Friends World Program Long Island University
FRIENDS WORLD PROGRAM LONG ISLAND UNIVERSITY
let the JOURNEY begin
2007-2008 global studies “A journey o– fL AaO -tThZoU u(5s0a4 nBdC- 5m31il eBCs) ,b Teheg Winasy owf iLtaho -atz usingle step .”
Friends World educational experience spans four years like any other undergraduate Bachelor of Arts program, but “The Global Issues Seminar uAnlike any other, students travel to and study at centers in has widened my knowledge of Africa, Asia and the Americas . Students engage with a the world on both a local and variety of cultures and people through various learning global level. My passion for methods including coursework and fieldwork , through service learning projects and internships , and through independent changing the world has been studies built upon their own interests that they develop in re-sparked, and I have been consultation with a faculty advisor. Over time students gain inspired in a way that I have skills, knowledge, and the practical experience that will enable never felt before.” - Ryan Luckey, Class of 2009 them to contribute positively to our rapidly globalizing world. let the journey begin COSTA RICA The early years of the 21st century have been marked by astonishing technological advances, increased inter- connectedness among people and nations, shifting patterns PAGE 7 in international migration and environmental conditions, CHINA tension between “defenders of tradition” and “advocates of modernity” in every religion and culture, and the emergence of China and India as global economic powers. As citizens of this world, we must study a new set of issues that are PAGE 10 not merely national or even international, but rather, INDIA global.
• How can local, national and global development continue in a sustainable way without having a PAGE 13 negative impact on the world’s already fragile JAPAN environment or on the quality of life for all people? • How can conflicts among nations, religions, cultures and races be transformed through greater understanding and appreciation of difference and PAGE 16 diversity? SOUTH AFRICA • How can civil society respond to the challenges of modernity and globalization by offering compelling alternative solutions to local and global problems? PAGE 19 COMPARATIVE RELIGION
The Friends World Program is the only PAGE 21 global studies curriculum that takes year-long INDEPENDENT STUDY experiences in other cultures and integrates them into a progressive four-year PAGE 24 Bachelor of Arts degree program. NEW YORK CITY
1 PAGE 26 REASONS TO CHOOSE FRIENDS WORLD PROGRAM
Unique Academics All matriculated Friends World Program students pursue a Bachelor of Arts in Global Studies . The Friends World Program requires students to focus on three distinct world regions “It was particularly where they pursue field work, independent study , and cross-cultural and writing skills develop - ment, while progressing on parallel academic tracks during each of the first three years of their important for me studies. A culminating capstone semester and senior thesis help students share and integrate their experiences as they plot a course for the future. to direct my own To ensure that students are best-equipped for the increasingly complex global realities ahead, the Friends World Program has a structured and focused curriculum with freedom of academic course of studies subjects through independent study. Friends World Program utilizes classroom and field-based seminars, low faculty to student ratios, community-based service learning, directed independent study projects, internships, and one-on-one tutorials. Central to the curriculum are requirements and to spend that students focus on several key regions of the world – chosen from international centers in China, Costa Rica, India, Japan and South Africa – and a New York-based final capstone semes - three years ter where students complete their senior thesis. Friends World students have won a variety of distinguished scholarships including Fulbright, NSEP, Gilman, Freeman-Asia, and Rotary. abroad. Experiential and Interactive Education Throughout these Balancing center-based seminars and off-site programming, a Friends World education is highly experiential. Sudents interact with the local community, with the environment, with faculty, three years, I have with advisors, and with other Friends World students around the world. Students also participate in varied programming each semester that includes the arts, journalism, education, music, been ever thankful theatre, dance and film.
Yearly Seminars and Capstone Experiences for the amount of In addition to area studies and language courses at each center, each of the four years has its own seminar that introduces students to critical texts in theory and method as well as great independence I classic texts. An Academic Advisory Board works with local faculty and staff to ensure that the core texts of basic disciplines are well-represented and that students are prepared for advanced have been granted study. Progression through the four-year program is clearly defined through the increasing sophistication of texts in in my education these yearly seminars. Capstone experiences include a career preparation seminar, an internship in New York and the high value City, and completion of an undergraduate thesis. placed on my own Guided and Independent Field Experience Friends World students are trained in the thoughts and anthropological and sociological theories and methods necessary to successfully conduct experiences.” guided and independent fieldwork in a foreign – Carl Gabrielson, cultural environment. In the freshman year , Class of 2003 students learn fundamental approaches to the study of culture through selected founda - tional texts in the humanities and social sciences and learn fundamental approaches to fieldwork through basic assignments conducted locally under close faculty supervision. In the sophomore year , students are introduced to more specific theories and methods and learn to propose an ethnographic research project of their own choosing that applies the appro - priate qualitative and quantitative tools to the problem in question. Students also undertake a guided independent study supervised by a faculty advisor. In the junior year , students are given the opportunity to further develop and test theories and methods under continued faculty supervision in different cultural
2 contexts. Additionally, students learn how to propose and design a larger and fully independent project, which is conducted in the first semester of “The past eight their senior year . Students also have numerous opportunities to conduct months have supervised internships with various local grassroots, non-governmental been filled with organizations. adventure, ups Learning Community Friends World is a dynamic, and downs, rights interactive and vibrant learning community that is multifaceted in its and lefts. I feel as approach to education. The learning community consists not only of though I have Friends World students, study abroad students, faculty and staff, but also grown in many the citizens of the communities throughout the world in which students are studying. The educational setting is not simply a different ways; building or a campus, but rather the world with its inherent social, environmental and political developments. The Friends World community is simultaneously close-knit and geographically one way I have dispersed . One-on-one advising on a weekly basis combined with regular community meetings at each center, a Friends World community listserv, program-wide Internet chats as well as pod - grown is through casting by Friends World students and faculty, help to sustain and enhance this global learning community. Each of the centers, with its integrated faculty and staff support systems embodies a friendships close-knit, personal learning community within the larger Friends World Program. Student Peer Mentors are appointed at each center to offer additional assistance to new students. built here.
Individual Flexibility Friends World has Friends World Program is reknown for the individual flexibility students can attain in their academic plans. Students may choose to pursue their studies in two different locations in their taught me the sophomore and junior years. They have great freedom in choosing an area of concentration to explore in their junior and senior years. In addition, students have the option to pursue at least real meaning of three credits of independent study per semester, and must complete a one semester independent study project in their senior year. For the final senior thesis, a student may combine field work community. I don’t skills from anthropology with an interest in art history to explore differences in religious or cultural appreciations of the think I have ever Mysore Palace in South India. Or a student may use a framework had such a tight from sociology to research the experiences of Nicaraguan group of friends migrant women in Costa Rica, which may become a springboard and I have never for a thesis in the senior year on the feminization of migrant labor really felt this kind and the struggles of transnational families. Another student may of sense of look at sustainable agriculture and ecology in three cultures, community before doing an internship with Slow Foods USA and parlaying before.” his experiences into a job as a - Anne Marie Russo, lobbyist in Washington, DC. Class of 2009
Visit www.brooklyn.liu.edu/fw or contact 718.488.3409 or [email protected] for more information
3 “The first day of classes – it was overwhelming and inspiring. It was great see - ing and learing about these women and men and what they have chosen to do with their lives…Every teacher here has something valuable to offer to us.” - Sarah Cleaver, Spring 2001 alumna
Health & Safety The Friends World Program’s highest priority is the health and safety of its students. Center staff members have access to the best medical facilities in the region, are trained in how to respond in emergency situations, and are on call 24 hours a day for emergencies. In addition to State Department advisory listserv announcements and the broad knowledge base of the Center staff, the program consults frequently with local organizations and experienced individuals with whom the Friends World Program has developed close working relationships over the years. All Friends World students are registered with the US Embassy in the country where they are residing during the academic term. During the orientation period, the Center Director, safety profes - sionals, and other regional administrators educate students about general health practices, potential safety risks, how these risks can be minimized, and emergency response procedures. The Center maintains a list of health care professionals who have been able to provide care for our students in the past. Friends World Program asks students to check with their physician prior to their departure about any health-related concerns.
Assessment and Electronic Learning Portfolios (ELP) All courses are taught in English with the exception of language courses. Friends World is a writing intensive program. Learning is documented and assessed through a variety of assignments, including field notes, short reflection papers based on readings and/or events, and longer research essays. Assessment is carried on throughout the year by a student’s faculty advisor. Assessment at Friends World is provided in the form of narrative evaluations, not letter grades. The Friends World electronic learning portfolio (ELP) is a central, cumulative, creative document that contains a chronological mapping of the growing intellectual sophistication of the student over the four years of the program. The ELP is a searchable reposi - tory of a student’s work, including not only written text but images, sound files, video, presentations and hyperlinks that enable fast and flexible cross-referencing between sections of the portfolio. Interviews, poetry, accounts of failures as well as successes, fiction, and other imaginative and creative elements are encouraged. Not only is the ELP an effective means of managing and documenting individual learning, it is a social networking tool that puts students in “conversation” with experts, tutors and peers. As students from all centers share the fruits of their unique learning experiences with one another and reflect on the resulting conversations, they strengthen the global Friends World learning community, while acquiring sophisticated technological and communication skills that will be required of them in a wireless, global economy. These digital portfolios stay with students not only through their tenure with the Friends World Program, but also as they move into their careers or on to graduate school.
4 Real World Skills and Post Graduation Friends World graduates possess a heightened understanding of cultural differences that allows them to facilitate collabora - tion across diverse populations and participate effectively in social as well as professional settings almost anywhere in the world. Friends World graduates have lived and studied in two “I’ve always thought that the or more foreign cultures, where they have lived independently, faced new challenges, and overcome the daily hurdles inherent Friends World Program was in adapting to a foreign culture. These experiences provide a solid foundation for substantive resumes and impressive gradu - a perfect preparation for the ate school applications. Our graduates not only look good on paper, but also have the real world skills that enable them to real world and now I can see it hit the ground running and get the job done when they acquire challenging leadership positions in their chosen profession. Some join the Peace Corps or pursue a volunteer or intern - was. I am currently in the Peace ship opportunity. Others find employment in community or other non-governmental organizations, while others pursue a Corps serving in Mozambique. I passion identified during their Friends World experience by working on a project or professional job of their own creation. feel that the Peace Corps is an Other graduates apply to professional schools where cross- cultural skills are a significant asset (e.g. law, social work, extension of the Friends World urban studies, international education), seek a Master’s degree in an area of specialization where postings overseas are part of a chosen professional career path (e.g. US State Department), Program and I am what I have or build upon already acquired language skills and global experience and undertake graduate work in an area of the learned.” humanities or social sciences where international experience - Ian Hefele, Class of 2004 and study are a prized advantage.
Visit www.brooklyn.liu.edu/fw or contact 718.488.3409 or [email protected] for more information
5 STUDY ABROAD FOR NON-FRIENDS WORLD PROGRAM STUDENTS
Semester or Academic Year Study Abroad Although Friends World Program is primarily a four-year global studies program, students from other US universities are heartily encouraged to study, investigate, explore and learn at “I would say that this is a any of the FWP centers for a semester or academic year. Each year about 25% of students at Friends World come from other colleges and universities and earn Friends World Program/Long completely unique experience Island University credit by studying abroad. FWP offers students from other colleges and universities a full range of advising and compared to any other study support services, focusing on such issues as program selection, academic planning, registration, credit transfer, cultural abroad program. Friends World adjustment, on-site support, and re-entry. Unlike matriculated FWP students, students from other institutions may study at any really stresses field research by center, in any semester, regardless of what year they are in school. Additionally, non-FWP students are only required to take the language and area studies courses offered at each center, doing independent study projects and the balance of their coursework is comprised of elective courses, internships and independent study. Assessment at and that will help you; especially, Friends World is provided in the form of narrative evaluations, not letter grades. Non-FWP students may request that they if you are going to graduate receive a letter grade in each course. school. This experience will help Summer Study Abroad – Costa Rica in July Beginning in summer 2007, Friends World Program will offer a six-credit four-week summer programs in Heredia, Costa Rica. you immensely.” - Brandon Henton, Spring 2005 alumnus In July, students take a Spanish language course for 3 credits and a Peace and Reconciliation course for 3 credits. Matriculated from Ohio Institute of Photography FWP and non-FWP students may participate in this short-term program. Contact FWP Admissions for more details.
Visit www.brooklyn.liu.edu/fw or contact 718.488.3409 or [email protected] for more information
6 FRESHMAN YEAR – COSTA RICA
Overview The freshman year at Friends World Program provides students with an introduction to experiential education, Latin American studies, and global Costa Rica Center issues. In addition to attending regularly-scheduled seminars and Spanish lan - Quick Facts guage classes, students learn how to plan, evaluate, and document their field work under the supervision of faculty members based at the Costa Rica Center in Heredia. Students have the opportunity to interact with the local popula - Duration tion in Costa Rica through homestays, service learning, field trips, internships, early September to early December 2007 and field research. During excursions to Nicaragua in the fall and Ecuador in late January to early May 2008 the spring, students explore the tension between environmental and economic Housing issues and begin to understand how individuals at the local level are affected Homestays by decisions made at the global level. Courses (credits) Latin America and Global Issues . . . . . (3) Latin American Studies ...... (3) Cross Cultural Research Methods . . . . (3) Field Work Methods ...... (3) Spanish Language ...... (4) Writing and Portfolio Construction . . (3) Living Latin American Culture . . . . (1-2) Holistic Health as a Cultural Lens . . . (3) Global Environmental Issues & Latin America ...... (3) Peace Studies & Conflict Resolution . . (3) Directed Independent Study ...... (3)
Course descriptions on pages 30-31.
Location Costa Rica is a small, varied and accessible country. It is like an ecological microcosm of the rest of Latin America, with lush jungles, high mountains and coastal plains. Costa Rica is an ideal location as a departure point for the rest of the region since it comprises so many of the characteristics common to other countries. In addition to the hospitable climate, students find that the Ticos , as the local people are known, the center’s faculty and staff, and the homestay families are equally as warm. The Friends World Program Costa Rica Center is situated in the northeast part of Heredia City, on the outskirts of Costa Rica’s capital city, San José. Students find the center and the surrounding area a charming location to spend their first year of college. The center facilities include an administrative area, a computer room, a small library, kitchen and dining room, a garden, a hall for community meetings, and rooms for seminars, Spanish language courses and academic advising. Academic Program The Costa Rica Center hosts the freshman year of the Friends World Program of Long Island University. During the fall semester, students take courses ranging from Freshman Seminar: Cross Cultural Research Methods to Latin America and Global Issues, Writing and Portfolio Construction, and different levels of Spanish to earn 16 credits. Non-matriculated and spring semester FWP students must take Spanish language and Latin American Studies. These students take additional credits from the electives offered or through Directed Independent Study to earn 16 credits for the semester. To create an integrative educational experience, subject courses are linked to the writing and Spanish courses. Thus topics covered in other courses become subject matter for writing projects in English and discussion topics in Spanish.
