TRAVEL COURSES
2015-2016
TRAVEL COURSES FAIR
Tuesday, April 7, 2015
11:00 AM to 1:00 PM
Perry Campus Center
Cafeteria Hallway
DOANE COLLEGE TRAVEL COURSES GENERAL INFORMATION
The Doane College Travel Course Bulletin contains information about travel courses offered the academic year. Students are
urged to read this bulletin carefully for information about courses and deadlines for deposits and payments each year.
TVL 300: Students participating in a Travel Course enroll in the appropriate section of TVL 300. See WebAdvisor for section
information.
 January 2016 Travel Courses: register for a Fall TVL 300 section no later than September 3, 2015.
 May 2016 Travel Courses: register for a Spring TVL 300 section no later than November 6, 2015.
Course Description: This one-credit two-part course, taught by faculty sponsoring off-campus trips, prepares students for the
travel course experience in either January or May. The first part, the on-campus portion of this course, takes place during the
semester before the travel portion of the course and will introduce students to the scope of the course content including cultural
experiences and the logistics and realities of the travel process. The second part, the off-campus travel portion of the course,
follows the on-campus experience and will include guided reflection activities and assignments for student participants. This
course satisfies the Experiential Learning component of the Doane College Core Curriculum. Pass/Fail
GOOD ACADEMIC AND DISCIPLINARY STANDING:
Students must be in good academic and disciplinary standing with Doane College in order to participate in a travel course. If the
academic or disciplinary standing of a student changes at any time between the date the initial deposit is paid until the course
departure date, the student may be denied the opportunity to travel and could forfeit all monies paid. Students must complete
the pre-travel verification contract at the time of deposit and are responsible for maintaining status until the date of
departure. Instructions and forms are available online www.doane.edu/oip
Travel courses are open to freshmen, sophomores, juniors, and seniors.
CONTRACT: When students pay their deposit at the Business Office they will be required to sign a pre-travel verification
contract that outlines college policies about payment, refunds, and other issues relating to travel courses. This form is available
online at www.doane.edu/oip
Any trips for which participants must utilize their own financial resources (including Doane’s travel scholarship) are totally and
unconditionally voluntary. Students cannot be subjected to penalties of any kind for choosing not to participate.
COMPLETION OF COURSE PAPERWORK: At time of deposit, students must complete the Pre-travel Verification Contract
Form. In addition, once students register for the appropriate section for their travel course they must complete their pre-departure
travel documentation. Forms and instructions are available at www.doane.edu/oip
DEPOSIT DEADLINES: Doane College requires that all students participating in travel courses must complete the Pre-Travel
Verification Contract Form that verifies understanding of college policies about payment, refunds, eligibility, and other issues
relating to travel courses when they deposit at least 10 % of the total cost of the travel course by the following deadlines (check
with the faculty sponsor for other deadlines):
 Deposit Deadline for January 2016 courses: SEPTEMBER 3, 2015
 Deposit Deadline for May 2016 courses: NOVEMBER 6, 2015
COSTS: Full-time students enrolled at Doane College pay the additional student costs for courses as indicated in this bulletin.
Included with these costs is a $150 administrative fee which also covers the cost of the required basic international supplemental
travel insurance that each student is required to have in order to participate in travel courses as well as other travel contingencies.
The fee will be added to each participating student’s Doane College account. Important note: Travel costs are approximate and
can change as the value of the U.S. dollar and travel costs change. Refer to each course description for additional costs.
THE TRAVEL SCHOLARSHIP: Juniors and seniors must be enrolled in the appropriate section of TVL 300 during the Fall
2015 semester to be eligible for the $1,000 travel scholarship for travel courses. To qualify, the travel course must last 10 days or
more. Travel scholarship funds can cover no more than 75% of the expenses of any one trip paid for from the travel scholarship.
Transfer student vouchers will be pro-rated by the number of semesters students will have attended Doane. Eligible students
should consult with faculty sponsors for details about application procedures for the travel fund.
