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Study Abroad
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
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Stacey Davis, Samuel Schrager and Eric Stein
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | S 13Spring | . -Ralph Ellison To educated Europeans around 1800 the new republic called The United States of America was founded on an incredible idea drawn from 18th century Enlightenment discourse: that human beings could govern themselves. The fraught implications of this democratic ideal have played out ever since. They loom large in the promise of a new start that drew 35,000,000 immigrants between the 1840s and the close of unrestricted immigration in the 1920s, and millions more who have continued to come; in the institutions that supported 19th century slavery, 20th century Jim Crow segregation, and subsequent Civil Rights movements; in the aspirations, past and present, of women and other lower-status groups. The meanings of American democracy, contested at home, have also been much scrutinized abroad. While American power has often been feared or resisted, other peoples often invoke or adapt democratic ideals to serve their own needs.This program will explore these complex relationships between the world-in-America and America-in-the-world. How, we will ask, are our identities as Americans shaped by ethnic, religious, gendered, class and place-based experiences--for example, by the cultural hybridizations and the real (and imagined) ties to home cultures endemic in American society? How do diverse Americans wrestle with democratic values in their ordinary lives? We will also consider some of the contemporary manifestations of American presence and power in various locations abroad. Using an anthropological lens, we will reflect on people's often ambivalent readings of tourists and soldiers, American aid organizations and NGOs, Hollywood mediascapes, and American commodities. How, we will ask, ought we to understand American representations of foreign "others" in travel writing, cinema, or museum display, and how have Americans themselves been represented as "others" in relationship to the larger world?Our program will provide strong contexts for students to study and work closely with faculty in the fields of history, anthropology, folklore, literature and creative non-fiction. In the fall and the first half of winter we will focus on in-depth readings of texts and training in the crafts of ethnography, writing and academic research in preparation for major independent research and senior theses. Students will undertake these projects on a topic of their choice, from mid-winter to mid-spring, either in the U.S. or abroad, in ongoing dialogue with peers and faculty. In the last half of spring the program will reconvene to review students' written work in light of the leading issues of our inquiry. There will be three main kinds of research projects. can be conducted locally, or elsewhere, on topics involving cultures, identities, community or place; they will have an emphasis on creative non-fiction writing, and optional opportunity for internships. can explore a historical, art historical, literary, or sociological topic, using primary or secondary resources. will combine service learning with research on an aspect of American culture or on values and practices in another society. Service opportunities include include health, education, youth, agriculture, community development, women's empowerment and human rights. Thailand will be a featured destination, with faculty providing language training and in-country instruction and support. While students can choose any location with faculty approval, there will be additional opportunities for students in Guatemala and Western Europe. | Stacey Davis Samuel Schrager Eric Stein | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
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Amaia Martiartu
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day, Evening and Weekend | Su 13Summer Full | Experience life in Mondragon, home of the largest worker-owned industrial cooperative system in the world. Learn about Basque, the ancient unknown language, . Get to know one of the most important self-determination conflicts in Europe. Experience this old country's farming sustainability practices in modern times. And all this in a country with one of the most welcoming people in Europe accompanied with a native Basque Evergreen professor. This program aims to give students first-hand experience of Basque culture through a three-week living experience in the Basque Country. Students will develop understanding of Basque society and culture through various classes and field trips and daily contact with Basque people. The emphasis is on direct first-hand experience.The program will take place in the Mondragón area and will consist of three academic components: Basque and optional Spanish language classes, socio-cultural workshops and field trips around the Basque Country, and an individual research project. | Amaia Martiartu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||||
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Erik Thuesen
Signature Required:
Fall
