Semester at Sea® Academic Profile

Semester at Sea®
Academic Profile
Institute for Shipboard Education
University of Virginia
S e m e s t e r at S e a ®
|
“Clearly we need to use education to advance tolerance and understanding. Perhaps
more than ever, international understanding is essential to world peace—understanding
between faiths, between nations, between cultures.”
—Kofi Annan, former U.N. Secretary-General
Table of contents
Letter from the Academic Sponsor
3
Mission
4
Core Values
4
Global Education
5
Academic Program Overview
5
The University of Virginia and the Institute for Shipboard Education 6
Itinerary Strategies
6
Comparative and Thematic Studies
7
The Global Studies Course
7
The International Field Experience
8
The Intercultural Component
9
The Shipboard Environment
10
Selection of Student Participants
10
Faculty and Staff Opportunities
10
Conclusion
11
Administration
12
Appendices
Appendix I: Chronology of Shipboard Education
13
Appendix II: Semester at Sea Faculty
15
Appendix III: Interport and In-Port Lecturers
18
Appendix IV: International Universities
20
Appendix V: Organizations Working with Semester at Sea
22
Appendix VI: Colleges and Universities
24
“Students who participate in Semester at Sea develop a deeper understanding of the
diversities that distinguish various cultures around the world, as well as the common bonds
that tie us together in an age of global interdependence.”
—John T. Casteen, III, University of Virginia President
Letter from the academic sponsor
“It is our duty and our interest to cultivate with all nations…a spirit of justice and friendly
accommodation.” —Thomas Jefferson, Second Annual Message, 1802
Dear Colleagues,
In June 2006, the University of Virginia became the new academic sponsor for the
comparative global education program, Semester at Sea. This unique study abroad program
provides students with the exceptional opportunity to attend a full semester or summer
University of Virginia academic program at sea and in ports of call around the world. Our
goal is to provide the student with the best academic curriculum enhanced by experiential
study. This incredible opportunity makes this traditional knowledge base global, real, and life
changing for the individual student.
As the academic sponsor of the Semester at Sea Program, the University of Virginia
selects the Academic Dean for each voyage. The Academic Dean identifies a theme for the
voyage, recruits the faculty from universities and colleges across the United States and from
around the world, and crafts the curriculum. Upcoming U.Va. Deans include Commonwealth
Professor of Spanish, David T. Gies, summer 2007; Professor of Materials Science and
Engineering, William A. Soffa, fall 2007; Associate Professor of Art History, Daniel J. Ehnbom
spring 2008; Associate Dean for the Arts, Humanities, and Social Sciences, Karen L. Ryan,
summer 2008; Professor of Politics, Leonard J. Schoppa, fall 2008; and Professor of Biology,
Reginald H. Garrett, spring 2009.
All academic credit associated with Semester at Sea is awarded by the University of
Virginia. Students who enroll in Semester at Sea courses receive a letter grade for work in
each of their courses and the record of a student’s course work is provided in the form of an
official University of Virginia transcript.
Educational opportunities that provide students with an increased knowledge of the world
and its peoples and that foster cross-cultural understanding and tolerance are of critical
importance. We encourage you to consider sailing as faculty and to recommend Semester at
Sea to your students.
Sincerely yours,
Leigh B. Grossman, MD
Vice Provost for International Affairs
J. Milton Adams, Ph.D.
Vice Provost for Academic Affairs
S e m e s t e r at S e a ®
|
“The learning never stops…in the classroom, over dinner, in late night
conversations. This is what education should be.”
– Robert Fessler, Ph.D., Global Studies Coordinator, Fall 2001, Spring 2005
Mission
Humankind’s pursuit of knowledge has been intricately linked to ships and the sea. From
early civilizations to the modern era, the exploration of distant lands, the exchange of ideas
and commodities, and the search for knowledge has occurred in this manner.
The Institute for Shipboard Education (ISE) exists out of the recognition that, in an
increasingly interdependent world, there is a vital need to advance the exchange of knowledge
and understanding between cultures. The Institute is defined by its on-going commitment to
combine academic excellence with challenging experiential programming, in order to remain at
the forefront of global education.
ISE offers programs in international education that incorporate direct contact with people and
their cultures. These programs afford the opportunity to develop cross-cultural understandings
of human commonalities and global interdependence, while simultaneously recognizing,
defining and respecting individual potentials and cultural diversities.
The Institute’s approach to international and cultural education provides the framework for a
lifetime of learning, concern and commitment to others.
Core Values
We, the Institute for Shipboard Education, believe in:
•
INTEGRITY that upholds the principles of honesty, sincerity and trust
•
HEALTH AND SAFETY as a top priority for all programs
•
OUR HISTORY, ACHIEVEMENTS AND STRENGTH as sources of inspiration
•
TRANSFORMATION OF THE INDIVIDUAL through participation in our programs
•
STRONG COMMITMENT to our constituents
•
DIVERSITY and INTERCULTURAL EXCHANGE
•
ORGANIZATIONAL EXCELLENCE through ongoing learning, innovation and
communication
•
LEADERSHIP THROUGH TEAMWORK and collaboration
Global Education
Education abroad has become a national
mandate rather than an optional supplement to
the undergraduate collegiate experience. An
increasing number of colleges and universities
are promoting, even requiring, international
study experiences for all students. Furthermore,
proponents of global education come from a wide
variety of disciplines. Study abroad experiences
are no longer reserved for language, sociology,
and anthropology majors; rather they are viewed
as a valuable degree component for disciplines as
diverse as business, engineering, public health,
communications, and political science.
With this increasing emphasis on globalization,
colleges and universities are continually seeking
study abroad programs that provide students with
a comparative introduction to diverse cultures
along with a focus on global issues. For more than
40 years, Semester at Sea ® has been a pioneer
and leader in global, comparative education—a
form of international education more needed today
than ever before.
Academic Program
Overview
Semester at Sea ® is an international study
abroad program administered by the Institute for
Shipboard Education (ISE), a 501(c)(3) non-profit
organization. The University of Virginia (U.Va.) is
the program’s academic sponsor. Each semester,
U.Va. appoints an Academic Dean to develop and
oversee the academic program for that voyage.
The Academic Dean hires the faculty and develops
the curriculum for the voyage. Faculty members
are chosen for their excellence in undergraduate
teaching, academic accomplishments, and
international experience. Each faculty member’s
credentials and syllabi are submitted to the
appropriate U.Va. academic department for
approval. Syllabi undergo a comprehensive
evaluation process that includes examination
of course objectives, topics, field requirements,
assignments, methods of evaluation, required
readings, and overall academic content and rigor
to meet the standards of the University of Virginia.
On a fall or spring voyage, typically 100 to 110
days, students register for a minimum of four
courses chosen from approximately 75 courses
offered each semester in the following disciplines:
anthropology, architecture, art, biological sciences,
business/commerce, communications, economics,
engineering, English writing, environmental
sciences, geography, geology, history, information
sciences, languages, literature, music, philosophy,
political science, psychology, religious studies,
sociology, theater arts, and women’s studies. The
final selection of disciplines and courses varies,
depending on the expertise of the faculty who
lead that voyage. The 28 faculty on a fall or spring
voyage come from various institutions of higher
learning in the United States and around the
world. Summer voyages are approximately 65 to
70 days in length, are more regional in focus and
may comprise fewer courses and faculty. Students
must enroll in a minimum of nine credits during the
summer session.
It is the responsibility of the Academic Dean
to ensure that high academic standards and the
U.Va. Honor Code are maintained throughout the
voyage. The Academic Dean for the semester
places heavy emphasis on academic integrity and
careful monitoring of student progress.
