1000 E. University Ave., Dept. 3106
Laramie, WY 82071
Phone: (307) 766-6559
Toll Free: (800) 448-7801
The Office of Summer Session & Winter Courses at the University of Wyoming is pleased to announce the recipients of a Summer 2015 Innovative Course Grant*. Students who might be interested in participating in one of these exciting opportunities are encouraged to contact the instructor ASAP as all courses are actively recruiting for their summer 2015 course:
African American & Diaspora Studies - The African Diaspora (United Kingdom) - Kerry Pimblott & Tracey Owens Patton
2 Credit Hours Summer Session 2015: May 24th - June 7th
On this two-week, two credit hour summer travel opportunity students will visit the United Kingdom where they will trace the historical experiences of people of African descent through visits to slave heritage sites, outings to cultural centers and museums, and walking tours of Black London and Liverpool. As we visit these sites, we will uncover the hidden history of people of African descent as well as assess how their experience has been remembered and memorialized. This exciting summer session faculty-led travel course is open exclusively to students who have or will complete our biennial spring semester AAST/HIST3670: The African Diaspora by the end of the spring semester of 2015.
Course Flyer can be viewed here:
Educational Curriculum & Instruction - Critical Thinking in Teaching & Learning (Lativia) - Victoria Gillis
Education Curriculum & Instruction - Stepping Stones into Mathematics and Science Education: An International Perspective - Kate Muir Welsh
This course provides practicing and pre-service teachers an opportunity to reflect on their own mathematics and science teaching practices. Additionally teachers will be able to observe and compare their teaching practices with their international colleagues for the purpose of identifying best practices. Through increased content knowledge and understanding of research projects the teachers will implement an action research project. Based on the findings of their action research projects, teachers will develop an action plan to revise and/or strengthen best practices in their own teaching.
Course Flyer can be viewed here:
Communication & Journalism - Cross-Cultural Communication: Experiencing Bejing (CHINA) - Li Li
3 Credit Hours Summer Session 2015: May 28th - June 18th
This “D” course at University of Wyoming is designed to study the interconnected relationship between cultures and communication through a three-week stay at Beijing, China. Besides experiencing how and why cross-cultural communication is filled with both challenges and opportunities in our everyday interactions with Chinese students from Beijing Institute of Graphic Communication, we will also explore the ways in which cultures and communication interact, interrelate, and influence each other through our trips to different cultural sites at Beijing, such as the Great Wall, the forbidden City, Tian’an Men Square, the Summer Palace, Temple of Heaven, Houhai Hutong, Buddhist temples, Kindergartens, middle schools, Chinese medicine hospitals, etc. Students need to register for the course and pay tuition according to UW policy. A non-refundable deposit of $500 is required. Limited enrollment. Students interested in participating should contact Instructor Li Li at LLi11@uwyo.edu ASAP.
Education Curriculum & Instruction - Studies in Chinese Education, Culture, & History through Critical Literacy and Youth Literature - Keonghee Tao Han
3 Credit Hours Summer Session 2015: May 28th - June 18th
This course is to introduce multicultural youth literature from the Pacific Rim to the participating U.S. and Chinese students. The course focus will be on introducing Asian narratives that are embedded in traditional and modern culture, history,
family practices, and education of China, Japan, and Korea. Much of the culture that Korea and Japan (and other nations in Asia) share today has originated from China. In that way, China is many Asian nations’ cultural parent. Introducing several master-pieces of youth literature such as picture books, (non)fiction youth books, and articles about these Asian cultures, education, family practices, and history into the learning experience for both education and communication students will be enlightening educational opportunities.
Modern & Classical Languages - Contemporary and Traditional Chinese Culture (China) - Yang Zhang3 Credit Hours Summer Session 2015: May 20, 2015 – July 17, 2015
This comprehensive, stimulating, and interdisciplinary course will be offered in China. Classes will run for a period of eight weeks. Monday through Thursday, classes will focus on culture and language aspects in which all students will discuss the traditional and modern Chinese cultures: learning Taichi, calligraphy, paper cutting, tea ceremony, traditional red knot tying, etc. On some weekends, students will take academic excursions to famous Chinese historical sites in order to explore Chinese history. In addition, the new business aspect of this course will help students understand the Chinese business culture by requiring students to participate in a number of projects where they will interview Chinese people and commercial businesses. They will then make a formal presentation on what they learned. Finally, all students will present an instructor approved “capstone” project in Chinese, based on their learning experiences. In order to better immersed students into authentic China, students will live with a Chinese roommate and a host family. There also will be an opportunity for students to work with charity organizations volunteering at a school for underprivileged children.
