Faculty-Led Programs are Roosevelt University classes that include an international travel component, usually 7 – 14 days in length, to augment the content delivered in a Roosevelt University class. Many of the university’s most vibrant and engaging faculty members have led student groups on faculty-led programs. In a typical scenario, students in a particular program (such as Honors) or major (such as Integrated Marketing Communications) may enroll in an upper-level class that includes international travel as a required component of the class.
Because faculty-led programs are designed for specific cohorts and classes, they tend to be advertised heavily to students in a specific department, major or cohort. However, if you wish to check available classes, you can search the RU Class Schedule by selecting "Travel Based Course" under Attributes
Participants pay a fee for the travel portion of the class; this fee is in addition to tuition charges. Trip cost and payment instructions will be distributed to students at the time of application. Trip charges are paid to the Office of International Programs.
Throughout the year students have had the exciting option of being able to go abroad as part of a course component through faculty-led courses such as IMC 491, BIOL 369, HIST 373, MGMT 454 and MGMT 465. The following are a few course descriptions:
A topics course in studying IMC in international applications. Students participated in lectures/ discussions conducted both by RU and host-institution faculty on cultural-, industry-, and market-related topics, and make site visits to specific business/organization, the agencies providing its marketing communications services, and other relevant locations to examine the character and scope of IMC practice in the host country. This course was offered at both the undergraduate and the graduate level; past locations have included Spain, France, Ireland, and the Czech Republic.
Conservation Biology Tropical Africa was a 10 day, field-based course in the Amani Nature Reserve, Tanzania, where Dr. Norbert Cordeiro (Roosevelt University) and Dr. Henry Ndangalasi (University of Dar es Salaam, Tanzania) have been working since 1998. Field work included (i) conducting applied ecological studies relevant to conservation in the area, (ii) discussing and problem-solving issues of poverty and conservation affecting human access to resources, (iii) meeting with Tanzanian stakeholders to gain an appreciation of the complexities of the solutions required to conserve one of the world’s most important forests. Students also spent 2 days in a savannah habitat at one of Tanzania’s premier national parks. This course involved designing ecological experiments, experimental manipulation, statistical analysis, intensive field and laboratory exercises, and scientific report writing.
This course examined the history of the comprehensive social welfare state in Scandinavia and its impact on the construction of modern national identity beginning with the historical roots of the Scandinavian welfare state through its contemporary combination of market capitalism with a broad social net driven by a society first mentality in the public, corporate, and private sectors. A significant part of the course was a two-week study-trip to Sweden and Finland.
Course addresses the history, economics, politics and social construction of whiteness. Specific focus on three white deep-settler countries (countries that whites colonized, controlled, and stayed for generations): U.S., Australia and South Africa. These three countries share many similarities and by examining the differences we can develop a sophisticated understanding of the (re)production of white privilege, white power and the continuation of white supremacy world-wide. This course was offered at both the undergraduate and the graduate level and included a 2 week trip to South Africa.
These graduate level courses helped students appreciate global issues and better understand cross-cultural challenges. This experience included participation in classes, company tours and interaction with students and the faculty of the host university. Students took part in local cultural activities. Preparation for this week-long experience included at least two class sessions on the Saturdays prior to departure and a class session after returning from abroad. Past locations have included Poland and France.
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