Study Abroad with Pitzer College Brochure

Botswana ◦ Brazil Costa Rica ◦ Ecuador Italy ◦ Nepal Vietnam

PITZER COLLEGE STUDY ABROAD

At Pitzer College, students are challenged to see and think about the world in ways that allow them to expand their appreciation of other cultures while working to translate that knowledge into action that benefits their communities. Study Abroad, an integral part of the College‟s curriculum, is designed to foster this type of learning. Through structured, intellectually rigorous interaction with other cultures, students learn about cultures and issues first-hand. They gain proficiency in a second or third language, hear music and see art in their natural contexts, visit important cultural sites, and participate in the daily lives of families and communities. Students experience the authentic and rich sources of knowledge our world offers.

Street market in Hanoi, Vietnam

Cover: Pitzer College group at Victoria Falls, Zimbabwe. Photo by Brian Keeley. 2

PITZER COLLEGE STUDY ABROAD

Waterfall at Pitzer‟s Firestone Center for Restoration Ecology, Costa Rica. Photo by Don McFarlane

Contents

The Pitzer Model for Study Abroad 4 Semester Programs Pitzer in Botswana 6 Pitzer in Costa Rica 8 Pitzer in Ecuador 10 Pitzer in Italy 12 Pitzer in Nepal 14 Summer Programs Pitzer in Brazil 16 Pitzer in Costa Rica Health Program 18 Pitzer in Vietnam 20 All Approved Programs for Pitzer students 22

General Information 23

PITZER COLLEGE STUDY ABROAD The Pitzer Model for adjustment process, and thus to realize critical thinking and analysis, and express how they have been shaped by their own themselves effectively. Study Abroad culture. This type of learning can powerfully transform the way students Family Stays Philosophy and Educational Goals look at the world and themselves. Central to the success of Pitzer programs A strong commitment to cultural and is an extended stay with one or more host community immersion guides Pitzer‟s Content and Design families. More than any other aspect of a study abroad programs. The curriculum Pitzer programs are designed to create Pitzer program, family stays help students integrates traditional classroom instruction comprehensive, semester-long understand the host culture and the issues with experiential opportunities that lead to experiences rather than an assemblage of important to its community and country. an understanding of different cultural related courses set in foreign locales. Family stays demand full participation in perspectives through first-hand Students learn not only while engaged in community life, and make it possible for interactions with host cultures. This intensive language classes and an students to develop meaningful coupling of intellectual and participatory interdisciplinary core course focused on relationships with family members and learning encourages students to think in the host culture, but also when they are at neighbors, who will vary in age, gender, ways that cross over disciplinary, cultural, home with their families, on study trips, ethnicity, and educational background. and social boundaries. It combines and while conducting independent study They put a human face to ideas and cognitive and affective knowledge to allow or internships. All of these activities are theories presented in the classes, and students to live successfully and tied together by writing assignments that allow students to test assumptions offered appropriately in new cultural contexts, to require participants to reflect critically on in other more formal contexts. They better comprehend the cultural their experiences, apply their capacity for accelerate the learning and mastering of

Class at Pitzer‟s program house at the Firestone Center for Restoration Ecology in Costa Rica.

THE PITZER MODEL FOR STUDY ABROAD

to clarify and articulate their feelings, thoughts, insights, and beliefs as they evolve over the program, and provides a forum for discussion of those ideas with program staff and host families. Community Learning Projects and Internships Pitzer is committed to developing strong relationships with its host communities. Often these result in cooperative projects with local organizations. In addition to the modest contribution the projects may make to a particular community, they provide excellent opportunities for our students to utilize their language skills and Multigenerational Nepali host family and student. Photo by Margie Donahue cultural knowledge while gaining first- hand experiences with local issues. culturally appropriate behavior. combine a series of lectures given by university faculty and specialists from Limited Numbers of Participants Intensive Language Study governmental and non-governmental To best support learning and minimize the Pitzer programs use a communicative- organizations, with the more experiential impact our group‟s presence on host interactive approach to language teaching. program components of family stays, communities, we limit the number of This method requires participants to use fieldwork, and study trips, to provide a students in our programs to a level the language in real ways, both in class high degree of cultural immersion and appropriate for each program site, and out of class, promoting strong cross-cultural learning. generally twelve. Sites with rural relationships with members of the host components often have more restricted culture. The Fieldbook enrollments than sites in urban areas. In the core courses, Independent Study Project students also develop a History lecture at the Duomo, Parma, Italy Pitzer programs provide an opportunity for portfolio of analytical, students to conduct an independent study narrative, descriptive and project. Depending on the program, these creative writing known as projects may include a research tutorial, the Fieldbook, which serves directed fieldwork in science, community as a stimulus for critical internship or apprenticeship in the arts. reflections, and becomes a Projects are guided by program staff, record of their intercultural university professors, local experts or learning. The Fieldbook artists, and require a significant reflective recognizes that writing is component in the form of a written report, one of the deepest and as well as other discipline-appropriate most precise measures of documentation of learning. Because of the experience, and an activity field-based nature of most of the Pitzer that both generates and programs, we encourage students to reflects learning. Highly select a project that involves field demanding of participants‟ research, oral interviews, ethnography, time and intellect, the and other techniques that facilitate Fieldbook asks them to cultural immersion over those involving integrate the theoretical and traditional library research. experiential components of Interdisciplinary Core Courses the program through a series of structured writing The core courses in Pitzer programs assignments. It helps them

PITZER COLLEGE STUDY ABROAD

Zimbabwe Once the breadbasket of southern Africa and a model of post-colonial transformation, Zimbabwe has struggled politically and economically in recent decades. Despite these challenges, the country still has the highest literacy rates on the African continent and continues to play a significant role in environmental conservation efforts. Students explore issues related to land and agriculture, politics, natural resources, ownership and management.

