Sample Application, Florence

Courses

No prerequisites are required for the six psychology classes below

1.             Identify the three courses you propose to teach in addition to the Life & Culture course.

Psychology 101:  Introduction to Psychology  (CSU area D9, IGETC, AA, AA.PSYT.D)*

Psychology 160:  Psychology of Women         (CSU areas D9 & E, IGETC, AA, AA.PSYT.D)

Psychology 220:  Psychology of Personality    (CSU area D9, IGETC, AA, AA.PSYT.D)

See question #4 below for rationale and course curriculum

2.             Identify three alternate courses that you are qualified to teach and how the foreign locale will be incorporated in my instruction.

Psychology 200:  Life Span Development       (CSU areas D9 & E, IGETC, AA, AA.PSYT.D)

Psychology 225:  Social Psychology               (CSU area D9, IGETC, AA, AA.PSYT.D)

Psychology 122:  Psychology of Modern Life   (CSU areas D9 & E, IGETC, AA, AA.PSYT.D)

*(The list of courses required to earn this popular Associates of Arts in Psychology for Transfer Degree was sent via inter district mail along with a hard copy of the signature page.  Note: 78 psychology degrees were granted in 2011-2012)    

      Psychology 200:  Life Span Development

This course examines the developmental changes and sociocultural events that take place during an individual’s life span from infancy to old age.  The effects of early childhood education on later development could be explored from the perspective of Dr. Maria Montessori, born in Anacona and educated in Rome. Montessori believed that all children are born with potentials and the caregiver is there to create the environment to stimulate the child’s growth and development.  

·       Montessori theory on child rearing and the effects on adult development could be contrasted to an American theorist such as Mary Ainsworth, who studied how children’s attachment patterns with caregivers’ impact adult attachment patterns with romantic partners.  A possible field trip to a Montessori preschool to observe children at play.  Interview the preschool director regarding how Italian children are raised (i.e. discipline) and the role of children in the family.

·       Field trip to a museum to analyze the representation of children in Italian art and culture.

Fulfills Course Objective/SLOs:

A. Describe physical, social, and cognitive changes from the prenatal period throughout the lifespan.

B. Examine the nature of change over the lifespan.

C. Identify the complex cognitive structures found in the early development of infants and young children.

Psychology 225:  Social Psychology

Social Psychology studies the way people think, feel and behave in social situations.  This course lends itself to the application of social psychological theories to everyday life experiences. 

·       Social experiments could be set up in everyday settings in Florence to record local’s reactions to a given situation.  For example students could test the bystander effect in a public area where a student drops their books and another student records the response of people in the immediate vicinity to come to their aid, noting the ethnicity, age, gender, and number of people present in the assisting and bystander groups.

·       Observe interactions among Italians and interview them to better understand cultural differences in linguistics, prejudice, conformity, obedience, and group process.

·       A benefit to traveling with a “program,” as opposed to traveling independently, is the shared experience.  It becomes its own social psychology experiment. The group experience provides the participants with an opportunity to process their collective journey in an altogether different way.  Weekly class discussions about student’s reactions to being in small and large groups for the majority of the program would allow them to reflect on how this has influenced the way they think, feel and behave.  

Fulfills Course Objective/SLOs:

G. Evaluate the applicability of social-psychological research to everyday life experiences.

H. Identify how factors such as race, gender, social class, sexual orientation and culture interact with social psychological phenomena.  

Psychology 122:  Psychology of Modern Life

This course applies many of the topics addressed in Introduction to Psychology to one’s own life.  Students reflect on their own experience in relation to topics such as perception, states of consciousness, motivation, emotion, stress and health, to name a few.

·       Assign a personal application exercise regarding the multidimensional effects of stress on an individual. Students would be asked to recall a recent event that required them to adjust to some change necessitated by the foreign environment they are now living in.  Was this a major stressor or a minor hassle?  What was their stress response physiologically, emotionally, cognitively and behaviorally?  

·       Students will keep a journal noting daily stressors throughout the semester.  They will compare what was stressful for them in the beginning versus the end of their stay.  Noting coping strategies used and areas of growth.  Journal content also provides daily reflections that can be used in a classroom discussion to process events and tie them back to theory.

Fulfills Course Objective/SLOs:

C. Describe the nature and operation of personality and interpersonal relationships in everyday life and apply principles to new situations.

D. Critically analyze the relationship of social processes in everyday life to the basic concepts of psychology, such as motivation, emotion, perception, learning, cognitive processes and physiological processes.

3.             Organizing, coordinating and developing course, programs and other learning experiences will be required.   What have you done that demonstrates your ability to organize or initiate programs or activities?

Curriculum

• I assisted with the development of the first Psychology Degree, analyzing the top 5 transfer institutions lower division Psychology requirements.  I ushered this new degree through the curriculum committee.
• I developed, and was the first to teach, Psychology 200 – Lifespan Development.  This was in response to a demand by Pre-Nursing students, as it is a prerequisite to get into most nursing programs.  I have since created an online version of this course to meet the needs of the many students that are out of the area.

• I revised the course Psychology 115 - Resiliency & Student Success and the course outline and moved these changes through the Curriculum Committee.  I also created a new edition of the workbook used as the primary text for this course in both the Psychology and Counseling departments.  (See campus Resiliency Symposium below)*
• I created a speaker’s bureau for my Psychology 160 – Women’s Psychology class, including representatives from STAND, Planned Parenthood, Komen Foundation (breast cancer), Community Violence Solutions, Casa Serena Eating Disorder Center and local authors of books on the course reading list.
• Took a class of psychology students on a field trip to tour Napa State Mental Hospital and to observe patients inside the facility.
• I evaluate and submit course rewrites for PSYCH courses.
• I reviewed multiple textbooks for several different publishers for Women’s Psychology and Personality Theory courses.
• I developed the curriculum for a Career Development course CARER130 - Careers in Social Services while I was part time faculty.  Students enrolled in this course while working in the Re-Entry Center on campus.
• The first community college course I ever taught was at Ohlone College in Fremont while I was working full time as a buyer for Macy’s San Francisco.  I was approached by the business dean to create a class, the curriculum, and course reader for Careers in Fashion Merchandising. 

Department

• I currently chair the Psychology department (titular head), responsible for the evaluations of PT, FT, and Tenure Track faculty, SLO’s, Program Review, Title V re-writes, Course Substitution Petitions, and department budget oversight.  As the titular head, I hear student complaints and work with faculty to mediate issues.  I am the department liaison to the Division Dean.
• I recruit and hire part time faculty. I communicate with district HR to post job openings.  I organize the hiring committee, screen applications, set up interviews, interview candidates and do reference checks.
• I chaired and was a member of the paper screening committee for a FT faculty hire for fall 2012.  As the chair, I insured that proper procedure was followed in the screening process and that all deadlines were met in order to forward the top candidates on to the interview committee.
• I organize the department’s annual All Faculty (PT & FT) Department Gathering.

Division

• Serve on the Social Science Division Council
• Represented the Social Science Division for the Student Services Committee
• Attend all Dean/Department Chair meetings

Campus

• Organized an all campus Resiliency Symposium*, recruiting Andrew Shatte, author of The Resilience Factor originally from University of Pennsylvania, to present his current findings on cognitive resilience, student success and retention.
• Developed curriculum for a Learn Community linking Psychology 115 Resiliency & Student Success with English 116 College Reading Development.  I collaborated with Patrick Leong to create this learning community, coupled with a cohort, to encourage basic skills, student success and retention.

