Off-Campus Study programs exist in most regions of the world. You will find information on a very wide range of programs at www.grinnell.edu/offices-services/ocs.
The programs featured on the Off-Campus Study website have been carefully selected and are believed to represent some of the best opportunities available today in off-campus study. From among the broad academic and geographical diversity of options, most students should be able to identify a program well suited to their academic goals.
Types of Programs
Most programs offer you the opportunity to enhance your major, concentration, or other area of academic interest while broadening your liberal arts education by learning about another area of the world. In some programs, the courses offered are linked by a common theme, such as women’s studies, environmental studies, or global development studies. In others, coursework may be closely connected to a particular major such as biology or economics. Programs may be organized and operated by American educational institutions, universities abroad, or a combination of both in a cooperative arrangement. Formats vary from traditional classroom-based instruction to fieldwork, independent study, and internship.
It is important to note that off-campus study programs vary considerably in competitiveness. While some programs are highly competitive, accepting only students with higher G.P.A.s and specific course preparation, others may have more relaxed criteria for admission. Specific prerequisites and G.P.A. requirements are normally set out in the program information materials. Campus Program Advisers are also able to advise you regarding your eligibility for a particular program. Normally, Grinnell students apply to only one off-campus study program. Denial of admission to Grinnell students is rare because of the screening that takes place during the on-campus approval process.
Approval to attend yearlong programs is limited and is granted by the Off-Campus Study Board on a competitive basis to students demonstrating exceptional academic achievement, strong written rationale, and support for their plans from their major department. The Off-Campus Study Board gives preference to well-focused proposals designed to deepen the student’s knowledge of a single culture within the context of a single integrated program. Successful applications for yearlong approval normally involve a request to study in one program in one country.
Assessing the Importance of Off-Campus Study
You may already have a good idea about where and what you would like to study off campus. However, if you are just beginning to explore the possibilities, you should reflect seriously on what you are planning to do. Personally, at this point in your life and education, you are likely to be at the optimal point in your capacity to learn by living and studying in a new and challenging environment. Since an optimal point occurs by definition only once in a lifetime, and off-campus study may hold valuable personal, academic, and professional benefits, the careful choice of an appropriate program may well be one of the most important decisions you make during your college career.
Core Rationale for Off-Campus Study
Grinnell requires that you select a program compatible with your academic goals, which you will clearly set out in a four-year course-plan and written rationale for off-campus study. It is up to you to define your goals in consultation with your academic adviser. Since your choice of program must be linked to your academic objectives, you should begin by thinking about why you want to study off campus, i.e., your core rationale. Most students choose to link their off-campus study to their major or concentration while others may wish to use the experience to enhance their understanding of other subjects studied on campus.
Additional Objectives for Off-Campus Study
In addition to the core rationale described above, your choice of program may be partly determined by additional academic objectives you want to achieve. For example, you may wish to broaden your liberal arts education by studying a language or taking courses not offered at Grinnell. You may also have broader educational goals connected to the experience of living in another culture. The possibility of community service, fieldwork, or an internship might be an important consideration. Additional objectives such as these are important to consider along with your core rationale and will help in selecting a program that is right for you.
Campus Program Advisers
A Program Adviser is assigned to every off-campus study program featured by Grinnell College. These advisers are very familiar with the programs they represent and can provide you with detailed program information as well as answering any questions you may have.
Every semester, large numbers of Grinnell students return from studying off campus. Talking with other students who have already studied on a program of interest to you is essential to making an intelligent decision about off-campus study.
Grinnell College is fortunate to have a diverse student body from many parts of the world. International students may be able to provide you with valuable insights and information to help you in making a decision about where to study off campus. The International Students Office will provide names of students from specified countries or regions.
Donna Vinter, English, Resident Director; Andrew Kaufman, Studio Art (2018 visiting faculty); Paula Smith, English (2018 vistinng faculty); Julianna Fuzesi, Political Science; Katy Layton-Jones, History
Grinnell-in-London offers students and faculty who teach on the program the opportunity to learn as a community about this dynamic place, its history, and its people through a careful selection of courses, opportunities for cultural integration, and co-curricular activities. Local staff offer a small set of regular program core courses that currently focuses on history, literature, politics, and theatre. The program curriculum is complemented by a rotating selection of courses offered by each year’s two guest Grinnell faculty, courses tailored to utilize London as a site and appeal to a range of students across disciplines. Students take 8 to 12 credits of program core courses, and choose one of two program tracks intended to provide a closer experience of British culture. One track is a course at Queen Mary College, University of London, an institution with one of the best campus cultures in London. Students interested in the Queen Mary track must meet a 3.0 gpa requirement. The other track is the internship track. Internship placements take into account the interests of each student. Several parliamentary internships have traditionally been available.