Core Course: Socio-political

Students and faculty at the Apartheid Museum, Johannesburg, South Africa. Change in Botswana, South Africa Photo by Mike Donahue and Zimbabwe Pitzer in Botswana the eastern border, enjoy standards of This course provides students with a education and economic well-being rivaled broad overview of Botswana, including its The program is based in Botswana with on the continent only by neighboring history, politics, culture, religion and extended study trips in South Africa and South Africa. Although Botswana shares important current issues, within which Zimbabwe. Students live with host many socio-cultural commonalities with students are asked to place and analyze families, study local cultures, and work the rest of the region, it is unique from a their personal experience. The course with local scholars and experts in each political and historical standpoint; it was offers students a comparative and country. Participants experience first-hand never colonized nor had to fight a war of regional perspective on these topics the concept and life of Ubuntu, the notion independence. Students witness first-hand through extended study trips to South that defines the communal nature of the how good governance and prudent natural Africa and Zimbabwe. In each location, cultural values of the South African, resources management can have a students engage in family stays, Botswanan and Zimbabwean peoples. It positive effect on societal issues such as participate in a series of lectures given by embraces the notion in their greetings racism, poverty, and gender inequity. university faculty and specialists from that proclaims, “I am well if you are well,” South Africa governmental and non-governmental and “my destiny is intricately intertwined organizations, and take study trips to Since the overthrow of Apartheid and the with yours.” Additionally, the program areas of historical, cultural and historic 1994 election, the Rainbow Nation provides students with an opportunity to environmental importance. Students has tried to strike a balance between the learn about the multiple ways complete a series of writing assignments expectations of the hitherto marginalized governments, NGOs and local to integrate readings and lectures with the black population and those of the white communities in the region choose to more experiential components of family minority. A vibrant democracy and approach issues that are common across stays, internships, and study trips, to progressive constitution has resulted in a borders, such as the colonial legacy, explore issues from the host culture socio-economic and political development, race, power, human rights perspective and to deepen their cross transformation that has ushered in a new and reconciliation, big game conservation, cultural learning. era of prosperity for the non- ecology and tourism, health care, white marginalized groups that education, and poverty. were excluded by Apartheid Course Semester Botswana policies. Nonetheless, after two COURSES Credits Units One of Africa's most politically and decades of post-Apartheid Socio-political Change in Botswana, economically stable countries, Botswana is efforts, the country still struggles South Africa and Zimbabwe 2.0 8 home to over 2 million people and with high unemployment and Intensive Setswana Language 1.0 4 Independent Study Project 1.0 4 226,900 square miles of vast savannas, poverty rates, and with major the Kalahari Desert, and world famous challenges around issues of Total 4.0 16 wildlife parks, including the Okavango healthcare disparities, housing, DATES Delta. Botswana's citizens, most of whom and education. Fall: Early August to mid-December live in the major cities and towns along Spring: Mid-January to late May or early June 6

PITZER IN BOTSWANA

Service Learning apprenticeship, an internship with a each country. Host families serve as In order to gain first-hand experience with school, governmental department, or non- important co-educators on the program, issues explored in the core course, while governmental organization, or work in the not only for language and culture in Gaborone, students spend several Vaccine Development Institute at the learning, but also as a way to allow afternoons a week working with a local or University of Botswana (for science students to explore ideas and issues that international organization. A variety of students). are presented in lectures and readings. opportunities are available, including, but Students have rural and urban family not limited to, work in a hospital or clinical Study Trips stays in Botswana and two-week family setting, teaching in a government school, To understand local and regional issues, stays in South Africa and Zimbabwe. The participating in an organization that students participate in a number of study Botswana family stays take place in the advocates for human rights, or working in trips while in each country. Study trips in village of Manyana, for the first month of wildlife conservation. Zimbabwe usually include: Victoria Falls, the program and then in the capital, the Great Zimbabwe Monument, and Gaborone, during the middle and the final Intensive Setswana Language Hwange National Park. In South Africa, month of the program. In Manyana, most While English is widely spoken by most students explore Pretoria and families are involved in seasonal farming people in the region, the program realizes Johannesburg, study race relations, activities focused primarily around the importance of learning the local reconciliation and post-Apartheid South sorghum, maize, and cattle. Pitzer has a language as a way to honor the host Africa through visits to Soweto, the strong relationship with the community community, to connect more deeply with Apartheid Museum, the Voortrekker members as well as the Kgosi (Chief), and locals, and to open windows into the host Monument and Freedom Park; attend a students quickly settle into the rhythms culture. This course provides an rugby or soccer match; and visit Krueger and hospitality of village life. In Gaborone, opportunity to develop a basic level of National Park and Madikwe Game students live with middle class, communicative proficiency in Setswana, Reserve. In Botswana, students examine professional families while participating in the language of Botswana, which is also the progress made in HIV-AIDS service learning projects, and attending spoken in nearby parts of South Africa. prevention and treatment through the lectures by University of Botswana faculty The course emphasizes proficiency in Baylor Clinic; reflect on issues of social and other experts. In South Africa, speaking and listening through a highly justice at Ditshwanelo Center for Human students live with host families in the communicative, interactive language Rights; learn about local and traditional Johannesburg suburb of Soweto, the curriculum that is closely connected to the governance from the Chief of Manyana; heart of anti-Apartheid struggles in the rural family stay experience in Botswana and study big game conservation and 1960s. Family stays in Zimbabwe are and to other field activities. tourism in the Okavango Delta and Chobe based in Harare, close to the City‟s social National Park. and cultural center. Students live with Independent Study Project professional families, who provide a These projects are guided by university Family Stays window into many of the issues facing scholars, local specialists, or program The heart of the program is the Zimbabwe today. staff. They may be a research project, an opportunity to live with a host family in