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Program | JR–SRJunior - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | In the 19th century, well-known European scientists such as Darwin, d'Orbigny and Bonpland traveled in Argentina and brought their knowledge of the flora and fauna back to Europe. The marine, desert and alpine environments of the Southern Cone harbor flora and fauna very different from similar environments in North America. In this two-quarter program, we carry out intensive natural history studies of the unique organisms and ecosystems of Argentina, focusing on those of Patagonia.After an introductory week in Olympia at the start of fall quarter, the study abroad portion of the program will commence with a 4-week intensive study of Spanish language in Buenos Aires to prepare us for our travels and studies in Argentina during fall and winter quarters. We will begin to study the flora and fauna of the Southern Cone through preliminary readings, lectures and class work in Buenos Aires. We will take a short trip to the sub-tropical province of Misiones during October, then move to the coastal and mountain regions of Patagonia in November. We will study the natural history of Patagonia, beginning with field studies on the Atlantic coast and then moving to the Andean Lakes District, taking advantage of the progressively warmer weather of the austral spring.Students will conduct formal field exercises and keep field notebooks detailing their work and observations. We will read primary literature articles related to the biodiversity of Argentina and augment our field studies with seminars.During winter quarter (summer in the southern hemisphere), students will reinforce their language skills with two weeks of intensive Spanish studies in Patagonia, examine montane and steppe habitats, then work in small groups on focused projects examining biodiversity topics. It will be possible to conduct more focused studies on specific ecosystems or organisms, including those in more southern parts of Patagonia, at this time of the year. Clear project goals, reading lists, timelines, etc., will be developed during fall quarter in order to insure successful projects in winter quarter. Examples of individual/small-group projects include: comparisons of plant/animal biodiversity between coastal, desert and alpine zones; comparative studies of the impacts of ecotourism activities on biodiversity; or examining community composition of intertidal habitats along a gradient from north to south, among others. | Erik Thuesen | Junior JR Senior SR | Fall | Fall | ||||
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Thuy Vu, Bobbie McIntosh and Hirsh Diamant
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Program | FR–SRFreshmen - Senior | 12 | 12 | Weekend | F 12 Fall | W 13Winter | S 13Spring | Good training in business management and cultural competence is an essential requirement for the development of successful and sustainable enterprises. This program will focus on the interconnections between business, economy, and culture, with a specific application to trade, cultural exchange, and community development along the Silk Roads. For centuries, the ancient Silk Roads moved ideas and goods between the great civilizations of Asia, Pacific Rim, the Middle East, and the New World. From the time of Marco Polo and Genghis Khan to Yo Yo Ma, the Silk Roads have connected empires and fostered the development of music, art, religion, and commerce. In this program we will study contemporary and historical Silk Roads to envision sustainable commerce of Silk Roads in the future. We will develop learning, skills, and practical knowledge that are necessary to provide a strong foundation and vision for understanding the business and economic development potential of selected cultures along the Silk Roads. We will examine how developing commerce of Pacific Rim can impact the economic future of Washington State. We will learn about international trade, socially responsible enterprises, and intercultural communication. We will learn about the use of money and alternative business financing models. The program will be foundational for forming business pathways to move toward greater cultural, economic, and environmental sustainability.In fall quarter, we will learn the skills necessary for understanding the historical, cultural, and economic significance of Silk Roads and for creating a sustainable business plan. Part of our study in fall quarter will include learning about community resources, business economics, and social/business enterprises along the Silk Roads. In winter quarter we will learn about intercultural communication, alternative business financing models, leadership, and application of business skills in non-profit and corporate enterprises. In spring quarter some students will have an opportunity to travel in China with faculty member Hirsh Diamant and study business, economy, culture, and education there. (Various credit options will be available for the spring travel.) Students continuing with the program on the Olympia campus will concentrate on intercultural leadership, international trade, marketing, and developing sustainable applications of their business plans.This 12-credit program will include a core of 8 credits plus 4 credits awarded for in-program modules that will focus on either Chinese language, cultural studies, sustainable businesses, or community leadership development. | Thuy Vu Bobbie McIntosh Hirsh Diamant | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Paul Pickett