• Facilitator for College Success Workshops and the Brown Bag Lecture Series
• Presenter for flex workshops, Nexus training and Social Science Division retreat
• Evaluator for numerous administrative deans
• Faculty representative on several Student Disciplinary Reviews
• I worked as hourly staff in an advising capacity for the Re-Entry Center and the One-Stop Student Services Center while teaching as a part time Psychology instructor.  (see more details on my role in this student support position in #2 under Recruitment)

District

Organized a district wide Resiliency Program and facilitated trainings for both classified staff and faculty on Resiliency Life Skills at DVC, LMC and CCC.  I presented the materials I learned from Andrew Shatte during an extensive training at DVC when I was first hired as a part time instructor.

4.             Write a description of each course and describe how you will incorporate the foreign locale in your instruction.  Provide examples of field trips and other supplemental educational activities you would provide for students during the semester abroad.  Demonstrate their understanding of the potential for cultural enrichment of the curriculum.

Overview of Proposed Courses:

The wonderful thing about the study of Psychology is that teaching and learning moments surround us on a daily basis. In the following courses, students will be challenged to be introspective while also playing the role of observer in this foreign environment.  I believe it is important to shift our focus from a cross cultural experience to an intercultural education which is a wider, more complex view of the world when understanding differences among people, cultures, and countries.

Psychology 101:  Introduction to Psychology  (CSU area D9, IGETC, AA, AA.PSYT.D)

Psychology 160:  Psychology of Women        (CSU areas D9 & E, IGETC, AA, AA.PSYT.D)

Psychology 220:  Psychology of Personality    (CSU area D9, IGETC, AA, AA.PSYT.D)

Psychology 101:  Introduction to Psychology

This course is the scientific study of behavior and mental processes.  As a survey course, it covers such areas as: the history and theories of psychology, the biological foundations of behavior, perception, learning, motivation, mate selection, abnormal psychology and therapies.

Introduction to Psychology is the most popular class in the department for psychology majors and non-majors. This course is the broadest in content and will appeal to the largest number of students in the study abroad program.  Many of the assignments and activities outlined in the other proposed courses can cross over and apply to this multi-topic course.

Assignments, field work:

1.    Topic: Sociocultural Behavior  and Mate Selection

Students will perform a field study of gender differences in non-verbal communication patterns.  They will observe two mixed gendered groups from afar and record non-verbal gestures by gender.  They will conduct this research while observing members within the study abroad program from the US, and then replicate it while observing several Italian groups. They will write a paper on the similarities and differences that they observed while reflecting on the sociocultural explanation for sex differences outlined in the textbook.

Fulfills Course Objective/SLOs:

C. Apply psychological concepts and principles to everyday life.

H. Describe theories concerning human behavior in a social context.

2.    Topic: Visual Perception

Attention is the first step in perception.  Through selective attention, we limit our attention to certain stimuli while filtering out others.  In this visual awareness assignment, I will have students look for the Medici family crest on buildings in and around Florence.  They will take pictures of the crest that will include the street name and address.  And then identify what the building houses and hypothesize why it is adorned with the Medici sign.

Fulfills Course Objective/SLOs:

E. Discuss the biological bases of behavior.

F. Summarize the processes involved in perception, learning and cognition.

3. Write a research paper on a famous Italian Psychologist and their contribution to the field.  I will begin with a lecture on two historical Italian psychologists famous for their study of optical illusions.  The Kanizsa Triangle is named after Gaetano Kanizsa which is an illusion that involves the visual closure of space without complete boundaries.  Mario Ponzo discovered that depth and distance cues are read by the size of an object and its placement within a picture.  Take a field trip to a museum to identify the differences in depth perception (2 dimensions vs. 3 dimensions) in art based on the historical era.

Psychology 160:  Psychology of Women

Women’s lives are examined from the early stages of prenatal development to the last years of life.  Factors that influence the development of gender identity are explored from social, cultural and psychological perspectives.

This course will take a comparative view by providing a short history of Italian feminism.  In arguably the most Catholic country in the world, Italy remains a country structurally grounded in male patriarchal power.  We will explore issues of divorce, labor, and family law in Italy and compare them to the US.  (Women’s right to suffrage in Italy didn’t become a law until 1945 and after 100 years of effort, divorce became legal in 1970) Contemporary issues abound in regards to reproductive and gay rights in relation to the Italian Catholic Church.

Assignments, field trips, speakers:

1.    Conduct research on key historical moments and people in the feminist movement for the past 100 years in Italy.  Contrast that to the three waves of feminism in the US.

2.    Visit the Uffizi Gallery as a class to analyze women’s body images portrayed in art from the Renaissance period.  Identify women’s roles as demonstrated in paintings from three different periods, noting clothing and adornment.  Present findings to the class in the form of group presentations.

Fulfills Course Objective/SLOs:

B. identify social, cultural, and physiological factors in gender identity formation and gender-related behavior.

3.    Visit the Medici Chapels and find the reclining statues sculpted by Michelangelo named Night and Day in the tomb of Lorenzo II.  Write an analysis of Michelangelo’s depiction of the male versus the female body based on these two sculptures.

4.    Research female artists whose work is featured in the Uffizi Gallery and the Pitti Palace.  Visit these locations and note the subject, date and title of their work. Reflect on reasons why so few historical female artists’ works are on display.  Read the story of Artemisia Gentileschi, the first female painter elected to the Accademia dell’ Arte, which tells of her struggle to reconcile painting and motherhood in a patriarchal post-Renaissance Italy.  This book will facilitate a lively discussion on gender roles then and now.

Fulfills Course Objective/SLOs:

A. compare and contrast theories of gender development.

5.    Invite guest speaker Jamie Marie Lezzara, an American ex-patriot violin maker, to speak about her experience living and working as a woman in Florence.

Psychology 220:  Psychology of Personality                   

This course probes into the dynamics of personality development, psychological adjustment and personal growth.  Emphasis is placed on contrasting theories and methodologies of the different schools of psychology, such as psychoanalysis, cognitive behaviorism, personality trait theory to name a few.

The development of personality and what constitutes psychological health in an individual is approached from contrasting theoretical views.  Many of the theorists discussed are the historical European forefathers of psychology.

Assignments:

1.    Psychoanalysis - Students will analyze Erik Erikson’s original Psychosocial Stages of Development and update the stages to meet contemporary social struggles that impact young adults in the “emerging adulthood” stage in the US and Italy.  For example, the term “twixster” is used in the US to describe the young adult that isn’t financially able to leave home when Erikson deemed appropriate several generations ago.  In Italy this failure to launch group is affectionately called “Mammones,” and isn’t judged as harshly as in the US.  (Ninety-four percent of Italians ages 15-24 live with their parents, the highest percent in the European Union, few view this arrangement as a problem, some will stay home into their early 30’s). What are the different cultural norms at play here?  Is one group in fact more psychologically healthy than another due to the country's social clock?

B. analyze and integrate the genetic and socio-cultural variables which shape and mold a personality.

E. identify different theorists' views of personality development and growth.

2.    Personality Trait Theory - Several personality tests will be given to the students to take to determine their own personality type.  Once they understand the collection of traits that make up a type, they will “type” famous Italian figures based on their behaviors.  Vasari’s Lives of the Artists would be an excellent historical reference for students to read to gain insight into the personality of the following Italian artists: Giotto, Botticelli, Raphael, Leonardo, Titian.