Local villagers travel by Mokoro in the Okavango Delta. Photo by Mike Donahue

PITZER COLLEGE STUDY ABROAD Pitzer in Costa Rica

Location Students spend the first five weeks studying at the Institute for Central American Development Studies (ICADS), based in San José. During this time, there is a one week study trip to either Nicaragua or the Caribbean coast of Costa Rica. After San José, students travel to Bocas del Toro in Panama for a two week marine biology course before returning to Costa Rica to spend the remainder of the semester at the Firestone Center for Restoration Ecology, a 150-acre reserve owned by Pitzer College located three hours southwest of San José and less than a mile and a half from the Pacific Ocean. The reserve is home to pre-Columbian petroglyphs, a harvestable bamboo forest, a riparian zone with waterfalls and Institute for Central American Development Studies, San José, Costa Rica streams, secondary growth forest in a at the Institute for Central American Tropical Restoration Ecology Course former pasture, intentionally replanted Development Studies. The course employs The course is divided into two sections: hardwood forest, original rainforest, a four a communicative interactive approach to tropical marine ecology at Bocas del Toro, pond water catchment system, and an learning with just three to four students Panama, and terrestrial ecology at the Ecology Center with science and per class. Instruction is offered at all Firestone Center in Costa Rica. It satisfies classroom facilities. With adjacent levels from beginner to advanced, with the natural science graduation Hacienda Barú, a wildlife refuge of 800 special course arrangements made for requirement at Pitzer College, and for acres to the west, the ecologically heritage speakers. students who have completed an significant Osa Peninsula to the south, and introductory biology sequence, the course Manuel Antonio National Park to the north, Core Course: Costa Rican Studies can be counted as an upper division Keck students have access to a variety of During the first five weeks of the program, Biology and EA - Science elective by tropical ecosystems and rich biodiversity. students participate in the first half of the arrangement with the instructor. Pitzer Core Course: a seminar offered Intensive Spanish through ICADS entitled Latin American Environment, People and Restoration This 80-hour course is taught in San José Perspectives on Justice and Sustainable Course Sloth at Firestone Center for Restoration Ecology Development. The class includes lectures, Taught on-site by our program director Photo © Mike Winiski study trips in and around San José, (an agro ecologist) with guest lectures discussion sessions, a variety of oral, from local experts, this course is designed interactive and written assignments, and a to explore special topics in relation to the longer study trip to Nicaragua or the Caribbean Coast of Costa Course Semester Rica. The second half of the COURSES Credits Units Pitzer Core Course focuses on Costa Rican Studies 1.0 4 deepening students‟ Intensive Spanish Language 1.0 4 understanding of Costa Rican Tropical Restoration Ecology 1.0 4 culture through ongoing Environment, People and Restoration 1.0 4 interviews, ethnographic work, Independent Study Project 1.0 4

and community service with Total 5.0 20 local host families and community organizations. DATES Fall: End of August to mid-December Spring: Late January to late May

PITZER IN COSTA

reserves in Costa Rica contain an estimated 75 percent of all Costa Rica‟s species of flora and fauna, including species that have all but disappeared in neighboring countries. Students have visited Manuel Antonio, the International Park of La Amistad, and Marina Ballena National Parks as part of their coursework.

Family Stays Costa Rican host families serve as co- educators on the program. They provide a window into the culture, immersion into the language in its full richness, and a chance to explore important ideas and issues from the core course as the families include students in their daily lives and Students in the marine biology course snorkeling at Caño Island, Panama. Photo by Cheryl Baduini introduce them to relatives and neighbors rich cultural and ecological resources anthropological topics. With careful from a variety of age groups and available at the Firestone Center, its planning, the independent study project backgrounds. Students have two main neighboring communities, and local can count towards a student‟s major and family stays. The first is for one month protected areas. Topics change from year provide a good start on a senior thesis. with middle class families in San José. The to year but may include conservation Study Trips second family stay for the final ten weeks policy and governance, agroecology, and of the semester is with a rural family near A wide range of study trips serves to protected areas. Each course segment is the Firestone Center. enhance the curriculum. Destinations taught as an intensive seminar that include: combines theoretical considerations, case Pitzer student working with local elementary students. studies, research methodology, and Nicaragua or the Caribbean Photo by Isabel Argüello-Chaves fieldwork. In Nicaragua, students visit several cities including Independent Study Project Managua, Leon, Matagalpa Students pursue one topic in depth over and Esteli, with visits to the final four weeks of the program. NGOs, markets, historical Typically, students choose to do a field sites, and discussions with research study in tropical ecology or an local experts on culture, ethnographic study related to human politics, economics, ecology or environmental analysis, but healthcare, the Contra War, many students also pursue topics in etc. The Caribbean coast of education, health, development and a Costa Rica has been heavily variety of other sociological and influenced by Afro- Tree frog on student. Photo by Don Mc Farlane Caribbean cultures, and a trip to this region allows students to experience a part of Costa Rica that is very different from other areas of the country where the bulk of the program takes place.

National Parks The national parks and

PITZER COLLEGE STUDY ABROAD Pitzer in Ecuador environmental issues in contemporary Ecuador, and Location provides students with High in the Andes and with a spring-like training in ethnographic climate throughout the year, Quito, field methods that they Ecuador is one of the most beautiful cities employ in their independent in South America. In 1978, UNESCO study projects. Students designated Quito as a World Heritage Site, meet once a week in class ensuring the preservation of some of the and spend additional hours most impressive architecture in Latin participating in a community America. With a geography that organization in Quito. The encompasses tropical Pacific beaches, core course is taught in Andean mountain villages, and Amazonian Spanish by the program rainforests, Ecuador provides a dynamic director, using a sheltered setting for studying the challenges that approach that is appropriate face a small, developing nation. for all language levels, and that allows all students to Host Institution engage fully in the ideas Pitzer in Ecuador is affiliated with and issues covered in the Universidad San Francisco de Quito classroom and readings. (USFQ), considered the top university in the country. Service Learning Core Course In order to gain first-hand Ecuador: un país andino experience with issues This core course integrates all components explored in the core course, of the program, including lectures, study students spend two trips, involvement in a local community afternoons a week organization and the family stay. It offers participating in a service an important framework for understanding learning experience with a Historic Center, Quito. Photo by Mike Donahue the social, political, economic, and local organization. A variety of opportunities are available, ranging Latinoamericana de Español, Quito‟s Pitzer student at community service site. Photo by Mike Donahue from work in a hospital or clinical setting, to premier Spanish as a Second Language teaching in a school for institute. The course emphasizes both oral indigenous children, to and written proficiency through a highly participating in an communicative, interactive curriculum that organization that assists is closely connected to the homestay street children and their experience, issues raised in the core families. course, and other field activities. Students attend language classes for 16 to 20 hours Intensive Spanish a week for the duration of the program for Intensive Spanish is offered at the Course Semester beginner, COURSES Credits Units intermediate Ecuador, un país andino 1.0 4 and advanced Intensive Spanish Language OR 2.0 8 levels through Content courses at USFQ in Spanish (advanced Spanish language required) Academia Independent Study Project 1.0 4

