Third Year Experience

Please note that due to changing international guidelines regarding the Covid-19 pandemic, there may be restrictions on study abroad opportunities this year. Please contact the Office of International Education for assistance.

International study is transformative, providing lifelong perspective-shifting insight. Each major at Champlain is designed to allow a semester abroad in your third year—and some majors can accommodate a full year of global exploration. Our campuses in Dublin and Montreal provide a seamless study abroad experience, while numerous exchange and third-party programs open up a whole world of possibilities.

If you spend a semester abroad through another program, you'll work with your study abroad advisor to ensure you meet appropriate learning goals.

If you’re studying at any of our three Champlain campuses, you’ll continue your Core classes; third-year students will take two courses in common—COR 310 and COR 320—as well as two different COR 330 courses. Our Dublin and Montreal classes offer a deep dive into local topics. 

COR 310 and COR 320 must be taken together, and the two COR 330 courses must be taken together. Either pair may be taken in either semester.

COR 310 | The Global Condition

Is the world getting better? Is there such a thing as global progress—and if so, what does it look like? Students will examine the idea of progress from different theoretical, cultural, and marginalized perspectives, considering how progress has been defined, by whom, and by which standards. They will apply their understandings of progress to contemporary global phenomena such as economic globalization, international organizations, violent conflict, interactions between humans and the environment, and the spread of new technologies.

COR 320 | Human Rights & Responsibilities

Are human rights universal? Should they be? This course uses film, fiction, and other contemporary media and traditional sources to explore how different groups of people around the world define and debate human rights. Students will investigate how a variety of religious, philosophical, and social traditions challenge contemporary efforts to find a global definition of human rights.

COR 330 | Local Contexts, Global Connections

In an interconnected world, what makes particular peoples or places unique? How do the forces of tradition and change play out in different local contexts? Each COR 330 section allows students—guided by faculty with relevant expertise—to gain in-depth knowledge of a particular people, culture, and/or region. Students generate their own questions about continuity and change as the global meets the local, and participate in a dialogue about the various topics studied in all COR 330 courses.

Please see the Spring 2021 available courses below—you can click on each course title to learn more.

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Betsy Allen-Pennebaker
Sections 01, 02

From its earliest days as a Roman garrison settlement until the present, the city of Vienna—and the kingdoms, empires, and republics of which it has been the capital—has been the site of connection and conflict between disparate cultures and political worldviews. Far from being mere artifacts of history, the currents that have swirled in Vienna for centuries have deep resonances with, and vital lessons for, today's turbulent times. These include tensions and conflicts between Christianity and Islam; nationalism and multicultural identity; geopolitical "East" and "West"; ideals of tolerance and racial hatred; and democracy and totalitarianism.

In this course, we'll explore these conflicts and consider what events in Vienna can teach us about the challenges we face here and now in the US. (This course will be taught remotely in small groups that meet synchronously once a week. Participation will be a major part of the course grade.)


Link to this FAQ

Jonathan Banfill
Sections 03, 04

In the 21st century, cities in Asia have become important hubs within the global system. As power continues to shift towards the Pacific, urban centers like Shanghai, Seoul, and Singapore are key sites for imagining the future of the planet. Knowing this, it is important to understand these cities from a ground-up and non-Orientalizing perspective.

This course will present frameworks for analyzing cities in Asia from multiple fields, including the historic, economic, political, cultural, and artistic, as well as from urban planning and design. It is based around a multidisciplinary case study of Shanghai, which students will learn about in the first half of the course before expanding to a broader set of student-driven investigations on other cities.

This course is recommended for students who will participate in the Freeman Foundation internship grant, either in Shanghai or elsewhere in Asia Pacific.

Link to this FAQ

Veruska Cantelli
Sections 05, 06

In this section, we will embark on an interdisciplinary quest trying to understand the complexity of gender in Japan: voices, roles, and representations. We will read and discuss some of the foundational writings from women thinkers of the turn of the century; continue our journey through post-war Japan and the rise of radical feminist movements; explore subculture experiments with gender boundaries in manga; and discuss some of the current debates on transgender representations in contemporary Japan. Although the main geographical subject of our study this semester will be Japan, we will try to delineate some of the points of correspondence and contention with western and non-western trajectories.

Link to this FAQ

Flavio Rizzo
Sections 15, 16, 17

Through courageous juxtapositions of cinematic texts and interdisciplinary readings, we will try to trace back some distinctive traits of the Japanese experience—from the contemplation of the transitory nature of life, Zen influences, the role of modesty and ambiguity, all the way to the seeds of contemporary cultural dynamics like manga, anime, Otaku culture, and their offspring such as owl cafes and capsule and love hotels.