Internships/Independent Studies According to the student’s progress in her/his level of Spanish during the first weeks of the semester, field projects or internships are available in the second part of the semester. The experiential learning approach, even though it is present during the first semes - ter, is more strongly emphasized during the spring semester. Areas of independent projects and internships pursued by students in
7 Visit www.brooklyn.liu.edu/fw or contact 718.488.3409 or [email protected] for more information previous semesters have included comparative political systems; tropical and/or organic agriculture, aquaculture and reforestation; rural development, underdevelopment and the role of cooperatives; nutrition and public health; journalism in social change; workers and trade unions; street children; dance, theatre and ethnomusicology; women’s issues such as violence and self-esteem; and human rights and peace studies. Some recent independent study placements have been:
• Asociacion de Mujeres Indigenas de Talamanca en Shiroles, indigenous women’s issues • CODECE, environmental activism • Hogar Escuela Episcopal, poverty and NGO programming • La Carpio, psychology of poverty • Orphanato en Rivas (Nicaragua), children’s issues • Papaya Music, alternative energy sources and music production • Pirate’s Cove, marine biology and scuba diving • Programa Voluntarios, conservation of natural resources • Take Action! Program (Ecuador), girls education • Trickle Up, micro-businesses in Central America
Cross-Cultural Activities/Excursions/ Orientation Costa Rica Center students meet at a two-day orientation held in New York City before they fly to Costa Rica together. During the first week of the semester, students are introduced to the academic program and their new cultural setting through several sessions and one or two short fieldtrips. Students are instructed about health and safety issues and other practical matters. During this week students meet their academic advisor, start to formulate the subjects they wish to study, and are placed into a corresponding Spanish language level. Case study fieldtrips give students a well-rounded knowledge base about global issues and how they are manifested in Latin America. In the fall, fieldtrips include an extended trip to Nicaragua , and various shorter fieldtrips within Costa Rica where students have exceptional opportunities to visit an indigenous community, a farmer’s community, a banana plantation, the Monteverde Cloud Forest, and the Caribbean coast. A two-week fieldtrip to Ecuador takes place during the spring semester, where students listen to Quichua guest speakers who artic - ulate the struggles indigenous people have in Ecuador and other lectures from economics and history professors. In a crafts town in the Andean Mountains, students speak with Don Jacinto of the Otavaleno indigenous tribe, to better understand how global eco - nomic changes have had an effect on his family business of creating famous traditional ponchos. Additionally, a trip to the Amazon region is designed to introduce students to sustainable eco-tourism through the experience of living with an indigenous group.
“The field trips have had the largest impact on me and the trip to Nicaragua has even inspired me to create a small non-governmental organization through the [Costa Rica Center] to allow the students here to continue their dedication to the organizations that are doing so much for those who need it the most. I never dreamed I would have taken this much on when I first boarded the plane to come here, but the freedom that Friends World allows empowers you to become something other than an informed bystander.” - Becca Asaki, Class of 2009
8 Study Abroad with FWP in Costa Rica The Costa Rica Center is an excellent choice for students who want to learn or improve their Spanish language skills and gain a global perspective on Central America. Each semester has an extended fieldtrip to a neighboring country as well as excursions within Costa Rica. This option is available to students after high school but pre- college (gap year), and freshmen through seniors at US institutions. Coursework and assignments are tailored to the student’s level and prior preparation in the subjects offered. One- and two-semester students report that studying Latin American issues, living with a homestay family, and interacting with many local people, including staff, enriches their academic studies in nursing, social work, law, anthropology, sociology, and various other majors upon return to their home institutions.
2006-2007 Costa Rica Center Costs Tuition and fees ...... $12,475 Center fee ...... 2,385 Room/board ...... 1,850 International travel ...... (one round-trip) 500 TOTAL ...... (est. per semester) $17,210
Housing & Meals Living with a homestay family is an important part of the Costa Rica Center program that provides students with the opportunity to practice Spanish on a daily basis. Homestays are located in urban neighborhoods close to the Center and the houses where students stay have electricity, running water, a telephone, and access to public transportation. Laundry service is also provided by the host family. Students are provided with breakfast and dinner during weekdays and three meals per day on weekends. Heredia is home to several comida típica (local restaurants) that serve traditional plates of rice and beans, mixed vegetables, meats and platanos . Delicious shakes and jugos (mixed fruit drinks) can be found at almost any local Costa Rican style restaurant, and make a perfect drink on warm, sunny days. Alongside Costa Rican restaurants, students can find Chilean, Caribbean, Japanese and vegetarian foods, as well as Western fast food options and local pizzerias that offer fresh made pizza.
Internet Access The Costa Rica Center provides wireless internet access for laptops. Several computers and printers are available for student use as well. The Costa Rica Center Web site [http://www.fwplatinamerica.com/island.htm] provides prospective and enrolled students with the most current Costa Rica Center information.
9 SOPHOMORE YEAR – CHINA OPTION
Overview During the sophomore year, students may choose to study for an academic China Center year in Bangalore, India, or Hangzhou, China, where they explore issues in glob - Quick Facts al development and the impact of this development on one of the two most populous countries in the world. Though completely different in history and Duration culture, China and India face similar challenges in modernization and transfor - mation as they move forward in the 21st century – ethnic and religious minori - early-September to mid-December 2007 ties, dozens of languages or dialects within their respective borders, environmen - late January to early May 2008 tal issues, infrastructure challenges that affect access to information and other Housing essential resources, and a sharp contrast between the modern cities of Bangalore single dormitory rooms or off-campus and Hangzhou and the thousands of rural villages throughout each country. university apartment suites Courses (credits) Chinese Culture and Society ...... (3) Modern Chinese History ...... (4) Chinese Ethnic Minorities ...... (4) Traditional Chinese Medicine ...... (3) Mandarin Chinese Language ...... (3) Chinese Nationalism ...... (2) Chinese Arts ...... (2) Taiji ...... (2) Theory, Culture and Representation ...... (3) Writing Workshop ...... (3) Directed Independent Study ...... (3)
Course descriptions on pages 31-32.
Location China is one of the oldest enduring civilizations in the world, with historic and archaeological records dating back over three- thousand years. China joined the World Trade Organization in 2001; Beijing will host the Olympics in 2008 and Shanghai will host the World’s Fair in 2010, making this an exciting time to be in this dynamic and fascinating country. The Friends World Program China Center is located in Hangzhou; traditionally a home to scholars and artists, and currently a center of learning in China with many universities. The China Center, on the Jade Spring (Yuquan) Campus of Zhejiang University, is within walking distance of the majestically beautiful West Lake, China’s famous lake which has inspired many poets and captivated the souls of both tourists and locals. The China Center facilities consist of a faculty office, student computer room, and a large multifunctional community room that serves as the library, classroom, and social room.
Academic Program The China Center offers global studies courses that emphasize the importance of understanding the local host culture in global and cross-cultural contexts. First semester FWP students must take an area studies course (4 credits), writing workshop (3 credits),
“Friends World is so well suited to China, and the China Center experience is so intelligently run, that I can't imagine trying to learn about this part of the world in any other way.” - Paul Cox, Class of 2006
10 Mandarin Chinese language (3 credits), Sophomore Seminar: Theory, Culture and Representation (3 credits), and electives for a total of 16 credits. Students choose other available courses, a directed independent study project, or an internship for this elective credit. “The field trip to Tibet Second semester FWP students and study abroad students follow a slightly different academic course load. They take a combination of directed independent changed my perspective study (up to 8 credits), area studies courses, elective courses, and a required 3-credit Mandarin Chinese language course, for a total of 16 credits. on the reality of life there,
Internships/Independent Studies as well as provided me with Students with sufficient preparation may design an independent study project (ISP), service learning project, or internship, within certain cultural and linguistic lifelong friendships, boundaries, and in consultation with their faculty advisor. First semester students may earn up to four credits and second semester students may earn up to eight incredible opportunities credits for independent study. Students have done ISPs in a wide range of fields such as psychology, religion, philosophy, sociology, education, socio-linguistics, and a chance to ecology, development, medicine, literature, art, women’s studies, ethnomusicology, politics, history, and martial arts. re-evaluate my own life.” -Josiah Ramsay Johnston, Class of 2007 In addition to ISPs, students may arrange an internship for credit. As is the case with an ISP, most internships are carried out in the spring semester after students have completed required courses and have the requisite foundation in Mandarin Chinese language. Students have had success volunteering with international non - governmental organizations (INGO) or nonprofit organizations in Hangzhou. Some “Now that I am back in the Friends World students have worked successfully with the following organizations: United States, one thing I • Amity Foundation, community outreach • China Charities Federation, social projects really miss is the food – • English Training Program (ETP) for Tibetan Students, education • InTouch Zhejiang, journalism/magazine publishing especially the cafeteria! • Kham Kampo Association (KKA), outreach to rural Tibetans • Operation Smile, sustainable healthcare Where else can you eat • River of Hearts, clothing donation service • Terma Foundation, Tibet child nutrition project delicious, healthy food for • United Nations Development Program (UNDP), humanitarian program only $2 per day?” • YMCA Hangzhou, social, educational, recreational and cultural programs - David Vanadia, Class of 2004
Cross-Cultural Activities/Excursions/Orientation Students meet as a group in Hangzhou for a one-week fall semester orientation that includes a range of activities designed to help students settle into their new life in China. Early in the week the first community meeting is held so that students can discuss logistical and academic plans. Students are encouraged to organize a Hangzhou Scavenger Hunt, an experiential way to orient new students to the cultural heritage of Hangzhou. In a sopomore year Area Studies fieldtrip in China, students may meet with Buddhist monks during the Ghost Festival at Upper India Monastery in Hangzhou, when pilgrims burn symbolic possessions for deceased ancestors. Students may visit the ancestral homes of the First and the Fourteenth Dalai Lamas where they live in a Buddhist monastery. Students may collect spring water high in the hills of Hangzhou above the Dharma Purity Monastery where they discuss the urgent environmental crises in water quality with the local monks and city residents. Students may be introduced to the ancient history of Chinese herbology and the philosophical principals of a medicinal diet at a traditional apothecary. Students may drink Dragon Well tea, which farmers sell at auction for a price higher than gold, while having an economics lecture about this phenomenon. Students may visit Beijing and discuss Sino-American relations with the Chinese government’s top political strategist; later that day, students may also be introduced to the representatives for the US Department of State for a briefing on bilateral relations.
Visit www.brooklyn.liu.edu/fw or contact 718.488.3409 or [email protected] for more information
11 Visit www.brooklyn.liu.edu/fw or contact 718.488.3409 or [email protected] for more information
Housing & Meals Students at the China Center may live in off-campus univer - Study Abroad with FWP in China sity apartment suites, with two bedrooms and a shared living The China Center in Hangzhou lets students live room, kitchenette and bathroom. Or students may live on the in a smaller, manageable city in China, yet have Yuquan Campus in single dormitory rooms, a ten-minute walk from the China Center. Each single room is furnished and opportunities to experience rural China. In the fall, includes all utilities and cleaning. Students also have the students travel to Beijing and spring semester option to find their own off-campus housing independently. students travel to Tibet for extended excursions. Students living on campus have access to a cafeteria. Hangzhou This option is available to students after high offers a wide variety of local and regional cuisine from all over school but pre-college (gap year), and freshmen China. It is a city with traditional teahouses, small eateries and through seniors at US institutions. Coursework inexpensive outdoor markets; Western fast-food establishments; and upscale restaurants serving Japanese, Korean, Thai, and assignments are tailored to the student’s Argentine, Italian, Indian, French, and fusion cuisines. Many level and prior preparation in the subjects offered. visitors with special diets, such as vegetarian, vegan, organic, One- and two-semester students report that kosher, or halaal, are able to maintain these diets while living studying Mandarin Chinese, learning Chinese in China. customs and culture, and interacting with many local people, including staff, enriches their Internet Access The China Center has a newly designed computer room, academic studies upon return to their home equipped with a broadband, wireless ADSL Internet connec - institutions and gives them enhanced future tion, and four student computers with word processing, photo employment opportunities. imaging and Chinese language learning software. Students may also apply for broadband internet access in their dormitory rooms at the International Students Building. The China 2006-2007 China Center Costs Center Web site [http://www.fwpchina.com] provides prospec - Tuition and fees ...... $12,475 tive and enrolled students with the most current China Center information. Center fee ...... 2,250 Room/board ...... 1,750 International travel ...... (one round-trip) 800 TOTAL ...... (est. per semester) $17,275
12 SOPHOMORE YEAR – INDIA OPTION
Overview During the sophomore year, students may choose to study for an academic India Center year in Bangalore, India, or Hangzhou, China, where they explore issues in Quick Facts global development and the impact of this development on one of the two most populous countries in the world. Though completely different in history Duration and culture, China and India face similar challenges in modernization and early September to early December 2007 transformation as they move forward in the 21st century – ethnic and religious minorities, dozens of languages or dialects within their respective borders, late January to early May 2008 environmental issues, infrastructure challenges that affect access to information Housing and other essential resources, and a sharp contrast between the modern cities of apartments or “paid guests” in Indian homes Bangalore and Hangzhou and the thousands of rural villages throughout each Courses (credits) country. South Asian Perspectives ...... (4) Global Migration and Refugee Location India is home to nearly one fifth of the world’s population. With its incredible Studies ...... (4) variety of ethnicities, cultures, languages, political, agro- and ecosystems, the Global Health and Healing South Asian region may be exhilarating for a new arrival. The Friends World Traditions ...... (3) Program India Center is located in Bangalore, the capital of the state of Indian Culture and Society ...... (3) Karnataka, situated 3000 feet above sea level with a very pleasant climate. Hindi Language ...... (3) The India Center is located in a quiet lane off a busy arterial road in the Photography ...... (3) Bangalore Cantonment area, in the top level of a house. Restaurants, cyber places, supermarkets, ATMs, and a couple of major hospitals are only a short Yoga ...... (3) walk away. The Center is easily accessible by bus, train or auto rickshaw, the Theory, Culture and ubiquitous three-wheeled vehicle. The India Center has designated areas for Representation ...... (3) advising and classes, as well as a study room for students, a kitchen and a Writing Workshop ...... (3) modest library with books and periodicals about issues ranging from South Directed Independent Study ...... (3) Asian studies to literature and development issues. Course descriptions on pages 32-33. Academic Program The India Center curriculum educates students about the region, its history, and its unique character, while also providing a frame of analysis so that students may understand their experiences in a larger global context. First semester FWP students must take an area studies course (4 credits), writing workshop (3 credits), Hindi language (3 credits), Sophomore Seminar: Theory, Culture and Representation (3 credits), and electives for a total of 16 credits. Students choose from other available courses, a directed independent study project, or an internship for this elective credit. Second semester FWP students and study abroad students follow a slightly different academic course load. They are expected to take a combination of directed independent study projects (up to 8 credits), area studies courses, elective courses, and a required 4-credit Hindi language course, for a total of 16 credits. A large part of the curriculum is built around the many educational field trips throughout the semester. Short and long field trips to a variety of locations are an integral part of the area studies coursework. Locations are chosen bearing in mind rich historic and cultural traditions, safety issues and the present global situation.
