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Study Abroad in Santiago
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Program Overview

Program Overview

Ever seen a fair-trade label on an item you’ve purchased? That means the item supports small producers in underdeveloped countries like the Dominican Republic, the second-poorest country in the Caribbean. Examine some of the great challenges the Dominican people face, and actively work to improve their lives on CIEE’s Service-Learning program. Through coursework, fieldwork, internships, cultural activities, and excursions, you’ll also improve your Spanish skills, and gain new abilities in research methodology, grant writing, critical analysis, and public speaking.

Study abroad in Santiago and you'll:

  • Enjoy an internship in a service site that corresponds to your academic interests
  • Take part in an experiential, collaborative learning model through grassroots and community- based engagement and learning
  • Engage yourself in promoting community action through applied field research and a capstone project
  • Build a portfolio of practical and professional skills including research methodology, grant writing, critical analysis, and public speaking
  • Be part of an ongoing and co-curricular rural partnership in organic farming and environmental justice
  • Visit sites of cultural, economic, and social importance, including the free trade zone, the Dajabón bi-national market on the Haitian border, Boca de Nigua, and Engombe (historic ruins of slave-run sugar mills)
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Scholarships & Grants

Scholarships & Grants

We want as many students as possible to benefit from studying abroad. That’s why CIEE awards more than $5 million every year – more than any other international educational organization – to make study abroad affordable.

Applicants to this program are eligible for the following scholarships and grants:

  • Ping Scholarships for Academic Excellence
  • Ping Scholarships for Academic Excellence

    For students with a GPA or 3.8 or higher who excel in academic pursuits devoted to socially important areas of study. $2,500 per student.

  • Global Access Initiative (GAIN) Grants
  • Global Access Initiative (GAIN) Grants

    For students who demonstrate financial need, CIEE provides direct support for travel.

    Awards: Up to $2,000 per student

  • Stohl International Undergraduate Research Scholarships
  • Stohl International Undergraduate Research Scholarships

    For first-generation college students who want to combine research and study abroad. Preference is given to students with diverse ethnic backgrounds. $2,500 per student.

To be considered, simply check the “Scholarships and Grants” box on your program application.
Apply now

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The CIEE Difference

The CIEE Difference

Coursework

Use language learning, case studies, and courses in social theory and research methodology to support an Independent Capstone Project. The project requires you to develop – in coordination with the community – an original service project or a new extension of an existing project. At the end of the semester, you’ll present your project and research results to community members and other constituents.

study abroad in Mexico

Excursions

CIEE connects students with free trade zones, clinics, schools, agriculture, industry, and NGOs. In years past, we’ve visited a fair-trade clothing factory and sugar plantations in the country’s capital, spent a week in a rural area learning about community development, and seen globalization and democracy at work in the arid southwest. Incorporated into excursions are readings, debriefs, and facilitated group reflections on each experience.

Community Advocacy Internship

TA service-learning internship gives you practical experience and directly helps the community. You’ll work with a community-based organization or NGO on an existing program or project related to your academic interests. You might work at Arte A Mano, an association of local artisans who create modern artwork by hand; a public hospital for an economically and socially marginalized area of Santiago; or Niños Con Una Esperanza, an organization that provides children with academic learning and social development. No matter what you do, you’ll have the opportunity to act and reflect on the realities of community work, and participate alongside principal social agents in the community.

Research

Much of your time will be spent completing an in-depth research project that will result in a sustainable and tangible resource for the community. In the past, one student researched reducing hypertension levels through social action in the community of Camboya. Another researched the effectiveness of youth group meetings in reaching the goals of the Oné Respe organization.

Rural Stay

Midway through the semester, you’ll participate in a weeklong rural stay. You'll learn about different community development associations while working alongside CIEE community partners. The stay will give you a counterpoint to the urban work you do in Santiago. It also affords you time for reflection and insight into alternative strategies that address both urban and rural issues.