All students are required to take the
multidisciplinary Global Studies course that is the
intellectual focus for Semester at Sea. Course
content is woven around a central theme, which
varies from voyage to voyage. This unifying
framework of a comparative introduction to the
cultures and regional/global issues is prevalent
throughout the voyage. Global Studies highlights
the complexity, dynamics, and interdependence
of world systems. The course coordinator draws
from the faculty on board, orchestrating their
contributions with those of Interport Lecturers
S e m e s t e r at S e a ®
|
“I have learned a lot about Islam while in Egypt, which has definitely changed my views
about the Middle East.”
–Will Moeller, Student, Fall 2006
who join the voyage en route and bring specific
expertise to a country or region.
acceptability of such credit is within the jurisdiction
of the receiving institution.
Students must participate in international field
programs during the visits to eight to ten countries
in diverse parts of the world. Each faculty member
designs and leads Faculty-Directed Practica
(FDPs), which integrate experience with the class
work provided aboard ship. Twenty percent of the
contact hours for each course are designed for
course-related field work that is approved and
subsequently evaluated by the faculty member.
ISE administers the non-credit granting
administrative aspects of the program. ISE
was founded in 1976 in order to maximize
the effectiveness of the organizational and
administrative union between ISE and the
sponsoring University. While ISE works closely
with the University of Virginia on all aspects of the
development and management of the academic
program, it is the sole responsibility of the Institute
to handle all administrative matters including all
financial obligations associated with the operation
of the Semester at Sea program.
The pedagogical objectives of Semester at Sea
are clearly different from traditional “immersion”
study abroad programs. The curriculum promotes
the task of achieving an intellectual understanding
of the web of global relationships, focusing on the
countries visited.
The University of Virginia
and the Institute for
Shipboard Education
Semester at Sea is offered as a joint undertaking
by the University of Virginia and the Institute for
Shipboard Education. The University of Virginia
is the academic sponsor of the program. As
such, the University of Virginia is responsible for
the appointment of Academic Deans, approval
of all faculty and course syllabi, issuance of
course credits and transcripts, acquisition and
maintenance of library resources, and for the
program’s overall academic standards.
Non-U.Va. faculty who teach on Semester at Sea
are issued appointment letters from the University
of Virginia and serve as Visiting Lecturers.
Semester at Sea students are registered for the
semester as visiting students at the University
of Virginia. Transcripts are issued at the end
of the voyage, and credits are transferable to
other institutions of higher education in the same
manner as any other course work offered by
the University of Virginia, recognizing that the
Itinerary Strategies
Semester at Sea is one of the few international
studies programs for undergraduate students
that focuses, for the most part, on non-traditional
study abroad destinations. Countries represented
on recent voyages include Japan, China, Taiwan,
Malaysia, Vietnam, Myanmar, India, Kenya,
Tanzania, Brazil, Cuba, Venezuela, Egypt, Israel,
South Africa, Turkey, Croatia, Peru, Nicaragua and
Guatemala. It is the itinerary of each semester
that makes this program so vital in the fields of
comparative and global studies.
The itinerary is carefully selected to provide
students the opportunity for a comparative
approach to global education. The countries and
regions visited offer examples of varying stages
of economic development, contrasting political
systems, and great diversity of religious and
cultural values.
Semester at Sea offers two semester voyages
each year that circumnavigate the globe, and a
summer voyage that is more regional in focus.
Summer sessions can include itineraries in
the Pacific Rim, Central and South America, or
Europe. There are typically two routes which the
maritime campus can take on voyages around the
world; one north of the African continent through
the Mediterranean and the Suez Canal, and one
south of the continent around the Cape of Good
Hope. Semester at Sea program administrators
continually monitor shifting political climates
around the world in order to best design the
academic program and itinerary. The need to alter
the itinerary will arise if changes in political or
economic stability occur. Occasionally, a region
or country on the standard itinerary becomes an
area of safety concern and may warrant a shift in
itinerary mid-voyage.
Comparative and Thematic
Studies
Semester at Sea is a global program focused
on the comparative study of civilizations and
societies. This suggests that the semester is part
of a total program of education in which disciplines
and thematic issues are viewed cross-culturally or
from a global perspective. More specifically, the
semester is designed to illustrate and articulate
a comparative approach to the study of human
beings and their environs. As such, programmatic
offerings may include:
► Courses, in whatever discipline, may be
thematically focused in such a way as to explore
significant issues or subjects in more than
one cultural setting. Hence, a course in urban
sociology, for example, becomes a course in
which cities of several nations are part of the
data examined and compared. “Comparative
Politics,” “Introduction to Art,” and a host of
other courses grounded in the disciplines are
taught with an international orientation. Similarly,
natural scientists may explore the natural and
physical world in terms of its varied geographic
configurations, its historical processes, and
its implications for the quality of human life
in every society. In fact, those in the natural
sciences can play a particularly compelling role
in enlarging our world beyond its anthropocentric
horizons, to a history measured in geologic eons
and a geography and ecology to which human
beings must learn to adapt in every time and
place. Teaching courses within an international
framework dramatically focuses the need for all
faculty to rethink the fundamental paradigms of
their respective disciplines.
► Courses may also be structured to look
systematically at two or more cultures in
comparative ways. The politics of communist
societies, the history of a region, the art of the
Islamic or Christian world, and many similar
courses invite a probing into the nuances of
societal particularities and the dynamics of
historical specificity even while they enable
student and teacher together to reflect on
principles of relatedness that may be crosscultural.
► Finally, courses may focus largely on a single
specific society (e.g. India, China, Brazil), inviting
in-depth exploration into specific contexts of such
society through the perspective of the entire world.
If making the study of a specific society “relevant”
seems a challenge on a land campus, it can be
even more of a challenge after one has visited that
society and is moving on to another. But here a
comparative perspective becomes crucial. It invites
one to follow that nation’s relationship to other
societies, and, perhaps most important, to make
one aware of recurring questions and themes.
That society then also becomes a “case” in which
fundamental human and academic questions are
addressed.
The Global Studies Course
Global Studies is an interdisciplinary course
which focuses on the countries visited and
is tailored especially to meet the global and
comparative needs of Semester at Sea. Course
content is woven around a central theme, selected
by the Academic Dean and the Global Studies
Coordinator. This theme provides the framework
for a comparative introduction to the cultures and
regional/global issues encountered during the
voyage.
The Coordinator is an outstanding faculty
member who has a breadth of international
S e m e s t e r at S e a ®
|
“The poor and the oppressed are no longer just statistics to us – we have eaten with them,
held their hands, fallen in love with their infectious smiles and warm hospitality. The world
has become smaller for us: more real, more connected, more personal.”
– Josephine Hwang, Student, Fall 2002
experience and who has usually taught on a
previous voyage. He/she draws from faculty
knowledge and experience, orchestrating their
contributions with those of the Interport Lecturers
who join the voyage en route and bring specific
expertise to a country or region. Through a varied
format of lectures, debates, panel discussions,
student presentations, video excerpts and role
playing, the Coordinator aims to make this not only
the most important course on the ship, but also the
most engaging one.
The Semester at Sea field program designs
both structured and informal activities in a rich
variety of societies, providing opportunities for
observation, interaction, and participation in the
culture. In each country visited, students elect
to participate in a number of these activities,
or practica. The practica are many and varied,
ranging from university visits, home-stays,
diplomatic briefings, and musical performances to
visits to archaeological sites, hospitals, schools,
factories, museums, and rural villages.
In addition to providing basic information about
the countries on the itinerary, Global Studies also
gives students a meaningful framework by which
to compare data, examine issues, and develop
concepts. They are taught how to grasp cultural
and social phenomena and to highlight both
commonalities and differences among societies.
Established practica, such as a township visit
with Operation Hunger in Cape Town, a tour
of the Cu Chi Tunnels in Vietnam, and formal
exchanges with universities in Japan, India,
and China are repeated on each voyage. As
mentioned earlier, other practica are developed
by each voyage’s faculty to fit the needs of their
classes. For example, on a Faculty-Directed
Practicum in a world religion or music course,
students may observe a Candomblé ceremony in
Brazil; anthropology students may visit an Indian
neighborhood to meet local families; and biologists
may visit a rhino sanctuary in Kenya.