13 “It was difficult for me to understand my relationship to the world before I had the opportunity to see myself against a background completely 'other' than what I was used Internships/Independent Studies The India Center promotes student learning through independent studies and intern - to. Bangalore is ships. India offers a breadth of internships from volunteering with children through Mother Theresa’s group of nuns to helping women become empowered in rural areas. Students work completely 'other' with a faculty advisor to pursue the topic of their choice, which may involve volunteer work with a local organization. Some recent subjects that have been studied include conflict resolution, Gandhi, intercultural communication, women’s literature, effects of tourism on and provided a indigenous people, effects of globalization on traditional practices, media and local culture, societies in transition/rural development, Tibetan medicine, alternative systems of healing, context for my meditation and holistic spirituality, sustainable and organic agriculture, wildlife and human conflict in South Asia, effects of urbanization on natural resources. Examples of independent cultural peculiarities study locations include, but are not limited to, the following: • Navadarshanam, community based on sustainable living to stand out in high • Dr. Narayan Reddy’s farm, organic farming • Auroville, alternative community relief. This was • Missionaries of Charity, volunteer work • BOSCO, street children organization an incredible • Life and Society of Rajasthan, cultural study Cross-Cultural Activities/Excursions/Orientation opportunity for Orientation is held during the first week of the semester at the India Center. During this time, students are introduced to the culture and customs of the South Asian region in self-discovery – the general, with particular focus on India and Bangalore City. Group activities, short trips around the city, and discussion sessions on health and safety are arranged. In addition, primary and most students meet their faculty advisors and begin the process of outlining a personal study plan. Fieldtrips from the India Center may include a visit to Tamil Nadu (south India), where students meet with Siddha practitioners and observe their traditional medicinal practices . A essential knowledge fieldtrip to the Orissa Coast (central India) is taken to view the habitat destruction of Olive Ridley Turtles due to deep sea fishing and shrimp exports. Students may also embark on a as well as the heart trip to Gurgaon, an important industrial hub of India near Delhi , to study the cultural and economic impact of globalization in comparison to Bangalore. In Dharamsala (north India), of higher education.” students may visit and interact with the Tibetan Refugee Community in their settlements. – Andy Thomas, India Center Other fieldtrips may include a visit to the Narmada Dam Project , a site where the people of Alumnus Gujarat (northwest India) had been displaced by the state government, and various other trips with social, political, economic and environmental foci.
14 Housing & Meals All students stay in student dormitories for the first week at Study Abroad with FWP in India the India Center while they are getting oriented to Bangalore. The India Center is an excellent choice for stu - During this week, the staff at the India Center assists students dents wanting to study holistic health and tradi - as they choose rental accommodations as “paid guests” in someone’s home or in apartments. The India Center maintains tional healing, global development issues, and a file of accommodations and students check out the accom - youth culture. Each semester has an extended modations before moving in. Freshly prepared breakfast, lunch, fieldtrip as well as excursions within India. This tea and snacks are available for all students at the India Center option is available to students after high school but during the semester for about US$4 per day. It must be noted pre-college (gap year), and freshmen through that with a few exceptions, food at the Center is Indian food. seniors at US institutions. Coursework and assign - Mineral water, soda, pizza and ice cream are easily available; so are clean hygienic food and fruits at decent supermarkets. ments are tailored to the student’s level and prior Besides Indian food, students are able to purchase a number of preparation in the subjects offered. One- and two- other foods from various parts of the world. semester students report that studying South Asian issues, living in a modernizing country, and Internet Access interacting with many local people, including staff, The India Center has high speed internet connection that enriches their academic studies in art therapy, can be accessed by students during office hours. Students can use the facilities which include four computers with printers or social work, law, anthropology, and various other plug into any of the 12 dedicated laptop line connections. majors upon return to their home institutions. There are two wireless hubs in the center for wireless internet connection (with LAN card) throughout the center. Bangalore is also dotted with cyber-cafes where a student can access the 2006-2007 India Center Costs internet for a very small sum of money (less than a dollar per Tuition and fees ...... $12,475 hour). The India Center Web site [http://www.fwpsacindia.net] Center fee ...... 2,100 provides prospective and enrolled students with the most current India Center information. Room/board ...... 1,400 International travel ...... (one round-trip) 1,200 TOTAL ...... (est. per semester) $17,175
Visit www.brooklyn.liu.edu/fw or contact 718.488.3409 or [email protected] for more information
15 JUNIOR YEAR – JAPAN SEMESTER
Overview In the junior year, students choose one of several methodologies from the humanities and social sciences, and use this prism to organize their junior year Japan Center portfolio, as well as to prepare a proposal for their senior year independent study. Students compare and contrast experiences in Japan, a country known for Quick Facts its cultural homogeneity and technological sophistication, with academic study in South Africa, a country moving towards reconciliation and embracing its Duration cultural heterogeneity. A semester is spent in each country. mid-September to mid-December 2007 late January to early May 2008 Housing Japanese-style dormitories Courses (credits) Survival Japanese ...... (2) Japanese Language ...... (3-4) East Asian Studies ...... (3) Behind the Mask: Alternative Japan ...... (3) Junior Seminar ...... (3) Classic Japanese Cinema ...... (3) Creative Writing Workshop ...... (3) Japanese Literature ...... (3) Teaching English as a Second Language ...... (3) Digital Literacy ...... (3) Writing Workshop ...... (3) Directed Independent Study ...... (3)
Course descriptions on pages 33-34.
Location Japan is an island country detached from Asia’s mainland, with one of the world’s most efficient and rapid train systems and high - est vending machine densities. The Friends World Program Japan Center is located in Kyoto, literally meaning “capital of capitals”. Kyoto, the former imperial center of Japan, remains the cultural center of Japan with a magical maze of Buddhist temples, Shinto shrines, and myriad esoteric gardens. Kyoto is also a haven for those enamored of Japanese poetry; both haiku and American poets take refuge in the city’s historic tranquility, but Kyoto is less than three hours away from Tokyo, thanks to the shinkansen (bullet train). The Japan Center is housed in a two story, seven room Japanese style house which provides space for studying, lectures/ seminars, a computer room, an office, a community room and a library, which houses one of Kyoto’s most comprehensive collections of English books on Japan.
Academic Program FWP students study in South Africa and Japan for a semester each during their junior year, taking into consideration where they plan to conduct their senior year Independent Study Semester. All students studying at the Japan Center are required to take Japanese language (4 credits), area studies (3 credits), writing workshop (3 credits), digital literacy (3 credits) and one more course for a total of 16 credits. Fall semester students do a Directed Independent Study (3 credits) and spring semester students take the Junior Seminar (3 credits), a prerequisite for the Independent Study Semester. Study abroad students from other US institutions take two required courses, Japanese language and area studies. In addition, these students choose from other available courses and Directed Independent Study for a total of 16 credits. The Japan Center offers syllabi for 2-4 credit pre-designed independent studies such as: Creative Writing, Teaching English as a Second Language, Japanese Cuisine, Japanese Literature, Introduction to Eastern Religious and Spiritual Philosophy.
16 “The Japan Center is amazing. You cannot step outside your door without being shocked by every - thing going on around you. There is no way to stay within your comfort zone here. For someone Internships/Independent Studies Students at the Japan Center may undertake one independent study project. This may really looking to be a class taken outside the Center or a self-designed project in arts, literature, health and healing, martial arts, sociology, philosophy, religion. challenge them - The Japan Center staff tries to help students arrange to work with a mentor who is a spe - cialist in a field or to work on projects such as teaching English. Projects can be fairly easily selves, Japan is very arranged in most of the arts in Kyoto. Students have recently had the following internships:
• Asian Rural Institute, environmental issues welcoming but at the • Foreign Buyers Club, international business • Green Action, environmental issues same time very, very • Kodomo no Ie, homeless children’s center • Kyoto Visitor’s Guide, magazine publishing different.” • PC4Peace, non-profit organization - Ashley Slaff, Spring 2005 alumna • Hanasakuso Elderly Care, senior citizen daycare center from College of William and Mary • Sake Brewing, brewery techniques • WOOF Japan, sustainable agriculture
Cross-Cultural Activities/Excursions/Orientation The Japan Center orientation includes a week of daily meetings with the faculty and staff to introduce the academic program, life in Kyoto, dorm life, Center usage, and safety. Students spend most afternoons of the orientation week finding their way around Kyoto on their “Unguided Tour”. This tour is divided into four routes which bring students to the major sections of the city via Kyoto’s well developed public transportation system. Students are also provided with a detailed orientation entitled “How to Live Cheaply in Kyoto.” In a third year fieldtrip to Hiroshima, students may speak with the elderly survivors of the atomic bomb and hear their concerns about how the next generation will carry on their efforts to speak out against nuclear proliferation and communicate world peace. In a fieldtrip to Koya San, students may speak with a resident American monk about how monastic life is being affected by the proliferation of cell phone and internet technology, and how a once secluded monastic village has rapidly become a tourist attraction prized for its special tofu. In Okinawa, students may meet with a local activist engaged in a battle to prevent US Marines
Visit www.brooklyn.liu.edu/fw or contact 718.488.3409 or [email protected] for more information
17 from relocating their largest air base to the habitats of Japanese manatees . In a day trip to Gion, the traditional entertainment Study Abroad with FWP in Japan district of Kyoto, students may speak with a geisha to learn how The Japan Center is an excellent choice for stu - the influence of Western feminism has caused young women to dents who want an insider’s look at Japanese cul - desire careers in office work, particularly the travel and fashion ture and the role Japan plays in the globalizing industry, leaving the geisha arts to fade into history. Tokyo’s world. Each semester has an extended field trip as Harajuku district with its explosive youth culture is an excursion where students may learn how the creative genius of a whole well as excursions within Japan. This option is avail - generation of young Japanese exerts a huge influence on global able to students after high school but pre-college pop culture – from anime to manga, and fashion to cinema. (gap year), and freshmen through seniors at US institutions. Coursework and assignments are tai - Housing & Meals lored to the student’s level and prior preparation in Students live in “dorms” located five minutes from the Japan the subjects offered. One- and two-semester stu - Center. The dorms are in a quiet residential neighborhood, and the rooms are small but more than adequate, with high speed dents love the Survival Japanese course because broadband internet access. Each single-occupancy room has a it gets them speaking and interacting with locals closet for storing clothes and bedding, kitchens as well as a com - very quickly. They also report that studying in munal toilet and bathing facilities. Kyoto hosts an enclave of Japan helps to contribute a deeper understanding ethnic eateries. Some favorite reasonably-priced student restau - of their home institution courses. rants specialize in vegan/vegetarian/organic foods, low priced steaks, and an all-you-can-eat soup and salad bar. Coffee shops near the Center host occasional art exhibitions, run activist meetings, and offer good espresso, cheesecake, and cheap lunch - 2006-2007 Japan Center Costs es. Kyoto is truly a diverse city when it comes to foods and Tuition and fees ...... $12,475 restaurants, with options ranging from Indian restaurants to Center fee ...... 2,100 Western fast-food and coffee to artsy student cafes. Room/board ...... 2,900 International travel ...... (one round-trip) 1,000 Internet Access TOTAL ...... (est. per semester) $18,475 The Japan Center offers high-speed broadband access (ADSL) on student computers as well as wireless and LAN connections. There are two desktop PCs, a Macintosh, and a laser printer with connections for both Windows and Mac laptops. Wireless connections are available in the dorms and around town. The Japan Center Web site [http://www.friends-world.org/eastasiacenter] provides prospective and enrolled students with the most current Japan Center information.
18 JUNIOR YEAR – SOUTH AFRICA SEMESTER
Overview In the junior year, students choose one of several methodologies from the humanities and social sciences, and use this prism to organize their junior year South Africa Center portfolio, as well as to prepare a proposal for their senior year independent Quick Facts study. Students compare and contrast experiences in Japan, a country known for its cultural homogeneity and technological sophistication, with academic study Duration in South Africa, a country moving towards reconciliation and embracing its early February to late May 2008 cultural heterogeneity. A semester is spent in each country. Housing Location off-campus South Africa is the culturally diverse connector of the Western, Asian, and Courses (credits) African world. Eleven official languages are spoken in South Africa, among Area Studies ...... (4) several other foreign languages spoken by tourists who infiltrate cities like Cape South African Culture and Society . . (3) Town, Johannesburg and Durban. Located on the southern tip of Africa, South Zulu Language ...... (3) Africa boasts economic prosperity and racial diversification like no other African country. The Friends World Program South Africa Center is located in Writing Workshop ...... (3) the coastal city of Durban, which possesses a temperate climate, and exquisite Junior Seminar ...... (3) beaches sprawling across the Indian Ocean. The largest population of Indians Directed Independent Study ...... (3) living outside their original country resides in Durban. This unique port city filled with students, tourists, and locals, is also the site where Mahatma Gandhi Course descriptions on page 35. established the notion of passive resistance.