Fulfills Course Objective/SLOs:

C. apply principles of various models of personality to behavior change and maintenance of psychological health.

3.    Cognitive Behaviorism - I will use this topic to introduce Resiliency skills which are based on building an awareness of a one’s cognitive (thought) processes and the emotional and behavioral effects of those thoughts.  Students will keep a daily journal recording their thoughts, emotions and behaviors based on one event from the day.  Their final day’s entry will be something they are grateful for. I will provide students with a Resiliency Workbook that has worksheets to assist them with this process. This self reflection journal could double as a travel log and gratitude journal for their study abroad experience.

Fulfills Course Objective/SLOs:

A. demonstrate an understanding of factors contributing to personality development.

In general, I see these three psychology courses providing a broad, but coherent view on gender roles, personality development and the sociocultural similarities versus differences between people in the US and Italy.  However, I remain open to teaching other courses within the psychology discipline.

5.             Please list all subject areas (FSA) which you are qualified to teach.

           Psychology

 

Recruitment

Faculty selected for Study Abroad Programs must attend all information sessions, plan and implement recruitment activities, participate in other recruitment efforts, including program promotion, student recruitment and student orientation.

1.            What experiences do you have with regards to these activities, and what specific activities would you propose and execute for successful student recruitment?

As a long time member of the Student Services Committee, I have volunteered to work during College Orientation in the fall.  I have manned tables and met with eager incoming students and their parents to answer questions and alleviate concerns.

Additionally, I was instrumental in the development of the Resiliency Project which led to the development of a 1 unit Psychology class, centering on the recognition and modification of faulty cognitive (thinking) patterns in one’s own mind.  Each semester I began promoting the next semester’s section with my current Psychology students.  It didn’t fulfill any UC or CSU requirements so it was a tough sell.  I created flyers that outlined the advantages of taking this short term course and distributed them to my colleagues in the department, division and campus wide to share with students.  I facilitated College Success Workshops and Brown Bag Lectures on the topic of Resiliency a couple of weeks prior to the start of the short term class to promote enrollment.  Once enrolled, students would receive a welcome email reminding them of the date of the first class meeting and required course materials.  Not one section was ever cancelled due to low enrollment.  (Unfortunately due to budget cuts, this low capped course (20 student maximum) is not currently being offered). My skills recruiting for the Resiliency course would be some of the same skills that I would use to promote the Florence Study Abroad Program.

More specific recruitment efforts will include the follow:

• I will meet with Chrisanne Knox to explore Marketing opportunities, both in print and electronic; for example, the e-connect email blast to students and the weekly email calendar of events.  (I’ve met with her staff and created a trifold brochure to promote our recently developed Psychology major)
• I will pitch a story to the student newspapers at CCCCD campuses.
• I will contact ASDVC and representatives of student government CCC and LMC and ask for a few minutes at a meeting to promote the program.
• I will identify all DVC Psychology majors, contact them and provide them with an informational flyer about the Florence program and specifically the psychology courses that will be offered, stressing the personal growth that can come from experiencing daily life in a different culture.
• I will meet with the financial aid and scholarship offices to become aware of possible financial assistance available to students.  I imagine that the monetary cost associated with the program is a common question of students.
• I will contact my colleagues in other disciplines at DVC and SRC and ask to visit their classes for 5-15 minutes to inform students of this exciting growth opportunity.  A target audience would be students enrolled in specific Art, Humanities and Italian Language courses.
• I will contact instructors at SRC, CCC and LMC to provide them with posters, flyers and materials to promote the program on their campuses.
• I have already spoken to 6 different DVC faculty that have participated in the Study Abroad Program and have been gathering flyers and ideas for recruitment from them since I became a full time faculty member in 2002.  I would like to create a forum for a panel discussion with them, as well as past study abroad students.

I am enthusiastic about Italy and education abroad programs and already do what I can to promote the programs in my own classes; I am confident that I can convey to students the academic and personal benefits of studying abroad.  Much like my students, I was a young twenty something woman from a small Northern California town when I experienced Europe for the first time, far from home and totally on my own.  I can bring to the recruitment process my own personal and relatable story about my 3 month European adventure. I am thrilled at the possibility of teaching abroad in Florence, as this will be my fifth trip to the city if selected.  My passion for travel, teaching and Italy will be contagious.  I will attend all information sessions so I am better equipped to serve my students and the program.

2.            Approximately 35 students may apply locally for the program.  Are you prepared and willing to provide informal educational and personal advising and support services for these students? 

If selected for this program, students will benefit from my skills in two ways, first from my passion for teaching psychology and second from my counseling skills. 

I consider my personal work with students one of the benefits of being a community college instructor.  I have the privilege of sharing my love for Psychology with large groups of people inside the classroom and then utilize my counseling skills with individual students outside of class.  My Masters in Counseling Psychology is what afforded me the opportunity to work in the One-Stop Student Service Center while teaching part time when I first came to DVC in 1999.  I met with academically at risk students, that were part of a grant program, twice a semester to provide educational and personal advising.  Program participants were also invited to attend a weekly group counseling session that I facilitated.

I recognize that while travel can be exciting, it can also be stressful.  Many of the students in this program will be further away from home, for a longer period of time than ever before in their lives.  Everything will be new, different….foreign.  This new terrain may provoke anxieties and present challenges for students that will require compassion and understanding on my part.  I take great pride in my ability to mentor and encourage students, and I look forward to exercising my counseling skills and sharing resiliency techniques.  A benefit to traveling with a “program,” as opposed to traveling independently, is the shared experience.  I am excited about being a part of this adventure; making connections with individual students and helping them connect with each other.

Other Details

1.            Have you been a Study Abroad participant during the last ten (10) years?   No

2.            Write a personal statement expressing why you desire to participate in the Study Abroad Program.

To date the greatest growth experience in my life was the summer I spent backpacking through Europe when I was 22 years old.  I want to facilitate, and be witness to, the growth of my students as they experience a new culture, stretch their boundaries in an unfamiliar environment and broaden their awareness.

Those ten weeks were transformative for me and from them I have developed a lifelong love for art and culture.  To this day, I still remember the first time I saw Michelangelo’s sculpture of David and Bottechelli’s painting The Birth of Venus, both in Florence.

As a psychology instructor I hope to make student’s aware of how they see the world and themselves within it.  I will challenge them to notice gender interaction, as well as social dynamics within Italian culture.  Students will be encouraged to witness and compare these social dynamics both on the street, and as it is reflected in art within the museums.  

3.            What special qualifications do you have that make you well suited to serve as a semester abroad faculty member?

·       I am an seasoned traveler and educator

·       I have stayed in Florence many times and I am familiar with the layout of the city as well as its cultural and historical sites

·       I love teaching and I love Italy therefore my passions will be shared with my students

·       I view life, travel and culture as a psychological study and will create teaching moments from daily experiences

·       I have the professional counseling and resiliency skills to provide personal advising and support services to students far from home

·       I understand the mind and needs of the twenty-something students that will be participants in this program, as my son is member of the millennial generation and is away at college, experiencing what it is like to be on his own for the first time

·       I believe that I can enthusiastically and successfully promote this program

·       I am flexible and able to adapt easily to events as they present themselves

·       I work well with others in a teaching community

4.            Please feel free to add further information that will assist both the local faculty selection committee and the college consortium committee in making a final decision on the faculty/curriculum for the upcoming programs.