The International Field
Experience
Port stays of four to six days offer students a
first-hand look at the societies and issues they
have been studying in the classroom. Educational
activities on land complement classroom
instruction, with the field experience becoming
the “laboratory” component of each course in the
liberal arts curriculum. In each discipline students
investigate specific themes. Students of history
and religion, for instance, observe the varieties of
Islamic practice in North Africa, India, and Turkey;
students of economics and political science have
a first-hand view of the role of socialism in China
and Vietnam.
Comparative observations continue across such
global themes as modernization and its effect
on culture, the choice of development strategies
undertaken by various societies, the tensions
between national and ethnic identities, the place
of women in the emerging social order and the
practice of traditional arts in modernizing societies.
Many practica are day excursions in the
immediate port area, while other options may
involve more complex arrangements of flights and
hotels which allow students to experience distant
areas of importance, such as the Taj Mahal in
Agra, the Forbidden City of Beijing, the Kremlin in
Moscow, Angkor Wat in Cambodia, the Amazon,
Machu Picchu in Peru, or the Pyramids of Giza.
In addition to field experiences that stem directly
from academic endeavors, students also undertake
activities that offer rich personal experiences
central to the spirit of the liberal arts tradition and
the purpose of travel. A home-stay with a family
in India, folk dancing with host country nationals
in Japan, or helping build a Habitat for Humanity
home in South Africa all provide the element of
personal involvement and interaction that the
traditional classroom cannot.
The Intercultural
Component
The Semester at Sea experience places one in
the midst of daily international and intercultural
contacts, not only when visiting the various
countries but also aboard ship. On an average
voyage, the student body, staff and faculty include
individuals from at least 20 different nations.
The majority of the officers and crew of the
MV Explorer are non-U.S. citizens and include
representation from Europe, Asia, Africa, North
America, South America and Australia. In addition,
as their titles indicate, Interport Lecturers and
Interport Students are professionals and students
from the various countries on the itinerary who join
for part of a voyage. In-port guests also provide
lectures, seminars and workshops and lead
students on field trips.
For example, Archbishop Desmond Tutu served
several times as Interport Lecturer for South Africa
and also sailed on a full 100-day voyage in Spring,
2007. Fidel Castro spoke to the entire shipboard
community on seven of ten SAS visits to Cuba. His
question-and-answer sessions lasted more than
four hours and were followed by a reception with
University of Havana students and faculty.
When evaluating the program at the end of their
voyage, a large majority of students report that
the experience had a high or moderate impact on
several areas of intercultural learning including:
•
•
•
•
•
Understanding of the world (97%)
Awareness of cultural differences (96%)
Beliefs and attitudes (90%)
Acceptance of others and their opinions (93%)
Understanding of their own country (87%)
•
Understanding of self (92%) 1
Data summarized by Jill D. Wright, Chief Academic Officer, based on end-of-voyage evaluation statistics from 2000-2006 as compiled by Carol Baker, Office of
Measurement and Evaluation, University of Pittsburgh.
Several researchers who studied changes in
students’ cross-cultural understanding during
a Semester at Sea voyage have also found
positive outcomes. McCabe researched students’
development of a global perspective and found
significant positive change along five dimensions:
(1) fear versus openness, (2) people as the
same or different versus people as the same
and different, (3) naiveté versus cross-cultural
knowledge and understanding, (4) pro or antiAmericanism versus pro and anti-Americanism,
and (5) ethnocentrism versus globalcentrism. 2
Suhoza also found a shift in participants’ worldview
as a result of exposure to multiple cultures. 3 A
longitudinal study by Dukes found that participants
maintained a global perspective over time. 4
Close association with others in a multicultural
environment and the intensity of the shipboard
experience have other educational implications
for both students and faculty. Interdisciplinarity
and academic contiguity are thrust upon all
participants. A faculty member who has spent
a career in a departmental fiefdom is forced to
express herself in terms of the questions posed
by the academic universe at large. The scholar
of economics must make sense to colleagues
in biology and theater; the ethnomusicologist
must see her work in the context of the political
scientist’s domain.
McCabe, L. “The Development of a Global
Perspective During Participation in Semester at Sea; A
Comparative Global Education Program”, Educational
Review, 46, 275-286 (1994).
Suhoza, R. “A Phenomenological Analysis of
Transformation in Worldview following Cross-cultural
Exposure,” Dissertation presented to Capella University.
2006).
Dukes, R. “Meaning of a Semester at Sea Voyage
After Twenty-two Years.” Paper presented at the Annual
Meeting of the American Sociological Association, San
Francisco (2004).
S e m e s t e r at S e a ®
|
“These were the best students I’ve ever had the pleasure of teaching – funny, creative,
resourceful, smart, energetic, and just awfully good sports.”
– Larry Butler, Ph.D., Fall 1999 and Summer 2004
The Shipboard Environment
To live, study, and learn on a ship at sea
is an experience that seems most unusual
but is one that is most conducive to gaining
important perspectives on countries and their
interdependence. As a self-contained community at
sea, without land-based distractions, students are
able to study and interact in a more intense and
even profound academic environment.
The MV Explorer is a “state of the art” 24,300
ton vessel that can accommodate 700 students
and lifelong learners; and 100 faculty, staff, and
family members plus an international crew of about
200 officers and members. Built in 2002 by Blohm
& Voss in Hamburg, Germany, it was redesigned in
2004 to fit the needs of a modern campus.
Our shipboard campus consists of classrooms
fully equipped for audio-visual needs, including a
closed-circuit video system; union/theatre; 8,000volume library plus access to the University of
Virginia’s online library resources; computer lab;
public areas with wireless Internet; and study
lounges. It also includes the standard facilities of
an ocean-going vessel such as two dining rooms,
snack bar, medical clinic, outdoor pool, fitness
center, sports court, laundry service, wellness
center, and hair salon. Living areas are residencehall-style and are supervised by a support team
which includes a complete student life staff.
Selection of Student
Participants
The student population is comprised of
approximately 700 undergraduates enrolled from
more than 280 universities and colleges across
the country and around the world (see Appendix
VI). Students must be currently enrolled on a fulltime basis in a degree program at an accredited
college/university. Applicants will be eligible for full
admission to the program if their academic records
indicate that they are maintaining a grade point
average of 2.75 or better. On recent semesters,
10
the average GPA of the student body has been
3.26 at the point of admission.
The admission process also includes submission
of an essay, a disciplinary clearance form signed
by the home institution, and agreement to abide by
University of Virginia’s Honor Code and Semester
at Sea’s Code of Conduct.
Faculty and Staff
Opportunities
Excellence in undergraduate teaching and
resident field experience in one or more of the
countries on the itinerary are two very important
criteria in the faculty selection for Semester at
Sea. In addition, an ideal Semester at Sea faculty
member is both a serious scholar and someone
who truly enjoys working with undergraduate
students. Faculty members are selected from
various colleges and universities from around the
United States and abroad. Many are on sabbatical
from their home institutions during their service
with Semester at Sea. Three courses is the
standard teaching load for each faculty member
on a fall or spring term; two courses are taught by
each faculty member on a summer session.
The overall field experience is considered an
integral part of the academic program. Therefore,
faculty members are expected to design and
incorporate student field experiences, both formal
and informal, into the pattern of each course.
Semester at Sea presents a unique challenge for
combining the itinerary, student field experience
and normal classroom material into a meaningful
academic enterprise.
While potential faculty members are selected by
the Academic Dean, they must also be approved
by the respective departments at the University
of Virginia. Their submitted course syllabi must
also be approved by the appropriate academic
department at the University of Virginia before a
contract for teaching can be issued.