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Dates, Deadlines & Fees

Dates, Deadlines & Fees

We want to make sure you get the most out of your experience when you study abroad with CIEE, which is why we offer the most inclusions in our fees.

The program fee includes:

  • Tuition and housing
  • Pre-departure advising and optional on-site airport meet and greet
  • Full-time program leadership and support
  • Field trips and cultural activities
  • CIEE iNext travel card, which provides insurance and other travel benefits
Please note, program dates are subject to change. Please contact your CIEE Study Abroad Advisor before purchasing airfare. Click the button to view more detailed information about dates and fees as well as estimated additional costs. Please talk with your University Study Abroad Advisor about additional fees that may be charged by your home institution when participating in a program abroad.
Program
Application Due
Start Date
End Date
Costs
Fall 2016 (17 wks)
05/01/2016
08/16/2016
12/16/2016
$15,350

Program Date Notes

Program Fees

In addition to the items outlined below, the CIEE program fee includes an optional on-site airport meet and greet, full-time leadership and support, orientation, language partners, cultural activities, local excursions, pre-departure advising, and a CIEE iNext travel card which provides insurance and other travel benefits.
Participation Confirmation *
$300
Educational Costs **
$12,682
Housing ***
$2,250
Insurance
$118

This breakdown has been prepared from the program budget for the purpose of calculating eligibility for financial aid. During the course of program operations, actual figures may vary. It should not, therefore, be used as a basis for calculation of refunds. CIEE reserves the right to adjust fees at any time.

Students required to study on CIEE programs through a School of Record will be charged a $500 administrative fee in addition to the Program Fees listed.

* non-refundable

** direct cost of education charged uniformly to all students

*** includes all meals

Estimated Additional Costs

International Airfare *
$500
Local Transportation
$200
Books & Supplies
$175
Visa Fees **
$200
Potential travel to consulate for visa
$500
Personal expenses
$1,200

The estimated additional costs indicated are intended to assist students and parents in budgeting for those additional living and discretionary expenses not included in the program fee. Actual expenses will vary according to student interests and spending habits.

* round-trip based on U.S. East Coast departure

** average cost

More Information
Spring 2017 (16 wks)
11/01/2016
01/03/2017
04/22/2017
$15,850

Program Date Notes

Program Fees

In addition to the items outlined below, the CIEE program fee includes an optional on-site airport meet and greet, full-time leadership and support, orientation, language partners, cultural activities, local excursions, pre-departure advising, and a CIEE iNext travel card which provides insurance and other travel benefits.
Participation Confirmation *
$300
Educational Costs **
$13,133
Housing ***
$2,250
Insurance
$167

This breakdown has been prepared from the program budget for the purpose of calculating eligibility for financial aid. During the course of program operations, actual figures may vary. It should not, therefore, be used as a basis for calculation of refunds. CIEE reserves the right to adjust fees at any time.

Students required to study on CIEE programs through a School of Record will be charged a $500 administrative fee in addition to the Program Fees listed.

* non-refundable

** direct cost of education charged uniformly to all students

*** includes all meals

Estimated Additional Costs

International Airfare *
$500
Local Transportation
$200
Books & Supplies
$175
Visa Fees **
$200
Potential travel to consulate for visa
$500
Personal expenses
$1,200

The estimated additional costs indicated are intended to assist students and parents in budgeting for those additional living and discretionary expenses not included in the program fee. Actual expenses will vary according to student interests and spending habits.

* round-trip based on U.S. East Coast departure

** average cost

More Information
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Eligibility
2.5 Overall GPA

Eligibility

  • Overall GPA 2.5
  • Overall GPA 3.0 in Spanish language
  • 4 semesters of college-level Spanish or equivalent
  • Previous volunteer and/or research experience recommended
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Recommended Credit

Recommended Credit

Total recommended credit for the semester is 15–16 semester/22.5–24 quarter hours.

Course contact hours are 45 hours and recommended credit is 3 semester/4.5 quarter hours, unless otherwise indicated.

