Print Page
Dickinson Globally Integrated Programs
Globally integrated courses are Dickinson College courses with international academic excursions embedded in the curriculum of the course. Students must apply through the Office of Global Education and pre-register for the required course through the Registrar’s Office before admission into the program. The focus of the campus-based course is to study topics related to the field experience abroad. Students receive course credit by completing the required course.
2011-2012 Programs
Global Climate Change: Africa mosaic
Fall Semester 2011Global Climate Change: Africa Mosaic will explore the science, human and ecological consequences, policy options and international negotiations surrounding global climate change, with focused study of sub-Saharan Africa and especially South Africa. The program integrates intensive interdisciplinary study in three courses on the Dickinson campus in fall 2011 with Independent Study that begins in fall semester 2011 (½ credit), carries into spring 2012 (½ credit) and includes three weeks of field research and community service in Durban, South Africa from 26 November to 17 December 2011.
Students accepted for the semester mosaic will enroll in and receive credit in Earth Sciences 204 Global Climate Change (can fulfill the second Division III laboratory science or QR requirement); History 373 Ecological History of Africa (can fulfill Division II social science or Comparative Civilizations distribution requirements); SUST 330 Climate and Development; and Independent Study. The Earth science, history and sustainability courses will prepare students for productive field research by building a solid understanding of climate system science, climate data analysis, and data interpretation; past and present interactions of African peoples with their environments and climate; climate change risks to ecological systems, human wellbeing and development in Africa; and the international climate change negotiation process.
For additional information contact:
Professor Neil Leary, Center for Sustainability Education
South India Globally-Integrated Program
January 2012The globally-integrated South India Program will be offered over the winter break during the 2011-2012 academic year under the direction of Professor Takacs (IB&M) and in conjunction with her course: INBM 300 Doing Business in India.
Professor Takacs's course, "Doing Business in India", will examine how and why India is such a crucial country for business world to understand. Activities in India will include visits to cultural sites, tours of local businesses, and meetings with government and business officials. The program will take place over a broad section of South India, spending longer periods of time in selected cities--Chennai, Bengaluru, Mysore and Kozhikode.
Students accepted to this program must register for INBM 300 Doing Business in India during the spring 2012 semester.Globally integrated courses are Dickinson College courses with international academic excursions embedded in the curriculum of the course. Students must apply through the Office of Global Education and pre-register for the required course through the Registrar’s Office before admission into the program. The focus of the campus-based course is to study topics related to the field experience abroad. Students receive course credit by completing the required course.
For additional information contact:
Professor Helen Takacs, International Business and Management
Cuba: Society, Economy and Sustainability
Spring Semester 2012 Econ241/Soc230
At the beginning of the 21st century, Cuba, a small (however the biggest) island nation in the Caribbean, with a population of 11 million, is facing major challenges as it attempts to carry on and further develop its unique brand of “Third World” socialism. This course examines contemporary economic and social conditions and policies, international relations, and the ramifications of the Cuban revolution of 1959. With a focus on political, economic, environmental and social sustainability, special attention will be given to urban agriculture as well as to social policy related to health, education, family, youth, gender and sexuality. In order to deepen our understanding of Cuba’s economy, society, and culture today, we will integrate a 10-day study tour of Cuba from March 8/9-18/19th (depending on best flights).
For more information contact:
Professor Susan Rose, Community Studies Center
Professor Sinan Koont, Economics
Recently offered Globally-Integrated Programs
Jewish Immigration to Argentina Mini-Mosaic
January 2010This mosaic will consist of two courses: "Ethnography of Jewish Experience" and "Oral History and Jewish Immigration to Latin America." The first course is a one-credit course for the fall 2009 semester. The second course is a 1/2 credit course for fall 2009 semester, with a “winterim” research trip to Argentina, and then a 1/2 course credit in the spring.
Dickinson students will be doing home-stays with Argentine families and will be paired with students from the ORT School, a Jewish cultural school in Buenos Aires. In conjunction with these Argentine students, Dickinson students will conduct oral histories both in Buenos Aires and in the countryside, with a special focus on secular Jewish identity among Argentine Jews.