Academic Deans generally start evaluating
faculty candidates about 18 months prior to the
voyage departure. The process of hiring all faculty
members normally takes at least six months. As a
result, there is no set timeline to determine exactly
when a faculty decision will be made in a particular
discipline for a particular voyage. Candidates will
be contacted by phone or email by the Dean if an
interview is desired.
Staff members of the Semester at Sea program
play an integral role in defining the shipboard
community and academic environment. The
Institute for Shipboard Education is interested in
applicants who support the concept of academic
and personal enrichment through travel and
education. ISE further seeks individuals who
are willing to acknowledge that the academic
program and accompanying field experience are
the most important components of the program
and take precedence when decisions need to be
made throughout the voyage. Maximum flexibility,
cooperation and adaptability are essential to a
successful Semester at Sea staff experience.
Contracts are issued by the Institute for
Shipboard Education for one semester only.
Additional information regarding position
profiles, selection criteria, application procedures,
stipend, contract and accompanying family
members can be found at www.semesteratsea.org.
The Institute for Shipboard Education is an
Equal Opportunity Employer.
Conclusion
Semester at Sea’s focus on a global,
comparative approach to education has had a
profound, beneficial, and long-lasting effect upon
more than 45,000 Semester at Sea students since
1963. The effect involves substantial changes in
the scope and depth of their international interests
and understanding. It is the opportunity to have the
subject matter of comparative and global studies
come alive in the field that makes the difference
between a traditional campus and a shipboard
campus.
To understand the academic value of Semester
at Sea, one need only call upon any of the
thousands of students, faculty, and staff who have
participated in this program, especially those
representing recent voyages. The comment most
often heard directly from students is that Semester
at Sea was academically the most significant term
of their undergraduate career. Alumni from four
decades continue to refer to their Semester at Sea
experience as life-changing or transformative.
Perhaps the most ardent supporters of Semester
at Sea are its former faculty. Faculty have reported
that courses taught on a ship, while in quality
comparable to courses offered on the home
campus, have a much greater effect upon the
cognitive learning of students.
Semester at Sea is on the cutting edge of
comparative and global studies for undergraduate
students from around the globe. Colleges and
universities seeking to expand the intercultural and
international opportunities of their undergraduate
students confidently encourage participation in
Semester at Sea as the world’s leader in global
education.
S e m e s t e r at S e a ®
|
11
“Semester at Sea is a magnificent learning experience for faculty and students
alike. It is hard to imagine a better learning laboratory.”
– Keith Brown, Ph.D., Spring 1998
Administration
Institute for Shipboard Education
Les McCabe, Ph.D., President
John P. Tymitz, Ph.D., Chief Executive Officer,
Emeritus
Max Brandt, Ph.D, Senior Academic Officer
Nancy Cable, Ph.D., Vice President of
Development and Alumni Relations
Tom Holleran, MBA, Vice President
and Chief Financial Officer
Salvatore N. Moschella, MBA, Vice President
and Chief Operating Officer
Kay S. Volkema, MA, Vice President of Marketing,
Communications and Public Relations
Jill D. Wright, Ph.D., Vice President
and Chief Academic Officer
Michael J. Zoll, Ed.D., Vice President of
Admissions, Financial Aid and Student Affairs
For More Information
Contact:
Semester at Sea
Institute for Shipboard Education
PO Box 400885
Charlottesville, VA 22904
Toll free: 800-854-0195
Fax: 434-243-4076
Email: info@semesteratsea.org
www.semesteratsea.org
12
Appendix I: Chronology of Shipboard Education
1926 – The University Travel Association launches a 30-week program called University World Cruise
with 500 students aboard Holland America Line’s SS Ryndam.
1963 - The first voyage of the University of the Seven Seas takes 275 students to 22 ports in 16
countries aboard the MS Seven Seas.
1965 - Chapman College assumes responsibility for the University of the Seven Seas program and
begins an 11-year stewardship that gives nearly 10,000 students the opportunity to study for credit
aboard ship and in world ports. The program name changes from University of the Seven Seas to
World Campus Afloat.
1966 - The MS Seven Seas is replaced by the new, if familiarly named, SS Ryndam from Holland
America Line.
1971- The founder of the Seawise Foundation, C.Y. Tung, plans to replace the SS Ryndam with a
newly renovated Queen Elizabeth I. The night before the renovation is complete; the ship is destroyed
by fire in Hong Kong Harbor. Tung purchases another ship, the Universe Campus, which sails later
that year.
1975 - Chapman College suspends its shipboard program after 21 consecutive semester voyages,
several summer and interim senior passenger programs, and a series of shipboard conferences on
international issues.
1976 - The Institute for Shipboard Education (ISE) is established with the backing of C.Y. Tung and a
commitment from the Seawise Foundation to continue to provide the Universe Campus.
1977 - The first voyage of Semester at Sea is launched aboard the renamed SS Universe. Academic
responsibility for the program is transferred to the University of Colorado-Boulder, where it remains for
seven voyages.
1979 - Semester at Sea takes 500 American college students—the largest group in history—to
mainland China; Arthur C. Clarke, author of 2001: A Space Odyssey, serves as an inter-port lecturer;
students meet Egyptian President and 1978 Nobel Peace Prize recipient Anwar Sadat.
1981 - The University of Pittsburgh assumes academic sponsorship of Semester at Sea.
1982 - Semester at Sea participants meet Prime Minister Indira Gandhi.
1983 - The SS Universe runs aground in Alexandria, Egypt. The Tung family immediately takes the
ship to Greece for repairs. Participants finish the semester in a hotel in Israel. The renovated ship
departs for the Fall voyage from Seattle, WA.
1988 - Semester at Sea participants visit with USSR President Mikhail Gorbachev; Corazon Aquino,
President of the Philippines, visits the ship on the Spring 1988 voyage; Sidi Mohammed, Crown Prince
of Morocco, boards the ship for the first of several visits.
S e m e s t e r at S e a ®
|
13
“While on Semester at Sea the cultural differences that separated us from the unknown
countries around the world began to disintegrate.”
– Elizabeth Mills, Student, Fall 2005
1992 - Nobel Peace Prize winner Archbishop Desmond Tutu sails with Semester at Sea; participants
meet 1979 Nobel Peace Prize winner Mother Teresa; ISE operates the first Seminar at Sea.
1994 - The SS Universe is the first ship of U.S. passengers to visit Vietnam after the U.S. embargo
is lifted; participants meet 1993 Nobel Peace Prize winner Nelson Mandela during his presidential
campaign.
1995 - After 46 voyages and more than a million miles, the SS Universe is retired after hosting more
than 19,000 participants.
1996 - The Enchanted Seas is remodeled as a floating university and renamed the SS Universe
Explorer; Semester at Sea offers its first Summer voyage.
1997 - Pete Peterson, the first U.S. ambassador to Vietnam after the Vietnam War, boards the SS
Universe Explorer for the first of three visits; Fidel Ramos, president of the Philippines, visits the ship.
1999 - Semester at Sea visits Havana, Cuba; MTV’s Road Rules and CNN’s Newsroom feature the
SAS program.
2000 – Cuban President Fidel Castro meets with 750 Semester at Sea participants in Havana, marking
the first of several interactions with the shipboard community; the first Summer voyage on Royal
Olympic Cruise Line’s SS Odysseus sets sail.
2001 – Semester at Sea features its second Summer voyage, now aboard Olympic Cruise Line’s MTS
World Renaissance; the first graduate-level courses are offered via the University of Pittsburgh School
of Law; ISE gains year-round use of the SS Universe Explorer.
2004 - ISE charters the MV Explorer, the new ship for Semester at Sea and the floating campus
of the future; the first engineering courses are offered with the University of Pittsburgh School of
Engineering.
2005 – ISE signs an agreement with the University of Virginia to become the new academic sponsor
for Semester at Sea.