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Course | SO–SRSophomore - Senior | 2 | 02 | Day, Evening and Weekend | Su 13Summer Session I | Participate in a week of sustainability field studies in Central America. Students will be working to support local efforts to improve the living conditions of both the people and wildlife of Jiquilisco Bay, an important mangrove ecosystem on the Pacific coast of El Salvador. Students will help researchers catch turtles in the bay to study and participate in a beach walk looking for nesting turtles. We will also take boat rides on the bay looking for wildlife, visit local towns, and immerse ourselves in the culture, and visit community development projects. | Paul Pickett | Mon Tue Wed Wed Thu Fri Sat Sun | Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Martha Henderson
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Course | JR–GRJunior - Graduate | 2, 4 | 02 04 | Day, Evening and Weekend | Su 13Summer | As the largest island in the Caribbean, with the highest percentage of environmental scientists and engineers and a long-standing commitment to policies that promote environmental protection and sustainable development, Cuba is uniquely positioned to provide leadership in enlightened environmental policy and practice in our shared ecosystem. The rationale and potential for mutual collaboration between US and Cuban environmentalists in this vital and shared ecosystem is considerable.This course will be joining for its biannual research program on environmental protection and sustainable development in Cuba, which includes an opportunity for interchange with participants in the IX International Conference on Environment and Development hosted by the . Trip dates are 7/5/13-7/14/13. Course requires separate registration in April through Eco Cuba Network; please contact Gail Wootan at wootang@evergreen.edu if interested in this course.For more information about the research program, please see . For more information on the conference in Cuba and conference schedule: Students may choose to take this course for two credits or four credits. Two credit students will be required to complete reading assignments and virtual meetings in June prior to leaving for Cuba. Two credit students are required to submit their field notebooks with a reflective essay by July 29. Four credit students are required to complete reading assignments, short paper assignment and all virtual class meeting times prior to leaving for Cuba. Upon returning from Cuba, four credit students are required to submit a 15 page paper based on field and archival work by July 29. All students are required to write a short autobiography and short essay on their trip expectations. They must also submit a resume. Students will ‘meet’ in the virtual classroom. A Moodle site will be set up for virtual class meetings.The cost of the Eco Cuba Network program, including flight from Cancun, Mexico is $2600. Students are responsible for purchasing airfare to Cancun. Students may also choose to arrive early or stay late for personal travel. If enough students are interested, a service project after 7/14/13 may be organized.NOTE: Students interested in this course must register through Eco Cuba Network separately sometime in April. Please contact Gail Wootan, Assistant Director of the Graduate Program on the Environment, at wootang@evergreen.edu if interested in this course. | Martha Henderson | Summer | Summer | ||||||
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Tomoko Hirai Ulmer
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day, Evening and Weekend | Su 13Summer Session I | The Experience Japan program is an intensive, in-country introduction to the language, culture, and society of contemporary Japan. During the three-week program, students will take Japanese language classes and will attend lectures on Japanese culture and society at the Department of Comparative Cultural Studies at Tamagawa University in Tokyo. The coursework includes field trips to sites selected for their historic, cultural, or contemporary importance. The program's estimated cost is based on Tamagawa University's on-campus housing fee. Participants have the option of living with Japanese families for an additional cost. Admission is open to all Evergreen students regardless of language ability.Interested students should contact faculty via email (ulmert[at]evergreen.edu) and pay a deposit by April 19, 2013. Explanatory meetings will be held in Sem2 B3123 from 3-5pm on Wednesday, April 10 and Thursday, April 11. | Tomoko Hirai Ulmer | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||||
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Bob Haft
Signature Required:
Winter
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | S 13Spring | The legacy of the Greek and Italian cultures in the Western world---from the Minoan world to that of the Italian Renaissance---continues to hold considerable sway over contemporary cultures. The great writings and powerful visual arts that were produced in Greece and Italy established standards of excellence which succeeding generations have both struggled against and paid homage to up to the present day. In this program, we will study the texts and monuments of two of the most dynamic and seminal cultures in European history: Classical Greece and Renaissance Italy. We will read and discuss writings from the periods we study (such as Homer's , Aeschylus' and Dante's as well as contemporary offerings (such as Mary Renault's ). Throughout the program we will learn about modern rediscoveries and re-interpretations of these periods, culminating in our own journey to Greece