Academic Program The Friends World South Africa Center is new for spring 2008. FWP students study in South Africa and Japan for a semester each during their junior year, taking into consideration where they plan to conduct their senior year Independent Study Semester. All students studying at the South Africa Center are required to take an area studies course (4 credits), Zulu language (3 credits), writing workshop (3 credits) and Directed Independent Study (3 credits), and one more course for a total of 16 credits. Fall semester students take South African Culture and Society (3 credits) and spring semester students take the Junior Seminar (3 credits), a prerequisite for the Independent Study Semester. Study abroad students from other US institutions, take two required courses, Zulu language and area studies. In addition, these students choose from the Writing Workshop, other area studies courses and Directed Independent Study for a total of 16 credits.
Internships/Independent Studies South Africa is known to be a country struggling with the extermination of its previously devastating apartheid system; clearly in progress towards abolishing racial discrimination along with the alleviation of socio-economic issues. The Friends World Program at the South Africa Center fuses the culture of many races and generations into a look at the inner-city workings of Durban today. FWP students may work with a variety of social organizations both challenging and invaluably enriching in their explorations of South African culture and its swift movement towards globalization. For example, students who explore photojournalism techniques may expose the realities of a highly stereotyped continent. Visit www.brooklyn.liu.edu/fw for South Africa Center updates.
Visit www.brooklyn.liu.edu/fw or contact 718.488.3409 or [email protected] for more information
19 Study Abroad with FWP in South Africa The South Africa Center is an excellent choice for “I use the cultural skills I gained students wanting to study peace and reconcilia - tion, urban development and environmental at Friends World on a daily basis, issues. Each semester has an extended fieldtrip outside of South Africa, as well as excursions whether it’s dealing with South within South Africa. This option is available to stu - dents after high school but pre-college (gap African mothers who have year), and freshmen through seniors at US institu - tions. Coursework and assignments are tailored abandoned their children or to the student’s level and prior preparation in the subjects offered. One- and two-semester stu - with Americans that would like dents may discover that studying African issues, looking at racial issues differently, and interacting to support my organization’s with many local people, including staff, enriches their academic studies in social work, law, anthro - efforts.” - Rebecca Harris, Class of 2004 pology, and various other majors upon return to their home institutions.
Cross-Cultural Activities/ Excursions/Orientation Estimated South Africa Center Costs Students witness shacks against a backdrop of beach-side Tuition and fees ...... $12,475 skyscrapers and resorts, streets lined with Eastern spices from Center fee ...... 2,100 Indian vendors selling bunnies (curry filled bread), and learn Room/board ...... 1,800 from traditional South African indigenous groups. Visit www.brooklyn.liu.edu/fw for South Africa Center updates. International travel ...... (one round-trip) 1,600 TOTAL ...... (est. per semester) $17,975 Housing & Meals Friends World Program students live in off-campus housing. Visit www.brooklyn.liu.edu/fw for housing updates. In South Africa food is as diverse as the people inhabiting the land, and with 11 national languages spoken by South Africans, there is some pretty diverse munching. Because of the strong Indian influence in Durban, Indian roadside carts can be found around town selling bunnies (curry filled bread with a selection of fine spices). Cheap food is found everywhere, with meals and snacks ranging from less than a dollar to over-the-top posh restaurants for the affluent tourist population in Durban. Vegetarians are delighted by the selection of vegetarian (and vegan) foods offered in most restaurants. Western-style food like pizza is found in Durban, as well as artsy seaside cafes, Italian, Greek, Chinese and other African cuisines.
Internet Access Durban is filled with internet cafes, some with connection rates as low as US$2 per hour. Wireless internet is also available on the campus of University of KwaZulu-Natal. The FWP Web site [http://www.brooklyn.liu.edu/fw] provides prospective and enrolled students with the most current South Africa Center information.
20 JUNIOR YEAR – COMPARATIVE RELIGION & CULTURE
Overview In the junior year, students may choose the Comparative Religion and Culture (CRC) Program, a one-of-a-kind experience, combining careful, theoretical study with extensive exposure to religious and cultural life in an academic year program. On CRC, students engage in intensive study of the teachings, rituals, and spiritual practices of the world’s major religions, Comparative Religion & and explore cross-cultural issues such as identity, human rights, peace and reconciliation and world citizenship. Culture Quick Facts
Duration mid-September 2007 to early May 2008 Housing dorm-style university accommodations, modest hotels, monasteries, ashrams, and other religious sites Courses (credits) Comparison: Theory and Method . . . . (4) Comparison: Practice and Critique . . . (4) Religions and Modernity in Taiwan . . (4) Culture and Society of Taiwan ...... (4) Religions and Modernity in Thailand ...... (4) Religions and Modernity in India . . . . (4) History and Society of India ...... (4) Religions and Modernity in Turkey . . . (4)
Course descriptions on pages 35-36.
“I remember one specific moment from my time with CRC when we all stood at the top of a tall hill in Cappadocia (eastern Turkey) which was located in the middle of four different mosques. As we stood against the incredible winds that flew amidst us, we were motionless, awestruck, by the voices resonating from the mosques. It was as if Allah was speaking directly to us, through the wind, in surround sound. And all of us – Jews, Christian Scientists, Baptists, Catholics – stopped and listened.” - Abbey Levine, 2001-2002 CRC alumna
Visit www.brooklyn.liu.edu/fw or contact 718.488.3409 or [email protected] for more information
21 Locations The two-semester (approximately 33 weeks) traveling Comparative Tentative Travel Itinerary* Religion and Culture (CRC) Program explores how religions change and are changed as their surrounding cultures undergo modernization. 11 September 2007 CRC Student Orientation In Taiwan , students might practice Zen meditation, read the classics of 12 September 2007 Depart NYC for Taiwan Confucian tradition, journey to the retreat of a Daoist master, and dis - 13 November 2007 Depart Taiwan for Thailand cover the meanings of temple architecture. In Thailand , students grasp Theravada, a form of Buddhism practiced by over 90 percent of Thais, 18 December 2007 Thailand programming ends; that is a contemporary social force, with monks and committed vacation begins laypeople working to curb deforestation, halt the spread of HIV/AIDS, 27 December 2007 Vacation ends; depart for and provide education. Students might wake up early to offer alms to India the monks, learn to interpret images of the Buddha, stroll a busy night 28 February 2008 India programming ends; market, take part in a meditation retreat, and meet women striving for vacation begins equal opportunity in the monastic life. In India , students encounter the extraordinary depth and diversity of religious life as ancient con - 9 March 2008 Vacation ends; depart for victions coexist with modern, technological ambitions. Students may Turkey spend time at a traditional Vedantic ashram, learn about the historic 1 May 2008 CRC ends and psychological roots of recent religious conflict, and meet a modern avatar and his devotees. Turkey is a particularly fascinating place to * This itinerary may change in response to events affecting the countries to learn about Islam, from Muslims who are renegotiating modernity for be visited and upon the advice of the US State Department. themselves. Students explore the role of religion in this secular repub - lic, meet women with a variety of perspectives on their place in society, drink çay with merchants in the bazaar, leave their shoes at the door as they enter a bustling mosque, and watch Sufi dervishes transport themselves in search of the divine.
Academic Program The program in Comparative Religion and Culture aims to provide students with an experientially rooted and academically informed introduction to religions across a number of distinct cultural settings. CRC is distinguished by its experiential approach, its interdisciplinary academics, and its emphasis on self-critical participation in the learning process. CRC emphasizes deepening sophistication and self-critical awareness in the understanding of religions, by training students simultaneously in philosophical and anthropological approaches. Students are regularly taught by local scholars and practitioners whose way of teaching is often as “Some of my fondest instructive as its content. Through the yearlong sequenced seminars in Comparison: Theory and Method memories of the year (4 credits) and Comparison: Practice and Critique (4 credits), students learn and reflect upon philosophical and anthropological approaches to the study of religion. Completion of the “comparison seminars” is considered equivalent to the Junior Seminar, and satisfies were when I didn’t know the prerequisite for the senior year Independent Study Semester. In addition to these two seminars, students take coursework specific to each country’s major religions (16 credits what to expect, what to for 4 courses) and an area studies course each semester (8 credits for 2 courses). All courses offered are required courses for a total of 32 credits for the academic year. think, or what to say in Internships/Independent Studies the moment. Asking CRC differs from other Friends World centers in its design around a schedule of regular travel, and in the fact that students who enroll in CRC are signing up for its full 32 credit curriculum. All CRC courses are required of all students. There is room to questions is a key part develop individual interests within this structure, but it is not feasible to design and carry out free-standing independent study for credit while on CRC. CRC may include some of the CRC model, about service learning opportunities with local organizations.
others, but also about Cross-Cultural Activities/Excursions/Orientation An initial orientation to the program is provided in New York City, prior to the yourself, about who you group’s departure. Students meet to acquaint themselves with the staff and other students as they discuss trip safety and logistics, and review the CRC program schedule. Specific, local orientations are provided upon arrival in each country. are and why you think CRC could be considered one long excursion. Students reside at or near universities and other partner organizations, usually for periods up to a month at a time. From these the way you do.” bases, local faculty regularly lead students on short field trips to local sites. Extended field - Britta Hansen, 2003-2004 CRC alumna experiences are also a frequent part of the program. For instance, past CRC programs
22 have included a multi-night stay in a Taiwanese Buddhist monastery in Taiwan, a week-long residency at a Vedantic ashram in India, a Vipassana meditation retreat in Thailand, Study Abroad with FWP on CRC and a journey to the Mevlevi Sufi center of Konya in Turkey. CRC is an excellent vehicle for students who wish In addition, every effort is made to facilitate opportunities for to attend the Friends World Program from anoth - students to interact with youth in each country. er US college or university. The issue-focused theme of the CRC, when approached from a Housing & Meals variety of national and cultural perspectives, and Over the course of CRC, students reside at a mix of dorm- style university accommodations and modest hotels “close to through various disciplinary lenses, creates an the action”. This makes it easy for students to explore in their ideal opportunity for students to achieve depth own free time. It also offers opportunities to get to know people and breadth of learning. Study abroad students from the host countries and begin seeing the world through report that CRC utterly transforms and enriches their eyes. Past CRC groups have stayed at primitive camps, their experience upon returning to their home slept on hard surfaces, and encountered the occasional cold institution. bucket shower and other rustic experiences while on field trips. For most meals students are on their own to explore the culi - nary delights of all the places CRC visits. Some countries may be more challenging for vegetarians and for picky eaters, yet 2006-2007 Comparative Religion & Culture India, on the other hand, is easy for vegetarians. Great fruit is available in almost every country visited. The food is just as Costs much an adventure as anything else encountered during the Tuition and fees ...... $12,475 year, and fortunately, everywhere one goes, chocolate can be Center fee ...... 2,500 found easily, which can make even the worst of meals seem not Room/board ...... 2,500 quite so bad. International travel ...... 1,600 TOTAL ...... (est. per semester) $19,075 Internet Access Internet access is readily available at internet cafes in almost every location CRC visits. Students should bring their own laptop computer and a memory stick/thumb drive or similar device to store back-up copies of all their work. Portability and the facility to work in a variety of settings are essential. A student printer is generally avail - able. The Friends World Program Web site [http://www.brooklyn.liu.edu/fw/crc] provides “The academic year prospective and enrolled students with the most current CRC program information. that I spent on Friends World’s Comparative Religion and Culture program proved to be the most eye-opening and personally- transformative of my life thus far.” - Robin Dunn, 2004-2005 CRC alumnus from Colorado College
Visit www.brooklyn.liu.edu/fw or contact 718.488.3409 or [email protected] for more information
23 SENIOR YEAR – INDEPENDENT STUDY SEMESTER
Location Students usually conduct their Independent Study in one of the countries Independent Study Semester where they have previously studied, but may study in any approved region of Quick Facts the world under the supervision of a Friends World faculty advisor. Students have the opportunity either to deepen their familiarity with a specific commu - nity and its issues, or to extend their grasp of a specific global issue by studying Duration how it appears in a previously unfamiliar setting. early September to mid-December 2007 Housing Academic Program varies by location During the spring semester of the junior year, each student designs and Courses/credits submits a proposal for an Independent Study Semester project in his or her chosen area of concentration. With the support of a FWP faculty advisor, 16 credits, coursework varies by student students familiarize themselves with the scholarly and other contributions relevant to an understanding of the specific subject they wish to investigate. Equipped with this knowledge, students create a detailed proposal which identifies the question, issue, or problem they wish to address. The proposal also explains how the student intends to carry out research and outlines the significance of the project. This proposal must receive approval from Friends World faculty before a student may carry out the project in the fall semester of the senior year. Students earn 16 credits for the Senior Independent Study Semester project. Credit is awarded not only for the final results, but credit also depends on the student’s attention to the design of the project and to evaluating the successes and/or failures of the project. Learning occurs, or should occur, at every stage of the project – not only at the end. These layers of learning all may earn credit, and so all should be reflected in students’ documentation. The semester portfolio should create a record of learning that spans from a student’s first conception of the project, to challenges met along the way, to final conclusions, to new and remaining questions. Lessons learned during the Independent Study Semester may prove to be a solid foundation for the senior thesis, which is completed in New York City in the following – and final – semester of Friends World Program.
24 Internships/Independent Studies The entire semester revolves around the execution of a student’s independent study project. Some students may have Estimated Independent Study Semester Costs internship opportunities that enable them to focus their research with reference to a specific work environment, work Tuition and fees ...... $12,475 goals, etc. Whether or not a student has an internship, compo - Center fee ...... 700 nents of the independent study semester may include: gather - Room/board** ...... varies ing, analyzing, and presenting quantitative data; conducting, International travel** ...... varies recording, and interpreting qualitative interviews; writing TOTAL ...... (est. per semester) $13,175 essays that sum up and evaluate research findings at different stages of the project; entering into scholarly and other conver - **Personal budgeting required sations relevant to the topic; and evaluating the original research proposal and a student’s own practice as a researcher.
Cross-Cultural Activities/ Excursions/Orientation Since each student in the fall semester of their senior year is engaged in independent research, the Friends World Program does not organize formal cross-cultural activities or excursions. General orientation materials are shared with students. Students participate in ongoing peer-to-peer support sessions, designed to supplement the regular conversations with their faculty advisors.
Housing & Meals Accommodations and meals vary depending on the location and project each student is studying.
Internet Access Internet access varies depending on the location and project each student is studying.