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Program Requirements

Program Requirements

Students are required to take the Community Advocacy Internship, Development and Globalization: Dominican Republic Case Study, Social Research Methods, a Spanish course at their level, and the Capstone Project.

Students also have the opportunity to take a 1-credit direct enrollment course elective.

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About the City

About The City

Founded in 1495 by 30 caballeros (knights), noblemen who came with Columbus's early expeditions, Santiago de los Caballeros is now a growing, modern city with a population exceeding 800,000. It still retains many features of a small town, though. Traditional merchants, called marchantas, ride burros loaded with baskets of goods and call out their wares in a musical chant. Street vendors carry large baskets of fruit, vegetables, and other goods on their heads. People are friendly and there is very little crime. Santiagueros (the people of Santiago) like to play dominos, listen to merengue and bachata music, and talk about baseball.

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Meet The Staff

Meet The Staff

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Melba Gonzalez

Program Assistant

Melba González earned a bachelor’s degree in psychology from Universidad Tecnológica de Santiago (UTESA), and has been working with CIEE for nearly 20 years. Any questions you might have about the program, campus, city, where to get something, how to get somewhere, really anything at all – ask the always smiling Melba.

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Mercedes Munoz

Academic Director, Service Learning

Mercedes Muñóz earned an M.A. in Sustainable Development and Social Responsibility in 2012 from the Escuela de Organización Industrial in Madrid, Spain. Her major interests lie in the fields of service learning, social science research, and the advancement of cultural values, art, and education. She is also a graduate (B.A. equivalent) of the Pontificia Universidad Católica Madre y Maestra´s (PUCMM) Department of Social Communication, and was selected to study and work as the Spanish Teaching Assistant at Occidental College in Los Angeles in 2008-09. Upon her return to Santiago, she became the Director of PUCMM´s Office of International Students. Since January of 2014, she has been the Academic Advisor for CIEE´s Service Learning program and professor for two of our most important Service Learning courses: “Independent Research and Capstone Project” and “Community Partnership: Theory and Engagement". She is also a writer for the Dominican national news media, collaborates with several of the Dominican Republic´s leading NGOs and cultural organizations, and has her own radio station and blog called Champola. Mercedes laughingly says that, in addition to her work, she enjoys travel, languages, cooking, the beach, good conversations, and good coffee.

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Erik Pérez Vega

Center Director

Erik F. Perez earned his B.S. in Economics from the Instituto Tecnológico de Santo Domingo (INTEC) and his M.A. in Economics as a Fulbright Scholar in the U.S. He is currently working towards his PhD in Educational Leadership at Western Michigan University. He has been an Adjunct Professor of Economics at Universidad Iberoamericana (UNIBE) in Santo Domingo since 1990 and in 2009 was appointed founding Director of UNIBE’s International Business School. In this role he had oversight of both academics and the administration of the BBA dual degree program with FIU and WMU, the Professional MBA with FIU (both programs taught in English), and the MBA in Spanish, also offered in partnership with FIU.
During his tenure as Director of the International Business School 4 cohorts of the BBA, 10 cohorts of the MBA in Spanish, and 3 cohorts of the PMBA graduated successfully.
Prior to working in academia on a full time basis, Erik accumulated a vast experience as an international executive in the Technology and Telecom industries having worked in the USA, Central America and the Caribbean for over 20 years for multinationals such as Verizon (previously GTE Corp), Cable & Wireless, Centennial Wireless and Inovaware.

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Dorka Tejada

Program Assistant

Dorka Tejada earned her technical degree in agronomy in Loyola Dajabón, Dominican Republic, has taken numerous courses in Business Administration, and is currently studying hotel administration and tourism at UAPA in Santiago. She lived in the United States until she was 12 years old. Perfectly bilingual in Spanish and English, Dorka has worked as an administrator with CIEE, and in particular with the CIEE Service Learning program, since 2006. She and her husband sing in their church and enjoy traveling with their young daughter Keren… a second daughter is due in June 2015!.