Total 4.0 16

DATES Fall: Late July or early August to mid-December Spring: Early January to late May 10

PITZER COLLEGE IN EC UADOR

organization. The competence proficiency, and in English for students students develop in Spanish is crucial with beginner or intermediate Spanish to realizing educational goals in proficiency. Ecuador, and a vital component of this is the commitment they make to Study Trips create a Spanish-speaking To deepen students‟ understanding of environment both in and out of topics covered in the core course, they class. participate in a rural stay in the indigenous Quichua-speaking mountain community of University Courses San Clemente and have an excursion to Students with advanced Spanish the Amazon Basin, as well as a variety of skills have the opportunity to choose day trips to organizations and places of up to two regular university courses historical and cultural importance in and at USFQ. around Quito. Independent Study Project Family Stays The independent study project for Host families are important co-educators this program enables students to on the program, providing students with a engage in an in-depth exploration of singular opportunity to develop their a topic of interest. This part of the Spanish proficiency, learn about program often allows students to do Ecuadorian culture, and explore issues something in their major that they raised in the core course. The first and could not do in the US, and can Boy with Andean flute. Photo by Mike Donahue longest family stay takes place in Quito easily serve as the beginning of a with a middle-class, professional family. a total of over 200 hours of in-class senior thesis. Students must select a The second, shorter stay, takes place with instruction. Becoming fluent in Spanish, project that involves field research or an indigenous family in the rural however, is not just a classroom exercise. utilizes other techniques that facilitate community of San Clemente, where Language learning is part of everyday life cultural immersion. The project culminates families engage in agriculture, and through interactions with host families, in a major paper written in Spanish for maintain many of their cultural and program staff and the internship students with advanced Spanish ancestral practices. Pitzer student with Quichuan rural host famly. Photo by Chris Lubensky

PITZER COLLEGE STUDY ABROAD Pitzer in Italy well-balanced economies. Pitzer selected the city of Parma as its This program goes beyond a superficial preferred program site in Emilia- acquaintance with Italian culture through Romagna to provide students a structured and demanding schedule of with a high degree of integration intensive Italian language study, semester into Italian family life and -long family stays, a core course on Italian community. culture, a field-based art history course, and a community-based service learning Host Institution Pitzer in Italy is affiliated with project. For students to be successful in the University of Parma and the the program, two things are essential: a Toschi Art Institute of Parma. commitment to learning Italian, and a willingness to share experiences that Core Course: Studies in Florence. Photo by Carlotta Bosi make up the everyday lives of Italians. Italian Culture develop in Italian is one of the treasures Rather than a passive observation or Using the city of Parma as a case study, of the Pitzer in Italy experience. Working detached study of the culture, the chief students explore topics in Italian history, with their Language Tandem Partners (an influence on learning comes from being a politics, economy, religion, art, literature, Italian student learning English), auditing participant in daily Italian life and gearing and culture through a series of lectures by University of Parma classes, and one‟s lifestyle and options to participating in a Community- those of the average Italian. Based Service Learning (CBSL) Location project advances students‟ Throughout Italian history, the fluency. Emilia-Romagna region has During orientation in Parma, played a vital role in the students‟ Italian language skills nation's economic, cultural, are assessed and Italian language and political life. Since Roman classes are chosen based on the times the corridor of prosperity students‟ levels. Students with an that runs from Parma through advanced level of Italian (Italian Bologna to Rome has produced 44 or higher) may be eligible to an entrepreneurial spirit take regular university courses in responsible for one of the Italian (in lieu of the Intensive world's most sophisticated and Italian Language course) if the test results in orientation show

Venice. Photo by Carlotta Bosi they have sufficient skills.

Survey of Italian Renaissance Art, Art lecture. Photo by Emily Rubin PZ „16 area scholars and specialists. This course also incorporates the family stay, local 1400-1550 visits in Parma, and other more This course gives students an overview of experiential components of the program, the main artists and works of art that to put a human face on the material have characterized the Renaissance period

presented in lectures and in Italy. Students get an introduction to readings. Course Semester

Intensive Italian Language COURSES Credits Units Intensive Italian is offered at the Studies in Italian Culture 1.0 4 University of Parma. Becoming Intensive Italian Language 2.0 8 fluent in Italian, however, is not Survey of Italian Renaissance Art, 0.5 2 just a classroom exercise; it is 1400-1550 part of students‟ everyday life Community-based Service Learning 1.0 4

through interactions with their Total 4.5 18 host family and local Italians. DATES The competence students Fall: Early September to mid-December Spring: Late January to early May