2007 – Archbishop Desmond Tutu sails with Semester at Sea for the entire Spring voyage and the AllVoyage Reunion; SAS offers its first Summer voyage to focus exclusively on Latin America.
14
Appendix II: Semester at Sea Faculty
The following includes a sampling of faculty who have
participated. Complete lists from each semester are
available upon request.
Anthropology
Judit Gellerd, Professor, University of Boston
Sally McBeth, Professor, University of Northern
Colorado
Nicole Constable, Professor, University of Pittsburgh
Joel Savishinsky, Charles A. Dana Professor in the
Social Sciences, Ithaca College
Carolyn Nordstrom, Professor, University of Notre
Dame
Patricia Wattenmaker, Associate Professor, University
of Virginia
Art and Art History
Lawrence Butler, Associate Professor, George Mason
University
Daniel Ehnbom, Associate Professor of Art History,
University of Virginia
Brian Meunier, Professor of Art and Chair of the Art
Department, Swarthmore College Faye A. Serio, Associate Professor, Studio Arts, St.
Lawrence University and Clarkson University
Larry Silver, Farquhar Professor of Art History,
University of Pennsylvania
Biological Sciences
Iain Campbell, Professor, University of Pittsburgh
Susan Chaplin, Professor, University of St. Thomas
Becky Houck, Professor, University of Portland
Seth R. Reice, Associate Professor of Biology and
Ecology, University of North Carolina, Chapel Hill
Janet Williams, Professor, Swarthmore College
Timothy Williams, Professor, Swarthmore College
Business/Commerce
University in Amsterdam and at Gotlands University in
Visby, Sweden
Reginald Litz, Associate Professor, I.H. Asper School
of Business, University of Manitoba
Richard Sapp, Associate Dean & Director of
International Programs, Portland State University
Pamela D. Sherer, Assistant Professor of
Management, Providence College
Gary Whitney, Professor of Management, University of
San Diego
Communications
Roger Bennett, Professor Emeritus, Mass
Communications, Texas State University
Patricia Curtin, Associate Professor, Mass
Communication, University of North Carolina, Chapel
Hill
Michael Karlberg, Associate Professor of
Communication, Western Washington University
David H. Mould, Professor of Telecommunications
(Electronic Media Studies), Ohio University
Peter Seel, Associate Professor, Journalism and Tech.
Communications, Colorado State University
Economics
Gayle Allard, Professor, Instituto de Empresa, Madrid
Charles Britton, Professor, University of Arkansas,
Triant G. Flouris, Assistant Professor, Auburn
University
Lois Gosse, Senior Lecturer, Cornell University
Andrew Narwold, Professor, University of San Diego
English
Anna Brickhouse, Associate Professor, University of
Virginia
David Brumble, Professor, University of Pittsburgh
Joonok Huh, Professor of English and Women’s
Studies, University of Northern Colorado
Michael Hergert, Professor of Management, San
Diego State University
Michael Pearson, Professor of English and the
Director of the Graduate Program in Creative Writing
at Old Dominion University
Michael Kaplan, Associate Professor, University of
Utah and Visiting Professor of Business at Vrige David Swerdlow, Professor, Westminster College
S e m e s t e r at S e a ®
|
15
“Things I’ve Learned on SAS: The educated unintelligent are very irritating; the
intelligent uneducated are very dangerous.”
– Nathan Durfee, Student, Spring 2004
Engineering
Bopaya Bindanda, Ernest Roth Professor & Chairman
of the Dept. of Industrial Engineering, University of Pittsburgh
William Soffa, Professor of Materials Science and
Engineering, University of Virginia
Luis Vallejo, Professor, Professor, Department of
Civil and Environmental Engineering, University of Pittsburgh
Environmental Studies
Jose D. Fuentes, Associate Professor, Department of
Environmental Sciences, University of Virginia
Armin Rosencranz, Consulting Professor of Human
Biology, Stanford University
Scott Sherman, School of Public Affairs, University of
California, Los Angeles
Geography
Briavel Holcomb, Professor, Rutgers University
Jack Williams, Professor, Michigan State University
Samuel Sheldon, Professor, Saint Bonaventure
University
Geology
Victor A. Fisher, Professor, California State University,
Chico
Katherine Sian Davies-Vollum, Assistant Professor,
University of Washington, Tacoma
Willard S. Moore, Research Professor and
Distinguished Professor Emeritus, University of South
Carolina
A. Conrad Neumann, Professor of Geology &
Oceanography Emeritus, University of North Carolina,
Chapel Hill
History
Donald N. Clark, Professor of History and Director
of International Programs, Trinity University in San Antonio, Texas
R. Kent Guy, Associate Professor of History and East
Asian Studies, University of Washington, Seattle
Brian Owensby, Associate Professor, University of
Virginia
16
Marcus Rediker, Associate Professor, University of
Pittsburgh
Joyce E. Salisbury, Professor Emeritus, University of
Wisconsin–Green Bay
K. Scott Wong, Professor, Williams College
Law
John Burkoff, Professor, University of Pittsburgh
School of Law
Pat Chew, Professor, University of Pittsburgh School
of Law
Harry Flechtner, Professor of International and
Domestic Commercial Law, University of Pittsburgh
School of Law
Dayna Matthew, Associate Professor, University of
Colorado School of Law
Music
Robert Garfias, Professor, University of California,
Irvine
Michael Kaloyanides, Professor, University of New
Haven
Barbara Lundquist, Professor Emerita, School of
Music, University of Washington
Judith Shatin, Professor, University of Virginia
Roger Vetter, Associate Professor of Music, Grinnell
College
Philosophy
James Brown, Professor, Founding Faculty Member,
Interdisciplinary Arts and Sciences, University of
Washington, Tacoma
Itiel Dror, Senior Lecturer, Southampton University,
England
Frederik Kaufman, Professor and Chair, Department
of Philosophy and Religion, Ithaca College
Andrew Pessin, Associate Professor, Kenyon College
Political Science
Craig Collins, Assistant Professor, California State
University
James Danziger, Professor, University of CaliforniaIrvine
Carolyn M. Dudek, Assistant Professor, Hofstra
University
Christopher Joyner, Professor, Georgetown University
Charles H. Kennedy, Professor, Wake Forest
University
Fred R. Mabbutt, Associate Professor, University of
California, Los Angeles
Psychology
Craig E. Abrahamson, Professor of Psychology,
James Madison University
Lori Barker Hackett, Associate Professor, California
State Polytechnic University
Dan Christie, Professor, Ohio State University
Patricia Connor-Greene, Professor, Clemson
University
Michael Penn, Associate Professor, Franklin &
Marshall College
Religious Studies
David L. Haberman, Associate Professor, Indiana
University
Ishwar Harris, Synod Professor of Religious Studies,
College of Wooster
Ricardo Padron, Associate Professor, University of
Virginia
Theatre Arts
Patricia Bianco, Associate Professor, University of
Pittsburgh-Bradford
Morris U. Burns, Professor of Theatre, Colorado State
University
Annie O. Cleveland, Associate Professor of Theatre,
Colorado State University
Michael Williams, General Manager and Director,
Cape Town Opera, Cape Town, South Africa
Women’s Studies
Kathleen Blee, Director of the Women’s Studies
Program, University of Pittsburgh
Andrea Parrot, Professor, Department of Policy
Analysis and Management, Cornell University
Bonnie Morris, Assistant Professor, George
Washington University & Part-time, Georgetown
University
William W. May, Associate Professor, University of
Southern California
Lawrence Meredith, Professor, Pacific University
Joel Mlecko, Professor, Indiana University of
Pennsylvania
Sociology
Jeanne Ballantine, Professor, Wright State University
Eva Fodor, Assistant Professor, Dartmouth College
James J. Lang, Associate Professor, Vanderbilt
University Judith Lasker, Professor, Lehigh University
Ann Stromberg, Professor, Pitzer College
Christine Wernet, Assistant Professor, University of
South Carolina Aiken
Spanish
David Gies, Commonwealth Professor, University of
Virginia
Maria del Mar Lopez-Cabrales, Women’s Studies and
Spanish Language. Assistant Professor, Colorado
State University
S e m e s t e r at S e a ®
|
17
“Semester at Sea opens your eyes to others all around the world, in cultures completely
different from your own, and in the process, helps you to understand yourself and your
country a little bit better than before.”