|ENG 195 Creating the London Diary: A Writer’s Tradition
What makes the diary a lively, flexible literary form? The world’s most famous diary, kept by Samuel Pepys, captures dramatic moments in London’s history including the Restoration of King Charles II, the Plague, and the Great Fire. In the intimate voice of a diarist Pepys confesses escapades in his personal life and bears witness to historical events. In this course we will create our own London diaries and study the origins of the genre, beginning with Lady Anne Clifford, who kept her record of daily life at Knole House (and her fierce legal battle to claim an inheritance denied her as a female) decades before Pepys set quill pen to page. From Pepys and his contemporaries in the 1660’s, we will travel forward to 18th-century London, when James Boswell, a 22-year-old from Scotland, arrives with a diary to record his impressions of the city, and-like Fanny Burney, another talented young writer and diarist-gets drawn into a prominent social circle around the famous lexicographer Dr. Johnson. Throughout the course each student will keep a diary to record their impressions of 2018 London-just as all diarists respond to the history happening around them. Prerequisite: None. SMITH
|ENG 295 The London Novel, Modern to Postmodern
|| 4 credits
Also listed as GLS-295. Novels set in and around London between 1910 and 2010 offer a chance to read the city as a global center of power while also encountering those who inhabit its margins or contend with being perceived as outsiders. In this course we will read a series of novels that take place partly or entirely in London, beginning with E.M. Forster’s Howard’s End (1910) and ending with Jeanette Winterson’s Battle of the Sun (2010). While modern and postmodern British writers like Virginia Woolf, Zadie Smith, Monica Ali, and Hanif Kureishi speak in a variety of voices and portray London’s neighborhoods from their distinct perspectives, they also actively influence each other’s work. Showing how modernist experiments paved the way for postmodern innovation, this lively literature reflects London through the decades and illustrates the evolution of a genre. Prerequisite: None. SMITH
|ENG 275 The London Stage
|GLS The London Novel, Modern to Postmodern
|HIS 231 History of London: The Making of Modern London
The course proceeds chronologically through the history of London, from its Roman foundations to the impact of the Blitz and the ‘Swinging Sixties’. Using an array of primary and secondary sources, ranging from diaries to court proceedings, maps, newspaper journalism and paintings, we will trace the physical, social, cultural and political evolution of this historic city and the people who have populated it. Although we will begin with the origins of London, we will focus on the modern era, particularly the long nineteenth century. This will provide you with the opportunity to locate and observe evidence of the city’s history in the buildings and streets that surround you today. Prerequisite: None. LAYTON-JONES
|HUM 295 Creative Research: Mapping/Cartography
|| 4 credits
In this course students will launch, run, and meander through many diverse spaces of London, while examining, collecting, and mining rich experiences and histories as source material for creating Maps/Cartographies. (Re)Translating historic locations, walking tours, and museums, we will forge our own pathfinding methodologies and create maps in a variety of forms such as GPS digital maps, Video/Audio audio tours, frottage rubbings, written language maps, sound field recordings, and old school pen/pencil drawings. Primary concerns will be broadening our understanding of cartography and constructing content through researching London’s history. The class will work collectively and individually to research, read, and learn about historic sites around London. This research will be used to inform mapping locations and develop content. Selected readings and group discussions from Walking and Mapping: Artists as Cartographers by Karen O’Rourke, Rethinking the Power of Maps by Denis Wood, and Doing Cultural Geography edited by Pamela Shurmer-Smith will inform and challenge our understanding of maps and cartography. As a visual cultural component, we will augment our practice through the first hand study of traditional and contemporary maps at London museums such as Victoria and Albert Museum, Tate Modern, and The Geological Society Museum. Prerequisite: None. KAUFMAN
|HUM 295 Creative Research: Sampling and Remixing
Utilizing London as site for gathering, taking, recycling, and stealing this studio course will explore analog and digital forms of juxtaposition: ollage, sampling, mashup, and remixing. We will create collage artwork in a variety of forms including paper collage, GIF’s, cinemagraphs, digital-image remixes, sound, and video through conscious decision making as well as intuition, and play. In addition to skill building, evaluating and constructing content will be a primary concern. To this end we will broaden our understanding of collage and remix through reading and discussing selected chapters from How Images Think by Ron Burnett, Of Remixology: Ethics and Aesthetics After Remix by David J. Gunkel and Cutting Across Media: Appropriation Art, Interventionist Collage, and Copyright Law by McLeod and Kuenzli. These texts will challenge and broaden our understanding of inherent properties such as image content, ownership, simulation, and repetition. We will support and inform course projects through the study and experience of London’s art museums, architectural structures, historic sites, and flea markets. Prerequisite: None. KAUFMAN
|POL 295 Governing Britain and its Regions: The Politics of England, Scotland, Wales, and Northern Ireland.
