Through this unique and unforgettable experience, we aim to create emotions and memories that stay with our visitors. Students take part in olive cultivation practices that respect the ecosystem and promote biodiversity. They also explore sensory analysis and olive oil tasting, learning about its many health benefits. The day includes a cooking and pastry workshop, followed by a Mediterranean lunch featuring traditional local dishes in which olive oil plays the central role.

This is a full immersion into Mediterranean culture—gastronomic, environmental, and deeply human.

(by María Jesús Córdoba Cano, Expert in Sensory Analysis and Olive Oil Tourism)

Student testimonials

“A truly personal aspect of Spain that you can’t see by visiting the tourist attractions. I got a sense of a Spanish home, and what it’s like to be a part of the culture here.”

“I loved getting the chance to farm a bit, I loved the discussion on nutrition and the tasting of the olive oil (although that’s something I never thought that I’d do). We also had a really nice dinner made for us, which was delicious. And then at the end I got to try on a very traditional dress, which I geeked out about. I loved it.”

“I especially liked the excursion to Archidona where there was the opportunity to learn about olive oil production, try different olive oils, wear flamenco dresses and cook. It was also very cool to meet the mayor of Archidona and get a tour of the town hall.”

La entrada A Day in the Olive Grove: La Samiaja Experience se publicó primero en Griis.

In the second video, Rebecca from the University of Delaware takes us on a relaxed stroll through her favorite cafés and corners of Granada. Her walk reveals the small pleasures of local life and offers a student’s insight into finding balance between study and leisure. With humor and clarity, she shows how living well is part of learning deeply.

Grace, from Stonehill College, shares how she balances academic life with sports while discovering Granada’s landscape one step at a time. Her video brings us to scenic overlooks and quiet paths, showing how movement and perspective go hand in hand. Through her voice, we see a Granada shaped not just by monuments, but by resilience, routine, and joy.

La entrada Three Students, One City: Granada from Every Angle se publicó primero en Griis.

In mid-2013, GRIIS director Amalia Pulgarín introduced me to one of her former students who was visiting Granada. After five years, Laura Qirko had returned to revisit the places that shaped her professional future. By then, Laura was already teaching at Brockton High School in Boston, and she shared with me the work she was doing in collaboration with EducaThyssen, the educational department of the Thyssen-Bornemisza Museum in Madrid.

That unexpected meeting became the starting point of a fruitful research direction for my doctoral thesis, as well as the foundation for an educational innovation project developed in collaboration with the museum’s educational team. Today, using visual and meaningful learning, I apply EducaThyssen’s resources to enrich my teaching, accessing art in context to activate language learning. This project also serves as a source of inspiration to extend the proposed activities and design classroom dynamics that link the museum’s collection to each student’s learning journey.

Painting is a flexible and valuable tool for working across linguistic levels and reference frameworks. It allows for cultural comparison, sparks curiosity, and helps consolidate knowledge. It also enables the integration of linguistic and non-linguistic content in a transversal, effective, and engaging way while placing students within specific historical and social contexts. Far from being an isolated element, painting provides a broad range of possibilities and can be incorporated into the curriculum in ways that deepen and diversify learning.

Learning language through the art collection of the Thyssen-Bornemisza Museum offers a complementary and refreshing classroom approach. It introduces new tools that enhance both language acquisition and student motivation.

Virtual visits, becoming “classroom visitors” to the museum, and engaging in real exchanges with museum staff ignite genuine interest in discovering the works and spaces firsthand. The result is a stronger sense of involvement, clearly reflected in student comments during class.
Over the years, a spontaneous initiative sparked by a GRIIS student has turned into a structured and enduring educational project. It now bears fruit for new GRIIS students arriving each year in my classes at the Centro de Lenguas Modernas of the University of Granada.

By Dr. Dolores Fernández

La entrada ‏Art as Language: A Cross-Cultural Learning Experience Born from GRIIS se publicó primero en Griis.

For example, the first week, using charcoal, I drew the Gate of Justice in the Alhambra with different shades to create a drawing that looked three-dimensional. Another week, I painted the Alhambra in watercolors. This was my favorite because each piece was unique. Some students painted it with a dark sky and others with a light sky. All the works were very diverse because we had the option of using different colors.

I really enjoyed the class because it was a stress-free class. You don’t have to be an artist! If you’re not an artist, like me, you can trace the photo and start with an outline. And advanced students can do it freehand. It was a class just for pleasure, art for art’s sake, and we had a lot of freedom.

It was a very useful experience because I learned about fine arts and also new vocabulary that I would not normally have learned in my college classes. My favorite part of the class was the good atmosphere. There was not a single person who did not laugh during each lesson. And the best part is that now I not only have the memories, I have an art collection of some of the most beautiful parts of the city. Thank you, GRIIS, for this opportunity!