– Alisia Bentz, Student, Fall 2000
Appendix III: Interport and In-Port Lecturers
Betsy Aaron, Vietnam. Correspondent, CBS News and
freelance broadcast journalist. B.A., History, American
University.
Eiichi Katahara, Japan. Associate Professor, Kobe
Gakuin University. Ph.D., Asian and International
Studies, Griffith University.
King Mohammed Ben Al-Hassan, Morocco. Visited
Semester at Sea ® when he was the Crown Prince of
Morocco. He ascended to the thrown July 23, 1999.
Sung-ho Lee, Korea. Professor, English Language and
Literature, Hanyang University, Seoul, Korea. Recipient,
teaching award from the Ministry of Education, Korea,
1995. B.A., English Education; M.A., English Literature,
Seoul National University. Ph.D., Language Arts,
University of Pittsburgh.
Barry Ames, Brazil. Professor, University of Pittsburgh.
Chair, Department of Political Science. Thirty years
experience in research on Brazil. Author, The Deadlock
of Democracy in Brazil, University of Michigan Press,
2001. B.A., M.A., Ph.D., Political Science, Stanford
University.
Chiwoza Bandawe, South Africa. Senior Lecturer,
Department of Psychology, University of Cape Town.
B.S., M.A., Ph.D., University of Cape Town.
Stephen Banfa, Kenya. Senior Lecturer, Faculty
of Humanities and Social Sciences, University of
Zimbabwe.
Dennis Brutus, South Africa. Poet and Professor,
Languages and Literature, Worchester State College.
English (with distinction) and Psychology, Fort Hare
University of South Africa, 1944-47 (partial completion);
LL.B., University of Witwatersrand, Johannesburg, 196263.
Fidel Castro, Cuba. President of Cuba.
Nelson Cerqueira, Brazil. General Director of STB/
Faculdades Integradas da Bahia in Salvador, Bahia.
Ph.D. in Comparative Literature, Indiana University.
Arthur C. Clarke, Sri Lanka. Author of dozens of
non-fiction and fiction books. B.Sc., in Physics, Pure
and Applied Maths (1st class honors), King’s College,
London.
Lilian Duarte, Brazil. Analyst, Political Sector of the
Brazilian Embassy in Moscow. Ph.D., International
Relations, The American University, Washington, D.C.
Annakutty Findeis, Inida, Professor of German,
University of Mumbai. B.A., Women’s College,
Banaras Hindu University; M.A., Department of
Foreign Languages, Banaras Hindu University; Ph.D.,
Germanistics and Indology, University of Salzburg,
Austria.
18
Tik-sang Liu, China. Associate Professor of
Anthropology, Hong Kong University of Science
& Technology. PhD in Anthropology, University of
Pittsburgh.
Ali Mazrui, Kenya. Professor, State University of New
York at Binghamton. Director of the Institute of Global
Cultural Studies. B.A., Manchester University; M.A. in
Political Science, Columbia University; Ph.D. in Political
Science, Oxford University.
Relebohile Moletsane, South Africa. Senior Lecturer,
University of Natal, Durban, School of Education.
Research in the fields of human rights education;
curriculum development and implementation; children
and violence. PhD in Curriculum Studies and Teacher
Education, Indiana University, Bloomington.
Lynne Nakano, Japan. Associate Professor, Department
of Japanese Studies, Chinese University of Hong Kong.
Ph.D., Anthropology, Yale University.
Catherine Ndinda, Tanzania. Co-ordinator, International
School, University of Natal. Specializations are feminist
politics and theory, gender and development, housing
policy, research methodology and globalization. PhD in
Human Science, University of Natal.
Shixiong Ni, China. Associate Professor, International
Politics Department, Fudan University. Educational
experience at Foreign Languages and Literatures
Department, Fudan University.
John Nichols, Cuba. Associate Dean for Graduate
Studies and Research, College of Communications,
Pennsylvania State University. B.A., M.A., Ph.D.,
University of Minnesota.
David J. Nordlander, Russia. Historian, Library of
Congress. Ph.D., University of North Carolina-Chapel
Hill. Post-Doctoral Fellowship in Russian history,
Harvard University.
Cloves Luiz Periera Oliveira, Brazil. Assistant Professor
of Political Science, State University of Feira de
Santana, Bahia, Brazil.
Geeta Ramaseshan, India. Lawyer, Madras High Court.
Executive committee member of REACH (Research and
Advocacy on Community Health). Bachelor of Arts and
Bachelor of Law, Madras University.
Narissa Ramdhani, South Africa. Director, GandhiLuthuli Peace Institute; and Head of the African National
Congress Archives, Johannesburg, South Africa. Ph.D.,
History, University of Natal.
Jayasankaran Sankaran, Malaysia. Bureau Chief, Far
Eastern Economic Review. B.S., University of Malaya;
recipient of the Knight Bagehot Fellowship in Business
Journalism, Columbia University.
Monique Skidmore, Myanmar. Research Scholar,
Centre for Cross-Cultural Research, Australian National
University. Ph.D., Anthropology, McGill University.
Archbishop Desmond M. Tutu, South Africa. Archbishop
of Cape Town. Teacher’s Diploma at Pretoria Bantu
Normal College; B.A., University of South Africa. Holds
honorary doctorates from 36 universities.
Shahid Vawda, South Africa. Senior Lecturer, University
of KwaZulu-Natal, South Africa.
Rafael Velez-Nuñez, Spain. Lecturer, University of
Cadiz. Ph.D., English Renaissance Literature, University
of Cadiz.
Nhiem Thi Vo, Vietnam. Vice Chair, Foreign Language
Department, An Giang University, Vietnam. M.A.,
Education, Bluffton University.
Michiko Yusa, Japan. PhD in Religious Studies, UCSB
(1983); Professor of Japanese and East Asian Studies,
Western Washington University.
Wayne Smith, Cuba. Visiting Professor Latin American
Studies, Johns Hopkins University. Senior Fellow,
Center for International Policy’s Cuba Project. Ph.D.,
George Washington University.
Alberta Sbragia, Italy. Research Professor, Department
of Political Science; and Director, Center for West
European Studies, University of Pittsburgh. Ph.D.,
University of Wisconsin.
M. S. Swaminathan, India. Geneticist and “Father of the
Green Revolution”. Founder and Chairman of the MS
Swaminathan Research Foundation. Ph.D., University of
Cambridge School of Agriculture.
Philip Taylor, Vietnam. Research Fellow, Department of
Anthropology, Australian National University. Specialist
on ethnic and religious subcultures of the Mekong Delta.
PhD in Anthropology, Australian National University.
Katherina Teiwa, Fiji. Assistant Professor, Center for
Pacific Islands Studies, University of Hawai’i at Manoa.
Ph.D., Anthropology, Australian National University.
Richard Threlkeld, Vietnam. Correspondent, CBS News.
B.A., Political Science and History, Ripon College; M.S.,
Journalism, Northwestern University’s Medill School of
Journalism.
S e m e s t e r at S e a ®
|
19
“This voyage had educated me in volumes that far surpass anything
I could ever read in a textbook.”
– Chris Coleman, Student, Spring 2004
Appendix IV: International Universities
The following colleges and universities have cooperated
with Semester at Sea by hosting lectures, seminars,
workshops, discussion groups, receptions and other
field visits that provide opportunities for interaction with
faculty and students.