1
JANUARY 2016 TRAVEL COURSES
European Road Trip VII: Roman Ruins, Renaissance Reality and French Fun: pg. 3
Florida Keys and Everglades Nature Adventure: pg. 4
Building Homes and Relationships in Guatemala: pg. 5
Getting to Know the Lesser Antilles: pg. 6
DEADLINES FOR STUDENTS
September 3, 2015
Last day to register for the Fall TVL 300 section for your Travel Course
Deposit Deadline for January 2016 courses
Due once student is registered
Pre-departure travel documentation
Due by time of initial deposit
Pre-travel verification contract
Travel courses satisfy the Experiential Learning component
of the Doane College Core Curriculum
Experiential Learning:
A defining experience, applying knowledge and skills to practice,
requiring guided reflection.
2
TVL 300-1: European Road Trip VII: Roman Ruins, Renaissance Reality and French Fun: January 4-16, 2016
V. Knobel
This off-campus experiential course includes Rome, Ostia, Sienna, Florence, Venice, and Paris. Students will
experience and absorb the cultural framework of these areas, rich with historical, religious, artistic, and architectural
significance.

Information on destination safety and security for Americans traveling to France and Italy:
http://travel.state.gov/content/passports/english/country/france.html
 http://travel.state.gov/content/passports/english/country/italy.html
 Review the U.S. State Department travel information
at:http://travel.state.gov/content/passports/english/country.html
 Center for Disease Control information at: http://wwwnc.cdc.gov/travel/destinations/list/
Student Learning Outcomes:
 This course challenges students in several core foundation areas, including writing and research skills,
presentation skills, and requires students to assume roles of leadership.
 Experience the culture and traditions of Italy and France
 Learn history experientially; (hands-on) by visiting cathedrals, museums, and cultural centers, and by close
interactions with our professional tour guides.
 Examine and reflect upon artworks and architecture from world-famous collections in museums and
experience ancient cultural artifacts positioned in and around these cities.
Grading System: Pass/Fail only
Course Requirements:
Attend all pre-trip orientation meetings. A one-credit course (TVL 300) will be offered in fall semester, 2015, by the
instructor.
 Prior to leaving, research designated topic/site, providing background information (fully cited with references,
MLA or Chicago style) for a specific stop on either the tour or other important cultural topics. We will use
these assignments to create documents that the professor will then include in a course notebook.
 Attend all scheduled activities per the final official itinerary, including morning breakfast, where students will
each offer a presentation – a preview of the day’s events – (this will include student research finding,
completed during the fall course).
 Journal entries must be completed daily in personal course notebook or sketchbook.
 Complete a portfolio (a series of drawings, sketches and/or photographs) suitable for possible display or
publication. Other possibilities, such as a series of short stories or poems, will be considered depending upon
individual student needs, talents, and interests. More about this requirement will be explained during our fall
semester course.
Texts or Readings Required:
 To be announced
 Course notebook, compiled by student research
Special Requirements:
 Ability to walk (with rests) for several hours at a time
 Ability to navigate stairs or steps
 Ability to remain attentive and listen closely during group meetings and when professional tour guides are
with us.
Estimated costs per student: $3,900-$4,000 (includes daily breakfasts and many evening meals; does not include
$150 administrative fee). Travel Scholarship for juniors and seniors will reduce the price of the estimated cost by
$1,000.
