, especially, study at Notre Dame in the future.”
Pedro is now a chemical engineering student at Notre Dame. He intends to return to Brazil after graduation to work with energy, fuels, and technology. Since his iLED experience, several students from his high school have followed and also intend to apply to Notre Dame.
Neuroscience and BehaviorSantiago, Chile
“During my short semester I was able to backpack in Patagonia, sandboard in the Atacama Desert, horseback in the Andes, and dip my feet in the Pacific Ocean. Chile truly is a land of natural extremes and there was no shortage of adventure. Yet my day to day life in Santiago also provided me with many smaller adventures; from figuring out how to print an essay, to missing my metro stop and discovering a new part of the city. Each new day offered a new opportunity to learn that didn’t necessarily stem from the classroom. During my semester my professors taught me the intricacies of the Chilean history and culture, my host mom kept me up to date on current events in country, my classmates taught me Chilean slang, and my Uber drivers even offered me new perspectives on American politics. I was able to improve my Spanish and use a new language to form friendships and to fully embrace each new adventure that was thrown my way.”
Sociology, education, schooling & societyLondon, England; Internship: Saint John Bosco College
On top of the rigorous London study abroad curriculum, Lorenzo Howell was accepted into an internship with St John Bosco College, a state-funded college preparatory school outside central London. Howell, a product of a failing, inner-city school, was eager to experience the British education system and to work in a school who was tackling issues like social and economic inequality. While interning with a history teacher there, he was encouraged to create a curriculum that pertained to his interests.
“I was able to design curriculum that touched on history, but also race, violence, poverty, policing and the justice system,” he says, noting the students were particularly interested in the differences between England and America.
In addition to teaching four classes throughout the semester, he also served as teacher’s aide, helped grade papers, and printed educational materials, all valuable skills for the aspiring public school teacher.
“Taking on that internship definitely elevated my resume,” he says. “If I want to go into teaching, to be able to say I have experience with making a curriculum, or I have experience with being in the classroom, definitely makes me a more valuable candidate.