and Italy. Fall quarter ("Naissance"), we will investigate the rise of the Greek , or city-state, from the ashes of the Bronze Age Aegean civilizations, as well as that of the Etruscans, in what is now Tuscany. In addition to reading primary source materials, we will study the architecture, sculpture and painted pottery that was produced, and we will all learn the rudiments of drawing. Winter quarter ("Renaissance"), our focus will be on the Roman appropriation of Greek art and thought and the later Florentine rediscovery and interpretation of the Classical past. We'll study how 15th-century Italians used the ideas they found in classical literature and learning as the basis for revolutions both in artistic practices and the conception of humanity. We will also learn the basics of black and white photography.During the spring ("Odyssey"), we will travel to Greece and Italy for six weeks, visiting, studying and holding seminars in sites and cities synonymous with the Classical world and the Renaissance. The first three weeks will be in Greece, where we will start in Crete, focusing our attention on the Minoan Civilization. Next, we will travel through mainland Greece, visiting numerous sites including Athens, Corinth, Olympia and Delphi. The last three weeks will be spent in Italy, using Florence as our main base but making side trips to nearby sites and cities, such as Fiesole and Siena. | Bob Haft | Tue Wed Thu Fri | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||
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Andrew Buchman
Signature Required:
Winter
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Contract | SO–SRSophomore - Senior | 16 | 16 | Day | W 13Winter | Please send me a preliminary proposal via email and I'll help you shape it. I often recommend projects that combine some research (on an artist or style) with some creative work (a thematic portfolio or series of songs), with some technical practice (on an instrument or in a medium or style). Internships and travel/study projects are also welcome. I'm especially interested in students who work in more than one artistic discipline intensively; for instance, music and visual art. Drafting academic statements and investigating careers--vital parts of designing your own education--can also be credit-bearing activities. | Andrew Buchman | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
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Diego de Acosta, David Phillips, Amaia Martiartu and Alice Nelson
Signature Required:
Winter Spring
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | S 13Spring | Spain and Latin America share not only the Spanish language but also an intertwined history of complex cultural crossings. The cultures of both arose from dynamic and sometimes violent encounters, and continue to be shaped by uneven power relationships as well as vibrant forms of resistance. In this program, students will engage in an intensive study of the Spanish language and explore the literature remembered, imagined and recorded by Spaniards and Latin Americans in historical context. Every week will include seminars on readings in English, Spanish language classes, a lecture or workshop conducted in Spanish, and a Spanish-language film. There will be regular written seminar responses, synthesis essays and a winter quarter research project. Please note that Spanish language classes are integrated into the program, so students do not have to register for them separately. We welcome students with any level of Spanish, from true beginner to advanced. No previous study of Spanish is required to enter in fall. Fall quarter, we will explore cultural crossings in Spain and Latin America prior to the 20th century through literary and historical texts. In medieval Spain, Jews, Christians and Muslims once lived side-by-side during a period of relative religious tolerance and cultural flourishing known as the . Military campaigns and the notorious tribunals of the Spanish Inquisition eventually suppressed Jewish and Muslim communities, but their cultural legacies have persisted. In the late 15th century, Spain began a process of imperial expansion marked by violence against indigenous peoples and Africans forced into slave labor; these early clashes are strikingly documented in contemporary accounts. Subsequent colonial institutions, including imposed governmental structures, , religious missions and slavery were contested by diverse resistance movements. These dynamics culminated in Latin America's independence in the 19th century and they continue to be reexamined and reimagined within Latin American cultural production today. Winter quarter, we will turn to literature from the 20th and 21st centuries. During this time, Spain and several countries of Latin America experienced oppressive dictatorships as well as the resulting emergence of social movements that enabled democratization. The questions of language, regional identity and difference have also defined several nations' experiences, from Catalonia and the Basque region in Spain, to various indigenous communities throughout Latin America. More recently, the context of economic globalization has given rise to unprecedented levels of international migration, with flows from Latin America to Spain and the US. All of these cultural crossings have involved challenges and conflict as well as rich and vibrant exchanges expressed in literature, art and cinema.Spring quarter offers two options for study