3
TVL 300-2: Florida Keys and Everglades Nature Adventure: Approximate Date January 7-17, 2016
R. Souchek
Fly to Fort Lauderdale and begin exploring extraordinary places! Snorkel a Florida Key coral reef, canoe and airboat
in Everglades National Park, kayak the Keys, and discover the culture of Key West, Florida. At Big Pine Key explore
the marine environment at Newfound Harbor Marine Institute. At Key West explore Mallory Square and take a cruise
to Dry Tortugas Fort Jefferson national Park. Spend a day in Miami Beach. In January explore and take advantage of
the warmth of sunny south Florida skies. Who knows, you may meet a manatee. Minimum enrollment needed is ten
and the trip lasts eleven days. What’s included: All travel, lodging, tours, entrance fees, instruction, and all meals
upon arrival. What’s not included: Bag fees and meals during air travel, beverages at meals (other than water, coffee,
tea, soda), souvenirs, coin laundry, towels, and bedding (sleeping bag or similar) at Newfound Harbor Marine
Institute. At least two participants must be 21 years old or older, willing to drive a minivan, and eligible for a Doane
driving permit.
Student Learning Outcomes
 Understand and articulate how the experience helped achieve essential learning outcomes, as appropriate.
Students will experience a variety of cultural and natural environments during this travel experience. They
will investigate the natural history of Everglades National Park as part of a three-hour National Park Service
canoe excursion and a guided air boat tour. Students will spend five days at the Newfound Harbor Marine
Institute participating in instructor-led field trips and laboratory marine education activities. During the
catamaran cruise to Dry Tortugas Fort Jefferson National Park, participants are briefed on the natural history
of that area. Participants learn the Civil War history of Fort Jefferson and optionally can snorkel the reefs. At
Miami Beach students will experience the cities of Miami Beach and Miami.
 Understand and articulate how the experience helped achieve Foundational Areas of Knowledge outcomes, as
appropriate. Scientific Perspectives – students will: 1) gain an understanding of marine organisms and the
marine ecosystem, 2) learn the value of the Everglades habitat to wildlife. Community and Identity –
Students will become familiar with south Florida culture and history. This includes the early settling of the
area, Civil War history related to Fort Jefferson at Dry Tortugas Fort Jefferson National Park.
 Understand and articulate how the experience helped achieve Fields of Specialized Study outcomes, as
appropriate. Students will investigate the impact humans have on marine and Everglades’s ecosystems. This
will include invasive species studies in the Everglades and coral reefs as well as water quality and urban and
agricultural development.
Grading System: Pass/Fail only
Course Requirements:
Attend all pre-trip orientation meetings.
Session I-Pre-departure Meeting
 Travel Course Student Interview questions.
 Complete required forms.
 Review Florida Keys and Everglades Nature Adventure Participant Information handout.
 Discuss trip journal and reading requirements, grading, and schedule
Session II-Everglades and Florida Keys Cultural and Natural History
Session III-Film viewing, “The Silent World”
Texts or Readings Required:
 Florida Keys and Everglades Nature Adventure Participant Information
 Other reading requirements TBA
Special Requirements: None
Estimated costs per student: $2,500 (includes all meals upon arrival; does not include $150 administrative fee).
Travel Scholarship for juniors and seniors will reduce the price of the estimated cost by $1,000.
4
TVL 300-3: Building Homes and Relationships in Guatemala: January 2-16, 2016
S. Sikich
Build a home with Constru Casa (www.construcasa.org) and help a family improve their living conditions in
Guatemala! This two-week trip will take you to UNESCO World Heritage Site La Antigua, Guatemala and provide a
unique opportunity to directly help others improve their lives. Due to the limitations on the size of the group at the
work site, this travel course will be limited to 9 total student participants. La Antigua: Our home base will be this
amazing, beautiful, and historic city. There we will stay with a host family in either their home or a Posada (small
family-run inn). The host family will provide meals for us Monday through Friday. On the weekends and travel
days, explore the rich dining experiences that Antigua has to offer. Open-air markets, supermarkets, shops, and street
vendors give ample opportunity to shop in your leisure time. Numerous ruins and museums dot the city, with many of
them free to visit. Building a home: During the workweek, you will help masons build a cinder block house in a small
town nearby Antigua for a very deserving family. Get to know the gracious, kind parents and their children as you
build their new home on their existing home site. Practice your Spanish speaking skills while working on the home
and touring Guatemala. No prior construction skills will be necessary. Work activities may include lifting blocks,
mixing concrete on the ground, shoveling/hauling sand, tying rebar, etc. If you need a break from manual labor, visit
with the children of the family receiving the home or take an opportunity to teach them English or songs or games.