“This entire year represented personal intellectual growth. I was able to pursue independent study and seek out the knowledge I wanted to gain from the world. This semester made me more attentive to the issues around me, having had the experience living and studying in Latin America last semester.” - Jill Muth, Class of 2009
Visit www.brooklyn.liu.edu/fw or contact 718.488.3409 or [email protected] for more information
25 SENIOR YEAR – CAPSTONE SEMESTER
Capstone Semester Quick Facts
Duration mid-January to early May 2008 Housing on-campus dormitory, off-campus student residences, sharing rooms in private homes, renting apartments Spring 2008 courses (credits) Senior Capstone Project ...... (2) Senior Career Seminar ...... (2) Senior Thesis Seminar ...... (3) Cross-Cultural Understanding in a Globalizing World ...... (3) Elective ...... (3) Elective ...... (3)
Course descriptions on page 36.
Overview The Senior Capstone Semester builds on the multicultural and multilingual skills of Friends World students, the myriad world- class learning resources in New York City, the global business community, and the international, comparative, and interdisciplinary expertise of Friends World and Long Island University faculty members based in Brooklyn. During this final semester, students continue to develop an appreciation for the diverse environment in which they live, work, and study, and they also learn how to leverage and embrace diversity as they prepare to become leaders in their chosen field.
“New York is the concentrate of art and commerce and sport and religion and entertainment and finance, bringing to a single compact arena the gladiator, the evangelist, the promoter, the actor, the trader and the merchant. It carries on its lapel the inexpugnable odor of a long past, so that no matter where you sit in New York you feel the vibrations of great times and tall deeds, of queer people and events and undertakings.” – E.B. White, Here is New York
Location White wrote these words in 1949 and yet, his words still ring true today. Metropolitan New York is undoubtedly one of the most interesting places in the world where students learn about themselves as they learn about others. The Friends World Program New York City Center is located on the Brooklyn Campus of Long Island University in the very heart of Brooklyn, just off the Brooklyn Bridge that connects this widely diverse community to Manhattan. Brooklyn itself is a thriving community and a vanguard for the arts. Friends World students use the facilities of LIU’s Brooklyn Campus, giving them the opportunity to meet thousands of other New York college students while having the extensive facilities of an urban college campus.
26 Academic Program Each spring Friends World Program offers the Senior Capstone Semester, designed to enable seniors to capitalize on the best of their FWP education, and end their college years with renewed curiosity and confidence. In their final spring semester, seniors gather as a genuine learning community, bringing their individual experience and expertise to a collaborative effort of integrating and deepening the educational journey of the past years. The purpose of the Capstone Semester is to enable students to bring focus to their Friends World Program learning experience in reference to a number of basic themes, such as cross-cultural understanding, experiential learning, interdisciplinary study, social change, and – not least – global citizenship. In pursuing this end, the semester also is intended to prepare students for life beyond graduation, by supporting exploration of career and other goals, reflection upon the student’s undergraduate learning and future direction. The basic condition for entry into the Capstone Semester is com - pletion and evaluation of the Junior Seminar in the preceding spring and the Independent Study Semester the preceding fall. All FWP sen - “Here at the New York City iors must enroll in all 10 credits that comprise the Capstone Semester. All Friends World students need 128 credits in order to graduate, thus Center of Friends World there is a some seniors may need to take additional elective credits (up to 8 credits during the Capstone Semester) at the Long Island University, spectacular community of people. Brooklyn Campus. Thus, all seniors will enroll as full-time students in their final semester. Additionally, students who want to satisfy prereq - On the surface there are our uisites for graduate study, or explore professional avenues, may enroll in LIU Brooklyn courses. common interests, but beneath Internships/Independent Studies that there lies something much The New York area is unsurpassed in the variety of organizations and resources available to students who wish to learn through an stronger; our passion for life, internship. Students work closely with a faculty advisor who is chosen for her/his expertise and knowledge of the internship organization. Since there is no language barrier and New York contains an abun - our commitment to greatness dance of organizations and institutes, this gives students the chance to put their studies and interests in context to a real-life working situa - and our unrelenting pursuit to tion. Some organizations where students have interned include: transform the world, however that • Asian Pacific Coalition on HIV/AIDS, education and outreach • Brooklyn Academy of Music (BAM), music education may be. Over the last two months • Brooklyn Botanic Garden, environmental studies • Chen Foundation, peace through art we have organized among • Esperanza – Vera Program for Juvenile Justice, at-risk youth • Human Rights Watch, community outreach ourselves to create a women's • Just Vision, Middle East peace and reconciliation • Lower East Side Settlement House, child education enrichment circle, an organic foods club, • Metropolitan Museum of Art, art education • New York City Department of Environmental Protection weekly student meetings, and • Nuyorican Poets Cafe • Office of the Borough President of Brooklyn, community daily activities. Each day I am relations • Oxfam International, international monitoring • Saveur Magazine, journalism surrounded by 27 of the most • Slow Food USA, organic food and sustainable living • Southside Mission Immigration Services amazing people I have ever met – • Village Voice, alternative newspaper • World Health Organization (WHO) at the United Nations 27 strong, beautiful, thoughtful people – who I know will all have a tremendous impact on the world.” - Lauriel Schuman, 2001-2002 NYC alumna
Visit www.brooklyn.liu.edu/fw or contact 718.488.3409 or [email protected] for more information
27 Visit www.brooklyn.liu.edu/fw or contact 718.488.3409 or [email protected] for more information
Cross-Cultural Activities/Excursions/ Orientation Prior to coming to the New York City Center, students 2006-2007 Capstone Semester Costs receive a Neighborhood Guide, offering students basic informa - tion about places they may wish to live. The Center orienta - Tuition and fees ...... $12,475 tion introduces students to the many student services available Center fee ...... 1,400 at the Brooklyn campus, including healthcare, academic sup - Room/board** ...... 3,800 port, and student life opportunities. New York has an extensive International travel ...... NA public trans - TOTAL ...... (est. per semester) $17,675 portation system, **Personal budgeting required and the center offers periodic opportunities for gatherings and activities to explore just a few sides of this multifaceted city. In a senior year fieldtrip from New York City, students may go to the United Nations and its agencies in New York or to Washington DC, and learn about the interaction of government, nongovernmental organizations, and lobbying groups at national and international levels. Courses also involve meetings with local people and institutions contributing to the distinctive social fabric of Brooklyn and New York City. Course visits have included the World Health Organization, the Office of the President of the Borough of Brooklyn, the Campaign for Innocent Victims in Conflict, and the Friends National Legislative Committee.
Housing & Meals Students have a number of housing options that include living in the on-campus dormitory, off-campus student residences, sharing rooms in private homes, and renting apartments. Most FWP students choose to find their own rentals with other students studying in NYC. Because rent is expensive in Manhattan, most FWP students choose to live in Brooklyn and Queens where there are more housing options at lower costs. Meal plans are available for students who live on campus. New York provides a plethora of experiences for students’ taste buds, including good cheap food, ethnic restaurants, cafes, vegetarian eateries, and fancier upscale restaurants. Brooklyn is a culturally diverse area which offers abundant Caribbean, Indian, Chinese, Japanese, Korean, Italian and Kosher foods and foods from every region of the world.
Internet Access Students at the New York City Center are able to use the facilities of Long Island University’s Brooklyn Campus. The campus supports 30 campus-wide labs for student use with over 600 computers. The New York City Center has four student computers with internet access and wireless access is available in some of the classrooms. The Friends World Program Web site [http://www.brooklyn.liu.edu/fw/newyorkcity] provides prospective and enrolled students with the most current New York City Center information.
28 Friends World Program Course Descriptions
** All courses and credits are subject to change. **
29 COSTA RICA CENTER students work with their advisors to pursue a sources, improving writing mechanics, correctly more specialized independent study anywhere citing bibliographic references, providing sup - Fall 2007 and Spring 2008 Courses in the region. Contact hours: 45 (27 in class - port for arguments, and assessing and editing Latin America and Global Issues (3) room work and 18 in the field). Faculty: their own and their peers’ work. This is a Latin American Studies (3) Felipe Montoya. hands-on seminar where students also have Cross Cultural Research Methods (3) the opportunity to explore different ways of Field Work Methods (3) Freshman Seminar: Cross Cultural Research writing (descriptive, analytical, argumentative, Spanish Language (3-4) Methods (3 credits, fall only) narrative, research paper, creative writing, per - Writing and Portfolio Construction (3) This required seminar combines fieldwork sonal opinion, reflection, etc.) and participate Directed Independent Study (1-3) with class discussions in three main subjects: in regular peer editing workshops as part of the Living Latin American Culture (1-2) the Friends World approach to education, the seminar. This course helps students explore process of cross-cultural understanding and different approaches to documenting their Elective Spring 2008 Courses adaptation, and an introduction to fundamen - learning in a portfolio and provides students (subject to change) tal approaches to fieldwork in the humanities with the basic tools necessary to begin to con - Holistic Health as a Cultural Lens (3) and social sciences. Participants discuss, based struct their own electronic portfolio that they Global Environmental Issues and on their own experiences and a selected set of develop throughout their four years of study Latin America (3) pertinent readings, how learning takes place and beyond. Contact hours: 45. Peace Studies and Conflict Resolution (3) within FWP, how interactions with another Faculty: Sarah Moran. culture pose new relationships and challenges Latin America and Global Issues in the learning process, and how different NOTE: All students must take a Spanish (3 credits, fall only) types of fieldwork can be applied in order to language course each semester at the level The goal of this required area studies seminar enhance their learning. Students integrate that is appropriate for them. is to introduce students to the history of the their experiences in field trips, fieldwork exer - region, examine current social, economic, cises, personal journeys, and daily activities Beginner Spanish Language (4 credits) political and environmental issues facing Latin into this seminar. Contact hours: 45 (27 in The goal of the required Beginning Spanish America, explore different responses to these classroom work and 18 in the field). Language course, taking grammatical structure issues, and assess in what ways these regional Faculty: Emilio Vargas and Shanti Vidya. and practice into account, is to provide the issues are local manifestations of issues that are instruments that allow students to obtain a global in scope. The seminar focuses on the Freshman Seminar: Field Work Methods basic level of communication and comprehen - historical background of the region, particular - (3 credits, spring only) sion that will allow them to interact in the ly on Costa Rica and Nicaragua, and an intro - This required seminar emphasizes the appli - new culture. Students move from basic verb duction to the region's major issues. The semi - cation of cross-cultural methods when pursu - conjugation to short and guided outside prac - nar covers the historic roots of the area ing independent studies. Students and coordi - tices. The content of this course is also linked (indigenous societies, colonization, neocolo - nators identify and discuss the subjects of to other courses (global issues, cross cultural nialism, neoliberalism) and the current region - study and the methodological approaches. education, etc.) through vocabulary lists, vis - al economic, political, and social reality. A Students design their fieldwork, apply different its, structured conversation and written assign - two-week trip to Nicaragua allows students to methods according to their specific needs and ments. In addition to contact hours, there are gain firsthand experience with some of these the nature of the subject, and discuss in class activities outside the classroom to practice oral issues, giving them a more specific, thorough the practical and theoretical issues that arise and written Spanish such as living with a local and intimate perspective. Contact hours: 45 while doing field work in experiential educa - family, excursions, and language lab work. (27 in classroom work and 18 in the field). tion. Coordinators and guest speakers present Contact hours: 6 hours per week for 10 weeks. Faculty: Felipe Montoya. and discuss their own fieldwork experiences, Faculty: Lorena Vargas, Guiselle Román, stressing an integrative thinking approach. Yóbeth Cabalceta. Latin American Studies Contact hours: 45 (27 in classroom work and (3 credits, spring only) 18 in the field). Faculty: Emilio Vargas and Intermediate Spanish Language (4 credits) The goal of this required area studies seminar Shanti Vidya. This required course is designed to further is to introduce students to both the history develop students’ Spanish language skills. In and the current social climate of Latin Writing and Portfolio Construction addition to a review of basic grammatical America. The seminar addresses South (3 credits) structures and the introduction of more com - America, focusing on Ecuador and Costa Rica, This required seminar has two main goals: to plex structures, students refine their skills and examines in more depth indigenous peo - improve students’ writing skills and to help through reading, discussion and analysis of ples and the concepts of globalization, sustain - students develop their ability to use a variety cultural topics, personal experiences, and his - able development and peace and conflict of approaches to documenting their learning, toric and cultural events. Students have ample transformation both through experiences and including the use of electronic learning portfo - opportunity for focused listening and oral readings. A two-week trip to Ecuador allows lios. This course helps students develop their expression both within and outside the class - students to have firsthand experience of these academic writing skills, including doing library room. Writing is developed as a communica - issues. Three weeks of the course focus on and electronic research, developing and organ - tive endeavor, as a way to observe, record and guided independent fieldwork during which izing ideas, using and integrating different interact with the surrounding environment.