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Where You'll Study

Where You'll Study

On the CIEE Service-Learning study abroad program, students take the core course and capstone project at the Pontificia Universidad Católica Madre y Maestra (PUCMM). For the service component of the program, students are selected to work with one of our Santiago-based community partners: Acción Callejera, Arte a Mano, Centro de Atención Primaria Juan XXIII, Fundación Cuidado Infantil Dominicano (FCID), Niños Con Una Esperanza, and Oné Respe.

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Housing & Meals

Housing & Meals

Housing and all meals are included in the program fee. Study abroad students live in Dominican private homes, and meals are eaten at the place of residence. Homestays are within walking distance of PUCMM. Students and their families are asked to speak only Spanish. Living in private homes is considered the best housing arrangement in Santiago because of its practicality (there is no student housing on campus) and positive contribution to the program’s objectives. CIEE works closely with host families to provide students the opportunity for integration into the Dominican community.

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Orientations

Orientations

You'll begin your study abroad experience in Santiago even before leaving home by participating in a CIEE online pre-departure orientation. The resident director meets with students online and shares information about the program and site, highlighting issues that alumni have said are important, and giving you time to ask questions. The online orientation allows you to connect with others in the group, reflect on what you want to get out of the program, and learn what others in the group would like to accomplish. CIEE’s aim for the pre-departure orientation is simple: to help you understand more about the program and identify your goals.

Upon arrival, mandatory orientation in and around Santiago lasts for two weeks, including activities on the PUCMM campus. You’ll learn about the culture, history, and practices that are particular to the Dominican Republic, safety precautions, and other practical information. You will also meet and interact with Dominican support students. In addition, you will take a Spanish language placement test. During this time, you'll visit each partner organization before you are placed for your internship. Ongoing support is provided by CIEE staff on an individual and group basis throughout the program.

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Internet

Internet

You are encouraged to bring a wireless-enabled laptop. Wireless Internet is available throughout the PUCMM campus. You can obtain a free PUCMM email account upon arrival, and there is a computer lab for your use at PUCMM. In addition, you can use the services of the computer/ Internet/telephone centers near campus and throughout Santiago for a nominal fee.

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Culture

Culture

study abroad in Mexico

The study abroad program offers educational excursions throughout the country that are designed to allow you to experience Dominican culture and geography outside of the classroom.

Weekend excursions generally include trips to Dajabón, an economic development zone on the Haitian- Dominican border in the northwest region, where twice a week the border opens up for a bustling exchange of people and goods; Santo Domingo and Haina, where you'll visit historic ruins and learn about the slave and sugar trades in the new world; and an ecological trip to the Southwest to visit national parks such as Lago Enriquillo, Bahia de las Aguilas, and el Hoyo de Pelentito. Each trip entails a visit to organizations involved in local development projects, and group travel embraces practices of sustainable tourism by supporting locally owned establishments.

In addition, there are several one-day excursions to sites of cultural and social interest such as Jamao del Norte, the Hermanas Mirabal Museum, and La Vega during Carnaval season. Many field trips are integrated into academic classes. These may include visits to agricultural and industrial projects, free trade zones, clinics, schools, and various NGOs.

Immersion

Rural Stay

Midway through the semester, you'll participate in a weeklong rural stay to learn about different community development associations (local and international) while working alongside our community partner, CREAR (Centro Regional de Educación Alternativa Rural), the first school of organic agriculture and ecology in the Dominican Republic, to learn about sustainable environmental practices. You'll have the opportunity to observe the rural counterpart of the same area of service where you work in Santiago. You’ll also reflect on alternative strategies for addressing common problems in urban and rural areas, and fine-tune your capstone project by exposing it to different models.

Work Retreat

The weekend work retreat is intended to provide you with exposure to grassroots development through exchange and reflection. Through this retreat, you'll participate and learn best practices in community partnership development and project sustainability.

Internship

study abroad in Mexico

All students intern with local CIEE partner organizations dedicated to a variety of development initiatives in communities in and around Santiago. All projects are driven by and responsive to community needs. These organizations focus on public health, education, micro-business development, legal assistance, social justice, and community organizing. Students from a variety of disciplines gain valuable and practical experience through the internship component of the study abroad program.

