BCLA Global Immersion Courses
BCLA Global Immersion Courses are on-campus classes, which each include a week-long abroad trip. With a Global Immersion Course, you can get out of the classroom to study a topic in depth at the source with faculty experts. Most classes are open to all students, many fulfill at least one core requirement, and need-based financial assistance is available to help you go. If you want an abroad experience but cannot commit to a full semester program, or you want an international perspective on your major course of study, a BCLA Global Immersion Course is a great way to grow your global imagination.
- Courses are 4 units, like standard BCLA courses.
- Most course trips take place over spring break.
- A $1200-$3000 lab fee covers airfare, lodging and food for the trip. Financial assistance is available, and an application to apply for scholarships will be available in November. Questions regarding financial aid can be directed to Emily.email@example.com.
HOW TO REGISTER
- Register through PROWL as you would for a typical course.
- Reach out to the professor directly to ask questions about the course content or trip details.
2018 GLOBAL IMMERSION COURSES
CHIN 3605/CHIN 3606 Advanced Chinese
Immersion to: Beijing & Shanghai, China
Trip Dates: March 23-April 1, 2018
Course Meeting Times: MWF 10:20am-11:20am (Chinese 3606)
MWF 1:50pm-2:50pm (Chinese 3605)
Professor: Xiaojing Sun
Prerequisites: CHIN 2104 or LMU Placement Exam or consent of instructor
Flags: Oral Skills, Writing
Lab Fee: $1,795
This immersion trip to China is designed to offer students opportunities to use the language they learn, as well as provide them with access into cultural aspects of the language, and further foster their intercultural communication competency. Students will get a chance to explore the two most important cities in China, Beijing and Shanghai, during the Easter Break of 2018. In Beijing, students will visit some renowned historic and cultural sites, including the Forbidden City, Great Wall, and Temple of Heaven, etc., and experience how Beijing offers a dynamic of old juxtaposed with new, unmatched by any other city in the world. In Shanghai, an international metropolis and global financial hub, students will take guided cultural tour in the Old French Concession, visit Lujiazui Central Business District and Shanghai Center (2 nd tallest building in the world), as well as explore Shanghai Old City (Yu Garden area), which has traditional pavilions, towers and ponds. Moreover, students will further their culture immersion by participating in guest lectures on Chinese culture and society, taking Tai Chi class, meeting with local student buddies, and of course, enjoying Chinese cuisine.
This course will help students continue to develop their four skills of listening, speaking, reading, and writing. Moreover, this course helps students improve their understanding of today's China and ensures that students solidify their language and literacy skills. It seeks to enable students to give formal reports and factual accounts in complex communicative activities, read materials on a variety of cultural topics, and write essays, reports and all types of correspondence in written style Chinese. Upon successful completion of this course, students are expected to achieve the Intermediate-mid to Intermediate-high level on the ACTFL (American Council on the Teaching of Foreign Languages) proficiency scale. Students of Chinese minor will be able to write in Chinese on a variety of topics with precision and in detail.
CLAR 2210 Greek Tragedy in Performance
Immersion to: Athens, Greece
Trip Dates: March 23-April 1, 2018
Course Meeting Times: TR 1:00pm - 2:30pm
Professor: Katerina Zacharia
Core: Creative Experience
Flags: Oral Skills; Writing
After weeks of studying Greek tragedy in-depth, students will travel to Athens for an immersion in Greek history and culture. They will participate in an on-site study-and-travel seminars at the Dionysus Theater in the Acropolis at Athens, at the temple of Zeus in Nemea, at the palace of Agamemnon in Mycenae, at Epidaurus Theater, and at the oracle of Apollo at Delphi offered by faculty from the Hellenic-American University. The class will workshop their draft adaptations with the help of three renowned professional Greek theatre experts who direct, perform, and interpret ancient Greek tragedies today.
One of the main goals of this course is to understand Greek tragedy from the inside, by exploring the genre and its conventions, and by studying successful theatrical adaptations. Through creative writing exercises, teamwork and peer review, and individual meetings with the professor, students explore, craft, and revise approaches of staging a Greek tragedy, offering their own take on producing an assigned ancient play. By week 11, when students will be traveling to Athens, they will have already pitched their treatment of the adaptation to class, and will have received peer reviews and the instructor’s comments, and will have developed so they will focus on developing a working draft adaptation to be refined after the two theatrical workshops at the Michael Cacoyannis Foundation. Upon their return to LA, the students will refine their production and stage their 20 minute performance at the CLAR Dionysus Festival on campus on April 21st.