30 The content of this course is linked to the indigenous ways of healing (medicine men, Chinese Culture and Society (3 credits) other courses in the curriculum (e.g. Latin rituals, shamanism). Holistic healing and allo - This elective course introduces students to America and Global Issues, Cross-Cultural pathic medicine, two approaches that are tra - the learning environment surrounding Education, etc.) through vocabulary lists, vis - ditionally opponents, are studied in the con - Hangzhou through a cultivated geographic sur - its, structured conversation and written assign - text of current integrative experiences in Latin vey. Situated in the richest part of the Yangtze ments. Contact hours: 6 hours per week for America. During a two-week fieldtrip to Delta and along the 2000-year-old Grand 10 weeks. Faculty: Lorena Vargas, Guiselle Ecuador students visit indigenous communities Canal, this region has been both China’s most Román, Yóbeth Cabalceta. and participate in integrated health projects. dynamic zone of economic development and a cultural hub since before Marco Polo’s visit Advanced Spanish Language (2 credits) Global Environmental Issues and Latin here in the 13th century. The course is This course is required for students with an America (3 credits, spring only) designed around fieldtrips to Suzhou, Xitang, advanced level of fluency in Spanish and is This elective seminar addresses the planet’s Zhouzhuang, Wuzhen, the four best preserved tailored to the individual student’s needs and environmental situation in the Latin water-towns of the nation, and Longmen and interests. Students work directly with their American context. Participants learn how Zhugecun, two villages of architectural signifi - professor in designing the content and length Latin America is being affected by the most cance, as well as some of Hangzhou’s best of the course. At this level, students work on pressing environmental global issues, their known historical sites. Each one-day trip advanced grammar, Spanish composition or impact on the planet, and the main regional is accompanied by assigned readings and Latin American literature depending on their policies and actions to respond to these issues, classroom discussion, with the purpose of focus and interests. Contact hours: 3 hours including indigenous people’s strategies. seeing how cultural heritage is redesigned and per week for 10 weeks. Faculty: Lorena Vargas, Global indicators of climate change, pollution, promoted in the framework of international Guiselle Román, Yóbeth Cabalceta. loss of habitat and cultural diversity, extinc - tourism and how traditional norms are tion of species, water scarcity, desertification, transformed by the market economy. Spanish Language Independent Study invasive species, and other subjects are cov - (1 credit) ered with the participation of local experts Modern Chinese History (4 credits, fall only) Students with an advanced level of Spanish and environmental leaders in Costa Rica and The required area studies course surveys mod - may also do independent studies in language Ecuador. A three-day fieldtrip in Costa Rica is ern Chinese history and the origins of nation - areas such as reading and writing, Latin complemented with a two-week educational alism. Students explore how China trans - American Literature, advanced grammar stud - trip in Ecuador. formed from the insular “Central Kingdom” to ies, among other subjects. Students are expect - an influential member of the world communi - ed to hand in a paper of at least 6 pages in Peace Studies and Conflict Resolution ty and a dynamic force in the world economy order to earn credit. Contact hours: 15. (3 credits, spring only) in little more than one century. The course Faculty: Lorena Vargas, Guiselle Román, This elective seminar explores the most concentrates on recent Chinese history and Yóbeth Cabalceta important conflicts humanity is faced with and the relationship between China and the West, the different non-violent ways in which they including the collapse of the imperial system Directed Independent Study (3 credits) can be or have been approached. Students under Western intellectual influences and mil - Each semester at the Costa Rica Center, stu - learn how these conflicts manifest themselves itary pressure, the national movements in the dents have individual flexibility in conducting in Latin America and different ways of solving wake of foreign invasions, and communist rule a Directed Independent Study with guidance them. The conflicts analyzed include ethnic following the Second World War. The course from their Faculty Advisor. There may also be and racial issues, political and military vio - includes weekly local excursions and an opportunities for Independent Study Projects lence, natural resource depletion, and domes - extended fieldtrip to Beijing. (2-4 credits), Service Learning Projects (2-4 tic violence. credits) and/or Internships (2-4 credits). Chinese Ethnic Minorities Living Latin American Culture (1-2 credits) CHINA CENTER (4 credits, spring only) In this optional course, students participate This required area studies course introduces A typical schedule might look like this: in a variety of cultural activities and reflect students to the 55 official minority nationali - Fall 2007 semester upon the significance of these activities within ties of China and their integration and devel - Area Studies (4) a Latin American context. Selected readings opment in the last fifty years, including the Mandarin Chinese Language (3) by Latin American writers and discussions colonial and assimilative forces of the Han Directed Independent Study (3) about the texts complement the cultural activ - majority. The focus is on issues such as educa - Writing Workshop (3) ities. Students document their learning from tion, tourism, and government policies that Theory, Culture and Representation (3) the readings and the activities, as part of their cause the ‘loss’ of traditional minority cultures yet also provide greater avenues for invest - semester portfolio. Spring 2008 semester ment in local ethnic culture through econom - Area Studies (4) ic development and connections with the Holistic Health as a Cultural Lens Mandarin Chinese Language (3) outside world. In addition, the course explores (3 credits, spring only) Directed Independent Study (3) the complex sociopolitical interrelationships This elective seminar provides a basic under - Elective Course (3) between ethnic minorities, the Chinese standing of different holistic healing approach - Elective Course (3) es used in the region. Basic theories of holistic nation, and the globe. There is a fieldtrip to health are reviewed. Emphasis is given to the the minority areas of Yunnan culminating in study of tropical medicinal plants as well as homestays in Tibetan Shangri-la.
31 Introduction to Traditional Chinese Taiji (2 credits) Directed Independent Study with guidance Medicine (3 credits) This elective course introduces students to from their Faculty Advisor. There may also be This elective course is an introduction to the the traditional Chinese longevity exercise opportunities for Independent Study Projects philosophy, culture, history, and practices of of Yang style taijiquan, a soft-style Chinese (2-4 credits), Service Learning Projects (2-4 Traditional Chinese Medicine (TCM) through martial art. Fall semester students learn the credits) and/or Internships (2-4 credits). lectures, readings, fieldtrips, and independent long form with forty-two movements. Spring student research. Emphasis is placed on the semester students learn the short form with philosophical foundations of TCM, the TCM twenty-four movements, which is the Chinese INDIA CENTER view of the body in health and illness, and the national standard form. A typical schedule might look like this: practice of the various branches of TCM in Fall 2007 semester modern China. Sophomore Seminar: Theory, Culture, Area Studies (4) and Representation (3 credits, fall only) Hindi Language (3) Beginner Mandarin Chinese Language This required sophomore seminar emphasizes Directed Independent Study (3) (3 credits) the application of theory and practice to the Writing Workshop (3) The required course instructs students begin - cultural field. Specific attention is paid to the Theory, Culture and Representation (3) ning in Mandarin Chinese, with a focus on role of the observer in representing the oral communication skills. The course relies “other”, and the inherent power dynamics of Spring 2008 semester mostly on the Pinyin Romanization system for these relationships. Weekly readings are the Area Studies (4) instruction, although reading and writing basis for discussion of theory situated in cultur - Hindi Language (3) Chinese characters is also introduced. ally relevant issues. Students are encouraged to Directed Independent Study (3) Students learn the grammar, syntax and reflect critically on how the issues discussed in Elective Course (3) vocabulary necessary to communicate in class relate to their fieldwork experiences, tak - Elective Course (3) Chinese and to function independently in ing into account their own culturally specific China. Classroom sessions are supplemented gaze in the observation process. In addition to South Asian Perspectives (4 credits, fall only) occasionally with language fieldtrips in attendance at class discussions, students are This required area studies course approaches Hangzhou in order to encourage interactive required to complete a number of fieldwork South Asian culture and history from a multi - language acquisition and to take full advan - exercises with a reflection paper assessing each disciplinary perspective. The course consists of tage of the surrounding language environment. experience, and a final report summarizing the classroom sessions complemented by visits to academic outcomes. Students are also required local institutions and organizations. During Intermediate Mandarin Chinese Language to present a report in class on one of the field - these visits students not only have the oppor - (3 credits) work exercises during the semester. Contact tunity to interact with the individuals from The Intermediate Mandarin Chinese Hours: 40 classroom hours, 5 hours of individ - the region, they also experience firsthand how language course is designed for students who ual advising for fieldwork exercises. South India and its people are affected by already have some Chinese language skills globalization at many different levels of socie - (at least one semester) and want to acquire Writing Workshop (3 credits) ty. In addition to local visits, the course a fuller range of linguistic competencies, The writing workshop is linked to the Area includes a fieldtrip with a focus on the chang - including proficiency in reading and writing Studies courses and is a requirement for all ing economies of rural India, e-governance, Chinese, and the oral linguistic ability students. The purpose of this workshop is to public service utilities, and development issues necessary to complete a sophisticated aid students in improving their knowledge of at the rural level. research project in China. modes of writing as well as to develop their critical thinking and writing skills. Students Global Migration and Refugee Studies Chinese Nationalism (2 credits) learn how to develop and support a convinc - (4 credits, spring only) This elective course tackles concerns about ing argument using formal writing. Problems This required area studies course explores the the growing current of Chinese nationalism in style, structure, grammar and citation con - causes and consequences of human mobility. and its potential impact on Asian and world ventions are the primary concern. This course It covers areas of political, historical, environ - political maps. Friends World students, togeth - takes the form of a weekly writing workshop, mental, lifestyle and cultural issues that are er with Chinese graduate students, have the during which students read and provide con - linked with forced migration and refugees. opportunity to discuss in a forum the problems structive criticism of each other’s writing, The course is tailored to help students under - in Sino-Japanese relations, cross-strait rela - using assignments from the Area Studies stand human mobility in the South Asian tions between mainland China and Taiwan, courses. This course is designed to facilitate context as well as of their home country and the Tibet question, and relations between the students working on papers for Area Studies ancestral lineage. The discussion-based course Han and Chinese ethnic minorities. Fieldtrips courses from early in the semester and to assist is comprised of lectures, films, fieldtrips and include excursions to Nanjing or Yiwu, sites of students with feedback from a professional projects. tragic historical events that occurred during writing instructor and peers throughout the the Japanese occupation of China. semester and during the writing week at the end of the semester. Chinese Arts (2 credits) This elective course introduces students to Directed Independent Study (3 credits) the rudimentary skills of Chinese calligraphy Each semester at the China Center, students and traditional Chinese painting. have individual flexibility in conducting a
32 Global Health and Healing Traditions aged to explore Bangalore and other areas of semester and during the writing week at the (3 credits) India while completing their projects. Contact end of the semester. This elective course introduces students to hours: 45. Faculty: Sridhar Murthy, PhD. South Asian concepts of health, healing and Directed Independent Study (3 credits) well-being. Central to this conceptual frame - Yoga (3 credits) Each semester at the India Center, students work is the deep-rooted connection between This elective course touches on the basic, have individual flexibility in conducting a the self, the earth and its beings, and the uni - underlying principles of each of the four main Directed Independent Study with guidance verse. From within this framework students streams of yoga: Bhakti, Jnana, Raja, Karma. from their Faculty Advisor. There may also be explore the basic philosophies of complex Along with learning and practicing the funda - opportunities for Independent Study Projects major healing systems and indigenous and folk mentals of breathing, stretching, and Asana (2-4 credits), Service Learning Projects (2-4 healing traditions. Students learn through routines, students learn the history and philos - credits) and/or Internships (2-4 credits). organized seminars, lectures by guest speakers, ophy surrounding this ancient practice. This fieldtrips, applied activities and independent course is taught by a qualified yoga teacher projects. and is open to all levels of expertise. JAPAN CENTER Students study in Japan for one semester; a Indian Culture and Society (3 credits) Sophomore Seminar: Theory, Culture, typical schedule looks like: This elective field-based course emphasizes and Representation (3 credits, fall only) experiential interaction with the local com - This required sophomore seminar emphasizes Area Studies (3) munity and is complemented by relevant the application of theory and practice to the Japanese Language (4-5) texts. Students examine 10 out of 20 predeter - cultural field. Specific attention is paid to the Digital Literacy (3) mined individual activities. They reflect on role of the observer in representing the Writing Workshop (3) these activities through discussions and “other”, and the inherent power dynamics of Junior Seminar (3) response papers that contain descriptive narra - these relationships. Weekly readings are the or tion, analytical and reflective prose, and refer - basis for discussion of theory situated in cultur - Directed Independent Study (3) ences to the accompanying texts. ally relevant issues. Students are encouraged to reflect critically on how the issues discussed in Survival Japanese (2 credits) Beginner Hindi Language (3 credits) class relate to their fieldwork experiences, tak - This is a required course for both beginners This required course focuses on three dimen - ing into account their own culturally specific and false beginners. Classes meet five days per sions of the Hindi language: syntax, morpholo - gaze in the observation process. In addition to week, three hours per class, for a period of two gy, and phonology. The learner is exposed to attendance at class discussions, students are weeks. This course introduces students to the linguistically and culturally authentic material required to complete a number of fieldwork basic vocabulary and structures that allow for which is utilized both within and outside of exercises with a reflection paper assessing each immediate dialogue in daily conversational sit - the classroom. In addition to regular classes at experience, and a final report summarizing the uations such as shopping, introducing oneself the Center, guided activity sessions spread academic outcomes. Students are also required and others, counting, telling time, asking for, over a longer periods allow the students to to present a report in class on one of the field - giving and getting directions and the like. In practice their language skills while interacting work exercises during the semester. Contact addition, it provides students with the funda - with native speakers. Hours: 40 classroom hours, 5 hours of individ - mental linguistic patterns upon which to base ual advising for fieldwork exercises. the grammatical skills that they continue to Intermediate Hindi Language (3 credits) learn in their subsequent language classes. This required course, for students with prior Writing Workshop (3 credits) This course is taught using a variety of teach - study in Hindi language, is designed to further The writing workshop is linked to the Area ing techniques to keep motivation at a peak. develop students’ Hindi language skills. In Studies courses and is a requirement for all Quizzes and homework are given regularly so addition to a review of basic grammatical students. The purpose of this workshop is to that students may acquire conversational skills structures and vocabulary, students refine their aid students in improving their knowledge of rapidly. Hindi skills through readings, as well as oral modes of writing as well as to develop their and written exercises, enabling them to get critical thinking and writing skills. Students Japanese Language (3-4 credits) better integrated into their new socio-cultural learn how to develop and support a convinc - This intensive required course of study suited surroundings. ing argument using formal writing. Problems to the student’s level in Japanese language in style, structure, grammar and citation con - encompasses the four main areas of language Introduction to Photography (3 credits) ventions are the primary focus. This course learning: speaking, hearing, reading and writ - This elective course is intended for students takes the form of a weekly writing workshop, ing. The text Yookoso is used to provide stu - of all levels of experience who are interested during which students read and provide con - dents with a background in conversational in working with the medium of photography. structive criticism of each other’s writing, Japanese. Homework and written tests are Emphasis is placed on personal vision, modes using assignments from the Area Studies given on a regular basis. Classes meet three of seeing, composition and the use of photog - courses. This course is designed to facilitate times per week for two hours per class for a raphy as a form of artistic expression. The students working on papers for Area Studies period of 10 weeks. It is expected that students course focuses on Indian rural landscape and courses from early in the semester and to assist complete at least two hours of outside lan - using human and animal elements to show the students with feedback from a professional guage study for every class hour. Contact texture and play of light. Students are encour - writing instructor and peers throughout the hours: 60.