Partner Organizations

For the internship component of the program, you'll work within Acción Callejera, Arte A Mano, Centro de Atención Primaria Juan XXIII, Fundación Cuidado Infantil Dominicano (FCID), Fundación Niños Con Una Esperanza, or Oné Respe.

Acción Callejera—Fundación Educativa Acción Callejera is a non-profit educational and outreach center for street children and limpia botas (shoe shiners). Acción offers services in non-formal and recreational education, mentorship, and social assistance to children at risk.

Arte A Mano—Arte A Mano is an association of local artisans that create modern artwork by hand. Their mission is to improve the social and economic conditions which affect each individual member and the communities in which they live.

Centro de Atención Primaria Juan XXIII—Juan XXIII is a public hospital specifically for communities in Zona Sur, an economically and socially marginalized area of Santiago. Juan XXIII promotes preventative health education through trained lay health volunteers (health promoters) in each community within Zona Sur, Santiago.

FCID—Fundación Cuidado Infantil Dominicano is a non-profit health development agency with experience in primary health care education and community-based rehabilitation for special needs children and their families. FCID offers two programs, the Community Health Development Program (CHD), and a youth mentoring program, los muliplicadores, that educate about HIV/AIDS.

Niños Con Una Esperanza—Niños employs the overarching motto that children have the right to hope, dream, and live. Founded in 2003, the organization works in a marginalized community in Santiago. Members of the community, including children, work in a nearby garbage site to find recycled items to resell. Niños provides a structured alternative for these children by providing academic learning and social development.

Oné Respe— Oné Respe is a reflection center that serves marginalized Dominican and Haitian communities with ongoing programs in primary education, preventative health, and civic services that provide assistance for undocumented migrant workers and the promotion of race and gender equality.

Language

You'll take part in the CIEE Community Language Commitment by speaking Spanish at all times (except in emergencies). This fosters a learning community that contributes to both Spanish language proficiency and understanding of Dominican society.

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Academics

Academics

Since 1947, CIEE has engaged in fulfilling its mission “to help people gain understanding, acquire knowledge, and develop skills for living in a globally interdependent and culturally diverse world.” The Service-Learning program serves this mission by providing a framework for students to fulfill their educational and personal goals while bridging relationships in the communities in which their learning takes place. In this sense, service-learning takes theory to practice to meet the challenges of social problems and closes the circle on an experiential learning cycle, while providing benefits to all those who are involved with the program.

The American Association for Higher Education (AAHE) defines service-learning as a method under which students learn and develop through thoughtfully organized service that is conducted in and meets the needs of a community and is coordinated with an institution of higher education and the community; helps foster civic responsibility; is integrated into and enhances the academic curriculum of the students enrolled; and includes structured time for students to reflect on the service experience.

The CIEE Service-Learning program is specifically designed upon the four core principles of service-learning, and each component of the program addresses one or more of the principles:
1) Engagement
2) Reflection
3) Reciprocity
4) Public Dissemination

Academic Culture

The design and nature of the Service-Learning program requires methodology that is more interactive, field- based, and reflective in theory compared to normal course pedagogies. Students are required to draw upon learned and new knowledge and reflect on these experiences through the analytic scope of research and observation methods drawn upon from the core course.

The language coursework is framed on the foundations of Spanish grammar, but focuses heavily on expanding everyday vocabulary and communication skills with regard to issues in community development and service work, enabling students to better communicate and understand the community in which they work.

The core courses and Directed Independent Research and Capstone Project course draw on the expertise of the CIEE resident director and professors from the Department of Applied Linguistics at the Pontificia Universidad Católica Madre y Maestra (PUCMM). The internship component is coordinated through various nonprofit and non-governmental organizations in the Santiago area.