Any help you can do will be appreciated. We will work for 4 days out of the 5 during the week, with one day per
week for tours or leisure. Over the two weeks, you will complete one home and we will dedicate the home to the
family when we are finished. Leisure time and tours: Every evening we will eat together as a group and share our
reflections on the day, as well as life as a Guatemalan, what a person needs to be happy, what does it mean to be poor,
and comparisons to life in the US. Fill the rest of the days with tours, shopping/exploring in Antigua, and leisure.
Constru Casa can help advise good places to visit, and will arrange tours including Volcano Pacaya, Lake Atitlan,
macadamia nut and coffee farm tours, museums, etc.

Information on destination safety and security for Americans traveling to Guatemala:
http://travel.state.gov/content/passports/english/country/guatemala.html
Review the U.S. State Department travel information
at:http://travel.state.gov/content/passports/english/country.html
 Center for Disease Control information at: http://wwwnc.cdc.gov/travel/destinations/list/
Student Learning Outcomes:
 Students will learn about the history and economy of Guatemala.
 Students will learn about organizations that are available to help Guatemalans, how they work, and what they
do.
 Students will experience the cuisine, culture, and lives of the Guatemalan people
 Students will learn basic construction of a cinder block house, as well as expose them to different types of
housing that people in the world live in.
Grading System: Pass/Fail only
Course Requirements: Students must attend meetings each month from September to December. Discussion of the
selected stories and trip details will occur at the meetings. Students will research and choose tours and trips for the
leisure days. Required meetings will start likely on September 8, after deposits have been collected, and continue
monthly until departure. While in Guatemala, students will be expected to help at the building site all days that we
are scheduled to work (unless there are other circumstances such as illness). Every evening we will gather for
reflection. Students will be asked to lead reflections on a rotating basis. A reflection guide will be handed out prior to
travel for students to write down their answers to thought-provoking questions. Students will also be expected to
conduct themselves appropriately and respectfully out in public, especially towards the host families, to the families
receiving the new home, and to those affiliated with Constru Casa.
Texts or Readings Required: The Guatemala Reader: History, Culture, Politics

Estimated costs per student: $2,450 (includes 3 meals per day Monday-Friday and the $150 administrative fee).
Travel Scholarship for juniors and seniors will reduce the price of the estimated cost by $1,000.
5
TVL 300-4: Getting to Know the Lesser Antilles: January 4-15, 2016
D. Ferguson/L. Purdon
“Getting to Know the Lesser Antilles,” a short-term travel experience course, consists of an eleven-day cruise to and
through the southern and eastern Caribbean to visit the four areas comprising the Lesser Antilles—namely, the Dutch
Antilles or the ABCs, the Grenadines, the Windward Islands, and the Leeward Islands. Sailing aboard Royal
Caribbean’s Serenade of the Seas, students will have the opportunity to explore six island nations representative of the
four areas comprising the Lesser Antilles to understand how geology and geography played a crucial role in their
respective histories and current cultures. The group will depart from Omaha on Sunday, January 3rd and hotel in Fort
Lauderdale that night. The next day, January 4th, the group will board the Serenade and depart from Fort Lauderdale
at 4 pm. Tuesday, the 5th, the ship will complete its journey down the Cuba Channel and pass through the famous
Windward Passage between Cuba and Hispaniola (Haiti and the Dominican Republic). After that, the Serenade will
cross the Caribbean Sea in a southerly direction on the 6th, dock in Oranjestad, Aruba (the first of the ABCs) on the
7th, dock in Kralendik, Bonaire (the second of the ABCs) on the 8th, dock in St. George’s, Grenada (the Grenadine
island) on the 9th, dock in Castries, St. Lucia (the southernmost of the Windward Islands) on the 10th, dock in
Bridgetown, Barbados (the most windward of the Windward Islands and sometimes called the “Anomaly Island”) on
the 11th, dock in St. Johns, Antigua (the Leeward Island) on the 12th, and begin the run for the United States on the
13th, continuing the run on the 14th, and arriving in Ft. Lauderdale on the 15th. The return to Omaha is scheduled for
that evening.