abroad, and an option for doing internships with local Latino organizations for those who stay on campus. The Santo Tomás, Nicaragua program is coordinated with the Thurston-Santo Tomás Sister County Association and its counterpart in Nicaragua, and is open to 4-8 intermediate/advanced language students; the Quito, Ecuador program is co-coordinated with CIMAS, an Ecuadorian non-profit research organization, and is open to 15 or more students of all language levels. For students staying in Olympia, the program will have two components: an on-campus core of Spanish classes and seminars focused on Latino/a communities in the US; and the opportunity for student-originated studies through internships and project work. All classes during spring quarter, whether in Olympia or abroad, will be conducted entirely in Spanish. | Diego de Acosta David Phillips Amaia Martiartu Alice Nelson | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||
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Michael Clifthorne
Signature Required:
Fall Winter Spring
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Program | SO–SRSophomore - Senior | V | V | Day | F 12 Fall | W 13Winter | S 13Spring | Consortium is a formal relationship with other institutions to increase travel abroad opportunities for Evergreen students. More than 300 destination programs are offered through consortium, and financial aid can be used to pay for approved program costs. Evergreen students pay the consortium's tuition and fees; they do not pay Evergreen tuition or fees when enrolled in consortium. Enrollment is recorded at both the consortium and at Evergreen; Evergreen students register at Evergreen with a special Course Record Number created specifically for the designated consortium and retain their student status. The Alliance for Global Education offers interdisciplinary study programs in India and China. In India students can focus on issues of public health, Indian studies, development or the environment, in programs located in Manipal, Pune, and Varanasi. In China students can focus on issues of globalization, development, business, politics, social change and Chinese language, in programs located in Xi'an, Beijing, or Shanghai. Internship opportunities are available in both countries. Full semester and summer options. Students earn 15 semester credits (22 quarter credits). The American University in Cairo is a premier, full-service, English-language university founded in Cairo, Egypt in 1919. Students can focus on a wide range of disciplinary studies through the semester or summer options as study abroad, non-degree students, or they can focus on intensive Arabic language through the Intensive Arabic Program. Credits will vary by individual enrollment, but typically range from 15 to 18 semester credits (22 to 27 quarter credits). The Center for Ecological Living and Learning offers programs in Iceland, Nicaragua, Costa Rica, Honduras, and Kenya that focus on sustainability, environmental issues, experiential learning and close connection to local communities. Students earn 15 semester credits (22 quarter credits) The Center for Global Exchange provides a set of interdisciplinary study abroad programs sponsored by Augsburg College in Minneapolis, MN. Students can focus on issues of gender and social change, international business, migration, globalization, or social work in Mexico; sustainable development and social change in Central America; or nation building, globalization, and decolonization in Namibia. Language study and internships, as part of or in addition to the programs, are available. Students earn 16 semester credits (24 quarter credits). The Council for International Educational Exchange provides study abroad programs in conjunction with multiple university sites in Africa, the Middle East, Europe, Asia, Latin America, the Caribbean, and Australia. Students can choose from a wide variety of disciplines, with programs taught either in English or the local language or both. Students earn 15-18 semester credits (22-27 quarter credits) The Danish Institute for Study Abroad offers 14 coordinated programs in Architecture and Design, Biomedicine, Child Diversity and Development, Communication & Mass Media, European Culture & History, European Politics and Society, Global Economics, International Business, Justice & Human Rights, Medical Practice & Policy, Migration & Identity/Conflict, Pre-Architecture, Psychology, Public Health, and Sustainability in Europe. All programs and courses are taught in English, with the exception of Danish language and culture studies. Students earn 15-18 semester credits (22-27 quarter credits). Education Programs Abroad arranges internship placements in several European countries: England, Scotland, Germany, Belgium, and Spain. Students typically intern 30-35 hours per week, with one or two supplemental classes. Adequate fluency in the language is often, but not always, required. Students earn 16 quarter credits, with options to earn more through special coursework with the University of Rochester and at additional cost. The Institute for Study Abroad, operated through Butler University in Indiana, connects students with multiple university sites in England, Scotland, Wales, Ireland, Australia, New Zealand, Argentina, Chile, Costa Rica, Mexico, and Peru. Students enroll in regular university course offerings, with opportunities for internships as well. Fluency in Spanish is required for most Latin American studies programs, with