FREN 4998/EURO 4998 The French Intellectual Left
Immersion to: Ho Chi Minh City, Mekong Delta, Hue, Hanoi, Vietnam
Trip Dates: March 24-31, 2018
Course Meeting Times: TR 11:20am-12:50pm
Professor: Véronique Flambard-Weisbart
Prerequisites: FREN 3240, FREN 3850, and/or Instructor's consent
Lab Fee: $1,575
Students will travel to Vietnam for a week of cultural study in which they will experience various aspects of the aftermaths of imperial culture in French Indochina (Vietnam, Cambodia, Laos) from 1858 to 1954. Still today, the French cultural footprint is noticeable in Vietnam, through architecture, food, language, and education. Students will arrive in and visit Ho Chi Minh City (Saigon) in southern Vietnam. The class will then travel from Saigon to Sa Dec and to the Mekong Delta for a short cruise; then from Saigon to the city of Hue in central Vietnam. From Hue, the class will travel to Hanoi, its final destination in northern Vietnam.
This course will analyze and discuss the history and evolution of the French intellectual left from the French Revolution to the present in light of key events in modern French and global history. The Enlightenment, the Russian Revolution, the Popular Front and World War II, the Algerian War and decolonization, Imperialism in French Indochina and the war of independence, and Genocides will be examined through the fiction, history of ideas, theater, and films dealing with the events as well as their lasting impact on French culture and society. As part of subjects to be discussed, the class will examine Universalism, Marxism, Maoism, Surrealism, Existentialism, Postmodernism, Colonialism and Post-colonialism, and the (Post)New- Left in France.
LBST 4900 Education & Global Issues
Immersion to: Costa Rica
Trip Dates: March 3-10, 2018
Course Meeting Times: MW 2:20 pm - 3:50 pm
Professor: Bernadette Musetti
Prerequisites: Liberal Studies Majors or Consent of Instructor
Core: Interdisciplinary Connections
Lab Fee: $2,150
Students will spend a week of intensive study in Costa Rica, which as a country, is a model of sustainability. Each day will be filled with unique learning opportunities with a focus on environmental issues, policies and practices. Our visit will include school visits, nature hikes, interactive lectures, demonstrations, guided forest tours, hands-on lessons, and participation in ongoing data collection efforts. Much of our time will be spent in and around the town of Monteverde, where we will visit and learn about the Children’s Eternal Rainforest and the Monteverde Cloud Forest. A special series of readings, activities, and assignments will be required for this component of the course.
In this course students examine global issues in the context of education and educational institutions. This is the Capstone course for Liberal Studies and our focus for the 2018- 2019 seminar is on environmental issues. Students will address critical questions such as: What does it mean to be an aware and responsible local and global citizen and how can education promote such? How can education become a more powerful vehicle for promoting greater peace, justice, equity, and sustainability in our world? Throughout the course each student does in-depth research on a topic of relevance and interest and produces and presents a thesis paper at the end of the course. Theses may relate, for example, to issues such as global conflict, economic integration, governance, technology, security and privacy, biodiversity/environmental awareness/climate change, or resource management, as well as the ways in which these issues overlap and are interrelated. The focus is on how our educational institutions prepare students to understand, critically evaluate, and act on these and other complex issues both in the immediate, local context, as well as in the larger global context of an increasingly interconnected and interdependent world, where disparities of many types continue to grow. The course format is a seminar, which encourages and requires close and critical reading of texts and thoughtful and respectful whole class and small group discussion.
POLS 3630/PSYC 3998 Peace and Conflict
Immersion to: Belfast, Northern Ireland
Trip Dates: March 2-10, 2018
Course Meeting Times: MWF 11:30am - 12:30pm
Professor: Jennifer Ramos, Máire Ford
Core: Interdisciplinary Connections, Engaged Learning
Lab Fee: $1,700
Students will spend their spring break in Northern Ireland learning about the history of violence and conflict over issues of religious and national identities which only recently ended in 1998 with the signing of the Good Friday(peace)agreement. “The Troubles” in Northern Ireland may be over but the pain lingers. Still today over 90% of schools in Northern Ireland remain segregated and people live their lives divided by concrete walls and barbed wire fences. While in Northern Ireland students will learn about the complexities of conflict resolution and the challenges faced in post-conflict societies. To facilitate this learning students will tour important historical sites relevant to the recent conflict, spend time at a center designed to promote peace and healing for those affected by the violence, meet with researchers in the psychology department at Queen’s University to learn about the ongoing research they are doing on those affected by the violence in Northern Ireland, and hear from speakers who offer differing perspectives on the conflict.