Information on destination safety and security for Americans traveling to the Lesser Antilles:
1.
Aruba http://travel.state.gov/content/passports/english/country/aruba.html
2.
Bonaire http://travel.state.gov/content/passports/english/country/bonaire-st-eustatius-saba.html
3.
St. Lucia http://travel.state.gov/content/passports/english/country/st-lucia.html
4.
Antigua http://travel.state.gov/content/passports/english/country/antigua-barbuda.html
5.
Aruba http://travel.state.gov/content/passports/english/country/aruba.html
6.
Barbados http://travel.state.gov/content/passports/english/country/barbados.html
Review the U.S. State Department travel information at:http://travel.state.gov/content/passports/english/country.html
Center for Disease Control information at: http://wwwnc.cdc.gov/travel/destinations/list/
Student Learning Outcomes:
Through firsthand experience of island geology and geography, and of island peoples and culture, students will
determine why each of the four groups of Lesser Antilles to be visited through their respective islands has a distinct
history determining its present condition and culture. Students, through the reflective learning activity of keeping a
travel journal, will work to
 Identify and consider the distinct geological and geographical features characterizing each island visited
 Identify and consider through observation and interview the distinct peoples populating each island visited
 Identify and consider through observation and interview the prevailing culture of each island visited
 Identify and consider through observation and interview evidence of former cultural, especially colonial,
presence.
Grading System: Pass/Fail only
Course Requirements:
Students will be required to keep a daily journal, electronic preferred, regarding each island experience and any other
related experiences deemed suitable for inclusion in the journal. Journals will be begun in fall, 2015 as the group is
divided into four sections for the purpose of assigning to each section one of the four geographical island areas that
comprise the Lesser Antilles. Each section’s membership, including its leader, will be responsible for becoming fully
informed about their assigned island area. Each section will share its expertise with members of the other sections
during the final fall meetings to ready everyone imaginatively as well as factually for the actual experience.
Estimated costs per student: $2,337 plus on-island travel costs. Administrative fee of $150 included. Travel
Scholarship for juniors and seniors will reduce the price of the estimated cost by $1,000.
6
MAY 2016 TRAVEL COURSES
Boston, Mass.: Walking in the Footsteps of Leaders Then and Now: pg. 8
Band Tour to the Canadian Rockies: pg. 9
Costa Rica: pg. 10
New York City Theatre and Art Experience: pg. 11
Wealth, Freedom and Social Welfare in Norway: pg. 12
DEADLINES FOR STUDENTS
November 6, 2015
Last day to register for the Spring TVL 300 section for your Travel Course
Deposit Deadline for May 2016 courses
Due once student is registered
Pre-departure travel documentation
Due by time of initial deposit
Pre-travel verification contract
Travel courses satisfy the Experiential Learning component
of the Doane College Core Curriculum
Experiential Learning
A defining experience, applying knowledge and skills to practice,
requiring guided reflection.
7
TVL 300-1: Walking in the Footsteps of Leaders Then and Now: Boston, Mass.: May 9-18, 2016
C. Petr/A. Vollmer
This course includes a 10-day travel experience to Boston, Mass., an epicenter for leadership from the beginning of
US history until today. Students will experience the city historically, from both a political and literary standpoint.
Additionally, they will briefly become immersed in the industry of the city and serve the community as leaders.
Through discussion and reflective journaling, students will examine the leadership that has impacted the community
past and present.