PITZER COLLEGE IN IT ALY the historical period, the concepts of assisting the growing Renaissance and Humanism, the main number of refugees artistic techniques used by the different from the Middle East artists and the set-up of a bottega (studio and North Africa. or workshop). Students analyze how the Study Trips different artistic centers (Florence, Rome, To deepen students‟ Venice, Milan and Parma) influenced the understanding of artists and their works. Emphasis is given topics covered in the to the analysis of the different works of core course, they art through images and originals. This visit important sites course includes a series of on-site visits in in the cities of Parma to see works by Correggio, Parma, Milan, Leonardo da Vinci and other important Florence and Venice. Renaissance artists. Class meets twice a Art history class, Piazza Garibaldi, Parma week for a total of 30 hours. Students explore Parma in depth by visiting its great masterpieces of Italian Renaissance Art in Community-Based Service Learning/ monuments and beautiful castles outside the Uffizi Gallery, explore the unique Independent Study the city. They also have the opportunity to Cathedral and Baptistery, and climb the According to their interests, students are watch an opera in the glamorous 1800‟s 400 steps of Giotto‟s Bell Tower. assigned to a volunteer organization in opera theater of the city and taste the Parma (health, education, immigrant In Venice the two-day trip gives students famous Italian cuisine on an everyday assistance, environmental, etc.) for a full the opportunity to stroll along the canals basis. immersion experience that combines and admire the golden mosaics in St. Italian language, socio-anthropological One day trip is dedicated to visit the world Mark‟s Basilica. renowned Last Supper by Leonardo da training and field work. Through hands-on Family Stays volunteer work at a local service agency, Vinci in Milan. Students are in single placements so they students learn about contemporary Italian During the two-day trip to Florence, can maximize their language learning and society. In recent semesters, students students are able to admire the participate fully in family life. have interned with local organizations

Students around the Baptismal Font in the Baptistery of Parma

PITZER COLLEGE STUDY ABROAD Pitzer in Nepal between 1996 and 2006, a successful and peaceful Location election to a constitutional The Pitzer in Nepal program house is assembly was held in April located seven miles southeast of 2008. As their first official Kathmandu, off the road to act, the delegates to this Bhaktapur. This is a semi-rural area of the assembly declared Nepal a valley that still comprises tight-knit village democratic republic and communities where the host families are asked the King to leave informed by traditional Hindu values and the palace. A new engaged in rice farming, but also constitution was finally dependent on jobs (and other resources) negotiated and passed by in town. The area is right on the outer parliament in 2015, but edge of Kathmandu‟s urban sprawl, so the central issue that students experience the best of both Student with host grandmother. Photo by Mike Donahue delayed consensus on the worlds: access to all the resources of the their educational goals in Nepal is their new constitution for so many years city, while being fully immersed in the ability to communicate in Nepali. Drawing remains: how to give underrepresented language and cultural richness of Nepali on some of the best language teachers in groups (Dalits, indigenous hill groups, village life. Host families are anywhere the country and with a 1:3 teacher- people of the Terai, etc.) more of a share from a 15-minute to a one-hour walk student ratio, Pitzer in Nepal offers a of political power and access to resources. from the program house. highly effective language program. Classes Additional issues such as rural take place in village homes, bazaars and Nepal continues to struggle in its development, health care, education, along mountain pathways as well as in rebuilding efforts after the devastating sustainable tourism, rural to urban small classrooms at the program house. A earthquakes of April and May 2015. At the migration, remittance income from Nepalis vital component of student learning is the same time, the country is in the midst of working overseas (largely in the Middle commitment they make, along with staff an exciting period of social and political East), urban pollution, and many others, and fellow students, to creating a Nepali- change, as it continues its transition from remain paramount. speaking environment both in and out of what was, until recently, the world‟s only The Core Course: Nepal Studies class. Hindu monarchy, to a secular democracy The course combines lectures, readings, with increased rights for women, ethnic Independent Study Project discussions, and extensive writing, with groups and other minorities. After a Students explore in-depth an aspect of the more experiential components of decade of Maoist-government unrest Nepal through an independent study. family stays, study trips, and field Projects are guided by local scholars or assignments. Lectures are given by Namaste. Photo by Mike Donahue specialists and program staff and require a professors from Tribhuvan University as significant analytical component in the well as scholars and specialists from form of a written report. The program government and private organizations. strongly recommends students select a Through the course, students are project that involves field research, oral acquainted with some of the main interviews, ethnography, and other historical, social, cultural and political techniques that facilitate cultural issues fundamental to Nepal‟s modern immersion and use of their Nepali identity. Assignments focus on socio- language. cultural studies, kinship and family relations, development, politics, environmental issues, health, Course Semester and religion, requiring students COURSES Credits Units to use their Nepali language Nepal Studies 1.0 4 skills, and integrate their Intensive Nepali Language 2.0 8 personal experiences in the Independent Study Project 1.0 4 culture with classroom learning. Total 4.0 16

Intensive Nepali Language DATES The key to students realizing Fall: Early August to mid-December Spring: End of January to early June

PITZER IN NEPAL

Study Trips traditional subsistence farming activities in project has impacted that particular To deepen their understanding of topics and around the park with sound resource village. covered in the core course, and explore management and ecological development. Day trips in the Kathmandu Valley Nepal‟s incredible cultural, geographic and Conditions and schedule permitting, Participants explore important Hindu and socio-economic diversity, students travel students on the spring program may visit Buddhist temples, non-governmental to various locations in Nepal. Destinations Lumbini, the birthplace of the Buddha, organizations, palaces, markets, festivals, may change from semester to semester, and an important pilgrimage site for pilgrimage sites, ancient cities, and the but past excursions have included: Buddhists from all over the world. studios of local craftsmen. Middle Hill Village Stay Pokhara and the Village of Tangting Family Stays During the third month of the program, Nestled in the foothills of the Annapurna The heart of the program is the family students travel by bus and foot along Himal, the Pokhara Valley provides a stay near Kathmandu and in a middle hill ancient trade routes, through terraced spectacular setting of lakes and mountain village. The chance to become a member fields and in the shadow of the world‟s vistas in which students are able to of these Nepali families, and to develop a highest mountains, to reach the middle explore a well-known trade center and personal relationship with the individual hill village of Simigaun where they live tourist destination, a village of caste family members is a privilege seldom with a Buddhist, subsistence farming musicians, and a Tibetan refugee camp. experienced by most trekkers, diplomats family for two weeks or more. Given the Pokhara is also the headquarters of the or researchers. The families often speak program has had a relationship with Annapurna Area Conversation Project little or no English and live in simple Simigaun for 40 years, students are able (ACAP), an internationally acclaimed homes with limited privacy. Lifestyles are to establish relationships with local organization which attempts to take a heavily informed by subsistence farming villagers almost immediately. balanced approach to traditional practices and by traditional Hindu or subsistence farming activities, tourism Buddhist beliefs. Students are encouraged Terai management, conservation, village health, to participate fully in the life and culture Students visit Chitwan National Park in development and education, through of their host family and often consider this southern Nepal, home to elephants, one- involving local villagers in decision-making experience to be one of the most horned rhino and royal Bengal tigers. and implementation. Students also have a meaningful dimensions of the program. They see first-hand how tourism in this short family stay in the village of region affects the local life and economy, Tangting, where they are able to explore and how Nepal attempts to integrate Gurung culture, and study how the ACAP