In this class, students explore multiple factors contributing to conflict, de-escalation, resolution and creation/maintenance of a sustainable peace in societies with a noted recent history of conflict. Particular attention will be paid to understanding the challenges to peace from psychological and political perspectives. We first interrogate why conflict exists from multiple levels of analysis (interpersonal, intergroup, and international) and theoretical approaches. We then explore ways to resolve, manage, and control conflict by analyzing case studies of negotiation and reconciliation. The first case study will be Northern Ireland. Students will explore the Northern Ireland situation in depth by travelling there over spring break to learn first-hand about the reconciliation process from politicians, poets, peace builders, and religious leaders. Thus students will move beyond the classroom setting to apply what they have learned in class and also to expand upon what they have learned. Following this, we compare and contrast Northern Ireland to other post-conflict situations, including South Africa, Cyprus, Sierra Leone, and Cambodia.
SOCL 3372 Sociology of U.S. Immigration
Immersion to: Havana, Cuba
Trip Dates: March 4–10, 2018
Course Meeting Times: TR 1:00pm–2:30pm
Professor: Nadia Kim
Prerequisites: SOCL 1000
Flags: Oral Skills
Lab Fee: $2,385
The trip to Cuba will include the cities of Havana (where students will spend most of their time), the nearby town of Matanzas (the “Athens of Cuba”), and Las Terrazas Ecological Village. We will learn about the forces that pushed some Cubans to migrate and that pulled them to the United States, such as the Cuban Revolution; the gulf between socialist and capitalist states; political ideologies and policies; economics/poverty, ethnoracism, and other forms of inequality; and US repression, embargos, and pro-refugee policies. As part of this process we will explore Cuban perceptions of the US and Americans as well as the personal and political transnational linkages that keep the 2 states connected in heart and mind. To do so we will meet with university researchers, journalists and thought leaders, and learn about culture through visiting historical, ecological, and artistic sites, including those relating to the African population. You will have plenty of time to experience Cuba through sight-seeing as well as through experts and luminaries. Since the current presidential administration is closing relations with Cuba, this is a rare opportunity to go to this beautiful and influential country under the auspices of an educational travel agency.
It was the mass immigration waves at the turn of the twentieth century that captured the attention of the founders of American sociology. The study of immigration, then, was at the very foundation of American social science and continues to be central to the field. Currently, one in ten residents of the U.S. was born outside the country, a fact that raises not just eyebrows but sparks heated debate and violent conflicts, as history reminds us. Such social dynamics include the place of ethnicity in a country that has long foregrounded “race”; anti-refugee and anti-immigrant propositions that deny “illegal aliens” education and social services; beefed up borders and everyday people’s anti-immigrant vigilantism; and fundamental political shifts whereby even traditionally anti-immigrant conservatives clamor for the Latino vote (excepting President Donald Trump). These trends respond, in part, to the fact that most immigrants to the United States are Latina/o and Asian, and these immigrants have changed not just the face of the United States but the nature of their communities back home. As Latin America sends the largest number of immigrants to the United States I have chosen Cuba for the travel immersion portion of this course. Not only do 1.8 million Cubans call the US (and especially, Miami) home, but many more have immigrated in the wake of ex-President Barack Obama’s 2014 détente with the island nation, jumping dramatically to a 78% increase in 2015. With immigration in and out of the United States as its anchor, this course will compare the US to Cuba (a Latin American country) and to South Korea (an East Asian nation) to grasp how a sending country’s status in the racialized global economic order and relations with the US shape the following: the reasons behind emigration/immigration, the resources (or lack thereof) at the immigrant’s disposal, and how the immigrant is seen and treated in the United States. We will also study the nature of transnational ties by looking both at non-migrants and immigrants and by understanding both the context of departure and the context of reception. In doing so, we will learn about the class, gender, racial/ethnic, political, and cultural dynamics of each state, those that immigrants must navigate as part of their interconnected and bicultural lives.