Student Learning Outcomes:
Students will work to:
 Understand and articulate how the history of a community impacts the present-day leadership of industry.
 Understand and articulate the cultural and historical elements of a city at the heart of United States leadership
beginnings.
 Contribute to the community though service and reflect upon the experience.
Grading System: Pass/Fail only
Course requirements:
All students will complete a pre-travel course including reading packet and discussion of introductory leadership
concepts. Throughout the travel, students will maintain a travel journal, and will be asked to synthesize their
experience through a media-based reflective assignment that brings together the readings and experiential component.
Pre-course meetings will take place in the evenings based upon the class schedule of enrolled students.
Texts or Readings Required:
 Course packet detailing salient locations, historical figures, and events
 Additional materials regarding industry location visit site and service location details
 Relevant leadership topic included.
Special Requirements: None, but students may be asked to participate in an interview process, depending on interest
level in the course. Students need not be Leadership Studies students to participate.
Estimated costs per student: $2,732 (includes $150 administrative fee and three casual group meals). Travel
Scholarship for juniors and seniors will reduce the price of the estimated cost by $1,000.
8
TVL 300-2: Band Tour to the Canadian Rockies: May 10-24, 2016
J. Gilbert/T. King
A 15-day concert and cultural tour to the Canadian Rockies: Destinations will include Yellowstone National Park,
Glacier National Park, Banff National Park, Jaspers National Park, Calgary, and Edmonton. There may be other
cultural/ historical stops such as Little Big Horn Battlefield. Students will have the opportunity to explore many
natural and preserved areas and habitats, as well as the main cultural centers of Alberta, Canada. There will be
concert performances en route as arranged and a possible clinic with a wind band conductor. The band will meet
regularly in the spring to prepare the tour music and also to discuss aspects of the tour including historical,
geographical, and wildlife.

Information on destination safety and security for Americans traveling to Canada:
http://travel.state.gov/content/passports/english/country/canada.html
Review the U.S. State Department travel information
at:http://travel.state.gov/content/passports/english/country.html
 Center for Disease Control information at: http://wwwnc.cdc.gov/travel/destinations/list/
Student Learning Outcomes:
 Students will become familiar with and appreciate the natural beauty and significance of the Canadian
Rockies.
 Students will prepare a concert consisting of works by both Canadian and American composers.
 Students will have the opportunity to interact with Canadians and Canadian culture.

Grading System: Pass/Fail only
Course Requirements:
 One weekly rehearsal during the spring semester, prior to the trip.
 Brief overviews of each of the main National Parks that will be visited.
 The opportunity to write reflectively on the Trip blog.
Texts or Reading Required: TBA
Special Requirements:
 You must be a member of the Doane Band Program during the spring 2016 semester.
 You must have a current passport.
Estimated costs per student: $2,000 ($150 administrative fee and meals included). Travel Scholarship for juniors
and seniors will reduce the price of the estimated cost by $1,000.
9
TVL 300-3: Costa Rica: Approximate Date May 11-24, 2016
L. Forester/J. Johnson
The tour of Costa Rica promises to be unforgettable. Every day will be filled with adventures! We will visit ancient
pre-Columbian civilizations that disappeared before the 16th century and the Spanish invasion. Touring the Cano
Negro Wildlife Refuge and the Rio Frio areas, we will explore an area considered to be one of the richest in biological
diversity in Costa Rica. We will go on a floating safari through a tropical rain forest and visit the Arenal Volcano and
surrounding areas including the hot/cold springs in which we can heat up or cool down as we choose. We will take
the sky tram to the Continental Divide and to one of the highest mountains of Costa Rica. Finally, we will travel to
the coast and spend three days horseback riding, viewing volcanoes, playing in hot springs and mud baths, and going
to the beach all in one area!! All of this is an all-inclusive trip which means you pay for no meals, no lodging, and no
entrance fees for activities. It is going to be a trip of a lifetime!!!