As I have been working on this application, it has become clear to me that this opportunity has been years in the making.  Unconsciously I have been planning on teaching in Italy for quite some time now.  I have made 4 pilgrimages to Florence in particular, at very different times in my life.  I’m looking at a Tuscan calendar on my office wall and a bookshelf full of Italian travel guides.  Next to the guides are books that read like an Italian Art History bibliography.  Vasari’s Lives of the Artists by Giorgio Vasari, My Life by Benvenuto Cellini, Michelangelo & the Pope’s Ceiling and Brunelleschi’s Dome both by Ross King, and The Passion of Artemisia by Susan Vreeland to name a few.  I have read all of these books with a secret hope to weave them into the content of particular classes that I would love to teach in Italy. 

Utilizing the first four books we would analyze the personalities of the great Renaissance artists and architects of Florence in the Psychology of Personality course.  The story of Artemisia Gentileschi, the first female painter elected to the Accademia dell’ Arte, tells of her struggle to reconcile painting and motherhood in a patriarchal post-Renaissance Italy.  This book is currently on my Psychology of Women’s reading list and would facilitate a lively discussion on gender roles then and now.

I bring with me professional counseling and resiliency skills to assist students far away from all things familiar.  I have a keen understanding of the undergraduate young adult mind; my son is a college sophomore currently away at school. I have an unbridled passion for the field of psychology and would be thrilled to share that with my students, finding teaching moments in everyday life in one of my favorite cities.  I ask that you give my application your most serious consideration.  If selected, I will value this gift afforded to tenured faculty by honoring the student's educational and psychological needs.

Florence Sp 2014 Course Descriptions

Dorrie Mazzone, Diablo Valley College

POLSC 220, Comparative Politics

This course provides a comparative analysis of the political systems of selected European states, including Italy, and the U.S.  We will investigate the origins and nature of politics, philosophies, and cultures and their expression in political institutions and processes.  We will explore the major political and economic aspects of democratic and authoritarian regimes examining the operations of nationalism, fascism, capitalism and imperialism.  We will consider the role of Italian nationalism, as promoted by Giuseppe Garibaldi and Giuseppe Mazzini, in the unification of Italy; compare the fascisms of Benito Mussolini and Adolph Hitler; and consider their quest for empire in relation to the imperialism of Great Britain and the U.S.

POLSC 240, Political Theory

This course examines selected political theorists, issues and/or concepts to illustrate various theoretical approaches used to study political power.  It is not enough to describe political events; the point is to understand them.  Political theories and ideologies help us make sense of our world.  In this particular offering, our inquiry will revolve around questions of the state:  state formation, organization, disintegration and rebuilding.  Our readings will include works by leading Italian political theorists such as Niccolo Machiavelli, Benito Mussolini, Gaetano Mosca, Antonio Gramsci, Errico Malatesta and Antonio Negri.

POLSC 250, International Relations

This course provides an introduction to various aspects of international relations and politics, and will assist students in obtaining the knowledge and theoretical frameworks necessary to understand world events. We will examine relations among states, international institutions (such as the United Nations, NATO, World Trade Organization, and the European Union), and historical and contemporary events.  We will consider issues of state sovereignty, international law, human rights, war and conflict, globalization, and political economy. We will focus on Italy’s role in world politics by examining contemporary issues facing Italy in relation to its membership in various international organizations, and we will consider U.S. foreign policy from an Italian and/or European perspective.

Valerie Kidrick, Sacramento City College

HUM 300:  Classical Humanities

This course studies the history, philosophy, and art of three major periods in European history:  Greece (c. 750 -150 BCE), Rome (c. 500 BCE – 300 CE) and the Middle Ages (c. 300 – 1400 CE).  Much of the material we cover will be familiar; this includes Athenian democracy and the writings of Plato and Socrates, as well as Roman contributions to engineering and the Empire’s expansion into nearly all areas of Europe.  And the great Age of the Cathedrals, resplendent in their stained glass windows and dizzying heights, is familiar to many.  But there is much more to learn in this period: how science, medicine, and Humanism contribute to Ancient Greek life, culture, and art;  how great advances in engineering and building helped Roman might reach deep into the far corners of Europe.  And how the ideas that lie at the core Christianity were interpreted by various philosophers and clerics to create the magnificent art and architecture that distinguishes the Gothic era.  The Italian peninsula was the birthplace (or adopted home) of many of the important ideas, events, and art of these periods of history, so we will be able to visit and experience the worlds of Greece, Rome, and the Middle Ages outside our doors.  Classical architecture—especially the great works of public engineering of the Romans—dot the landscape throughout Italy.  Medieval history, and the arts and philosophies of the time are often overlooked in the shadows of Greece and Rome, but are plentiful and intriguing.  This class will help us recognize and understand the contributions of the ancient and medieval worlds to our own time.

ARTH 303:  Ancient Art to 14^th century

ARTH 303 covers the art and architecture of a broad range of time periods and cultures in Europe; we will focus on the works  of the great cultures of the ancient world, including the Egyptian, Greek, and Romans, as well as those of the Middle Ages.  Since Italy has been at the center of many of those cultures, we are able to see first-hand their material culture. The early cultures of Egypt and the Aegean (including the Minoans and Mycenaeans) are studied as precursors of the great Classical civilizations.  Greek cities in Italy, such as Paestum (Poseidonia) will be used to show how the Greek world expanded beyond its geographic boundaries. Athens—the center of Greek politics, philosophy, and art—will be discussed as the major contributor to the Roman world.  And evidence of Roman domination is wide-spread in and around Florence, Tuscany, and the Campagna. It’s even possible to see how every-day Romans lived, by studying the cities of Pompeii and Herculaneum.  With the rise of Christianity, and the emergence of culture into the Middle Ages, Italy stays at the center art and architecture.  The astonishingly beautiful mosaics in Ravenna provide us the best-preserved works of the Byzantine period. Romanesque sites, such as the Pisa Campanile (The ‘Leaning Tower of Pisa’) and churches in Lombardy, will be studied to trace the continuation of ideas borrowed from the Classical world.  Major Medieval contributions to art and architecture will also be studied, including those found in Florence (San Minato al Monte), Rome (Santa Sabina and Santa Costanza), Ravenna (San Apollinare and the Mausoleum of Galla Placidia) and Venice (the Ca’ D’or).  The course provides an essential foundation for the study of the history of art and architecture from the Ancient world up to the Renaissance.

ARTH 307:  Italian Renaissance Art

This course focuses on the art and architecture of the Italian Renaissance (c. 1250 – 1600), the greatest explosion of Western art the European continent has ever seen.  Beginning with the revolutionary works of Giotto and his contemporaries, we will study the rise of Humanism and its relationship to the history and literature of the 13^th and 14^th centuries, as well as its roots in the teachings of Saint Francis.  Some of of our time will be spent studying the great works of art and architecture of the 15^th century, the Florentine Renaissance, including the Florence Duomo, the Baptistery Doors, and the Pazzi Chapel, as well as paintings by Fra Angelico and Masaccio.  All of these works are located in our own neighborhood, so the works we’re looking at will be outside our door.  The High Renaissance (c. 1480 – 1525) masterworks of Michelangelo, Botticelli, and Donatello are the main focus of the course, and nearly all of them are in local Florentine museums.  The 16^th century Renaissance of Rome will be explored in depth as well, and since Rome is a relatively short train trip from Florence, students are able to visit the great works we see in the classroom.  The Vatican Museums, with Michelangelo’s masterworks such as the Pieta and the Sistine Chapel ceiling, are a must-see, but many other major paintings and sculptures await us, including works by Leonardo and Raphael.  In fact, there’s so much to see in the region, that this class, with its focus on just Italian Renaissance art and architecture, may be your best bet to immerse yourself in the history, art, and culture of a most magnificent period of art.