(by Alyssa Viets, Stonehill College)

The original text of Alyssa Viets’ article was written in Spanish as part of this student’s experience with us. You can read it below:

Durante mi estancia en Granada con GRIIS el semestre pasado, tuve la oportunidad de tomar una actividad extra curricular que se llamaba “GranadArte”. Cada dos semanas, nos encontrábamos con un estudiante español de Bellas Artes en la oficina de GRIIS. Fue una experiencia genial. Él escogía fotos de Granada y de la hermosa Alhambra y cada vez hacíamos una obra de arte diferente. Por ejemplo, la primera semana usando la técnica del carboncillo, dibujé a lápiz la puerta de la Justicia en la Alhambra con tonalidades diferentes para crear un dibujo que pareciera tridimensional. Otra semana pinté la Alhambra a acuarela. Esta obra fue mi favorita porque cada obra era única. Algunos estudiantes la pintaron con el cielo oscuro y otros con el cielo claro. Todas las obras fueron muy diversas porque teníamos la opción de utilizar colores diferentes. Disfruté mucho de la clase porque fue una clase sin estrés ¡No tienes que ser un artista! Si no eres un artista, como yo, puedes calcar la foto y comenzar con un contorno. Y los estudiantes avanzados pueden hacerlo a mano alzada. Fue una clase solo por placer, del arte por el arte, y teníamos mucha libertad. Fue una experiencia muy útil porque aprendí sobre las bellas artes y también nuevo vocabulario que normalmente no habría aprendido en mis clases de la universidad. Mi parte favorita de la clase fue el buen ambiente. No había ninguna persona que no se riera durante cada lección. Y la mejor parte es que ahora no solo tengo los recuerdos, tengo una colección de arte de algunas de las partes más hermosas de la ciudad ¡Gracias GRIIS por esta oportunidad!

La entrada GranadArte: Art, Language, and Laughter in Every Brushstroke se publicó primero en Griis.

Raúl benefited very much from this experience since it helped him to understand what biomedical research is like outside of the U.S.

After graduating from Stonehill in May 2011 Raúl took a position as a technical assistant in the Jacks Lab, at the Koch Institute for Integrative Cancer Research at MIT. With the experience of his study abroad at the GRIIS program and the one year position at MIT, Raúl applied and was accepted at the Weill Cornell/Rockefeller/Sloan Kettering Tri-Institutional MD/PhD program. He is currently in his fifth year researching melanoma using the zebrafish animal model.

by Prof. José Luis Martínez (Associate Professor of Spanish, Former Dept. Chair, Stonehill College)

La entrada ‏From Granada to Groundbreaking Research: A Parent’s Perspective on Study Abroad se publicó primero en Griis.

Our unique educational programs aim to take students far beyond getting good grades and learning useful lessons for their future careers; our experience and ambition have led us to believe that education can impart a worldview. In the ever-changing world that we live in, we must prepare our students from the very beginning to take on personal challenges that will help them adapt to diverse situations, like the ones they will face living and studying in a foreign country. Their capacity for admiration and their appetite for knowledge will serve them well in this process, as they learn to debate, express dissent, and engage in dialogue.

We therefore emphasize understanding and being aware of the goals we set for ourselves, as well as listening and tuning in to our environments to help us choose the projects that can best facilitate learning, moving beyond classes to lived experiences: internships, language exchanges, workshops, trips, tours.

We believe that together we can improve students’ academic performance in the classroom, while inspiring them to broaden their horizons outside it, helping them minimize the inevitable frustration they will feel as they leave their comfort zones and have to come to terms with unexpected circumstances. We convey the importance of knowing how to invest talent and effort in order to achieve results that, combined with past experience, will open doors and allow them to have great expectations for the future.

We mindfully observe and value what we do and what we have done, through critical, analytical and creative learning projects, using videos, sketchbooks, musical composition, poems, reflective writing, and more.

Our students use what they have learned and experienced to internalize a transformative learning experience, driving them to build bridges to the future and generously leave their mark on the present, adding to our story: Once upon a time… there was a group of inspired students who sponsored an olive tree and hung on its branches white-ribboned messages of peace and hopes for the future.

Look at all we’ve done.

By Dr. Amalia Pulgarín

La entrada ‏From Admiration to Action: A Journey Through the Vowels of Learning se publicó primero en Griis.

To one side, the window of Paradise reveals the power of creation and order. It’s an Apollonian terrain. A unique place where everything is in harmony. A Garden. A garden where nature becomes refuge, where dreams once imagined take form

On the opposite side, we encounter Hell. The place where we face our fears and failures. A space of darkness, where overwhelming surroundings reflect the monsters that reason’s sleep has awakened.

At the center, between the sweetness of heaven and the fire of damnation, lies something more complex. A window into everything that exists between the power to create and the fear of failing. A window into possibility itself. A whirlwind of emotions that, despite their perfect arrangement, radiate chaos.