Modern & Classical Languages - The Route of Don Quixote (Spain) - Conxita Domenech
3 Credit Hours Summer Session 2015: July 12–26, 2015
This course will follow the route of Don Quixote (the first European cultural route based on a literary figure). We will start in Madrid and take a train to Toledo, where we will stay one day before moving on to Almagro. In Almagro, we will spend three days attending the Almagro Theatre Festival. We will continue with our route of Don Quixote through the following towns and cities: Alcudia, Alcaraz, Roda, Tomelloso, Illescas, Hoz, and Sigüenza. The retracing of the route of Don Quixote will end in this last city, from where we will return to Madrid. From there, we will take the high-speed train (AVE) to Barcelona. Students will be evaluated according to the following criteria: a daily journal, a blog (with anecdotes, pictures, videos, and music), reflection papers, oral presentations, and a final research paper for each course (due two weeks after the trip).
Modern & Classical Languages - The Languages of Spain: Early Modern and Current Times (Spain) - Irene Checa-Garcia
6 Credit Hours Summer Session 2015: June - online work; July – in class meetings in Barcelona (Spain)
Students will learn how the linguistic diversity of Spain has been conceptualized and linguistic policies applied, during Cervantes times and in contemporary times specially. The class will emphasize the relationship between linguistic identity and national identity, touching upon the current linguistic and national debate in Catalonia. This course will be a hybrid course (in classroom and online). Students will be evaluated according to: online reflective reactions to topics, oral presentations, and a final paper. In addition, the students will contribute an entry to a blog on their personal experiences on language learning and personal opinion on language policy during their trip that incorporates notions learned during the class. During their stay in Barcelona, they will live with a Spanish family and immerse themselves in the language and the culture, as well as enjoy the city and beach life Barcelona can offer.
Religious Studies - Religion and Globalization in India (India) - Antoinette DeNapoli
Travel abroad to India this summer. This three-week course familiarizes students with India’s religions and their religious practices and institutions. It also explores the impact globalization has had on the general state and role of religion in South Asia. Students will travel to different religious and cultural sites within local villages as well as global cities in the regions of North India, including Agra, Rajasthan, Delhi, Dharmasala, and Rishikesh. Open to UW students at any level, UW faculty and staff, and the general public
Religious Studies - Religions of the Middle East (Israel) - Seth Ward
Study Judaism, Christianity and Islam in the heartland of Western Religions. Experience sacred sites in Jerusalem, Galilee and elsewhere in Israel, while meeting with religious leaders and others committed to the teaching and living of religious life. Spend three weeks in Jerusalem, in Haifa and the Galilee, and elsewhere visiting the places associated with Israelite kings, the life of Jesus, Jewish Rabbis and Muslim caliphs, ancient Canaanite and Greco-Roman traditions, and Bahai and Druze communities. Experience ancient festivals such as “Feast of Weeks” and Whitsunday in the modern Holy Land!
EDCI 5480/EDEL 4975: International Studies (Kenya) - Lydiah Nganga
1-3 Credit Hour(s) Summer Session 2015: May 31, 2015 - June 11, 2015
The goal of the 2015 Kenya Service learning study abroad course is to allow learners to learn by doing. Thus, in addition to using primary resources to explore Kenya’s history, geography, cultures, languages (Kiswahili), economy, education, archeology, ecology, paleontology and zoology, geopolitical, ethnic, gender issues and the HIV/AIDS epidemic, learners will participate in field experiences at Hillside-Karati elementary school in central Kenya. After seeing the need for desks in this school, participants in 2013 summer program fundraised to purchase over100 desks. Dr. Kambutu and Dr. Nganga delivered these desks in Summer 2014. Here, participants will have the opportunity to advance this noble course through the construction of a classroom, thanks to Gail and Kaycee for leading fundraising efforts for this project. While there participants will interact with teachers and students and take part in educational activities. They will also visit Mburu Gichua elementary school in Nakuru and the UW/C-Hillside Water project, the sites for the 2011 and 2013 service-learning projects respectively. Finally, participants will travel to Maasai Mara, an extension of the Serengeti plains, and one of the most visited national parks in Africa. At the park, learners will study environmental issues and see how wildlife interacts with the local people (the Maasai). During the course, learners will reflect in writing and orally about the similarities and differences between America and Kenya. They will also examine ways in which the course will have influenced them as citizens of a “globalized” world. Learners are expected to do a formal presentation on what they learn to an audiences of their selection upon return. The course is open to students who are interested in global issues.