33 East Asian Studies (3 credits) familiar with the various ways of citing sources uated on a combination of writing assignments This required area studies course is a general and avoiding plagiarism. This course is a pre - (position papers, précis, film reviews, short introduction to some of the many aspects of requisite for the Independent Study Semester. explications) and class participation. Japanese culture. In addition to the cultural component, students are also introduced to Digital Literacy (3 credits) Creative Writing Workshop (3 credits) Japanese society, history and politics. Students Digital Literacy is a hands-on, experiential In this elective workshop, all participants participate in an extensive array of seminars, elective course designed to help students sup - read their assignments to the group and give lectures, workshops and demonstrations within port their other learning. Students use peer-to- critical feedback to all the members. Writing and outside the Japan Center, in addition to peer (P2P) internet technology, such as exercises are geared toward improving charac - fieldtrips to historic sights and artisan’s work - weblogs (blogs), wikis, social networking and ter development, plot movement and sensory shops, which are supplemented by readings to aggregation tools, to document their learning description, primarily in the context of short orient them to the region. Students are process, construct an archive of discourse, and story writing. In depth assignments are com - expected to research the course topics further build a personal learning network with people pleted outside of class and are critiqued in order to obtain a clear understanding of the from all over the world. In the process of net - through a peer review process before being subjects of the seminars. As the term progress - work immersion and through communicating revised. Experimenting with different writing es, seminars are designed to focus on the par - with other internet users and reflecting on the styles and techniques and developing a “voice” ticular interests of the students. online trail of discussion, students can take in as an author is encouraged. multiple perspectives and see patterns in their Junior Seminar: Behind the Mask - thinking and behavior, shed light on blind Teaching English as a Second Language Alternative Japan spots in their learning, and increase their self- (3 credits) (3 credits, spring only) awareness. Aside from running a blog, stu - This elective is a practical course exploring This required junior seminar examines past dents learn computer networking skills to cul - various methods and techniques of teaching and present aspects of Japanese demographics tivate a personal learning community and to English as a Second Language. Through and explores the unique history and psycholo - access resources relevant to their studies. demonstrations, peer teaching and examina - gy of the Japanese people. On an island where Along the way, students also learn how to use tion of current teaching materials, students are more than 99% of residents are native open source web publishing, RSS, and aggre - encouraged to develop a personal approach to Japanese, Japan’s homogeneity gives birth to gation software; make podcasts and vidcasts, as teaching English through examination of their much tension surrounding minority groups. well as employ various social networking tools own language learning and teaching experi - Students study the situations of these groups, and strategies. ences. All students are required to intern as including the indigenous Ainu, Burakumin, language teachers to refine their own teaching Okinawan/Ryukyuan, South Americans of Writing Workshop (3 credits) techniques. In addition to classroom visits and Japanese heritage (nikkeijin), as well as the This required workshop is conducted on both supplementary readings, students keep a teach - resident Chinese and Korean population a one-to-one basis with students and their fac - ing journal as a basis for reflecting upon, ana - (zainichi). By studying the discrimination tak - ulty advisors, as well as in a workshop with lyzing and documenting their teaching experi - ing place in Japan, students are able to better student peers. The written material for the ences. grasp the dynamics of “in-groups” and “out- course consists of response, position and groups”, while experiencing firsthand the research papers that students write for other Japanese Literature (3 credits) effects that this discrimination can have on Japan Center seminars. A variety of writing This is a guided, but independent, course in the fabric of a society. Students choose specific styles and perspectives is explored; this is the contemporary Japanese literature from the aspects of modern Japanese culture to explore raw material for individualized writing study Meiji period forward. Short stories are selected more deeply in an independent research proj - and criticism. from anthologies such as Modern Japanese ect. They participate in an array of lectures, Literature, edited by Donald Keene, seminars, workshops, and demonstrations, and Introduction to Classic Japanese Cinema Contemporary Japanese Literature, edited by have the opportunity to make field excursions (3 credits, fall only) Howard Hibbet and Modern Japanese Stories, during which they can meet with leading This elective course serves as a general intro - edited by Ivan Morris. Novels are selected by scholars and activists in their respective fields. duction to classic Japanese cinema during its the student from a list including novels by peak years. The course begins with Yasujiro Yasunari Kawabata, Kenzaburo Oe, (Japan’s Junior Research Seminar (3 credits, fall only) Ozu’s 1934 silent feature Floating Weeds and two Nobel Prize winners for literature), Kobo This course provides students with the skills concludes with Kon Ichikawa’s 1964 Tokyo Abe, and Yukio Mishima, among others. and knowledge necessary to research, organize Olympiad. In between, students view film clas - and write a thesis proposal as well as a fully sics such as Rashomon by Akira Kurosawa, Directed Independent Study (3 credits) developed research paper that incorporates Ugetsu by Kenji Mizoguchi, among other com - In the fall semester at the Japan Center, stu - multiple primary and secondary resources that plete films and selected excerpts. In the dents have individual flexibility in conducting students evaluate according to the pyramid of process students should expect to grasp the a Directed Independent Study with guidance sources and through critical readings. Students essentials of Japanese aesthetics through the from their Faculty Advisor. There may also be also learn to narrow down a general topic into medium of artistic cinematic narrative. Film opportunities for Independent Study Projects a manageable project, organize it through showings are supplemented with selected read - (2-4 credits), Service Learning Projects (2-4 scheduling, notes and interviews and become ings including source texts. Students are eval - credits) and/or Internships (2-4 credits).
34 student peers. The written material for the a neutral act. The person who compares neces - SOUTH AFRICA CENTER course consists of response, position and sarily reduces the reality of the things com - Students study in South Africa for one research papers that students write for other pared, but also adds to their reality with the semester; a typical schedule looks like: South Africa Center seminars. A variety of product of that comparison. What are we writing styles and perspectives is explored; this looking for when we compare? How might we Spring 2008 schedule is the raw material for individualized writing recognize “it”? Students develop answers to Area Studies (4) study and criticism. these questions through seminar discussion of Zulu Language: isiZulu (3) readings drawn from such fields as neuro - Directed Independent Study (3) Junior Research Seminar (3 credits) science, cultural anthropology, philosophy of Writing Workshop (3) This required course provides students with religion, and social criticism. In addition, Junior Seminar (3) the skills and knowledge necessary to research, students are introduced to basic skills in field organize and write a thesis proposal as well as research design. Learning is documented South African Area Studies (4 credits) a fully developed research paper that incorpo - through short response papers to readings, South Africa, a country that has undergone a rates multiple primary and secondary resources presentation and critique of field research, miraculous metamorphosis from apartheid that students evaluate according to the pyra - and a final essay identifying and extending state to rainbow nation, has transformed itself mid of sources and through critical readings. key insights from the semester. from a global pariah into a global role model. Students also learn to narrow down a general Yet South Africa is still far from the ideal of a topic into a manageable project, organize it Religions and Modernity in Taiwan multicultural society. The government faces through scheduling, notes and interviews, and (4 credits) the daunting task of integrating a society become familiar with the various ways of cit - This required course is an introduction to divided by several hundred years of white ing sources and avoiding plagiarism. This religion in the Republic of China (principally domination and forty-five years of apartheid course is a prerequisite for the Independent Confucianism, Daoism, Buddhism, and popular ideology. A milestone on the way to the new Study Semester. religion). Special attention is given to the national consciousness was the Truth and experience of practitioners as influencing and Reconciliation Commission, which had the Directed Independent Study (3 credits) influenced by modernity and globalization. mandate to uncover the crimes of apartheid Each semester at the South Africa Center, Examples include the use of Confucian ritual in and let these crimes be publicly confessed with students have individual flexibility in conduct - civil religion, the internationalization of the aim of forgiveness. This move towards ing a Directed Independent Study with guid - Buddhist monastic and lay organizations, efforts reconciliation and the embracing of cultural ance from their Faculty Advisor. There may to revive Daoist institutions, and the regular heterogeneity have had a positive effect on also be opportunities for Independent Study appearance of new religious movements. South Africa’s position in Africa and the Projects (2-4 credits), Service Learning global economy. These issues are explored in Projects (2-4 credits) and/or Internships Culture and Society of Taiwan (4 credits) this required course. (2-4 credits). This required course is an introduction to the Republic of China and its peoples. Topics South African Culture and Society considered include the idea of Chinese (3 credits) COMPARATIVE RELIGION & identity in domestic and international politics; the self and its relations to others; and This elective, field-based course emphasizes CULTURE experiential interaction with the local cultural tradition and innovation. community and is complemented by relevant Fall 2007 Courses texts. Students examine 10 out of 20 predeter - Comparison: Theory and Method (4) Religions and Modernity in Thailand mined individual activities. They reflect on Religions and Modernity in Taiwan (4) (4 credits) these activities through discussions and Culture and Society of Taiwan (4) This required course is an introduction to response papers that contain descriptive Religions and Modernity in Thailand (4) religions in Thailand, mainly Theravada narration, analytical and reflective prose, and Buddhism and popular animism. Special atten - references to the accompanying texts. Spring 2008 Courses tion is given to the experience of practitioners Comparison: Practice and Critique (4) as influencing and influenced by modernity Zulu Language: isiZulu (3 credits) Religions and Modernity in India (4) and globalization. Examples include the This required course is based on both class - History and Society of India (4) engagement of the sangha in health and envi - room sessions and guided, activity-centered Religions and Modernity in Turkey (4) ronmental issues, vipassana as spiritual and learning. While the basics of grammar and touristic practice, and the coexistence of spirit vocabulary, syntax and simple conversation are Comparison: Theory and Method (4 credits) worship, Buddhist devotion, and consumerism. features of this course, the emphasis is on oral This required course is a philosophical and communication. practical introduction to comparative and Comparison: Practice and Critique cross-cultural study in a globalizing world. (4 credits) Writing Workshop (3 credits) Students are introduced to theoretical and This spring-semester required course is a This required workshop is conducted on both practical “tools” with which to begin learning companion to “Comparison: Theory and a one-to-one basis with students and their about others’ – and their own – ways of mak - Method”. How can we track the process of faculty advisors, as well as in a workshop with ing sense of the world. Yet, comparison is not comparing, and what might we do to make our
35 comparisons better, in a variety of senses? This NEW YORK CITY CENTER Senior Thesis Seminar (3 credits) seminar course helps students extend the The Senior Thesis presents its author’s ethnographic and philosophic skills learned in Students study in New York City for one considered reflection on an issue of his or her “Comparison: Theory and Method”, and to semester; a typical schedule looks like: choosing. The issue may be linked to work begin constructing their own account of com - carried out in the Independent Study parative/cross-cultural understanding. Students Spring 2008 schedule Semester, the capstone seminar “Cross- may expect to grow in their ability to: 1) Senior Capstone Project (2) Cultural Understanding in a Globalizing analyze arguments and situations to identify Senior Career Seminar (2) World,” or the Capstone Project (see below). their salient features, 2) synthesize their prior Senior Thesis Seminar (3) The senior thesis is each student's individual knowledge and skills to creatively engage new Cross-Cultural Understanding in a work, however, all students take part in a the - arguments and situations, and 3) evaluate Globalizing World (3) sis-writing workshop. Here, students help one their learning in a comparative perspective, Elective (3) another to raise their understanding of their critically identifying the motives, values, and Elective (3) subject to a new level, and to articulate it with interests that distinctively enable and/or limit greater clarity. The thesis should emphasize their vision of things. Senior Capstone Project (2 credits) attainment of a more comprehensive and more The Capstone Project enables students to critical grasp of the student’s chosen subject, Religions and Modernity in India (4 credits) gain firsthand experience in applying the especially by demonstrating cross-cultural This required course is an introduction to learning of the previous years in a domestic perspectives on, and/or interdisciplinary ways religions in India, especially Hinduisms, Islam, setting for the benefit of a wider community. of working with, the relevant information and and Dalit religions. Special attention is given Students engage in a semester-long internship issues. Contact Hours: 45. Faculty: Andrew to the experience of practitioners as influenc - or service-learning project in the metropolitan Irvine ing and influenced by modernity and global - New York area. The internship or project may ization. Examples include India’s distinctive be linked to issues being pursued in a student's Cross-Cultural Understanding in a experiment in multi-religious “secularism,” Senior Thesis, and may also reflect a career Globalizing World (3 credits) and the globalization of bhakti movements. interest. For example, a student interested in The goal of this course is to engage each cross-cultural education, and considering student afresh in examining the mission of History and Society of India (4 credits) teaching as a career, might intern with a New the Friends World Program and its context. This required course is an introduction to the York City school or educational support pro - Particular attention is given to the intellectual Republic of India and its peoples. Topics gram in a culturally diverse school district. history of cosmopolitanism (“world citizen - considered will include arguments over Indian Students produce a short portfolio that docu - ship”) in the West, and contemporary debates. identity in domestic and international politics; ments the application of previous learning, Issues considered in the course may include: the self and its relations to others; cultural experience and knowledge to the new setting, cultural relativism/cultural universalism; inter - tradition and innovation. and evaluates the results. In support of the preting the cross-cultural experience; creative internship or project, students participate in a knowing; ethical implications of learning and Religions and Modernity in Turkey seminar on the idea and experience of work in living in a community. The course follows a (4 credits) a time of economic and social globalization. seminar format. Students are expected to read This required course is an introduction to Contact Hours: 30. Faculty: Kathleen diligently, reflect honestly, and enter the dis - religions in Turkey, principally Sunni Islam Modrowski. cussion thoughtfully, drawing on their own and Alevism. Special attention is given to the cross-cultural experience. A research essay is experience of practitioners as influencing and Senior Career Seminar (2 credits) due at the end of the course, on a topic influenced by modernity and globalization. During the in-class seminar students discuss defined in consultation with the instructor. Examples include the role(s) of women in the what determines the quality of a life dominat - Contact Hours: 45. Faculty: Andrew Irvine. modern Turkish Republic, Islamism and secu - ed by work and their expectations upon enter - larism, and Turkish candidacy for membership ing the working world. Readings, guest speak - New York “City as Text” (3 credits) in the European Union. ers and field visits aim at broadening their This is an optional field–based course in theoretical knowledge work and productivity. which students examine the art, culture, histo - Specifically designed workshops assist students ry and critical issues of urban America through to evaluate their own skills, explore their readings, lectures, field visits and service learn - goals, and put intentions into action. They ing. Through service learning students have look at various career paths and internship the opportunity to focus on their area of inter - possibilities; gain a realistic view of the skills est This course is a collaborative venture with they need, hone skills in résumé writing, students helping to design the places of study interviewing, networking, identifying and the activities. Contact Hours: 45. resources, and more. Contact Hours: 30. Faculty: Kathleen Modrowski. Faculty: Kathleen Modrowski.
36 FRIENDS WORLD MISSION
The Friends World Program takes as its mission the development of well-educated world citizens, men and women from a broad spectrum of nationality and social class who participate in an undergraduate liberal arts program that enables them to:
• combine first-hand experience of diverse cultural realities with the critical study of academic disciplines and human and ecological problems; • test intellectual theories and skills against the demands of practice and service; • carry out specialized field study under expert guidance that synthesizes cross cultural understanding; and • develop a broad world view and a level of achievement in a chosen field sufficient to prepare for a life of committed action in the interest of the world community.