AUSTRALIA
Adelaide University
BRAZIL
University of Salvador
Universidade Federal da Bahia
Catholic University of Salvador
CHINA
Nanjing University
Peking University
Petroleum University, Beijing
Qingdao University
Renmin University
Shanghai Jiao Tong University
Sun Yat-Sen University
Tsinghua University
University of International Business and Economics
Zhangshan University
CROATIA
American College of Management and Technology,
Dubrovnik
University of Zagreb
CUBA
University of Havana
University of Matanzas
EGYPT
American University of Cairo
HAWAII
University of Hawaii
20
HONG KONG
Chinese University of Hong Kong
Hong Kong Baptist University
Hong Kong University
Lingan University
ICELAND
University of Reykjavik
INDIA
Anna University
Bharathi Women’s College
Presidency College
Sindhi College
Sri Ramachandra Medical College
SRM Eshwari College of Engineering
University of Madras
JAPAN
Kansai University
Kobe College
Kobe University
Kobe Gakuin University
Konan University
Konan Women’s University
Osaka International University for Women
Osaka University
Ritsumeikan University
KENYA
Nairobi University
Mombasa Polytechnic Institute
MALAYSIA
Melaka-Manipal Medical College
Universiti Sains Malaysia
MAURITIUS
University of Mauritius
NORWAY
University of Bergen
PUERTO RICO
VENEZUELA
Simon Bolivar University
VIETNAM
Caribbean University
University of Social Science and Humanities
Universidad del Sagrado Corazon (University of
Sacred Heart)
Universidad Interamericana
University of Ho Chi Minh City
University of Puerto Rico
RUSSIA
Saint Petersburg State University
Moscow State University
SOUTH AFRICA
Stellenbosch University
University of Cape Town
University of Western Cape
SOUTH KOREA
Busan Women’s College
Korea Maritime University
Ulsan University
SPAIN
Sevilla University
TAIWAN
Chung Yuan Christian University
Fu Hsing Chinese Opera School
National Taipei Institute of Technology
National Taiwan Normal University
Tung Nan Institute of Technology
TURKEY
Bilknet University, Ankara
Istanbul University
University of Bahcesehir
S e m e s t e r at S e a ®
|
21
“My heart has grown and my mind has expanded. I am forever changed.”
– Blythe Wyatt, Student, Spring 2005
Appendix V:
Organizations working with Semester at Sea
Global Nomads Group (GNG) is a non-profit
organization dedicated to heightening children’s
understanding and appreciation for the world and
its people. On selected voyages, GNG collaborates
with ISE to provide a series of live, open dialogue
videoconferences, web casts, and Internet
communications between schools in the United States
and schools and cultural sites around the world.
Family Planning Association of Hong Kong
Family Planning Neighborhood Committee, Shanghai
Kennametal Co. Ltd, Shanghai
Shanghai Institute for Parasitic Diseases
INDIA
Aids Prevention and Control Project (APAC)
The National Oceanic and Atmospheric
Administration (NOAA) and its Atlantic
Oceanographic and Meteorological Laboratory
(AOML) conduct basic and applied research in
oceanography, tropical meteorology, atmospheric and
oceanic chemistry, and acoustics. As part of the alliance
between NOAA/AOML and Semester at Sea, SAS
students work directly with NOAA scientists to conduct
research projects from the decks of the MV Explorer.
Chennai Rotary Club
Below is a sampling of international organizations that
have cooperative relationships with Semester at Sea,
including hosting intercultural exchanges, facultydirected practica, and service visits.
Theosophical Society, Madras
BRAZIL
Bahia Street, a social justice NGO formed in 1997
with a society, equality and change mission
Calabar Favela
Camacari Petrochemical Complex
Canabrava Socio-Environmental Park
CEPARH, a privately funded organization that supports family planning
Cultural Mobilization Project for Children in Danger
Marine Turtle Research and Preservation Project at
Praia do Forte
CHINA
22
Dalit Delta Center (Dalit Liberation Education Trust)
International Foundation for Crime Prevention and
Victim Care (PCVC)
Missionaries of Charity Orphanage
Rural Institute for Development
Schizophrenia Research Foundation
Tamil Nadu Hospital
Working Women’s Forum
JAPAN
Hippo Family Club (arranges overnight homestays)
Kobe Convention and Visitors Association (arranges
home visits)
Kobe Steel
Mitsubishi Electric Sanda Works Factory
YMCA-Sponsored Kindergarten and Nursery School
KENYA
Likoni School for the Blind
Mazeras High School
Mother Teresa’s Sisters of Charity Center
SOS Children’s Village
Applica Durable Factory, Hong Kong
U.S. Agency for International Development (USAID),
Nairobi
Children’s Palaces, Shanghai
Wema Rehabilitation Centre
KOREA
Blue Bird’s Children’s Home
General Hospital of Busan National University
Gwangil Elementary School
RAPCAN (an organization that educates adults about
child abuse and prevention)
Saartjie Baartman Shelter for Women and Children
TAIWAN
Hyundai Motors & Shipping
BBDO Worldwide (part of Omnicom Group)
Naewonjungsa Kindergarten & Elementary School
Chroma/Dynascan and Giga Tech Plant
MALAYSIA
Dun Hua Elementary School
ALIRAN (Human rights NGO)
Earthquake Research Center at the Institute of Earth
Sciences
Kiwanis Club of Kuantan
Laboratory School of National Taipei Teachers College
Komag, Inc (Computer disk factory)
St. Joseph Orphanage
Salvation Army Children’s Home
Women’s Crisis Center
MAURITIUS
Chtysalides Women’s Shelter
VIETNAM
Da Thien School for Handicapped Children
Drug Rehabilitation Center for Children
English Speaking Club
Hy Vong 8 School for the Deaf
Nike Plant
Gayasing Ashram Home for female senior citizens
Nguyen Dinh Chieu School for the Blind
Ki Nou Eté Centre (rehabilitation program for women
released from prison or addicted to drugs)
YMCA-Vietnam Headquarters
Orange Agent Children’s Center
Père Laval Hospice
Mauritian Women Entrepreneur Council
Mauritius Oceanography Institute
SOS Children’s Village of Beau Bassin
SOUTH AFRICA
Amy Biehl Foundation Trust
Cape Town Child Welfare Society, Ons Plek
Desmond Tutu HIV Centre
Habitat for Humanity, Western Cape
NICRO Women’s Support Center
Operation Hunger
S e m e s t e r at S e a ®
|
23
“Our students were enthusiastic about their contacts with Chinese students, and many told
me later that they really learned what it means to live in a controlled society where freedom
of speech is restricted.”
– James Calderwood, Ph.D., Fall 1990
Appendix VI: Colleges and Universities
More than 250 colleges and universities are represented
on a typical Semester at Sea voyage. Since 1976,
students from over 1500 domestic and international
institutions have participated in the program. The
following is a selection of represented institutions.