Nature of Courses

Students take all courses with other CIEE study abroad students in the Service-Learning program only. The Directed Independent Research and Capstone Project course is completed individually in consultation with the CIEE resident director and a research committee. Though students should not expect to take classes with Dominican students, the majority of language and cultural immersion occurs within homestays and where the service work occurs.

CIEE Community Language Commitment

Students take part in the CIEE Community Language Commitment by speaking Spanish at all times (except in emergencies). This fosters a learning community that contributes to both Spanish language proficiency and understanding of Dominican society.

Grading System

Students are normally graded on any combination of the following: quizzes, exams, papers, student presentations, and class participation much as in the U.S. Letter grades of A-F are given without pluses or minuses. Attendance is mandatory and incompletes are not accepted. Grades are given on a 10-point scale and are converted to the U.S. grading scale.

Language of Instruction

Spanish

Faculty

Professors are from the Pontificia Universidad Católica Madre y Maestra or contracted by CIEE.

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Course Descriptions

Course Descriptions

All Courses

Note: This course listing is for informational purposes only and does not constitute a contract between CIEE and any applicant, student, institution, or other party. The courses, as described, may be subject to change as a result of ongoing curricular revisions, assignment of lecturers and teaching staff, and program development. Courses may be canceled due to insufficient enrollment.

CIEE Study Center Syllabi

To view the most recent syllabi for courses taught by CIEE at our Study Centers, visit our syllabi site.

CMBL 3001 DRSL

Community Advocacy Internship
The theoretical portion of this course offers an introduction to different schools of thought regarding leadership in community empowerment and sustainable development. The practical portion of the course provides students the opportunity to work with a community-based organization or NGO in an already existing program or project related to individual students’ academic interests in including social sciences, business, humanities, or multidisciplinary studies. Overall, this course allows the students an opportunity to act and reflect on the realities and challenges of community work and community organizing, as well as to participate alongside the principal social agents in the community. Contact hours: 15 (class) 126 (service). Recommended credit: 3 semester / 4.5 quarter hours.

DEVE 3003 DRSL/LAST 3002 DRSL

Development and Globalization: Dominican Republic Case Study
Using the Dominican Republic as a lens to explore issues of human, economic, social, and political development with a focus on issues of sustainability, this course is designed to provide a better understanding of theories of poverty and underdevelopment in both national and international contexts. Particular focus is placed on the role that international organizations have played, including the International Monetary Fund, World Bank, as well as regional and local development and nongovernmental organizations. Each of the seven units in this course is linked with a community-based exchange involving guest speakers involved the relevant areas of study, plus co-curricular visits and excursions where students are able to apply practical experience and lessons to the theory explore in the classroom. Contact hours: 45. Recommended credit: 3 semester / 4.5 quarter hours.

SOCI 3003 DRSL

Social Research Methods
This is a four-week intensive course that introduces students to methods social scientists use in their research, familiarizing students with both the theoretical foundations of qualitative and quantitative inquiry, and the primary methods of data collection and analysis. Particular emphasis is placed on the application of observation techniques, research ethics, field notes, informant interviewing, and secondary data analysis. Students are required to take an online tutorial administered by the Collaborative Institutional Training Initiative (CITI). The skills learned in the course provide a foundation from which students interact and collaborate with their community partners. Furthermore, because this course is taught in Spanish, students learn theoretical and methodological terms in the target language, which facilitate their interactions with community leaders and the production of their Directed Independent Field Research and Capstone Project. Contact hours: 43. Recommended credit: 3 semester / 4.5 quarter hours.

Required CIEE Language Courses

SPAN 2002 DRSL

Spanish II
This course offers students the theoretical and practical elements necessary to aid in their knowledge and use of the Spanish language in different communicative contexts, especially in the context of community development. It emphasizes developing oral and written skills through lectures, discussions, and debates about themes that are related to the diverse aspects of the Hispanic-American culture, with particular focus on the Dominican Republic. Contact hours: 57. Recommended credit: 4 semester / 6 quarter hours.