Information on destination safety and security for Americans traveling to Costa Rica:
http://travel.state.gov/content/passports/english/country/costa-rica.html
Review the U.S. State Department travel information
at:http://travel.state.gov/content/passports/english/country.html
 Center for Disease Control information at: http://wwwnc.cdc.gov/travel/destinations/list/
Student Learning Outcomes:
 Students will gain a better understanding of the cultural diversity found in the populations of Costa Rica.
 Students will learn about the early history of Costa Rica by visiting pre-Columbian ruins.
 Students will learn about the biological diversity of Costa Rica.
 Students will experience the diversity in the ecology of Costa Rica by visiting mountainous, lowlands, and
beach areas.

Grading System: Pass/Fail only
Course Requirements:
 All tours will be accompanied by a tour guide with in-depth knowledge about the areas being visited. All
students are required to participate in all tours.
 Students will abide by the conduct code for the trip.
 Students will keep a personal journal of the trip.
 Students will be required to make one presentation on an aspect of the trip and/or sites prior to leaving.
 Students will be required to attend all pre-sessions at Doane prior to the trip.
Texts or Reading Required: None
Special Requirements: A current passport with at least six months duration left on it at the time of departure.
Estimated costs per student: $3,596 (covers all transportation, lodging, entrance fees, and all food; does not include
$150 administrative fee). Travel Scholarship for juniors and seniors will reduce the price of the estimated cost by
$1,000.
10
TVL 300-4: Theatre and Art Experience in New York City: May 9-19, 2016
D. Himmelberger/J. Stander/R. McKercher
This course will be an 11-day trip to the heart of Manhattan and Broadway. We will spend the bulk of our time
attending Broadway and Off Broadway productions (10 in all) of all different types, with the students being able to
personally attend some productions on their own. We will have discussions about these plays giving play analysis
and critiques on each production. We want the students to be exposed to all genres of plays and to experience the
most professional theatre we have in this country. We will also have a series of guest lectures from professionals who
are working in New York City. As well as attending plays, we will venture out to take tours of the NBC Studios, the
Radio City Music Hall, and a backstage tour of Wicked. The tour also will include a city pass which will enable us to
visit the Metropolitan Museum of Art, MOMA, The Museum of Natural History, The Statue of Liberty and Ellis
Island, The Guggenheim Museum, The Empire State Building, and The Top of the Rock Observation Deck. We will
include walking tours of China Town, Little Italy, the Village, and Central Park, and we will make a visit to the 9/11
Memorial and Museum. For those students who are more interested in the art and/or architecture of New York City
than the theatrical experience, we will accommodate those activities that interest them.
Student Learning Outcomes:
 Experience the hustle and bustle that is Manhattan
 Learn to use the Metro Subway System
 Experience professional theatre
 Learn to appreciate the art and architecture of New York City
 Pay homage to those who ventured into this county and those who lost their lives here
Grading System: Pass/Fail only
Course Requirements:
In preparation for this course, we will meet with the students to discuss travel arrangements and be given a list of the
productions we will be seeing. The students will be expected to do research on these productions before seeing them.
During the trip:
 Students will attend all scheduled activities per the final itinerary
 Students will keep a daily journal
 Students will participate in discussions on the various productions they have seen
Texts or Readings Required: None
Special Requirements:
 The ability to walk for several hours at a time
 The ability to navigate stairs or steps
 The ability to remain focused for hours at a time during a production
Estimated costs per student: $2,500 (includes all breakfasts; does not include $150 administrative fee or
approximately $500 for meals). Travel Scholarship for juniors and seniors will reduce the price of the estimated cost
by $1,000.