Students and director at program house in Balkot. Photo by Mike Donahue

PITZER COLLEGE STUDY ABROAD

Pitzer in Brazil Summer Program

This program is run in collaboration with the Steve Biko Institute, a nationally renowned organization that has achieved extraordinary success in helping black Brazilians enter and succeed at university. Students live with Salvadoran families and take a core course that includes a service learning component in addition to their intensive Portuguese language coursework.

Location Salvador, a UNESCO World Heritage site, and capital of Bahia State in North East Brazil, is the center of Afro-Brazilian Historic district of Pelourinho near Steve Biko Institute culture and the first colonial capital of Core Course: Brazil in the Bahian health care, political structures, women‟s Brazil. The Pitzer in Brazil Summer issues, and environmental issues. An Context Program provides students an unparalleled extended family stay for the duration of This course provides an overview of opportunity to engage with a city and the program is an important part of the history, culture and society in Brazil with a region that have retained and celebrated course, providing a human face to the particular emphasis on community and their African roots. This cultural ideas presented in readings and lectures. race in the province of Bahia and the city uniqueness has a tragic underbelly. The Students complete a capstone research of Salvador. The course includes lectures Bahia region was the center of the project on a topic of their choice by local faculty and specialists from non- Brazilian slave trade economy, and racism supervised by local experts. and the legacies of colonialism are ever governmental organizations and apparent. In Bahia, 70% of the population community leaders, site visits, and reading Service Learning is of African descent, but more than 80% and writing assignments that allow As part of their core course, all students of those who graduate from university are students to explore a variety of topics in participate in an internship of 6 to 8 hours white Brazilian. Salvador, including but not limited to, the per week for four weeks with a local non- legacy of colonialism and slavery in Brazil, profit organization. For students with lower levels of Portuguese, there is a Impromptu music festival in Pelourinho, Salvador. Photo by Paula Gutierrez multitude of possibilities to provide greatly needed English as a Second Language (ESL) tutoring with local public schools

and non-profit educational organizations

Course Semester COURSES Credits Units Brazil in the Bahian Context 1.0 4 Intensive Portuguese Language 1.0 4

Total 2.0 8

PREREQUISITES Introductory Portuguese PORT 1 and Introductory Por- tuguese PORT 2 or Introductory Portuguese PORT 22 or demonstrated equivalent language proficiency

DATES Summer: late May to early July 16

P I T Z E R such as the Steve Biko Institute. A final reflective paper on the internship experience is a required part of the course. Intensive Portuguese Language Intensive Portuguese is offered at the introductory and intermediate levels through local language faculty. With a maximum of six students per teacher, the course employs a highly communicative, interactive curriculum that emphasizes both spoken and written Portuguese and is closely connected to the homestay experience, the core course, Salvador da Bahia and other field activities. Students attend language classes for 12 Street near Steve Biko Institute to 14 hours a week for a total of roughly

60 hours of in-class instruction.

Study Trips Family Stays To deepen student‟s understanding of Students are in single topics covered in the core course, they placements so they participate in several study visits in or can maximize their near Salvador, including the Baroque city Portuguese language of Cachoeira, Quilombo Ilha and Itaparica learning and Island. participate fully in family life.

Pitzer students at a Bahia high school. Photo by Michael Ballagh 17

PITZER COLLEGE STUDY ABROAD

Pitzer in Costa Rica furthering their Spanish language Summer Health Program skills and gaining an understanding of the life and culture of Costa Rica.

Organized by Pitzer College in A study trip to either Nicaragua or collaboration with the Institute for Central the Caribbean Coast of Costa Rica American Development Studies (ICADS), will provide a comparative the Pitzer in Costa Rica Health Program perspective on health problems and begins in Claremont during the spring health services in Central America. semester where students participate in a One year of college level Spanish is a prerequisite for the program.

This is a very structured, intensive program. Students earn two course credits in only six weeks, but more importantly, they will experience a very special opportunity to live with Hammock making at the Center for the Deaf. Photo by Mike Donahue families, work in Costa Zip lining in Nicaragua. Photo by Mike Donahue Rican institutions, travel governmental organizations, site visits, in a beautiful country, and reading and writing assignments allow half-course seminar introducing them to and meet people they will never forget. students to explore the epidemiology of Costa Rica, epidemiology, important public Costa Rica and Central America, the health concepts, and intercultural learning. Core Course: Sociology of Health and structure and financing of the health care The program moves to Costa Rica for six Health Care in Costa Rica system in Costa Rica, women‟s health weeks in the early summer, usually from This course provides an overview of health issues, and environmental health. The late May through early July. Through and health care in Costa Rica along with course includes an overview of Costa intensive Spanish language courses, a the depth of understanding that comes Rica‟s social and economic history that is seminar on health and health care in from an internship in a health care setting. essential for understanding the context of Costa Rica, internships, and family stays, Lectures by program faculty and health and health care in Costa Rica. An students explore health care while specialists from governmental and non- extended family stay for the duration of Internship with an EBAIS, San José. Photo by Mike Donahue the program is an important part of the course, providing a human face to the ideas presented in readings and lectures.