Doniella Maher, College of San Mateo

Lit 113- The Novel- 19^th, 20^th and 21^st Century Novels
3 units                                   
Prerequisite: Completion of  English 100 or equivalent reading and composition course with a grade of a “C” or better.
CSU/UC; AA/AS Area E, CSU GE Area C2, UC Area 3B
Study of a representative selection of Italian and European novels of the 19^th, 20^th and 21^st centuries and of various aspects of literary criticism.  This course focuses on the development and trajectory of the novel and major literary movements of this period.  Italy was unified in 1851 and this course will explore questions of national identity, modernity, and changing social structures that dominated this period.   Readings will explore the contributions of romanticism, realism, futurism, neorealism and magical realism.

Lit 101-20^th Century Literature
3 units                                   
Prerequisite: Completion of  English 100 or equivalent reading and composition course with a grade of a “C” or better.
CSU/UC; AA/AS Area E, CSU GE Area C2, UC Area 3B
This course is a study of a representative selection of 20^th century Italian and European fiction, poetry and drama.  The 20th century saw dramatic changes in art and literature throughout Europe and this course will place an emphasis on innovations of the Century’s major writers within this context.  Particular focus will be placed upon historical changes with major implications on  literary and cultural movements of the 20^th century, including the World Wars and the rise and defeat of fascism.  This course will explore the wide variety of explorative writing during this period including manifestos, poetry, propoganda and theatre.  This course will also explore the changing role of women and the rise of the female author.   Literary genres will include the development of the avant-garde, neorealism, magical realism and post-modernism.  

LIT 220- An Intro to World Literature
3 units                                   
Prerequisite: Completion of  English 100 or equivalent reading and composition course with a grade of a “C” or better.
CSU/UC; AA/AS Area E, CSU GE Area C2, UC Area 3B
This course is a study of Italian and World Literature and texts (poetry, prose, drama and film) from antiquity to the present with a focus on major authors representing changing literary traditions.  As the home of Italian literature hard-hitters such as Dante, Guido Cavalcanti, Petrarca and Bocaccio among others, Florence provides a unique environment to explore this literary history.  This course focuses on the significant national and international literary contributions of major Italian and other European authors and poets.

Wendy Wisely, Santa Rosa Junior College

Theater Arts 1: WORLD THEATRE
Italy is the birthplace of Commedia dell Arte --the slap stick genre which influences the comedy from Moliere to Charlie Chaplin to Seinfeld and The Office.
The lure of Italian culture and history was so strong that Shakespeare placed many of his plays there, despite the fact that he never got to visit Italy himself --But you can!  See for yourself what Shakespeare only could dream about.   We ‘ll also be studying the works of more modern Italian playwrights such as Pirandello and Dario Fo who were responding to a very different time period -post WWII.  We’ll examine these and the theater traditions and plays from around the world throughout history.

Field trip opportunities:
Teatre dell Pergola - professional theater within walking distance which presents works of Pirandello to Oscar Wilde!
Teatro di Rifredi which brings contemporary and new works to the stage.  It specifically  reaches out to younger (more “hip”) audiences.
* Tour the Teatre Verdi which is a beautiful example of 17th century proscenium stage with the ornate, gilt stage frame and the many balconies. 

Theater 2 : INTRODUCTION TO THEATRE ARTS
The home of the Renaissance is a wonderful place to introduce students to the spectacle of live theater and it’s unique place within society.  There is a sense of the theatrical in almost everything in Florence from the architecture to the fascination with fashion!  Language is not a barrier to appreciating the sights and sounds of a live opera, appreciating the costume and  lighting design of a ballet or laughing at the physical comedy of street performers performing in ancient commedia dell arte.  There will be several opportunities to get out of the classroom and experience the theatrical first hand, many offered with discounted prices through the AIFS cultural calendar.

Other possible  theatrical adventures:
Backstage tour of the Teatro Communale - noted for it’s state of the art contemporary facility and acclaimed costume shop.
Travel to Fiesole to see a partially restored Roman amphitheater.
Explore various mask and puppetry shops and perhaps get to see how they are made!

Media 10 : FILM APPRECIATION
“If you ever have any doubt about the power of movies to affect change in the world, interact with life and fortify the soul, then study the example of (Italian) neorealism” -Martin Scorsese.

Neorealism was Italy’s cinematic response to  World War II and an absolute rejection of the glamour of studio films from Hollywood.  It is a gritty and honest approach that relied on making the most out of the least, something most students can relate to. 

This course explores film from several different points of view: Socio-Political, Mythological, Auteur, Historical, and Artistically.  We will be viewing, discussing, and writing about not only works from American masters but such films as THE BICYCLE THIEF (Vittorio di Sica),  LA STRADA (Fellini) and even LIFE IS BEAUTIFUL which re-introduced Hollywood to Italian cinema awarding Roberto Benigni an academy award.

Florence Details at a Glance

January 26, 2014- April 25, 2014 (13 week semester)

·     Cost: from $7,695.00*
 . This fee covers orientation, language and culture classes, homestay accommodations*, museum tickets, and internet access.

·     Financial Aid and Scholarships are available.

·     Study in one of the most beautiful cities in Europe: Florence, Italy

      
To find out more, contact our Florence Instructor, Dorrie Mazzone @ email: dmazzone@dvc.edu  or visit: www.dvc.edu/studyabroad 

Florence Spring 2014 Course offerings

DIABLO VALLEY COLLEGE

Instructor: Dorrie Mazzone

POLSC 220, Comparative Politics

POLSC 240, Political Theory

POLSC 250, International Relations

COLLEGE OF SAN MATEO

Instructor: Doniella Maher

LIT 101, 20th Century Literature

LIT 113, The Novel

LIT 220, Introduction to World Literature

SACRAMENTO CITY COLLEGE

Instructor: Valerie Kidrick

ARTH 306, Medieval Art

ARTH 307, Italian Renaissance Art

HUM 300, Classical Humanities

SANTA ROSA JUNIOR COLLEGE

Instructor: Wendy Wisely

MEDIA 10, Film Appreciation

THAR 1, World Theatre

THAR 2, Introduction to Theatre Arts

London Details at a glance

September 5th - December 6th, 2013 (13 week semester)

·     2013 cost: from $8,125.00*
 . This fee covers orientation, language and culture classes, homestay accommodations*, museum tickets, and internet access.

·     Financial Aid and Scholarships are available.

·     Study in one of the most exciting cities in Europe: London, England

      To find out more, contact our London Instructor, JoAnne Hobbs @ email: JHobbs@losmedanos.edu 

      or visit: www.dvc.edu/studyabroad 

Description of London Courses

DIABLO VALLEY COLLEGE

Instructor:  JoAnn Hobbs

ENGL 154, Shakespeare and His World

(3 units)               (Pass/No Pass or Letter Grade Option)

Recommended: completion of ENGL 122, Freshman English: Composition and Reading, or equivalent, with a grade of “C” or better

CSU/UC; AA/AS Area III - Arts and Humanities; CSU Area C2 - Humanities; IGETC Area 3B - Humanities

There is no finer setting than London to study and celebrate the Bard and his plays. In this course we will study the language, structure and characterization of selected plays as well as the historical, social and artistic influences, which helped to shape his works. We’ll include at least one play from each genre: comedy, tragedy, history and romance as well as several of Shakespeare’s sonnets. In class students will informally act out scenes as a means to understanding the plays and characters in more detail. We will invite local actors and directors to share their insights about why Shakespeare and his characters are so enduring.