This course introduces students to the institutions and politics of the United Kingdom and its regions. We will seek to understand the historical processes that shaped UK politics, and establish the basic components of the Westminster system. Building on this we will delve deeply into the history and resurgent politics of its regions: Scotland, which is on the brink of a referendum for independence; Wales, which is finding new assertiveness towards London; and Northern Ireland, which still recovers from conflict through its ongoing Peace Process. In order to bring readings and theory alive we will visit some of London’s many relevant sites, among them the House of Commons, the offices of a Member of Parliament, the Royal Courts of Justice. With Britain at such a crucial juncture there has rarely been a more exciting time to study British politics. This course has no prerequisites except your curiosity and desire to develop your critical thinking skills. Prerequisite: None. FUZESI.
|SST 295 Understanding Work in the UK & Internship
Class discussions and assignments focus on understanding and interpreting students’ internship experiences and those of their co-workers within the UK work environment. Topics include the meaning of work and changing definitions of work, the emergence of the culture of overwork and pressures that interfere with a viable work-life balance, the growth of the service economy and consequent increased importance of ‘emotional labour’ (work requiring one’s emotional skills), the social costs of low pay, and the impact of EU legislation on the world of work in the UK.
Prerequisite: acceptance into regular internship. KAUFMAN, VINTER.
|THD 275 The London Stage
Also listed as ENG-275. This course will explore professional British theatre in all its variety, taking advantage of the unrivalled richness and diversity of the London stage. At its heart will be careful consideration of productions in the current London repertory, with plays ranging from classical to contemporary, and venues including subsidized, commercial and fringe theatres. We’ll think about theatre as a live performance art taking place in real time and space and, in those terms, all the different ways that theatre can be theatre. Course work will also include reading a selection of the plays we see, so as to cultivate students’ facility in analyzing dramatic texts of different styles and genres as they present human beings in significant action. Finally, since drama holds the mirror up to nature, we’ll have the opportunity to discuss the larger social, moral and political themes with which the plays are concerned - windows onto contemporary Britain and the wider world. Prerequisite: none. VINTER.
|Queen Mary, University of London
Students choose one 4-credit “module” (course) from the full range of academic departments at Queen Mary, University of London. Advising assistance will be provided by IES Abroad. Taking a course at Queen Mary avails a GIL student of all the student organizations and clubs at the London University with the most active student campus. This trach presents a great opportunity to meet British students and learn about a different part of London–the East End–at a British university well-regarded for the quality of its teaching.
Program is currently suspended.
The Grinnell-in-Washington, D.C., program is offered in the first semester of each academic year. Part of the curriculum changes from year to year, reflecting the interests and expertise of the Grinnell faculty member leading the program that fall. Other courses—policymaking, internships, and the internship seminar—are offered every year.
Students are placed in internships that match their individual interests and experience. The internship is 12 weeks in length, Monday–Thursday, approximately 32 hours each week. During the internship, classes are on Fridays and on one weekday evening.
Students are housed in apartments in D.C., attend class just off Dupont Circle, and take multiple field trips in Washington, D.C.
Prerequisite: second-year status and good academic standing.
Botswana, Ghana, Senegal, South Africa, Tanzania
Botswana: University Immersion in Southern Africa (ACM) (spring)
Ghana: Arts and Sciences Program in Legon (CIEE)
Senegal: Minnesota Studies in International Development (MSID)
South Africa: University of Cape Town (IES)
South Africa: Organization for Tropical Studies (OTS)
Tanzania: Human Evolution and Ecology (ACM) (Fall)
Australia and New Zealand
North Queensland, Australia: Tropical Rainforest Management (SFS)
New Zealand: University of Otago, New Zealand (Arcadia)
China, Japan, Korea
China: Beijing - Associated Colleges in China (Hamilton)
China: Beijing - AU Abroad Program (American University)