UNITED STATES INSTITUTIONS
Alabama
Auburn University
Birmingham-Southern College
Samford University
Spring Hill College
Tuskegee University
University of Alabama
Alaska
Alaska Pacific University
University of Alaska
Arizona
Arizona State University
Northern Arizona University
Prescott College
University of Arizona
Arkansas
Hendrix College
John Brown University
University of Arkansas
California
California Institute of Technology
California Polytechnic University
California State University (all campuses)
Chapman University
Claremont Colleges (Pomona, Pitzer, CMC, HMC,
Scripps)
Loyola Marymount University
24
Pepperdine University
Occidental College
Santa Clara University
Stanford University
University of California (all campuses)
University of San Diego
University of San Francisco
University of Southern California
Colorado
Colorado College
Colorado State University
University of Colorado-Boulder
University of Denver
Connecticut
Connecticut College
Fairfield University
Quinnipiac College
University of Connecticut
Wesleyan College
Yale University
District of Columbia
American University
Catholic University of America
George Washington University
Georgetown University
Howard University
Trinity College
Delaware
University of Delaware
Florida
Florida International University
Florida State University
New College of Florida
Indiana
University of Central Florida
DePauw University
University of Florida
Earlham College
University of Miami
Hanover College
Georgia
Agnes Scott College
Georgia State University
Emory University
Morehouse College
Indiana University
Purdue University
University of Notre Dame
Wabash College
Kansas
Spelman College
Kansas State University
University of Georgia
University of Kansas
Hawaii
University of Hawaii
Iowa
Kentucky
Berea College
Centre College
Coe College
Murray State University
Grinnell College
Transylvania University
Iowa State University
University of Kentucky
Luther College
University of Iowa
Idaho
University of Idaho
Illinois
Louisiana
Louisiana State University
Tulane University
Xavier University
Massachussetts
Augustana College
Amherst College
Illinois Institute of Technology
Boston College
Illinois Wesleyan University
Boston University
Knox College
Brandeis University
Lake Forest College
Clark University
Loyola University-Chicago
College of the Holy Cross
Northwestern University
Hampshire College
Principia College
Harvard University
University of Chicago
Mount Holyoke College
University of Illinois
Northeastern University
Wheaton College
Smith College
S e m e s t e r at S e a ®
|
25
“After meeting the Maasai, I desire to cleanse my world of pointless complaints and now
focus my energies on life’s real treasures.”
– Jamie Nash, Student, Spring 2004
Tufts University
University of Massachusetts
University of Mississippi
Wellesley College
Millsaps College
Wheaton College
Williams College
Worcester Polytechnic University
Maryland
Goucher College
Johns Hopkins University
St. Mary’s College of Maryland
University of Maryland
Maine
Bates College
Bowdoin College
Colby College
Michigan
Albion College
Hope College
Kalamazoo College
Michigan State University
University of Michigan
Minnesota
Carleton College
College of St. Benedict
Gustavus Adolphus College
Macalester College
Saint John’s University
St. Olaf College
University of Minnesota
Missouri
Saint Louis University
Truman State University
Washington University in St. Louis
University of Missouri
26
Mississippi
Montana
Carroll College
University of Montana
Nebraska
Creighton University
University of Nebraska
New Hampshire
Dartmouth College
University of New Hampshire
New Jersey
College of New Jersey
Drew University
Princeton University
Rutgers University
Yale University
New Mexico
College of Sante Fe
University of New Mexico
New York
Bard College
Barnard College
Colgate University
Columbia University
Cornell University
Fordham University
Hamilton College
Hobart and Smith College
New York University
Rensselaer Polytechnic University
Sarah Lawrence College
Oregon
Skidmore College
Lewis and Clark College
St. Lawrence University
Linfield College
State University of New York (all campuses)
Reed College
Syracuse University
Willamette University
Union College
University of Oregon
University of Rochester
Vassar Collage
Nevada
University of Nevada
North Carolina
Appalachian State University
Davidson College
Duke University
North Carolina State University
University of North Carolina
Wake Forest University
North Dakota
University of North Dakota
Ohio
Pennsylvania
Allegheny College
Bryn Mawr College
Bucknell University
Carnegie Mellon University
Dickinson College
Drexel University
Franklin and Marshall College
Gettysburg College
Haverford College
Juniata College
Lafayette College
Lehigh University
Muhlenberg College
Pennsylvania State University
Case Western Reserve College
Susquehanna University
College of Wooster
Swarthmore College
Denison University
University of Pennsylvania
Kenyon College
University of Pittsburgh
Miami University of Ohio
Washington and Jefferson College
Oberlin College
Ohio State University
Ohio University
Ohio Wesleyan University
University of Dayton
Oklahoma
University of Oklahoma
Rhode Island
Brown University
Bryant College
Providence College
Rhode Island College
Salve Regina College
University of Rhode Island
University of Tulsa
S e m e s t e r at S e a ®
|
27
“I want to take my hat off to you young people and say, ‘Dream!’…And, as you go around
the world, remember, one person can make a difference.”
–Archbishop Desmond Tutu, Distinguished Lecturer in Residence
South Carolina
Clemson University
University of Richmond
College of Charleston
University of Virginia
Furman University
V irginia Military Institute
University of South Carolina
Virginia Tech
Wofford College
Washington and Lee University
South Dakota
South Dakota State University
Tennessee
Sewanee, University of the South
Fisk University
Vermont
Bennington College
Middlebury College
University of Vermont
Washington
Rhodes College
Whitman College
University of Tennessee
University of Washington
Vanderbilt University
Washington State University
Texas
Wisconsin
Austin College
Beloit College
Baylor University
Lawrence University
Rice University
Marquette University
Southern Methodist University
University of Wisconsin
Southwestern University
Texas A & M University
Texas Christian University
University of Texas
Utah
Brigham Young University
University of Utah
Virginia
College of William and Mary
Hampden-Sydney College
Hampton University
Hollins College
James Madison University
28
University of Mary Washington
West Virginia
Marshall University
West Virginia Univers ity
Wyoming
University of Wyoming
INTERNATIONAL INSTITUTIONS
Argentina
Colegio de Traductores Publico
Pontificia University Catolica
Universidad del Salvador
Universidad de San Andres
Australia
Sweet Briar College
Australian National University
Randolph-Macon College
Flinders University
La Trobe University
University of Waterloo
Merici College
University of Western Ontario
Northern Melbourne Institute
Wilfrid Laurier University
University of Queensland
Yourk University
Univesity of South Australia
Belgium
Université Libre de Bruxelles
Brazil
Universidade de Sao P aulo
Canada
College de Sherbrooke
Concordia University
Kwantlen College
Langara College
McMaster University
Medicine Hat College
Mount Royal College
Queens University
Red Deer College
Simon Fraser University
St. Francis Xavier University
China
Shantou University
Tsinghua University
Columbia
Los Andes University
Universidad Eafit
Universidad de los Andes
Universidad del Quindio
Universidad Pontificia Bolivar
Cuba
University of Havana
France
American University of Paris
Iedn Business School
Universite d’ Angers
Germany
Selkirk College
Angell Akademie Freiburg
University of Alberta
University of Flensburg
University of British Columbia
University of Witten/Herdecke
University of Calgary
University of College of Cariboo
University of Kings College
University of Guelph
University of Manitoba
University of New Brunswick
University of Ottawa
University of Saskatchewan
University of Sherbrooke
University of Toronto
University of Victoria
Great Britain
Huron University, Lansdowne
London School of Economics & Politics
Oxford University
Richmond upon Thames College
University of Glamorgan
University of London
University of Southampton
Guam
University of Guam
S e m e s t e r at S e a ®
|
29
Hong Kong
Chinese University of Hong Kong
University of Hong Kong
India
University of Hyderabad
Israel
Tel Aviv University
Italy
American University of Rome
Japan
Okinawa International University
Mexico
Institute Tecnologico de Monterrey
Monterrey Institute of Technology
Universidad Iberoamericana
Universidad de las Américas
Netherlands
Erasmus University Rotterdam
University of Limburg
Norway
College of Stavanger
Harstad University College
University of Bergen
University of Trondheim
Puerto Rico
Catholic University of Puerto Rico
University of Puerto Rico Bayamon
Polytechnic University of Puerto Rico
University of Puerto Rico, Mayaguez
University of Puerto Rico, Rio Piedras
University of Sacred Heart
30
Scotland
University of St. Andrews
Serbia
University of Belgrade
South Africa
University of Cape Town
University of Natal
Spain
Instituto de Empresa
Instituto de Estudios
Switzerland
American College of Switzerland
Franklin College of Switzerland
Taiwan
Fu Jen University
United Arab Emirates
Zayed University
Venezuela
Catholic Univ Andres Bello
Universidad Nuevas Profesiones
Zimbabwe
Africa University
Voyage photos
S e m e s t e r at S e a ®
|
31
32