With London as an extension of our class, we’ll take field trips to the National Portrait Gallery, the British Library, and the Globe Theater. We’ll also visit Shakespeare’s birthplace and final resting place in Stratford-upon-Avon and catch a performance at the Royal Shakespeare Theatre - all truly memorable experiences!

ENGL 180, Literature of the Drama

(3 units)               (Pass/No Pass or Letter Grade Option)

Recommended: completion of ENGL 122, Freshman English: Composition and Reading, or equivalent, with a grade of “C” or better

CSU/UC; AA/AS Area III - Arts and Humanities; CSU Area C2 - Humanities; IGETC Area 3B - Humanities        

London is a mecca for theater lovers as it houses some of the finest theater companies and productions in the world. This vibrant city provides a wonderful backdrop for our study of drama. This course introduces students to representative works in dramatic literature, and explores how plays are transformed by staging. Through reading, writing, discussing and interacting with professionals in the field, students will develop an appreciation for the major elements of drama.

Plays come alive when they are performed, whether it is a dramatic reading in class, a film production or a staging in one of London’s theatres. We’ll have opportunities to see a Shakespeare production at the Globe Theatre, take a backstage tour at the National Theatre and hear from local actors and directors about their interpretation of characters and productions. Whether students are avid fans of drama, or are seeing a production of a play for the first time, studying drama in London will be an unforgettable experience.

ENGL 253,~ Survey of Late English Literature

(3 units)               (Pass/No Pass or Letter Grade Option)

Prerequisite: completion of ENGL 122, Freshman English: Composition and Reading, or equivalent, with a grade of “C” or better

CSU/UC; AA/AS Area III - Arts and Humanities; CSU Area C2 - Humanities; IGETC Area 3B - Humanities        

London is a literary wonderland; authors and their great works come alive in this historic city. Imagine reading Oliver Twist while visiting Charles Dickens’ home in London, seeing his study, manuscripts and original furniture, and eating in his favorite restaurant, Ye Olde Cheshire Cheese Tavern, on Fleet Street.

This course surveys British literature of the 19th and 20^th centuries. Students will be introduced to poems, fiction, drama, and non-fiction from the Romantic, Victorian, modern and post-colonial periods and examine the historical and cultural contexts of the literary works.

As part of the course, students will complete a presentation on one author or poet utilizing the resources that London provides. With sites such as the British Library, the National Portrait Gallery, which chronicles the story of the Victorian Age through paintings, and Oxford University, where writers such as T.S. Eliot and Virginia Woolf studied, students will have the opportunity to truly immerse themselves in England’s rich literary tradition.

HIST 160,* British Life and Culture

(3 units)           (Credit/No Credit or Letter Grade Option)

    Recommended: eligibility for ENGL 122, Freshman English: Composition and Reading, or equivalent

CSU/UC; AA/AS elective; CSU GE Area

C2 - Humanities

This course is designed to introduce students to Great Britain with a broad overview of British culture and civilization through a combination of lectures by local experts and organized field trips. The course takes a social, historical and cultural approach to contemporary British society and examines traditions and institutions to help understand the British way of life in the 21st century. Topics may include the history of the Royal Family, the European Union, the British theatre, education, and the arts. Field trips may include Shakespeare's Globe Theatre, the British Museum, the Tate Modern Museum, the Houses of Parliament, the Inns of Court, and Evensong at St. Paul's Cathedral. This course is required for all London Semester students whose AIFS applications are processed through Diablo Valley College.

COLLEGE OF SAN MATEO

Instructor:  Sondra Saterfield

PSYC 100, General Psychology

(3 units)                                               (Letter Grade)

Recommended: eligibility for ENGL 838 or 848, Introduction to Composition and Reading, and completion of READ 400, Academic Textbook Reading, or 405, College Analytical Reading, or 415, Reading Across the Disciplines, or equivalent, with a grade of “C” or higher, or appropriate skill level as indicated by the reading placement tests.

CSU/UC; AA/AS Area E5b - Social Science;

CSU GE Area D - Social, Political & Economic Institutions or E - Lifelong Understanding &

Self Development; IGETC Area 4 - Social and Behavioral Sciences

This course is designed to introduce students to the field of psychology and provide an overview to major perspectives of the five domains of psychology. Students will be introduced to theories describing mental process and behavior, and research methods of the field. Perspective topics include the biological determinants and general processes of behavior such as; development, learning, intelligence, perception, motivation, emotion, sexuality, personality, social, abnormal and includes methods of therapy.

Students will take field trips to museums, education centers, and libraries in London to research psychological perspectives. Field trips may include the Anna Freud Centre, the Tavistock Clinic and the Jekyll and Hyde Tour. The Anna Freud Centre is an educational and research institution specializing in the psychological treatment of children and young adults. It has a distinguished historical tradition and an unrivaled reputation as a center for the psychoanalytic study and treatment of disorders. Tavistock Clinic has a worldwide reputation for leadership in contributing to the understanding of the traumatic effects of post-traumatic stress disorder (PTSD). Jekyll and Hyde Tour students can trace the steps and observe psychological behaviors. Students will write reports and reflect on findings of the observations.

PSYC 200, Developmental Psychology

(3 units)                                               (Letter Grade)

Prerequisite: completion of PSYC 100, General Psychology, or equivalent, with a grade of “C” or better

CSU/UC; AA/AS Area E5b - Social Science;

CSU GE Area D - Social, Political & Economic Institutions; IGETC Area 4 - Social and Behavioral Sciences         

This course examines human development across the lifespan, from conception through death by focusing on the three domains of human development; physical, cognitive, and social/emotional changes throughout the lifespan. Goal of course is to identify those factors that influence consistency and transformations in people over the human lifespan. Lectures will emphasize development as an on-going process understanding the interaction of development issues: nature vs. nurture, continuity vs. discontinuity, multi-directional vs. multidimensional, consistency vs. change and theories and methods of psychological research.

With London as the setting, students will explore contributing developmental factors of British society that lead to healthy life expectancy and will discussed many examples of British social, cultural and institutional practices. Students will be able to utilize the rich resources of London – from the British Library to the many (free) museums, to the educational and health institution of the city– to explore a wide range of cultural practices. A strong emphasis will be placed on public policies and on the conditions of development of children, families, and the aged in British society. This course is designed as a foundation for careers in education, criminology, social work, psychology, nursing and many other medical fields. Students will take field trips throughout the course.

PSYC 300, Social Psychology

(3 units)                                               (Letter Grade)

Prerequisite: completion of PSYC 100, General Psychology, or equivalent, with a grade of “C” or better

CSU/UC; AA/AS Area E5b - Social Science;

CSU GE Area D - Social, Political & Economic Institutions or E - Lifelong Understanding &

Self Development; IGETC Area 4 - Social and Behavioral Sciences

This course introduces student to the study of human interaction, with emphasis on how thoughts, feelings, and behavior of individuals are influenced by actual, imagined, or implied presence of others. Focus of course is on social factors that influence human behavior; ourselves and other people in other countries, institutions and social and physical structures people create. Students will examine various perspectives unique to social psychologists including attitude formation, interpersonal attraction, and aggression.