China: Beijing - China Studies Institute
China: Nanjing - Intensive Chinese Language and Culture (CIEE)
China: Hangzhou or Kunming - C.V. Starr-Middlebury School in China
China: Harbin or Kunming - Intensive Chinese Language (CET)
China: Shanghai - 21st Century City (Alliance for Global Education)
Republic of China: Taipei Intensive Chinese Language and Culture Program (CIEE)
Japan: Osaka - Intensive Japanese Language and Cuture (CET)
Japan: Tokyo – Sophia University Arts and Sciences (CIEE) (spring)
Japan: Tokyo – Language and Culture (IES)
Japan: Tokyo - Japan Study Program - Waseda University (ACM) (year)
Japan: Nagoya - Direct Enrollment Nanzan University (IES)
Korea: Seoul – Direct Enrollment Ewha University (ISEP)
Korea: Seoul – Ewha University (ISEP)
India, Bhutan, Cambodia/Vietnam
India: Pune - Contemporary India (Alliance)
India: Pune - Cultures, Traditions, & Globalization (ACM) (fall)
India: Pune & Jaipur - Development Studies and Hindi (ACM) (spring)
India: Hyderabad - Arts and Sciences (CIEE)
India: Madurai - South India Term Abroad (SITA)
Bhutan: Jakar –Himalayan Environment and Society in Transition (SFS)
Cambodia/Vietnam: River Ecosystems and Environmental Ethics (SFS)
Europe and Russia
Belgium, Czech Republic, Denmark, England, France, Germany and Austria, Greece, Hungary, Italy, Netherlands, Poland, Russia, Spain, Sweden
Comparative Women’s Studies in Europe Program (Antioch)
European Union Program (IES)
Serbia, Bosnia, & Kosov: Peace and Conflict Studies in the Balkans (SIT)
Leuven: Program in European Culture and Society, Leuven
Prague: Central European Studies, Jewish Studies, or Film Studies (CET)
Copenhagen: Danish Institute For Study Abroad (DIS)
London: Grinnell-in-London (fall)
London: London and Florence; Arts in Context (ACM) (spring)
London: London School of Economics (year only)
London: Direct Enrollment University College (spring)
London: Direct Enrollment Queen Mary (spring)
Aix-En-Provence or Marseille Programs (AUCP)
Nantes Program (IES)
Paris: Hamilton College Junior Year in France (year)
Germany and Austria
Germany: Berlin - Language and Area Studies (IES) (spring recommended)
Germany: Berlin - Metropolitan Studies (IES)
Germany: Freiburg - (IES) (spring recommended)
Germany: Freiburg - European Union Program (IES)
Munich - Wayne State University (spring recommended)
Austria: Vienna (IES)
College Year in Athens
Budapest: Semester in Mathematics (St. Olaf)
Budapest: Aquinum Institute of Technology (AIT)
Florence: Arts, Humanities and Culture (ACM) (fall)
Florence: London and Florence; Arts in Context (ACM) (spring)
Milan: Music: Tradition and Innovation (IES)
Rome: Intercollegiate Center for Classical Studies in Rome (ICCS)
Rome: Trinity College in Rome
Warsaw: Central European Studies (CIEE)
Wroclaw: Culture and Politics of Reconciliation (Syracuse)
Moscow or St. Petersburg - Russian Language and Area Studies Program (ACTR)
Irkutsk: C.V. Starr - Middlebury School in Russia
St. Petersburg: Bard - Smolny Study Abroad Program
Madrid: Hamilton College in Spain
Latin America and the Caribbean
Argentina, Chile, Ecuador, Costa Rica, Mexico, Nicaragua, British West Indies
Buenos Aires - Liberal Arts Program (CIEE)
British West Indies
Marine Resource Studies (SFS)
Santiago or Valparaiso — Liberal Arts Program (CIEE)
Santiago Program (IES)
Costa Rica and Nicaragua
Costa Rica and Nicaragua: Internship (ICADS)
San Jose: Field Program in Environment & Sustainable Development (ICADS)
San Jose: Tropical Biology on a Changing Planet (OTS)
San Jose: Tropical Diseases, Environmental Change and Human Health Program (OTS)
San Jose: Community Engagement (ACM) (fall)
San Jose: Field Research (ACM) (spring)
Ecuador: Quito Program or Direct Enrollment Universidad San Francisco de Quito (IES)
Merida: Universidad Autonoma de Yucatan (IFSA-Butler University)
Cusco: Biodiversity and Development in the Andes-Amazon (SFS)
Middle East and North Africa
Egypt, Israel, Jordan, Morocco and Turkey
Israel: The Hebrew University of Jerusalem (IFSA-Butler)
Jordan: Middle East and Arabic Language Studies, Amman (ACM)
Jordan: Area and Arabic Langauge Studies, Amman (AMIDEAST)
Morocco: Area and Arabic Language Studies in Rabat (AMIDEAST)
Morocco: Regional Studies in French in Rabat (AMIDEAST)
Turkey: Duke University in Istanbul
Reading View. Alt Shift A for Accessibility Help.
Turkey: Syracuse University Abroad in Istanbul
Atlanta: Morehouse College and Spelman College
Chicago: Arts, Entrepreneurship and Urban Studies (ACM)
Chicago: Newberry Seminar in the Humanities (ACM) (fall)
Knoxville, TN: Oak Ridge National Laboratory (ACM) (fall)
Washington, D.C.: Grinnell-in-Washington, D.C. suspended operation
Waterford, CT: National Theater Institute
Oceans and Seas
Sea Semester - multiple locations