These themes will be placed against the backdrop of crucial Japanese issues: national trauma, gender conflicts, and aging. We will take a dynamic and curious stance starting from the Japanese film giant Yasujirō Ozu and his take on post-war Japan. As his masterful work slowly falls into the background of a fast-paced Japanese society, the meticulousness of his observations will become more and more prophetic projections when placed next to the contemporary films of Hirokazu Koreeda, Kōji Shiraishi, Hayao Miyazaki, Takeshi Kitano, Kōji Wakamatsu, Naoko Ogigami, and Makoto Shinkai.

Link to this FAQ

Weiling Deng
Sections 07, 51

Do Chinese students protest? Understanding China through Students' Eyes examines contemporary China through four major revolutionary movements from the past century where students were central protagonists: the May Fourth Movement (dubbed the Chinese Enlightenment, 1915-1925); the anti-rightist campaign and the Cultural Revolution (1956-1976); the 1980s democratic protests that ended up in the 1989 Tiananmen massacre; and the recent, internet-mediated feminist activism (such as #MeToo) as well as the Hong Kong protests (2015-2019).

In this rare view of seeing China through students' interactions with society and politics, this course engages with, but also confronts, popular ideas about China conveyed by the mainstream Western media in 2020.

Link to this FAQ

Joanne Farrell
Sections 08, 09

The focus of this particular section is to study performance events (theatre, protests, speeches, film) by and about women during the 20th century. We'll explore what the performance of women suggests about ideological, historical, and cultural issues in relation to Ireland's struggle for independence and identity, as well as the challenges of globalization.

We will draw on a range of disciplines—history, theatre studies, literature, politics, and cultural studies—making our work relevant to our majors as well as our personal lives.

Link to this FAQ

Kerry Noonan
Section 10

Hungry ghosts, ancestor worship, Guanyin, divination, feng shui—are you interested in these? In this course, we examine vernacular religions in China, looking at Chinese folk religion, Buddhism, Daoism, and new religions such as Falun Gong. We will also consider supernatural beliefs, such as ghost tales, as well as ideas about the dead and rituals for the dead and other spirits. How have these beliefs survived under half a century of official atheism?

Although religion is more tolerated in China today, we will also look at why the government has recently been suppressing certain religions. We will examine continuities with the past of these localized Chinese beliefs and traditions, as well as the changes that have shaped these traditions and beliefs in the globalized and modern 21st century world.

Link to this FAQ

Liz Gillis
Section 14

How did the modern Irish state come into being and what impact did the Irish Revolution have on the emerging Ireland? Did the new Irish state treat its citizens equally? How can we tell the national story through local history? How important are social/local and oral history in helping us to understand our past? How much has Ireland changed in the last 100 years?

This course will explore these questions by examining the evolution of a community over 1,000 years, using the Liberties neighborhood in Dublin as an example. Students will explore historical texts and other primary sources and, where possible, engage with local people from the Liberties to gain an understanding of modern Irish history and consider broader questions about the nature of Republicanism, social issues, gender, Ireland on the international stage, and culture on both the national and local level.

Link to this FAQ

Kristin Wolf
Sections 18, 19, 20

The Amazon River Basin (ARB) is the most biodiverse place on Earth; it is also home to hundreds of human communities, making it a unique and appropriate setting to study the intersection of humanity and ecology. In this course, we will explore, compare, and contrast various lifeways of human communities of the Peruvian Amazon watershed along a gradient of the contested concept of "development."

With special interest topics in tropical forest ecology, ecotourism, international research, the traditions of Andean and Amazonian indigenous/native peoples, and beekeeping as a form of community-driven development, this interdisciplinary course will explore how various communities perceive and interact with their respective environments, highlight the exceptional characteristics of the larger Amazon ecosystem, and investigate the effects of globalization, both past and present, on the landscape and peoples of the Amazon.  

Link to this FAQ

Aziz Fatnassi
Section 52

Since 2010, the Tunisian and Egyptian uprisings have provided the world with both inspiration—new constitutions, politicians, and parties—and desperation—protracted violence, corruption, and economic depression.

Using each country as a case study, this class will explore potential ways that events such as the 2010 uprisings illustrate the importance of documentation, and how through documentation, individuals demonstrate their dominion over 'revolutionary' symbolism.

Link to this FAQ

Faculty TBA
Section 101

This section is for students enrolled in the Virtual Montreal semester. If you have been accepted into that program, please work with Deborah Bloom or Noah Goldblatt to add this to your schedule.

Instructor permission only.

Link to this FAQ

Adam van Sertima
Section 102

This section is for students enrolled in the Virtual Montreal semester. If you have been accepted into that program, please work with Deborah Bloom or Noah Goldblatt to add this to your schedule.

Instructor permission only.

Link to this FAQ

Susan Semenak
Section 103

This section is for students enrolled in the Virtual Montreal semester. If you have been accepted into that program, please work with Deborah Bloom or Noah Goldblatt to add this to your schedule.

Instructor permission only.

Link to this FAQ