London provides an excellent venue for students to do research projects using the libraries of the world-famous colleges that make up the University of London. Students will learn about social factors of the British way of life in the 21st century that influence human behavior and compare with their own culture through attending cultural events, museums, galleries, theater, and general observation from field trips. This will offer an excellent opportunity for cultural comparisons and contrasts between the United States and England in that the language barrier is not as great as with studying in other countries

COSUMNES RIVER COLLEGE

Instructor:  Colette Harris-Mathews

COMM 315, Persuasion

(3 units)                (Pass/No Pass or Letter Grade Option)

Prerequisite: completion of ENGWR 300, College Composition, or equivalent, with a grade of C or better

CSU/UC; AA/AS Area II (b) - Communication and Analytical Thinking; CSU Area A3 - Critical Thinking; IGETC Area 1B - Critical Thinking - English Composition

You will be introduced to fundamental persuasive theories and techniques of persuasion as they occur in various communication contexts including commercial, interpersonal, public, and mass media. While studying in London, you will analyze current US and British events, US and British mass media, print and media advertisement considering political, cultural and social impacts of persuasion.

London remains an international capital of culture, music, education, fashion, politics, finance and trade. Each of these aspects of London provides students ample opportunity to identify clear persuasive arguments, fallacies, evidence and reasoning of spoken and written messages. Students studying in London will be able to assess their individual responsibility and the responsibility of others to influence ethical, effective and appropriate communication among diverse settings and people. Students will also be able to define and identify various theoretical perspectives across the discipline of Communication Studies. A particularly compelling opportunity while in London is the ability to examine political arguments in a country that has a reigning Monarchy as well as a democratic system of multiparty elections. A planned trip to the Houses of Parliament and the ability to examine political and social events while in London hold relevant intellectual opportunities for students being introduced to theories and applications of persuasion.

COMM 325, Intercultural Communication

(3 units)               (Pass/No Pass or Letter Grade Option)

Advisory: completion of ENGWR 101, College Composition, or equivalent, with a grade of “C” or better, or skills demonstrated through the assessment process

CSU/UC; AA/AS Area V (b) - Social and Behavioral Sciences, and VI - Ethnic/Multicultural Studies; CSU Area D2 - Social, Political and Economic Institutions and Behavior, Historical Background; IGETC Area 4 - Social and Behavioral Sciences        

Students will meet and interact with a variety of individuals in London. This class identifies intercultural theories and explores contexts central to where intercultural interactions may occur  - in healthcare, education, business, and tourism. Students will explore their own cultural identity and the role of cultural ethnocentrism. While studying in London, students will have sufficient opportunities to explore theory and also reflect on their cultural experiences. Course assignments will require students to attend cultural events. In London, students will be able to explore many every day cultural events as well as cultural events central to British life. Students will write and reflect on theory as well as their experiences while studying abroad. Students will study interpersonal relationships in the context of US cultural groups as well as international cultural groups. Students will also complete research papers applying theory and be able to explore intercultural communication benefits from studying social media as a means to maintain long term relationships, cultural differences in interpersonal relationships and developing relationships without benefit of cultural norms familiarity. Context projects are completed in the latter part of the semester and inform cultural competence behaviors in healthcare, business and education. This project may serve to enhance a student’s professional portfolio and resume.

COMM 361, The Communication Experience

(3 units)               (Pass/No Pass or Letter Grade Option)

Advisory: completion of ENGWR 51, Developmental Writing, or equivalent, with a grade of “C” or better

CSU/UC; AA/AS Area II (b) - Communication and Analytical Thinking; CSU Area A1 - Oral Communication; IGETC Area 1C^ - Oral Communication             [^CSU only]

This class introduces students to communication contexts and focuses on specific communication experiences in those contexts. While studying in London, students will explore self-identity, interpersonal communication, group discussion and participation in human communication systems. Reflective journal assignments will allow students to explore topics such as identity and identity management, intercultural experiences, examination of stages of interpersonal relationships, exploration of London cultural events, nonverbal communication, gender communication and organizational communication. London affords students the opportunity to explore their perceptions of their identity and their identity individually, interpersonally and within groups.

Students will design and participate in an application project in this course. These projects engage students in critical thinking, decision making in groups and communication competence. Studying in London is not only an opportunity to experience British culture, but also to contribute to the community in which they are studying.

The Communication Experience course broadens through the experiences and interests of students in the course, but also where the course occurs. London as a capital city, center for persons of diverse backgrounds, country with a love for British Monarchy, vibrant cultural and social experiences and pride in a rich history give students a broad backdrop to explore and research the ubiquitous nature of communication.  Topics such as the use of social media, international approaches to healthcare communication, communication in tourism are possible while in London.

In the latter half of the semester, the class focus is rhetoric and public speaking. Students are assigned outside speech critiques in this course and must also complete informative and persuasive speeches. London cultural events, a trip to the Houses of Parliament and events in the London Center and University afford unique and life altering opportunities for students to examine the rhetorical situation in London and critique determinants of the rhetorical situation: audience, content, occasion and speaker.

SANTA ROSA JUNIOR COLLEGE

Instructor:  Nicole Slovak-Villano

ANTHRO 1, Physical Anthropology

(3 units)               (Pass/No Pass or Letter Grade Option)

CSU/UC; AA/AS Area C - Life Sciences and

H - Environmental Literacy; CSU Area B2 - Life Science; IGETC Area 5B - Biological Science

“Descent with modification via natural selection.” With that simple phrase, Charles Darwin, an English scientist, laid out his theory of evolution and changed the course of human history forever. What better place to study Physical Anthropology, with its emphasis on evolution and biological variation, than in the country and city that launched modern biology?

Throughout this course, students will explore four major themes: Evolution and Genetics; Modern Human Variation; Primates and Primate Behavior; and the Human Fossil Record. We will make use of the rich resources that London and the surrounding environs have to offer including visits to London’s Natural History Museum to tour its vast collections of fossils and to explore the world-famous Darwin Centre, and to Charles Darwin’s house where he composed his famous tome On the Origin of Species. Students also will have the opportunity to visit either the London Zoo or Port Lympne and Howlett’s Wild Animal Parks in Kent, both of which have an astounding number of primate species such as gorillas, golden lion tamarins, and marmosets . While there, students will be asked to conduct observations on primate behavior and biology.

This class provides a unique opportunity as it is the only class currently offered in London  that fulfills a Natural Sciences, Life Sciences, or Biological Sciences requirement.

ANTHRO 2, Cultural Anthropology

(3 units)               (Pass/No Pass or Letter Grade Option)

Recommended: eligibility for ENGL 1A, Reading and Composition, or equivalent

CSU/UC; AA/AS Area D - Behavioral Sciences and H - Environmental Literacy; CSU Area

D - Social Science; IGETC Area 4 - Social and Behavioral Sciences

Have you ever wondered why Americans say “thank you” and English folks say “cheers”, or why Americans are addicted to coffee while the Brits fancy tea? This course explores human cultural diversity and analyzes how themes of kinship, childrearing, religion, art, political systems, and language vary from one society to the next. As part of the course, students will be asked to conduct a mini-ethnography, a kind of anthropological study based on first-hand, participant observation. Students will be asked to participate in a classic British activity such as attending an afternoon tea service or football match, a religious service at Westminster Abbey, or ordering fish and chips or a ploughman’s lunch at a local pub and recording their experiences.

Class lecture and discussion will be enhanced by visits to important locations around the city. For example, while exploring important cultural anthropological themes of ritual, ceremony, and politics, students may journey to Buckingham Palace to view the time honored tradition of the “Changing of the Guard” or visit Parliament to view the heart of British politics. Issues of caste and class could be explored by field trips to the Geffrye Museum and Kensington Palace – the former a museum that recreates what life was like for the majority of Londoners from the Elizabethan period to the present day while the latter is a royal residence where students can tour the wealth and prestige that characterize the British monarchy. Finally, no cultural anthropology class in London would be complete without a visit to the recently completed Olympic Park. There students can tour the recent venues used for the 2012 summer Olympics, including the London 2012 megastore, and explore themes of globalism, commercialism, and nationalism.