11
TVL 300-5: Wealth, Freedom and Social Welfare in Norway: May 9-23, 2016
N. Erickson/A. Warnes
Norway is widely recognized as one of the most modern and progressive societies on earth. Norway is a leader in
global humanitarian efforts, domestic environmental practices and generous social welfare policies. Yet these facts
beg several questions: How are Norway’s social policies logistically possible and why is Norway willing to commit to
such expensive and challenging social obligations? Similarly, what are the cultural and economic costs of these
policies (if any) and in what forms do these costs manifest? To answer this question we need to explore Norway’s
brand of cultural collectivism, its place in history, its demography, its unique geographic position, its natural resources
and finally, the social institutions themselves. This trip will be a whirlwind tour which explores several critical
components of Norwegian life. Students will visit several representative social institutions such as a hospital, an
elementary school, a garbage incinerator plant, a prison and a refugee asylum center. With the help of 18 hours of
sunlight per day, students will be immersed in cultural and natural settings, both of which provide critical contexts for
understanding Norway’s distinctive national identity. Students will explore Oslo and Bergen, two of the most vibrant,
beautiful, and safe and clean cities in Europe. In each of these cities we will have opportunities to learn more about
the artists and visionaries who helped make Norway the proud and modern society that it is today. We will also be
present for Syttende Mai (May 17th), Norway’s Constitution Day—its most patriotic and festive day of the entire year.
But perhaps most transformative and impactful will be the opportunity to explore the Norwegian fjords with
breathtaking hikes and epic kayak trips (google fjords ). Despite the packed itinerary, there will be ample time for
personal exploration, relaxation and reflection.
P.S. Disney’s Frozen is set in the fjords of Norway!
 Information on destination safety and security for Americans traveling to Norway:
http://travel.state.gov/content/passports/english/country/norway.html
 Review the U.S. State Department travel information
at:http://travel.state.gov/content/passports/english/country.html
 Center for Disease Control information at: http://wwwnc.cdc.gov/travel/destinations/list/
Student Learning Outcomes:
Students will reassess their understandings of wealth and freedom and social responsibility through a cross-cultural
comparison with the United States. To that end:
 Students will understand the relationship between natural resources and wealth creation
 Students will understand the role of government in wealth creation and its role in wealth distribution
 Students will discuss and understand the difference between collectivist and individualistic societies
 Students will explore the role of inequality as it relates to collective well-being
 Students will understand how social policies must be understood within historical, demographic, cultural and
geographical contexts
 Students will become familiar with specific Norwegian social policies and compare them to US policies
 Students will understand the challenges Norway must address, including a pressure to diversify its culture
while maintaining its own national identity
 By living in clean and safe but basic hostels, students will explore whether there is more or less freedom in
the sharing of basic resources
 Students will explore whether Norway’s social policies should (or could) be applied beyond the countries of
Northern Europe.
Grading System: Pass/Fail only
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Course Requirements:
Passing this course will be dependent upon:
 The completion of a daily journal entry, which will be submitted the last day. Students will be expected to
address the course objectives with content related to daily experiences.
 Participation in Instagram photo journal for course
 Positive and active contribution to course discussions and group activities
 Responsible behavior that enables for safe and efficient travel
 Attendance at all pre-travel course meetings
Course Structure: 3 or 4 pre-departure course meetings which will discuss:
 In-depth travel considerations, for example-how to pack, how to use public transportation, etc.
 Basic historical, cultural, social and economic overviews, which will include readings
 How to be polite in Norway
 In-depth discussion of itinerary and travel plans
 Course expectations.
In Norway, students will:
 Spend (roughly) a half of the day in group activities including breakfast, some lunches and dinners, related
course tours and group discussion
 Spend a half of the day exploring the cultural and natural landscapes in pairs and small groups (students will
have the option to follow course sponsors for group activities or pursue individual interests).
Texts or Readings Required: TBA
Special Requirements:
While there are no fitness requirements, students should be prepared for walking, hiking, and kayaking (flat water).
Estimated costs per student: $2,767. Additional costs: food budget is typically $30 per day. Travel Scholarship for
juniors and seniors will reduce the price of the estimated cost by $1,000.
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