Course Semester COURSES Credits Units Sociology of Health and Health Care in Costa Rica 1.0 4 Intensive Spanish Language 1.0 4

Total 2.0 8

PREREQUISITES IIS 101 Health and Health Care in Costa Rica (0.5 course credit course offered at Pitzer in spring) Two semesters of college-level Spanish or equivalent

DATES Summer: late May to the beginning of July

PITZER IN COSTA RICA SUMMER HEALTH PROGR AM

teacher, the course employs a complements our study of environmental highly communicative, health, and a longer study trip to either interactive curriculum that Nicaragua or the Caribbean coastal region emphasizes both spoken and of Costa Rica allows students to compare written Spanish and is closely health problems and health services in connected to the homestay two very different regions. This trip may experience, the health care be challenging for some because of course, internships, and other greater physical discomforts (e.g., bumpy field activities. Students attend roads, and a hotter climate than in San language classes for 12 to 14 José), fewer public health services (e.g., hours a week for a total of less dependable public water sources), roughly 60 hours of in-class and higher levels of poverty than students instruction. Students who are experience in San José. Students will be already fluent in Spanish have well-prepared for a safe and satisfying an independent study in experience, however, and they are likely Spanish on a topic of interest to find this trip one of the highlights of the (culture, history, literature, program. etc.). Family Stays Study Trips Students are in single placements so they Internship with the elderly. Photo by Mike Donahue To deepen students‟ can maximize their language learning and understanding of topics participate fully in family life. Family stays Internships covered in the core course, there are are in homes within thirty minutes walking The intensive internship of 14-16 hours several site visits in or near San José, and distance of ICADS. Two students are per week for four weeks provides students two more major fieldtrips. Study trips can generally assigned homes close together with a focused exposure to the roles that vary each summer but past trips have so they have someone with whom to particular agencies play in addressing included trips to national parks, a visit to a share walks to ICADS, and taxi rides at health care issues in Costa Rica. Students Nicaraguan immigrant community, a study night. gain first-hand experience with the models of a banana or pineapple plantation, visits and assumptions on which an agency to an urban precario (settlement), and operates, the particular problem solving hospitals and health clinics. An extended strategies it utilizes, and the financial, weekend study trip to a cloud forest intellectual and technological resources it Relaxing in Granada, Nicaragua. Photo by Mike Donahue brings to bear on these problems. A final reflective paper on the internship experience is a required part of the course. Past students have assisted health outreach workers on home visits; worked in a nutrition program for malnourished pre-school children; conducted field work with Costa Rica‟s national institute for health research; and worked in hospitals, local clinics, community health posts, a home for severely disabled children, a school for disabled children, and a residential facility for AIDS patients.

Intensive Language Study Intensive Spanish is offered at the beginner, intermediate and advanced levels through the Institute for Central American Development Studies (ICADS). With a maximum of four students per

PITZER COLLEGE STUDY ABROAD

Pitzer in Vietnam Summer Program

Hue (Huế), a UNESCO World Heritage site, is a city in central Vietnam that was the seat of the Nguyen Dynasty emperors and the national capital from 1802-1945. Located just south of the North Vietnamese border (DMZ) during the US- Vietnam War, the Hue region was a key area in the conflict and underwent significant damage. In recent years, many of its extraordinary historical monuments, including its Imperial (“Forbidden”) City have been extensively restored. Situated on the Perfume River The Forbidden City in Hue, Vietnam and a few miles from the East Sea, its surrounding mountainous hinterlands are Central Vietnam, the summer program in understanding of the life and culture of home to a large number of minority Vietnam begins in Claremont during the Vietnam. A study trip to Hanoi and communities close to the Laotian border. spring semester where students Halong Bay will provide a comparative participate in an intensive introduction to perspective in [former] North Vietnam. In collaboration with Hue University in Vietnamese language, and a brief While an introductory course in introduction to culture Vietnamese will be offered in the spring Path leading to the Imperial Citadel, Hue, Vietnam and society in 21st semester, students who already speak century Vietnam. The Vietnamese may also enroll in the summer program moves to Hue, program and have the opportunity to join Vietnam for six weeks in a large array of content courses taught in the early summer, from Vietnamese at Hue University. late May through early July. Through intensive Students earn two course credits in only Vietnamese language six weeks, but more importantly, students courses, a seminar on will experience a very special opportunity key topics in Vietnam to live with families, work in Vietnamese (taught in English by institutions, travel in a beautiful country, local experts), and meet people they will never forget. internships, and family stays, students explore Core Course: Modern Vietnam this dynamic country This course provides an overview of while furthering their culture and society in Vietnam. It includes Vietnamese language lectures by Hue University faculty and skills and

gaining an Course Semester COURSES Credits Units

Modern Vietnam 1.0 4 Intensive Vietnamese Language 1.0 4

Total 2.0 8

PREREQUISITES An introductory course in Vietnamese or the equivalent

DATES Summer: late May to early July 20

PITZER IN VIETNAM SUMMER PROGRAM

site visits in or near Hue and one major fieldtrip. Study trips may vary each summer but could include visits to the Imperial City of Hue, The Imperial Tombs, minority communities in the mountains west of Hue, the vibrant commercial center of Danang, the beautiful early modern trading town of Hoi An, and the ancient Champa ruins of My Son, one of the foremost Hindu temple complexes in Southeast Asia. Half way through the program, students travel north to the booming city of Hanoi, the capital of Vietnam. In addition, the program visits the UNESCO World Heritage Site of Halong Bay, a region of extraordinary beauty.