Facing Bosch can feel chaotic. If we enter this symbolic battlefield unarmed, we may fall to confusion. But with the right tools, and the right guidance, giants become windmills. Focus, and monsters turn into brushstrokes. Suddenly, what once overwhelmed us begins to make sense.

Similarly, the blank page (filled with infinite potential) can feel overwhelming. But with each tool we learn to use, the size of the challenge shrinks, and our creative power expands.

So what lies between the cold calm of the blank page and the heat of artistic battle? Between not understanding Bosch and falling in love with his vision? Between paradise and hell? The garden itself. You.

Unknowingly, while researching the unknown, while choosing your weapons to confront a painting, while dreaming of success and confronting the fear of failure, you were cultivating yourself.

You were discovering history, art, Granada. Learning to paint with watercolors. Visiting places you had never seen before. Drop by drop, you were watering your own garden. Your Garden.

And every drop poured into exploring the unknown bears a delicious fruit. Every experience, a delight.

By the end of this journey (from hell to paradise, from beginning to end, from knowing to unknowing) you will have cultivated something far more important.

You will have cultivated your own Garden of Earthly Delights.

By Miguel P. Viviani

La entrada ‏Cultivating the Garden Within: Learning Through Art, Fear, and Wonder se publicó primero en Griis.

(by Oliver Victor, Stonehill College)

Reading about the “other” is one thing; meeting them in real life is something else entirely.

(by Emily Beauparlant, Simmons College)

I loved my experience in Morocco because it had a profound influence on my life, studies, and mindset. During the semester, we learned about Spain’s history and culture, but in the second half we shifted focus to Morocco and the bridges between the two. While there, we were able to speak with locals and explore the ways Spain and Morocco have influenced each other. The connection between the two is strong. With more collaboration, they could both grow economically and politically, improving quality of life for all.

(by Sara Cahloun, University of Delaware)

In the end, we finally understood the light of Andalusia we had read about in “The Burning of the Ships” by Moroccan writer Miloudi Chaghmoum.

(by Kevin Looney, Boston College)

The original texts by Oliver Victor, Emily Beauparlant, Sara Cahloun, and Kevin Looney were written in Spanish as part of these students’ experience with us. You can read them below:

El viaje a Marruecos fue muy importante para mí y nunca lo voy a olvidar. He aprendido mucho sobre mí mismo y el nuevo país también. Nunca había pensado cómo nuestro viaje a Marruecos iba a ayudar a construir puentes con mis estudios. Pero al final lo vi y estoy muy feliz de haber hecho este viaje. Ahora se mucho más y me sirve para comparar la situación de vida en Marruecos con España y los Estados Unidos. He tenido la oportunidad de aprender mucho de la cultura allí, las costumbres, la manera de vivir y mucho sobre su historia. El viaje a Marruecos ha aportado conocimientos sobre diferentes temas como la situación de la mujeres, la educación, su sistema de la salud y su economía.

Es diferente leer sobre el otro que ver y encontrarse con el otro en la vida real.

Me encantó mi experiencia en Marruecos, porque fue un viaje con mucha influencia en mi vida, mis estudios y en mi mentalidad. Todo el semestre aprendimos datos e información sobre España y su historia y cultura. Pero en la segunda parte del semestre pudimos aprender sobre Marruecos y ver los puentes entre los dos. Cuando fuimos a Marruecos, pudimos hablar con la gente y preguntar sobre las influencias entre España y Marruecos. Hay una gran conexión entre los dos. Hay muchas oportunidades para la colaboración y así los dos podrán tener éxito económico, político, y mejorar la calidad de vida.

Por fin entendimos las luces de Andalucía sobre las que habíamos leído en “La quema de los barcos” del escritor marroquí Miloudi Chaghmoum.

La entrada Crossing Borders: Reflections from Morocco se publicó primero en Griis.

Atika Karam is a relatively young company that works closely with other companies and organizations in the health sector of primarily Spain and Morocco that want to internationalize their services and products. By serving as strategists and multilingual communicators, the team at Atika Karam crafts and executes specialized plans for these organizations. Their most recent project focuses on increasing Moroccan citizens’ access to healthcare by way of a multifaceted strategy that connects hospitals in regions such as Rabat, Tanger, and Oujda in Morocco with the Technology Park of Health Sciences in Granada, as geographically and culturally, these areas are very much linked.