some options for students with lower level Spanish skills. Students earn 15-18 semester credits (22-27 quarter credits). Summer programs also available. The Jackson School for International Studies at the University of Washington, Seattle, offers Evergreen juniors and seniors a chance to spend one year in the program, focusing on one of 14 regional study areas: Africa, Canada, China, Comparative Religion, European, International, Japan, Jewish Studies, Korea, Latin America and Caribbean, Middle East, Russia-Eastern Europe-Central Asia, South Asia and Southeast Asia studies. Students earn 12-18 quarter credits each quarter, depending on class selection. Evergreen can only recommend a small number of students to this program, so it is competitive, with applications due each March for the following year. Lexia International provides area studies programs in Berlin, Budapest, Buenos Aires, Istanbul, Paris, and Rome. These programs combine language study, area studies seminars, and independent project work at each location, with students earning 14-16 semester credits (21-24 quarter credits). Programs take place at host institutions and universities, and several have strong emphasis on film (Paris), architecture and visual arts (Berlin), and classics (Rome). Living Routes Ecovillages provide interdisciplinary instruction in the areas of sustainability, environmental issues, green design and technology, permaculture studies, organic agriculture, fair trade, women's empowerment, bioregional studies, and other issues. Semester programs are offered in Costa Rica, India, Israel, and Scotland with January and summer programs in India, Mexico, Australia, Brazil, and Peru. Living Routes US-based programs are not available for consortium credit. Students earn 15-18 semester credits (22-27 quarter credits) through the University of Massachusetts - Amherst. International Partnership for Service Learning offers programs that combine language, area studies, and community service placements in a number of countries: Australia, Ecuador, France, Ghana, India, Italy, Jamaica, Mexico, Scotland, Spain, and Thailand. Students gain valuable experience serving in a variety of community organizations. Semester and summer programs available. 15-17 semester credits (22-25 quarter credits). The School for International Training offers a wide variety of interdisciplinary programs in Africa, Asia, Europe, Latin America, and the Middle East that focus on the arts, cultural expression, global health, identity and globalization, environmental issues, post-conflict transformation, social movements, human rights, and sustainable development. Programs entail language, thematic studies, and independent study projects and close connection to local communities. Students earn 16 semester credits (24 quarter credits). Summer programs are also available. The School for Russian and Asian Studies offers programs throughout the European, Central Asian, and Siberian regions of the former Soviet Union on a wide variety of topics: Central Asian Studies, Acting in Russia, Russian Studies Abroad, Translation Abroad, Art in Russia, The Russian Far East, The Russian Psyche, Museums and Art Restoration, Kyrgyz Adventure, Politics and International Relations, Internships and more. Students earn 15-18 semester credits (22-27 quarter credits). SEA Education Association offers programs that focus on ocean exploration, documenting change in the Caribbean, oceans and climate, sustainability in Polynesian island cultures and ecosystems, and energy and the ocean environment. Student spend the first part of the semester in Woods Hole, MA preparing for the second part of the semester when they embark on tall-masted sailing ships to continue studies at sea and among island communities. The program offers both Atlantic and Pacific routes. Students earn 16 semester credits (24 quarter credits). Options for upper level credits are available. Summer programs offered as well. Studio Arts Centers International in Florence, Italy offers undergraduate options for study in over 20 studio art and design programs, art history, art conservation, and Italian language and culture. Graduate level studies are also available. Students earn 15-18 semester credits (22-27 quarter credits). The University of Arizona - Russia program offers the opportunity to study Russian language and culture in Moscow during the academic year, with summer options in St. Petersburg. Students receive between 20-30 hours of instruction per week depending on their level placement. The program takes place at the GRINT Language Center at the Moscow Humanities University. Options for internship placement in Moscow also exist. Students earn 15 semester credits (22 quarter credits). Wildlands Studies offers programs through a number of environmental field projects in several countries: Australia, Belize, Chile, China, Costa Rica, El Salvador, Fiji, India, Mexico, New Zealand, Peru, South Africa, Thailand, and Zambia. Wildlands' domestic US programs are not eligible for consortium status. Students are engaged in field studies for seven-week periods typically, and many include cultural studies since communities are part of local environmental systems. Student earn 12 semester credits (18 quarter credits) at the upper division level, typically distributed across both science and cultural studies, issued through California State University at Monterrey Bay. | Michael Clifthorne | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring |
