Interested in travel?
The courses described below are a sample of Study Abroad programs offered in the past or planned for the future. To find programs currently accepting applications and application deadlines, see DePaul's Study Abroad site.
- Review your learning plan and discuss study abroad course competencies with your Academic Committee.
- See SNL Study Abroad FAQ
- Ensure you have a FASFA on file with Financial Aid. You may then qualify for a travel grant.
Once you have decided on a course:
6 Months Prior to the Start of your Study Abroad Course
- Contact the listed Faculty for more information about your desired course.
- Create a Studio Abroad application.
- Gather Application materials for Studio Abroad, including letters of recommendation.
- Apply for a passport, if necessary.
- Prepare for admissions interview.
5 Months Prior to Travel
- Investigate financing options. Apply for the John P. McGury International Study Scholarship and The Adult Student Association Travel Fund.
- Visit the World Health Organization website to check health precautions to take before your trip.
- See your doctor to check your overall fitness and to ensure immunizations are up to date.
- Register for the course. Discuss registration options with faculty Email completed form to email@example.com
2 Months Prior to Travel
- Access the course D2L website at https://d2l.depaul.edu to begin academic preparation
SNL Study Abroad Courses
AI 283 Mexico: A Pilgrim’s Journey to the Cultures of Mexico City
Register: Winter 2014
Travel: Spring 2014
Participants in this program will travel to one of the most significant centers of Catholic pilgrimage in the Americas: the Basilica of Our Lady of Guadalupe, the most visited Catholic shrine in the world. They will join countless numbers of other pilgrims from all over the world who come to Mexico City around December 12th for the festival of Our Lady of Guadalupe. In addition, the group will tour other major sites of this great world city such as El Zocalo, the Metropolitan Cathedral, and the Dolores Olmedo art gallery. In the Templo Mayor and National Archeological museums, students will learn to recognize and interpret symbolism in these collections of the most important works of Pre-Hispanic Art and artifacts in the world. To provide immediate context for the variety of sites visited, expert guides will accompany the group to introduce students to the historical and cultural context of what they have seen.
Added to this rich immersion into Catholic Mexico’s religion, culture, and history will be an exploration of the cultures of much older residents of this region: the mighty Aztecs and their mysterious predecessors, the civilization known only as “the Elders” that built and used the famous pyramids of Teotihuacan (“The Land of the Gods”). Our modern pilgrimage to Mexican culture past and present will culminate in a visit to the Fiesta de la Virgen de Guadalupe. The combination of experiential learning and history, of homestays and pilgrimage, makes this program a brief but rich encounter with some of the great cultures of central Mexico, past and present. At the conclusion of the program, students will be invited to reflect on the rise and fall of civilizations, on vibrant living communicates, and on the search for meaning in all its manifestations.
Suggested competenceis are: L10 & L11, H5, A1X, A2X, A3X, H1X, H2X. The group will be hosted by faculty and staff at Mexico City’s Universidad de Panamerica, and accompanied by SNL faculty member Susan McGury. Register through DePaul’s Studio Abroad site.
Jamaica and Cuba: Who Talks to Whom in Schools and Cafes?
Apply: Spring 2014
Register: Fall 2014
Travel: December 2014
Through onsite visits to schools and public places in Jamaica and Cuba, participants in this 10-day course will study cross-cultural communication by observing verbal and non-verbal interactions in various contexts in both countries. Participants will examine communication dynamics in informal settings, such as cafes, plazas, and town centers, and in the formal setting of schools and universities. Using concepts from assigned readings, participants will analyze how different socio-cultural factors interact to shape individuals and interaction patterns in both societies, as well as in the United States. A primary focus will be Jamaican and Cuban schools and universities, where participants will compare these organization structures to those in the US and analyze the implications for cross-cultural communications among and between teachers and students. Prior to departure, participants will work collaboratively to t develop culturally sensitive observation criteria for evaluating and comparing communication and interactions. On-site they will dialogue about the observations and interpretations with University partners from the host countries. This course, though ideal for educations wishing to understand the role of language and cultural in different settings among multicultural groups, also provides a background for those interested in sociolinguistics, cross-cultural dynamic and multiculturalism abroad and at home. Jamaica and Cuba are substantially different culturally and offer rich opportunities for comparison and analysis. We have an invitation from a Jamaican university president with expertise in cross-cultural communications and interactions. We have DePaul study abroad contacts for Cuban universities. Suggested competencies are H1A, H2X, H2A, H2E, H5, FX, L10 & L11, E1 & E2. Please contact course directors Gretchen Wilbur at firstname.lastname@example.org or Nancy Morgan at email@example.com for more information. General inquiries may be directed to firstname.lastname@example.org.
London Alive: In Theaters, Markets, and Museums
Apply: by October 15, 2013
Travel: Spring 2014
Theatre, live performance, museum collections and street markets are integral parts of English cultural history; they also represent Britain’s international heritage. London theaters not only celebrate English history, culture and language, they also carry the banner of the English artistic imagination into the future. London’s museums make it one of the most visited cities in the world for the range of its collected artifacts and images. Outside the theater and museum doors, markets teem with life. From Borough Market, established in Roman times, to those established in the nineteenth century, the farmers' markets, flea markets and antique markets present a unique juxtaposition with the established forms of representation and performance found in museums and theaters. We will glimpse how theaters, markets and museums create a magical intersection of past with present and future, of art with life and politics, of cultural stasis with social change. We will question our own approaches to these sites of tourism, entertainment and consumption: what does it mean to perform a service vs. perform for entertainment? How do individuals and groups represent themselves in an effort to draw crowds, audiences, and viewers? The goal of the course is to bring London "alive" in both the past and present, and to deepen participants' understanding of London, and the global marketplace the city itself both performs and represents. Suggested competencies are L7, A1X, H1E, H2X, FX, L10 & L11, E1 & E2. Please contact course directors Caroline Kisiel at email@example.com or Peter Forster at firstname.lastname@example.org for more information. General inquiries may be directed to email@example.com.
History, Culture and Spirituality: Studies in Ghana
Apply: Spring 2014
Register: Fall 2014
Travel: December 2014
This course has been designed to be dynamic and lively, purposefully engaging with learners in direct experience and focused reflection in order to increase knowledge, develop skills and clarify values. The rich cultures of Ghana provide much of the “text” of this travel course. From visiting Ghana’s National Museum, to observing kente cloth being woven or women pounding fufu, or meeting with spiritual and educational leaders, course participants will be exposed to multiple layers and multiple levels of West African culture. Everyday experiences, such as shopping in the open air markets, become lessons on human interaction that are rooted in a particular worldview. Learners will be challenged to consider the footprint left by the simple decision of paying a particular price or buying from a particular vendor. They will come to understand that culture goes beyond the surface expressions, such as clothing, food, dance, to the deeper levels, such as the cosmology of the people. Their beginning examination of Ghanaian cultures can lead to further examination of their own personal, family, community and national cultures.
Spirituality is one of the central themes in this course because it is central in the lives of West Africans, and forms a backdrop from which to understand cultural values and practices. It also informs many of the traditional healing practices that we will learn about during the course. Again, as participants learn about Ghana, and its rich spiritual traditions, they will also learn more about themselves and the role of spirituality in their own lives. Please contact faculty director Derise Tolliver at firstname.lastname@example.org for more information.
Externship: Mindfulness Meditation Retreat at Starved Rock State Park (Spring 2014, Fall 2014, Spring 2015)
Pre-registrations are now being accepted for this course. This unique hybrid course involves a four-day retreat (Thursday, April 24th through Sunday, April 27th, 2014) at the beautiful Starved Rock Lodge and Conference Center in Utica, IL (1.5 hour drive from Chicago). Starved Rock Lodge sits high atop a wooded bluff overlooking the Illinois River in the magnificent Starved Rock State Park. Every student will have a private guest room in the lodge. There will be a fee of $715 for the retreat, in addition to the 4 credit hours of tuition for the L-10 and L-11 competencies. All the other pre- and post-retreat learning activities will take place online during the Spring, 2014 quarter. See the syllabus for more details. The pre-requisites for the course are completion of Foundations of Adult Learning and the L-4 and L-5 competencies. It is necessary to pre-register for the course by contacting the instructor, Michael Skelley, directly at email@example.com
Mindfulness meditation practices are simple, relaxing, yet powerful ways of developing your mind so that you can to be more fully and freely engaged in your daily experiences. The approaches to mindfulness meditation that you will learn in this course are related to Buddhist traditions, but also draw from contemporary insights in neuroscience, psychology and philosophy. No prior experience with meditation is necessary for this course.
The course will be offered again in Fall 2014 (Starved Rock retreat on Oct. 2nd – 5th, 2014) and Spring 2015 (Starved Rock retreat on Apr. 16th – 19th, 2015)
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The list below provides a sample of the courses that have been offered in the past. Please note that while some of these particular programs will not be offered again, others, such as the Africa programs, may be offered every few years. Please contact firstname.lastname@example.org for the most up-to-date information.
HC 298 Connecting with Africa: Cultural and Social Issues in East Africa
Apply: Spring 2013
Register: Autumn 2013
Travel: December 2013
Come with us to Eastern Africa to develop a fresh understanding of local peoples, the environment, and cultural practices in Kenya and Tanzania! The travel experience prepares students for life in an increasingly globalized world by engaging issues and questions of the East African experience, including foreign pressures and influences on indigenous values, social justice dilemmas like class marginalization and the impacts of globalization on lifestyles and economies. One goal of this social and cultural exploration is personal reflection.
Students process and absorb their experiences in Kenya and Tanzania and compare them to their lives in the United States. Simple observation serves as a powerful tool for uncovering deeper meanings in everyday events in the lives of Kenyans and Tanzanians. Participants’ ongoing dialogue with local cultures and peoples raises consciousness on global issues of justice, peace, politics and traditions. In addition, students have the chance to explore the African landscape and the major natural monuments of both countries, including a visit to Mount Kilimanjaro. The class can be completed for 8 credits, or 3 to 4 competences. Suggested competencies are: H5; A1H; H3B; A3E; L10; L11; E1; E2; and FX. Please contact email@example.com for more information.
AI 221 Colombia: Cultural Implications of Leisure
Register: Autumn 2013
Travel: December 2013
This pioneering course will provide SNL students with the first opportunity to travel and study in South America. Cartagena, Colombia is the destination. Cartagena is one of the most visited cities in Colombia and a must see city in South America. Considered by many as one of the world's most beautiful, fascinating and romantic cities, Cartagena offers a rich sense of history, beautiful beaches, excellent food, cultural events, competitive sports, superior natural areas, and a vibrant nightlife. Its heterogeneous ethnic and racial make-up is unmatched in the world making it a perfect environment to study and experience leisure. You will be immerse in the culture, history, and leisure practices of Colombia enabling you to develop a greater understanding of the role of leisure in improving and protecting our global community. This is an excellent opportunity to earn academic credit while traveling to a warm climate during the Winter Intersession. Competencies: A3D, H5, S1X, L10, L11. For more information, contact Dr. Dan Hibbler at firstname.lastname@example.org or 312-362-5275.
AI 157 Cathedrals of Britain: A Pilgrimage
The inspiration and faith which combined to produce the magnificent cathedrals in Britain are worthy subjects of study. This SNL travel course to some of the greatest cathedrals of Great Britain will provide opportunities for students to gain valuable understandings of religion, art, and culture that endures in present day Britain while unraveling its rich and complex past.
From the famous pilgrimage site of Canterbury Cathedral in the southeast to magnificent York Minster in the north of England, to Salisbury and Gloucester to the West, participants will experience these awe inspiring products of human culture from both aesthetic, religious, and social perspectives. This program’s structure is that of a pilgrimage, allowing students some time for reflection as well as learning as they encounter sacred space, respond to aesthetic artifacts and religious rituals, and engage in guided inquiry about the role of these institutions of religion, culture, and education in the past as well as the present.
Our journey of discovery will begin in London and moves southward via Rochester to Canterbury, then Winchester and Salisbury, to the centerpieces of our course, Gloucester and York. We will also move backward in time by experiencing what could be thought of as a Neolithic cathedral, Stonehenge in Wiltshire. The culmination of the trip will be in another kind of cathedral of art, Shakespeare’s theater at Stratford upon Avon, where so many of his history plays dramatized the lives and times of the inhabitants of the great medieval cathedrals of England. Our ten day tour of England includes round trip airfare from Chicago, airport transfers, London city tour, ground transportation, eleven nights hotel accommodation in mostly double rooms, breakfast each morning and some other meals, visits (including guidance and entrance fees) to Westminster, Canterbury, Southwark, Salisbury, Stonehenge, Gloucester, Lincoln, York, and Stonehenge. Competencies: A1X, A2X, A3X, A5, E1, E2, H2X, L10, L11.
Who Talks to Whom in Schools and Cafes? Estonia and Italy
Through onsite visits to schools, piazzas, and cafes in Italy and Estonia, participants in this 2-week study abroad course will study cross-cultural communication by examining how language and interactions are used in various contexts in both countries. Participants will examine communication dynamics in informal settings, such as cafes and piazzas, and in the formal setting of schools and universities. Using concepts from assigned readings, participants will analyze how different socio-cultural factors interact to shape individuals and interaction patterns in both societies, as well as in the United States. A primary focus will be Estonian and Italian schools and universities, where participants will compare these organizational structures to those in the US and analyze the implications for cross-cultural communications among and between teachers and students. Prior to departure, participants will use interactive, online technology to engage in cross-cultural communication and to create criteria for evaluating and comparing communication; the dialog analyzing cross-cultural aspects of language in educational and public settings from a social and political context will continue upon arrival in the countries. In both countries, the selected universities conduct research on intercultural education and cultural dynamics among groups in multicultural societies. Estonia and Italy are substantially different culturally, and offer rich opportunities for comparison and analysis. This course, though ideal for educators wishing to understand the role of language and culture in different settings among multicultural groups, also provides a background for those interested in sociolinguistics, cross-cultural dynamics and multiculturalism abroad and at home. Competencies: A3X, H1A, H2A, H2E, FX.
AI 229 Conflict, Colonialism and Commerce: Encountering Thailand and its Neighbors
Southeast Asia experienced enormous changes in the last century. Thailand is justifiably proud of its beautiful beaches and its status as the most popular tourist destination in Southeast Asia. It is also proud of being the only country in the region never colonized by foreign powers. This did not happen because of luck but due to a series of complex political negotiations a century ago, at a time when all of Southeast Asia was in turmoil. This course asks students to consider these and other questions as they encounter communities in Thailand which have remained virtually untouched by the developed world. Drawing on local resources, students will gain valuable understanding of some of the minority cultures in the region and their tenuous relationship to the dominant “host” culture. By engaging with present- day Thailand, participants will also gain insight into its rich and complex past.
Through visits to cultural centers and interactions with local people, participants will experience life among ethnic groups in the Chiang Mai province such as the “Long-Necked “ sub-group of the Karen people, as well as in the border regions of Cambodia, Laos, and Burma (Myanmar). These travels will be followed by a visit to Bangkok hosted by DePaul’s partner institution, Assumption University. In Bangkok, we will experience its modern and ancient faces culminating in cultural activities with DePaul alumni living in Thailand. Competencies: A1X, A3X, H1X, H2X, H5, E1, E2, L10, L11
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