From Kyoto to Copenhagen, Negotiating the Future of the Planet
Fall Semester 2009National governments that are parties to the United Nations Framework Convention on Climate Change (UNFCCC) are engaged in intensive negotiations of a new climate change treaty that would replace the Kyoto Protocol and is expected to be a key turning point for global environmental governance. We will study scientific, environmental, technological, economic, political, cultural, and ethical aspects of the issues being negotiated, the perspectives and positions of parties to the negotiations, and the negotiation process. The course will be offered as a one-credit course that will span fall and spring semesters and will require attendance of the 15th Conference of the Parties to the UNFCCC in Copenhagen in December 2009. Students must complete all three components to receive credit for the course.
In the fall term, we will develop an understanding of the key issues being negotiated, the positions of selected governments and alliances, and the different and shared circumstances that influence their positions. We also will plan and prepare for a group research project, which will use interviews to collect data at the Copenhagen conference. During the conference, we will meet with representatives of government delegations and UN, civil society, business, and scientific organizations, attend official negotiating sessions, attend panel sessions and other events that are associated with the conference, and conduct and video tape interviews. In spring term we will reflect on our observations of the negotiations, analyze the interview data, synthesize our observations and data analysis, develop position statements, and present our results to the Dickinson community.
China: Emerging Superpower?
January 2009This course investigated two major sets of questions. First, will China continue to develop in the next 25 to 50 years at the extraordinary pace of the past 25 years? If so, what factors will contribute to continued rapid growth? (The list might include a large labor force; investment in new plant and equipment; heavy R&D spending; a strong educational system; adoption of high technology methods; lax enforcement of property rights; and rising demand from an emerging middle class.) If not, what factors will hinder China’s continued transformation? (The list might include environmental degradation; popular unrest; rising production costs and inability to modernize production facilities; and an unstable financial system.)
Second, and depending on the answer to the first question, what will be the implication for China’s citizens and for the internal structure of China’s political economy? For example, will there be continued progress toward more democracy and better conditions regarding human rights? Furthermore, and again contingent on the answer to the first question, what impact will China’s transformation have on other actors in the international system, such as other nation-states, intergovernmental organizations, multinational companies, and workers in other countries? The course started with a three week experience in Shanghai and the surrounding region during the 2008-09 winter break. It combined conversations within the group with site visits and presentations by experts from the fields of government, academe, business, and non-profit organizations. The course then continued in the spring semester of 2009 in Carlisle.
South Africa and the United States: A Comparative Black Liberation Mosaic
Summer and Fall 2008The Comparative Black Liberation Mosaic examined two of the most internationally significant liberation movements of the twentieth century: the Anti-apartheid movement in South Africa from the 1950s through the 1990s, and the African American Civil Rights Movement of the 1950s-1980s.
Students in this program participated in a cross-cultural and transnational program that studied and researched in King William’s Town, South Africa and Coahoma County, Mississippi during the summer and fall of 2008. Courses during the Fall 2008 semester at Dickinson College consisted of South African History, History of the African American Civil Rights Movement, Oral History, and Ethnomusicology: World Music from Liberation Movements. Dickinson students had the opportunity to study during the Spring 2009 semester at either Morehouse College or Dillard University.
Venezuela and the U.S.: Sustainable Agro-Ecosystems and Cooperative Movements
2008-2009 Academic YearThe College Farm, Environmental Studies and Prof. Susan Rose (Sociology) offered a fall/winter ethnographic field course addressing sustainable agricultural systems and cooperative movements. Students took a ½ credit course in the fall with Halpin and Rose, studying the concept of sustainability from both agricultural and economic/political/development perspectives. The group then travelled to Venezuela for two+ weeks in January '09 to work in the fields at La Alianza, a model organic food production cooperative, learning about sustainable agricultural practices, including vermiculture. This January segment continued in the spring semester as students processed, analyzed, archived, and presented their final research projects.