Listed below are many of the skills that Friends World students populations in the communities where they live and acquire and develop through participation in the program. work and function within complex, culturally-diverse systems at the local and global level. • Increased Global Awareness Students develop a solid understanding of the broader world, its • Proficiency in Writing and Research natural systems and nations, their characteristics and Students develop the research, writing and cross-cultural their interrelationships. communication skills that allow them to conduct high-quality qualitative independent research both in • Stronger Analytical Skills Students learn how to analyze and evaluate the forces shaping interna - the United States and abroad. tional events and how the interaction among these forces • Increased International Leadership affects global and local economic, political, and social Skills Students and graduates will continue to development. contribute important international perspectives to the economic, educational, and cultural development of • Greater Ability to Leverage Diversity Students learn how to view international diversity as their home and host communities. a resource, not a threat, and through first-hand • Fine-Tuned Ethical Awareness Students experience observe how diversity can be leveraged are exposed to ethical issues in the global as well as through intercultural understanding and effective the local sphere. Students graduate with an enhanced communication. understanding of the importance of ethical behavior and their own responsibilities as global citizens to uphold • Advanced Critical Thinking and ethical principles. Problem-Solving Skills Students learn how to use diverse cultural frames of reference and multiple • Increased Language Proficiency perspectives to think critically and solve problems at the Graduates will be proficient in at least one foreign local and global level. language. Many will have basic communication skills in a second or third language and have an increased ability • High Level of Adaptability and to learn new languages. Intercultural Sensitivity Students develop the ability to adapt, reinterpret, and restructure their • Increased Capacity to Effect Social own behavior when in international and multicultural Change Students affected by the social issues they contexts. study in each region wish to contribute positively towards addressing these issues. Through the four years • Effective Cross-Cultural of the program, students learn what can be done, how to Communication Skills Students develop a critical level of awareness and understanding that allows do it and what the alternatives are. them to interact easily with international and immigrant
37 FRIENDS WORLD PROGRAM ADMISSION
Admission Process One- or Two-Semester Study Abroad Friends World Program is open to students of all faiths, races Students and nationalities. FWP seeks students with the capacity for Students from other colleges and universities who desire to undergraduate study who desire a broad liberal arts education carry out field study at one of the Friends World overseas centers but who, in addition, want to use experience as a means to may, with the approval and recommendation of their home discover and prepare for meaningful and satisfying vocations institutions, enroll at Friends World for a semester or a year. and professions. Friends World Program has rolling admission; Such students do not matriculate for the Friends World Program however, students are urged to apply before March to ensure a degree and return to their home institutions to complete position and the best possible financial aid package. graduation requirements. Applicants are expected to have pursued a college preparatory course of study, including substantial volunteer, community- Associate Students service or extra-curricular activities. A GED diploma may also Students who wish to enroll in the Friends World Program on be considered. Each student's application is judged on its own a non-credit basis (for example: adult students, students with an merit. Clear evidence of the ability and readiness to carry out undergraduate degree, graduate students who want global studies university level work is expected, with primary emphasis placed experience, etc.) may be admitted as “Associate” students. Such on personal qualities of maturity, motivation, initiative and students participate fully in the Friends World program, making independence, rather than on standardized test scores or school full use of the resources of the overseas centers, such as faculty grades. SAT and ACT scores are optional. Admission to Friends advisement, help in making field research contacts, on-going World involves mutual exploration of the suitability of the pro - support, and evaluation. However, since no credit is awarded, gram for one's learning aims rather than a competitive process. nor is financial aid available to such students, tuition is on a reduced basis. All other expenses such as room and board, Application Instructions books and supplies, travel, etc. remain the same as matriculated All candidates must complete the application in this catalog, students. enclose a non-refundable check for $30 (made payable to LIU/Friends World Program), provide official transcripts for all academic work, and be interviewed, either in-person or by tele - Costs Friends World Program tuition and fees are comparable to other phone, by a FWP Admissions Counselor. Students are strongly private universities. Costs for 2006-2007 are as follows. These encouraged to complete an online FWP application available at estimates include all tuition and fees, room & board, and inter - www.brooklyn.liu.edu/fw. national round-trip airfare. Personal expenses are not included Early Admission in these estimates. Students can expect a 5% increase in costs High school juniors or students who have not yet completed for the 2007-2008 academic year. their secondary programs may enter Friends World if they have approval and recommendation from their high school. To be eli - Costa Rica Center $17,210 (per semester) gible for financial aid, the student must produce documentation based on assessment exams. Contact the FWP Admissions China Center $17,275 (per semester) Office for more information. India Center $17,175 (per semester) Transfer Students Japan Center $18,475 (per semester) Those who have done work at other colleges or universities may apply for admission to Friends World Program with South Africa Center (estimated) $17,975 (per semester) advanced standing on the basis of credits previously earned. Comparative Religion & Culture $19,075 (per semester) However, all transfer students are required to earn at least 64 Independent Study Semester (estimated) $13,175 (per semester)** semester-hour credits (four semesters) in the Friends World Program to qualify for the degree. Credits transferred in must be New York City Center $17,675 (per semester)** a grade of “C” or better. Friends World also awards credit for ** personal budgeting needed for room/board/travel College Level Examination Program (CLEP) test scores, Advanced Placement (AP) test scores of 3 or higher, and life Scholarships experience for appropriate post-secondary independent learning. Friends World Program offers merit scholarships based on aca - Official transcripts and exam records must be supplied to the demic achievement, community service and previous interna - Friends World Program Registrar. Transfer students with 24 or tional experiences. Students who have studied abroad with AFS, more accepted college credits may go directly abroad to China Amigos de las Americas, Dynamy, Global Routes, Where There or India; all others must begin their studies in Costa Rica in the Be Dragons or Youth For Understanding automatically receive a Freshman Year Program. For 2007-2008 only, transfer students $4,000 scholarship per year. Additional national scholarships entering as Juniors (60 accepted college credits) may start at any can be found on our Web site: Friends World Program center. http://www.brooklyn.liu.edu/fw/join/schol_resources.html .
38 FRIENDS WORLD PROGR AM OF LONG ISLAND UNIVERSITY Brooklyn Campus • 9 Hanover Place, 4th Floor • Brooklyn, NY 11201-5882 Phone: (718) 488-3409 • Fax: (718) 780-4325 • [email protected] • www.brooklyn.liu.edu/fw
APPLICATION FOR ADMISSION
STUDENT INFORMATION Legal name: ______Last Name First Name M.I.
Other Name(s) used:______SSN:______n Male n Female
E-mail address: ______Date of Birth: ______month/day/year When do you plan to enroll in Friends World? n Fall n Spring n Summer Year: ______What is your intended enrollment status? n Freshman (less than 24 semester credits of college work) n Study Abroad student- one semester n Transfer student (number of credits completed: _____) n Study Abroad student- two semesters n Associate student (non-credit research program) n LIU student, Campus: ______In which Center do you intend to begin your studies? n Costa Rica n China n India n Japan n South Africa n Comparative Religion and Culture Which contemporary global issues are you interested in pursuing? n Peace and Reconciliation n Environmental Issues n Global Health and Healing Traditions n Other ______
Are you a US citizen? n Yes n No If no, country of citizenship: ______Are you a permanent resident? n Yes n No If yes, please provide alien registration number: ______
Do you intend to apply for Financial Aid? n Yes n No Have you filed your FAFSA? n Yes n No FAFSA code: 004779 Current Address: (Valid Until: ______) Phone number: ______Cellular number: ______Number and Street ______City State Zip Code Country Permanent Address: (Valid Until: ______) Phone number: ______Cellular number: ______Number and Street ______City State Zip Code Country
EDUCATION Important: Submit an official high school transcript, evidence of completion of high school graduation requirements, or a GED.
Secondary/High School name: ______Graduation date: (mm/yy) ______Location: ______City State Zip Code Country
Counselor’s Name: ______Counselor’s E-mail: ______
Post-Secondary/College/University attended (if more than one, attach a separate sheet). Official transcripts must be submitted from every college attended. ______Name of Institution City/State Dates of attendance
Test Scores: n GED Date: ______Score: ______n SAT (optional) Date: ______Reading Score: ______Math Score: ______Writing Score: ______n ACT (optional) Date: ______Composite Score: ______n TOEFL (if English is not your primary language) Date: ______Score: ______PARENT OR GUARDIAN INFORMATION Father/Guardian Name: ______Last Name First Name M.I. Father’s permanent mailing address: ______Number and Street ______City State Zip Code Country
Phone number: ______E-mail address: ______
Mother/Guardian Name: ______Last Name First Name M.I. Mother’s permanent mailing address: ______Number and Street ______City State Zip Code Country
Phone number: ______E-mail address: ______
ADDITIONAL INFORMATION We require an interview, either in person or by telephone. Please indicate your preference: n Telephone n In person
On a separate sheet, please address the following: Activities – Please list your school, community, volunteer service, extra-curricular activities and/or work experiences. Academic Interests – What area of study do you plan to pursue at Friends World? What are your academic interests? How did you hear about Friends World? International Experience – Have you participated in a study or work abroad program? (If yes, please include name of program sponsor, country and length of time overseas.)
Essay: This is your opportunity to provide Friends World with a glimpse of you in a way that grades and test scores cannot. Choose one essay topic. Type no more than 500 words. Include your name and social security number on each sheet you submit. 1. Global Citizenship – Define global citizenship. As an aspiring world citizen, how would your Friends World education assist you in developing a broad world view and cultivate global sensitivity? 2. Global Issues – Identify what you believe to be the most urgent contemporary human problems. How do you think a Friends World education might help you with a plan of action in addressing these issues? 3. Global Education – What does it mean to have a multicultural perspective? How do you think a Friends World education would help you to develop this perspective?
Optional: Under Title VI of the Civil Rights Act of 1964, the following ethnic background information is required for the compliance report of institutions of higher education. It is not used for admissions purposes. n Black/African American (Non-Hispanic) n Native American, Eskimo or Aleut n Asian Pacific Islander, Asian American n White/Caucasian (including Indian subcontinent) n Other ______n Hispanic American, Puerto Rican, Chicano/a n Do not wish to respond A non-refundable application fee of $30 should be included. Checks are payable to LIU/Friends World Program.
Signature: ______Date: ______Falsification of any information on this application and supporting credentials may make the candidate ineligible for admission or subject to later separation if enrollment is affected. The information provided with this application shall not be disclosed to any party, including the applicant and his/her parents unless approved by the Director of Admissions, who may for official reasons disclose the information to those individuals that he/she deems eligible. NEW YORK CITY CENTER INDIA CENTER FRIENDS WORLD PROGRAM FRIENDS WORLD PROGRAM Long Island University, Brooklyn Campus 7/1, Ali Asker Road 9 Hanover Place, 4th Floor Cunningham Road Cross Brooklyn, NY 11201-5882 Bangalore 560 052 USA Karnataka, INDIA
Telephone: 718.488.3409 (Admissions) Telephone: 011-91-80-22281096 (India) Telephone: 718.780.4312 011-91-80-22380139 (India) Fax: 718.780.4325 Fax: 011-91-80-23313760 E-mail: [email protected] E-mail: [email protected] LIU Web site: www.brooklyn.liu.edu/fw LIU Web site: www.brooklyn.liu.edu/fw India Center: www.fwpsacindia.net CHINA CENTER Mailbox 1709, Zhejiang University JAPAN CENTER Yuquan Campus, 38 Zheda Road FRIENDS WORLD PROGRAM Hangzhou, Zhejiang Province 310027 1-287 Akasaka-cho P.R. CHINA Kinugasa, Kita-ku Kyoto 603-8486 Vonage Phone: 718.554.0876 (US) JAPAN Telephone: 011-86-571-8795-2051 (China) Fax: 011-86-571-8795-1815 (China) Telephone: 011-81-75-462-7271 E-mail: [email protected] Fax: 011-81-75-462-7242 LIU Web site: www.brooklyn.liu.edu/fw E-mail: [email protected] China Center: www.fwpchina.com LIU Web site: www.brooklyn.liu.edu/fw Japan Center: www.friends-world.org/eastasiacenter COMPARATIVE RELIGION & CULTURE PROGRAM FRIENDS WORLD PROGRAM Long Island University, Brooklyn Campus SOUTH AFRICA CENTER 9 Hanover Place, 4th Floor FRIENDS WORLD PROGRAM Brooklyn, NY 11201-5882 Long Island University, Brooklyn Campus USA 9 Hanover Place, 4th Floor Brooklyn, NY 11201-5882 Telephone: 718.780.4324 (Admissions) USA Fax: 718.780.4325 E-mail: [email protected] Telephone: 718.488.3409 (Admissions) LIU Web site: www.brooklyn.liu.edu/fw/crc Fax: 718.780.4325 E-mail: [email protected] COSTA RICA CENTER LIU Web site: www.brooklyn.liu.edu/fw FRIENDS WORLD PROGRAM Apartado 8496-1000 San José, COSTA RICA
Vonage Phone: 718.554.0396 (US) Telephone: 011-506-260-6672 (Costa Rica) Fax: 011-506-260-9656 E-mail: [email protected] Printed on recycled paper. Soy inks used. LIU Web site: www.brooklyn.liu.edu/fw Most of the photos in this catalog were taken by Costa Rica Center: www.fwplatinamerica.com Friends World students. Life after FWP… Having repeatedly applied and tested different intellectual theories through actual experiences in the field, Friends World under - graduates are already able to demonstrate a remarkable degree of independence and empirical knowledge before the program is half finished. As such, our graduates have a significant advantage when entering graduate school or the professional world, where inde - pendent initiative and worldly experience are important and highly valued. FWP alumni have joined the Peace Corps; found employment in non-governmental organizations such as the World Health Organization, United Nations, Oxfam; created their own non-profit organizations such as CIVIC.org; and attended graduate and professional schools at Columbia University, Harvard University, International Partnership for Service-Learning, International University of Japan, Johns Hopkins University, New York University, School for International Training, University of California- Berkeley, among many others.
“Having the ability to negotiate and work with cultural differences is a skill set that is best developed through lived experience. Friends World offers the opportunity for direct engagement with the rest of the world. This makes the learning process more interesting and directly relevant.” - Anne Marsa, Class of 2003
Long Island University, Brooklyn Campus 9 Hanover Place, 4th Floor • Brooklyn, NY 11201-5882 PHONE: 718.488.3409 • FAX: 718.780.4325 • EMAIL: [email protected] www.brooklyn.liu.edu/fw