SPAN 3001 DRSL

Spanish III
This course offers students the necessary tools to develop their capacity in communication by reinforcing acquired knowledge with more complex themes in Spanish grammar. Lectures include discussion on themes of development, cross-cultural interaction, and communication in the Dominican Republic, Latin America, and the Caribbean, with the purpose of practicing comprehension through oral and written work and expanding contextual vocabulary. Contact hours: 43. Recommended credit: 3 semester / 4.5 quarter hours.

Required CIEE Capstone Project

INDE 3004 DRSL

Directed Independent Field Research and Capstone Project
The Directed Independent Field Research and Capstone Project is a compilation of semester’s work divided into two parts: the written component of the student’s field research and a tangible Capstone project. The course is overseen by the resident director. Students are directed by the resident director and a faculty research committee to ensure the use of sound scientific research methodology and quality research writing. CIEE alumni interns work with the resident director to assist students, and serve as part of the review team on the overall suitability and sustainability of each student’s tangible project.

The course is designed to facilitate production of a project in which students interconnect theories and applied learning from other program coursework and practical experiences. While the Community- Advocacy Internship places students in existing community-based initiatives for a meaningful service experience, this course requires students to develop, in coordination with the community, a new project or extension of an existing project that complements the student’s service practicum.

At the end of the semester, students present their research results and tangible project to community members and other constituents. Students produce a bound copy of the research, final presentation PowerPoint, and other pertinent materials of the project, and submit to their partner organization as a resource to continue the work and partnership between CIEE and partner organization.

The goals of this course are two-fold: to demonstrate and apply what has been learned throughout the program; and to collaborate with the organization in which the students’ service was performed. In this way, the research and project reflect both learning and development outcomes for students, service organizations, and the communities where both work. Contact hours: 47 (class), 135 (research). Recommended credit: 4 semester / 6 quarter hours.

Course Goals

  • Students undertake field research using appropriate methods learned in the Social Research Methods course to further investigate a particular issue relevant to the community and provide context for why the complementary student project was developed.
  • Students design and implement a product-based project that meets the community’s identified needs and is both tangible and sustainable.
  • Students disseminate knowledge and skills generated within the context of the program by way of written report(s) and/or product(s) shared with the community organizations.
  • Students actively engage other students in the experiential learning process.
  • Students read and critique a wide range of articles and essays written about the motives, values, and outcomes of service-learning, and about theories of community development and mobilization.

Sample Independent Research and Capstone Projects

  • Research: ¿De qué manera el entendimiento que tienen los niños de Acción Callejera de sus propias historias influye su identidad personal y social? Project: Facilitated journal/biography entailing prompts and drawings documenting the children’s history and view of self and surroundings. —Chloe Stuber, Warren Wilson College
  • Research: Evaluacion de la efectividad de la Metodoligia de Enseñanza en el Programa PITS (Prevencion de Infecciones de Transmision Sexual) de la Fundacion Cuidado Infantil Dominicano/ FCID). Project: Program pamphlets and multi-media resources for health charlas. —Martha Ryan Black, St John Fisher College
  • Research: Una Evaluación de la Asociación Arte a Mano y su Incidencia en el Desarrollo de sus Miembros en el Sector Nordeste de Santiago, República Dominicana. Project: Creation of a sales catalog for Arte a Mano, finding new markets: Artisan fair in PUCMM. —Jessica Nance, Scripps College.

PUCMM One-Credit Courses

The following courses are offered to all CIEE students and worth one credit each.Contact hours: TBD. Recommended credit: TBD semester/TBD quarter hours.

Arts: Artistic Drawing, Drama, Guitar, Oratory, Photography, Sculpture, Silk-Screening, Stage Scenery Design

Dominican Dance and Folklore: Dominican folklore is introduced through regional dances and musical instruments. Students learn to dance traditional merengue, bachata, and salsa.

Physical Education: Baseball, Basketball, Gymnastics, Judo, Karate, Rhythmic Gymnastics, Soccer, Swimming, Table Tennis, Tennis, Track, Volleyball

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