At my internship with Atika Karam, I am working on creating a marketing plan on how I would best sell Argan oil, a Moroccan product, in the United States. Argan oil can only be found in southwest Morocco due to the extremely dry and hot climate the trees are accustomed to. According to various studies, Argan oil can be used to treat not only dermatological disorders such as eczema and acne but also help prevent cardiovascular disease, which is the number one cause of death for women in the US, according to the Centers for Disease Control and Prevention. In my project, I am aiming to fuse the concepts of conscious consumption and social responsibility into a marketing plan that would both inform the public and persuade them to invest in their own wellbeing and that of the Moroccan people.

by Ellen Garnett (Simmons College)

La entrada ‏Conscious Marketing Across Cultures: Interning at Atika Karam se publicó primero en Griis.

I knew I had to return to Spain, so I applied for a Fulbright grant and was placed as one of the program’s first English teaching assistants in the Spanish Canary Islands. I was surprised to discover that I would be closer to the Western Sahara than mainland Spain.

Upon arrival to my island of Fuerteventura, I was taken aback by the raw and beautiful desert landscape. The island experiences a phenomenon called calima, a haze formed by the sand that the wind blows over from the Sahara.

The students at my school were from all over the world. I mostly worked with children ranging in age from three to six years old. The three-year-olds got so good at their colors that one of them waved goodbye to me saying “bye bye, Orange.” For Canary Day, all of the children dressed up in traditional clothing and danced together. There is also a local celebration where everyone wears white and throws talcum powder. I joined an African dance class that culminated in an end-of-the-year recital with drummers to accompany us.

What I will remember most about my year on Fuerteventura is the warmth and kindness of the people. It was rare to check out at the supermarket without being called cariño, mi tesoro, or mi cielo. Back when I took a bilingual schools course in Granada, I never predicted that I would go on to teach at a bilingual school on a desert island. As my friends in Granada and Fuerteventura have taught me, it’s not an adiós but an hasta luego.

Audrey DeLorenzo (Boston College)
—

After the powerful experience of traveling to Morocco with GRIIS last spring, I felt compelled to take action once I returned to the United States. I worked with my sorority, Lambda Theta Alpha, Latin Sorority Inc., to support the NGO 100% Mamans, an organization that helps women who have been abused or rejected by their families for having children out of wedlock.

We organized a campaign to collect clothing and monetary donations. Thanks to the perspective and sense of responsibility I gained through GRIIS, I had the privilege of raising awareness within my community back home about an issue that deeply impacted me. One year later, we’re preparing to send our first shipment of contributions to Morocco.

Everlyn Araceli López Martínez (University of Delaware)

—

Granada became my home away from home, and the incredible experiences I had there will always be special to me. From GRIIS-led excursions and language exchanges with locals to full-immersion classes in a beautiful city, every moment enriched my understanding of Spain.

Now, as a member of Sigma Delta Pi, the National Collegiate Hispanic Honor Society at the University of Delaware, I’m part of a community of students who share a passion for learning Spanish and a love for Spanish culture.

Emily Schreiber (University of Delaware)

————-

The original text of Emily Schreiber’s article was written in Spanish as part of this student’s experience with us. You can read it below:

Granada se convirtió en mi “hogar fuera de mi hogar” y las experiencias increíbles que tuve allí siempre serán especial para mi. Desde los viajes de GRIIS y los intercambios con granadinos a las clases de inmersión en una ciudad preciosa.

Ahora, en Sigma Delta Pi, la sociedad honorifica, en la Universidad de Delaware, estoy en una comunidad de estudiantes quienes compartir la pasión de aprender español y el amor de la cultura española.

Tras el impacto de mi viaje a Marruecos la pasada primavera con GRIIS, decidí al volver a Estados Unidos organizar algo con mi hermandad Lambda Theta Alpha, Latin Sorority Inc. para ayudar a la ONG 100 Mamans, una organización para ayudar a madres maltratadas o solteras que han sido rechazadas por su familia por tener un hijo fuera del matrimonio. Nos organizamos para recibir donaciones monetarias y ropa. Gracias a la experiencia que me brindó GRIIS he tenido el privilegio de mover conciencias en la comunidad donde vivo ahora sobre algo que me impactó. Un año después vamos a mandar nuestra primera contribución a Marruecos.

The original text of Everlyn Araceli López Martínez’s article was written in Spanish as part of this student’s experience with us. You can read it below:

Tras el impacto de mi viaje a Marruecos la pasada primavera con GRIIS, decidí al volver a Estados Unidos organizar algo con mi hermandad Lambda Theta Alpha, Latin Sorority Inc. para ayudar a la ONG 100% Mamans, una organización para ayudar a madres maltratadas o solteras que han sido rechazadas por su familia por tener un hijo fuera del matrimonio. Nos organizamos para recibir donaciones monetarias y ropa. Gracias a la experiencia que me brindó GRIIS he tenido el privilegio de mover conciencias en la comunidad donde vivo ahora sobre algo que me impactó. Un año después vamos a mandar nuestra primera contribución a Marruecos.

La entrada Beyond the Classroom: Lasting Impact of Study Abroad Experiences se publicó primero en Griis.