ANTHRO 3, Prehistory and Archaeology

(3 units)               (Pass/No Pass or Letter Grade Option)

Recommended: Eligibility for ENGL 1A, Reading and Composition, or equivalent

CSU/UC; AA/AS Area D - Social Sciences; CSU Area D - Social Science; IGETC Area 4 - Social and Behavioral Sciences

Imagine studying the advent of writing while standing in front of the Rosetta Stone or learning about the process of Egyptian mummification while surrounded by dozens of 5,000 year-old mummies at the British Museum. Picture yourself wandering the monumental ruins of Stonehenge, a world heritage site, having just learned about its spiritual and economic significance in class, or visiting the Roman town of Bath to explore the archaeological themes of culture change, colonization, and imperialism. Enrolling in this class while in London truly will make the past come to life.

This course presents a survey of world prehistory alongside archaeological methods, theory, and ethics. Given that we will be in London, we will focus heavily on the archaeology of ancient Britain from the earliest settlements tens of thousands of years ago to the construction of world-famous monuments such as Stonehenge, Avebury, and Hadrian’s Wall. We will compare social and cultural developments in Britain to the archaeological record in places like Egypt, Mesopotamia, and Peru. Additionally, we will learn about archaeological practice and theory, and the various ethical conundrums facing archaeologists today. Classroom learning will be augmented with weekly visits to museums and sites around the city, especially the British Museum.

Notes:

@   Transfer credit is contingent on evaluation of course outline by transfer institution.

#    Transfer credit may be limited by UC or CSU or both. Please consult a counselor for additional information.

~    Prerequisite - check course description for details.

* All students must enroll in the British Life and Culture course offered by the college that processes their program application..

London Sp 13 Instructors

DIABLO VALLEY COLLEGE    Instructor:  JoAnn Hobbs

JoAnn Hobbs has been a member of the English department at Los Medanos College since 1990. She began her own college career at LMC, and went on to CSU Chico to major in English and obtain a teaching credential. After completing her studies, she joined the Peace Corps, and spent 2 ½ years in Kenya, teaching English literature at a boys’ boarding school. In addition to traveling extensively throughout Kenya, she journeyed through Uganda, Rwanda, Burundi and Tanzania. After her Peace Corps service was complete, she spent three months exploring India, Nepal, Thailand, Hong Kong and China. After returning home she earned a Master’s Degree in English Composition from San Francisco State University.

She lives in Walnut Creek with her husband, Dave, a political science instructor at LMC and Contra Costa College, and son, Stephen, who is a grad student in journalism at Berkeley. With her family she has traveled to British Columbia, the Southwest, including rafting through the Grand Canyon, Princeton, Philadelphia, New York, and most recently to Washington D.C. She also enjoys visits to the Oregon Shakespeare Festival in Ashland.

As an English Instructor, JoAnn can think of no better place than London to go on a literary adventure. Visiting Shakespeare’s Globe Theater, combing the British Library, and visiting Charles Dickens Museum will be wonderful experiences to share with students.

COLLEGE OF SAN MATEO    Instructor:  Sondra Saterfield 

Sondra Saterfield is very excited to have the opportunity to teach in London in the fall of 2013, and is eager to share her love of teaching with an enthusiastic and adventurous group of college students in an exciting and culturally rich city.

Sondra Saterfield has been on the faculty and a full-time Professor in the Psychology Department at Canada College since 1985, having taught many years prior to that as an adjunct and counselor in the Peralta and San Francisco Community College districts, and for many years before that as a special education teacher at the Elwyn Institute in Pennsylvania. Sondra’s primary teaching responsibilities have been in General, Development and Social Psychology. Sondra earned a Doctor of Education with emphases in Psychology from Argosy University in 2010; a Master’s Degree in Psychology from California State University East Bay in 1978, with emphases in both Educational and Clinical Psychology; her Bachelor’s Degree in Educational Psychology from Cheyney University, Pennsylvania in 1970. Sondra’s minor was in Special Education with emphases on developmental learning, emotional disorders, and social development.

Sondra’s roots are from Philadelphia, Pennsylvania. She has lived for many years in Los Altos California were she raised her three children, two dogs and now one cat. Sondra loves travel, having visited Europe several times, but over the years have traveled to many countries in Africa, Asia, the Middle East and the Caribbean. Most recently, she visited Turkey. She is thrilled, honored, and eager to return to Great Britain in the fall as a faculty member in the Study Abroad program.

COSUMNES RIVER COLLEGE    Instructor:  Colette Harris-Mathews

Dr. Colette Harris-Mathews is a Professor of Communication Studies. She began her teaching career more than 15 years ago at California State University Sacramento in the Communication Studies and Ethnic Studies Departments. Prior to her teaching career she was employed as a District Manager for an international staffing service for 10 years. She earned both her Bachelor of Arts and Master of Arts in Communication Studies from CSUS. Her Doctorate in Educational Leadership is from Argosy University, San Francisco. Her specific areas of interest are rhetoric and public communication, organizational communication and intercultural communication. She has traveled both inside and outside of the United States and has studied Intercultural and International Communication in these contexts. Traveling and studying intercultural and international experiences in Cape Town and Johannesburg, South Africa, Manila, Philippines and throughout the United States, has continued her interest in teaching globally.  She is eager to teach in London Fall 2013!  

Her courses incorporate interactive lectures, paired reading dialogues and learning through doing. For the last 4 years she has incorporated group research papers, service learning projects and student engagement activities outside of the classroom. These types of assignments will enrich the London student learning experience. She is eager for community college students to have the opportunity to explore the field of Communication Studies in London. This semester promises to be a transformative learning experience for students. See you in London!

SANTA ROSA JUNIOR COLLEGE    Instructor:  Nicole Slovak-Villano

Nikki Slovak-Villano has been an avid Anglophile since birth – she never really had a choice. Her paternal grandmother hails from northern England, and as a child she frequently traveled to England to visit with family. She grew up reading every British author she could get her hands on, and was fascinated by ancient British mythology and archaeology. As an undergraduate at The Catholic University of America, she fulfilled a life-long dream of studying at Oxford University for a semester. To this day, it remains one of the most pivotal, transformative and down-right fun periods of her life.

Nikki currently teaches Anthropology and Archaeology at Santa Rosa Junior College. She received her Ph.D. in Anthropological Sciences from Stanford University in 2007, and her BA in Anthropology from The Catholic University of America in Washington DC in 1999. Her areas of interest include the archaeology of complex societies, the ancient Andes, mortuary customs, colonization, isotopic analysis, and bio-archaeology. Nikki has taught classes in Archaeology, Physical Anthropology, Cultural Anthropology, and Anthropological Methods.

Nikki is thrilled to have the opportunity to work with students in London and to expose them to the richness that studying abroad and the discipline of Anthropology has to offer. In addition to living and studying in England, Nikki has spent multiple field seasons conducting archaeological research in Peru, Guatemala, and Montana and truly understands the joys and challenges of living abroad. Fall 2013 marks the 15 year-anniversary of her own study abroad experience, and she is so excited to make new memories not only with students but with her husband and two young daughters who will be accompanying her to London.