Family Stays Halong Bay, Vietnam Students are in single placements with their own bedroom so they specialists from governmental and non- class instruction. Students already fluent can maximize their language learning and governmental organizations, site visits, in Vietnamese may audit content courses participate fully in family life. and reading and writing assignments that at Hue University or pursue an allow students to explore a variety of independent study in Vietnamese on a topics in Vietnam, including but not topic of interest (culture, limited to, the legacy of colonialism, war history, literature, etc.) Vietnamese food vendors and conflict in Vietnam, health care, minority communities, political structures, Internships women‟s issues, and environmental As part of their core issues. An extended family stay for the course, all students duration of the program is an important participate in an internship part of the course, providing a human of 6-8 hours per week for face to the ideas presented in readings four weeks with a local non and lectures. Students complete a -profit organization. For capstone research project on a topic of students with lower levels their choice supervised by local experts. of Vietnamese, there is a multitude of possibilities to Intensive Language Study provide ESL tutoring with Intensive Vietnamese is offered at the local public schools. A final beginner level through Hue University. reflective paper on the With a maximum of six students per internship experience is a teacher, the course employs a highly required part of the communicative, interactive curriculum that course. emphasizes both spoken and written Vietnamese and is closely connected to Study Trips the homestay experience, the core course, To deepen students‟ and other field activities. Students attend understanding of topics language classes for 12 to 14 hours a covered in the core course, week for a total of roughly 60 hours of in- they participate in several

PITZER COLLEGE STUDY ABROAD

All Approved Programs for Pitzer Students*

Africa and Middle East Botswana Pitzer in Botswana Ghana ISEP University of Ghana Israel University of Haifa Morocco Al Akhawayn University Palestine Bard Abroad in the West Bank Rwanda SIT Rwanda Senegal SIT Senegal South Africa University of KwaZulu Natal Turkey Middle East Technical University

The Americas Argentina ISEP Universidad del Salvador; ISEP Universidad Católica de Córdoba Brazil Pitzer in Brazil summer program; Federal University of Roraima Chile ISEP Pontificia Universidad Católica de Valparaíso Costa Rica Pitzer in Costa Rica semester program; Pitzer in Costa Rica Summer Health Cuba Sarah Lawrence College in Cuba Ecuador Pitzer in Ecuador Mexico Autonomous University of the Yucatan

Asia and Oceania Australia University of Adelaide Bhutan Royal Thimphu College China SIT China Hong Kong Lingnan University Japan Kwansei Gakuin University Korea ISEP Ewha Womans University; ISEP Korea University; ISEP Yonsei University Kyrgyzstan Bard Abroad in Bishkek Nepal Pitzer in Nepal New Zealand ISEP Massey University – Manawatū Campus near Palmerston North Singapore Singapore Management University Vietnam Pitzer in Vietnam summer program

Europe Denmark ISEP University of Aalborg England Sarah Lawrence College exchange with University of Oxford; Sarah Lawrence College London Theatre Program with the British American Drama Academy; University of Birmingham; University of Bristol; University of Essex Finland ISEP University of Helsinki France Sarah Lawrence College in Paris; Sciences Po; University of Nantes Germany Bard Abroad in Berlin; ISEP Justus-Liebig-Universtät Giessen Italy Pitzer in Italy Netherlands ISEP Tilburg University Scotland University of Aberdeen Spain University of León; ISEP University of Murcia; University of Sevilla with the Spanish Institute for Global Education Sweden ISEP Mälardalen University; ISEP Södertörn University

Domestic Exchanges Arizona Northern Arizona University – School of Indigenous Studies California Claremont McKenna College Silicon Valley Program Georgia Spelman College Maine Colby College New York Bard College - BGIA, New York City New York Sarah Lawrence College Pennsylvania Haverford College

*Program options subject to change each year. Visit our website for current information.

GENERAL INFORMATION

Students from Other Colleges and Pitzer Students Universities Study abroad opportunities at Pitzer College Pitzer College Study Abroad welcomes include the programs described in this students to apply to a Pitzer program if they brochure as well as the opportunities listed are an undergraduate student in good on the previous page. A study abroad standing at a college or university in the adviser can recommend programs United States. appropriate to students’ academic needs Students should consult their study abroad and interests. office at their home campus as well as their It is wise for students to start planning early faculty adviser to ensure that they meet to ensure that they meet the preparation internal deadlines and complete the requirements for a program. Students necessary paperwork to receive credit for a should inform their faculty adviser of their study abroad experience. interest in their first year so that their A Pitzer semester program is equivalent in academic plan can be arranged to include a credit to a semester at a U.S. college or semester or even two semesters away. university with four courses (16 semester Students planning to study abroad on a units) being the normal award for a semester or full-year program are required semester’s work. The Pitzer summer to attend a Study Abroad Information programs award 2 courses (8 semester Session before they apply. Students units). Before choosing to participate, interested in the summer programs in students from other schools should Brazil, Costa Rica, and Vietnam should plan understand their home campus’ policy for to attend one of the program-specific awarding credit and translating grades from information sessions offered each fall. a Pitzer semester or summer study abroad The application due date for Pitzer students program. All grades are recorded on a Pitzer who wish to participant in fall semester or College transcript and are sent directly to the full-year programs typically occurs in mid- appropriate office at the student’s home November. The due date for spring school. programs is in late-March. Summer program For more information on the admission due dates change from year to year. Please process and to access the application, visit consult a study abroad adviser for current our website at www.pitzer.edu/studyabroad. information. Application due dates for non-Pitzer For more information on the application and students: admission process, as well as current costs for studying abroad, please visit our website Fall programs: at www.pitzer.edu/studyabroad or our March 15 office. Spring programs: September 15: Ecuador October 15: Botswana, Costa Rica, Italy,

Nepal

Summer programs: Changes from year to year. Please consult a Pitzer study abroad adviser for current information.

Brant Clock Tower, Pitzer College. Photo by Jamie Francis 23

View from the top of Pitzer‟s Firestone Center for Restoration Ecology in Costa Rica. Photo by Keith Christenson

Office of Study Abroad and International Programs 1050 North Mills Avenue, Claremont, CA 91711 Email: [email protected] ● 909.621.8104 www.pitzer.edu/studyabroad