The Center for Global Education offers students different program options for faculty-led study abroad programs. Students travel with faculty members to the host country and enroll in Central State University courses. Students should research all options and in conjunction with the Program Coordinator and select a primary program to which to apply.
This tour, led by Dr. Giddings, explores the unique cultural history of Guyana, South America, a former British colony and now a developing nation. Guyana is a small country, but from which so much can be learned about the intersections of culture, history, environment, and politics. Guyana comprises a mosaic of peoples, including Amerindians, and descendants of India, Africa, China, Britain and Portugal. With only an 800,000 population within an area of 83,000 square miles, Guyana has diverse urban, rural and rain forest territories, and boasts unique and diverse flora, fauna, topographies, and industries. Guyana is South America’s only Anglophone country, the colonial legacies of which are seen across the country’s unique cultures, traditions, institutions, and foods.
This experiential study abroad course explores select fundamental features of Caribbean cultural History as manifested in Guyana, South America and from an interdisciplinary perspective. Inquiries and methods from History, Africana Studies, Political Science, Fine & Performing Arts, Geography, and Linguistics will aid and guide our exploration and interrogation of Guyanese institutions, cultures, and physical structures through tours, observation-participation, interviews, literature, lectures, archival data, documentaries, online discussion forums will culminate in a case study report paper wherein students will evince the course’s learning outcomes.
The interdisciplinary course intends to broaden and deepen the student’s understanding of various subject areas, and from multiple, interlocking perspectives. Through field experiences and lecture on location in history, culture, politics, science, social science, education, economics, and technology, the course provides students with the knowledge and critical thinking skills to participate substantively in global conversations. Prerequisite: 30 college credits
CHM 3797; Scientific Detection of Fakes & Forgeries in Art & History
Art forgery dates back more than two thousand years. During ancient times, art was generally created for historical reference and religious inspiration, or for the enjoyment of rulers and their inner circle. The identity of the artist was often not mentioned and did not play any role in the importance and value of the art produced.
But this has changed starting from the Renaissance period, due to increasing prosperity and buying power of the rising middle class, art became a commercial commodity and the artist name played a huge rule on the value and the demand of the art object. The demand exceeded the supply for certain artists or thought after antiquities from the ancient world, leading to producing fakes and forgeries falsely attributed to certain artists or provenance, that is completely different than the concept of replicas which are clearly marked as productions and are legal internationally.
Art historians adopt a combination of four methods to test for authenticity: macroscopical investigation, research to try to document the painting's history; origin research to determine previous owners of the work; and scientific analysis
This class is tailored for study abroad students with interest in science, art/archaeology and modern forensic scientific detection methods combined under what is known now as archaeological sciences or archaeometry.
For more information about faculty led programs visit the Center for Global Education or email email@example.com.
This tour is intended to study Ayurveda “Science of Life” which is the alternative health system of India based on ancient and native art of living and principles of yoga. Although India is known for its alternative health system, it is also known to be the capital of Spirituality and Religious tolerance of the world. Two of the world’s 12 Biodiversity hotspots are located in India. With diverse habitats, from the mighty Himalayas to the Deserts of Rajasthan, from the holy Ganga & Brahmaputra in the North to the Tropical rainforests of the South, this area supports a wide variety of wildlife. Some of them are the Asiatic Lions, Elephants, Rhinoceros, Tigers, Leopards the Himalayan bears, wild dogs to the Hyenas. The tropical forests harbor huge Ficus trees like the Banyans, the Sal, Teak and Rose Wood, the bamboo and the cane, while the coral reefs in the southern seas are sanctuaries of marine wildlife.
This course is primarily designed to introduce natural way of health system that is practiced in India to students as a Complimentary health care system. Students will compile the information on Ayurveda topics like classification of body types (vata; pitta; kapha), lifestyle habits for healthy living (dinachari), healthy diets (vegetarian) that enhance longevity with their physiological implications to the human body. Students will visit a medical college, the Taj Mahal, tropical rainforest, and much more
Course: Bio 4600 Introduction to Ayurveda: The Integrated Health Care System of India
Prerequisite: 30 college credits
The venue of this course is the Yucatán peninsula which is a large land mass in Southeastern Mexico. This peninsula creates a partial border between the Gulf of Mexico and the Caribbean Sea. The Yucatán long has been the home to the largest population of indigenous Amerind peoples in North America, the Maya. Large numbers of Yucatecans speak several different indigenous dialects as well as Spanish.
The Yucatán state in Mexico is world famous for its Mayan ruins, which number between 2600 and 2700 archaeological sites. Seventeen have been either fully or partially restored. We will visit the most famous sites of Chichén Itzá and Uxmal. The Pyramid of Kukculcán is one of the Seven Wonders of the New World, just as the Pyramids of Giza in Egypt remain one of the Seven Wonders of the Ancient World. So, you will visit the Pyramids close to home in Mexico!
In addition to archaeological sites, natural wonders abound in this region as well. The Yucatán has more than 2500 cenotes or fresh water pools. These were used by the Mayans for drinking water and sacrificial offerings. We will visit and swim in some of them. Ecological diversity exists in the Yucatan, especially in terms of more than 25,000 flamingos and other bird species, as well as exotic plants. The Yucatán is home to 50% of Mexico’s bird species. We will have the opportunity to visit Ria Celestún Biosphere Reserve!
You will also learn about the resistance of the indigenous peoples to Spanish rule and their consistent struggle to preserve their religious beliefs, traditions, customs, and language(s) (Yucatek and Itzá) against Spanish colonial extinction. The course being offered is IDS 2300 Global Perspectives.
The study abroad venue is Ghana, the first country to gain independence from Great Britain on March 6, 1957. The approach is to see Ghana as a microcosm of the African continent in terms of historical development, the diversities and contrasts in human and natural resources. The objective is to provide first-hand opportunity for students to experience Africa beyond the scope of tourist fantasies and wild imaginations, and thus replace myths with realities. The course FLA 4490: Study Abroad-Ghana (3 credit hours) is being offered in Spring B and will be led by Dr. Tekpetey.
The actual venue of the study abroad is the University of Ghana, Legon (Alma Mater of leading faculty member) in Accra, the capital of Ghana which is located in the southern part of Ghana on the Atlantic coast. The University of Ghana, Legon is a University Village for the university community and faculty with amenities such as hospitals, post offices, shops, markets etc.
Accommodation arrangements for the study period will be at the University of Ghana, Institute of African studies, Yiri Lodge. The weekend will be devoted to a field trip to Cape Coast and Elmina as experimental learning. The experimental learning is designed to enhance cultural competency.