1. INTERNATIONAL HONORS PROGRAM COMPARATIVE STUDY AROUND THE WORLD 2009/2010
Examining the
global questions of
the 21st century

2. WHY
The International Honors Program is in its 50th year of
providing an unequaled opportunity for college students
to examine the most significant social, political and
environmental issues confronting countries and cultures
around the world.
The hallmark of IHP’s programs is a unique comparative approach in which participants study a
thematic topic in several different countries over one semester or full academic year. This multina-
tional perspective allows students to analyze and contrast today’s global conditions, evaluate issues
and challenges, and compare solutions. The IHP experience engenders new questions and ideas,
and prompts students to consider their lifelong roles in the global community.
Themes such as public health, the environment, globalization, urban planning, governance, social justice
and human rights are studied within the framework of three program offerings:
“This program was the best experience of my life. It is so rare to come into contact with so many people
but curious, empathetic, and hyper-aware of the world around them. This program taught me how vast
I simply cannot describe the profound impact this program had on me. You will have the most
IHP @ 50
IHP IS BORN International School of America,
forerunner of IHP, is founded by Karl Jaeger “to
maximize the educational benefits that formal
education may derive from international travel.”

3. Offered in affiliation with SIT, the accredited higher education program of World Learning, IHP offers a rigorous curriculum
enhanced by a diversity of learning methods and settings.
Experiential activities such as site visits and case studies complement interdisciplinary team teaching led by in-country and
traveling faculty. Students also step out of the classroom to interact with activists, public figures, government and organizational
leaders, as well as citizens from all walks of life who are directly involved in the themes explored. Homestays give students the
opportunity to get to know local families and to become immersed in the culture and traditions of each country, creating lasting
connections and memorable insights.
IHP participants are as broadly diverse as the places they visit and the people they meet. Personal backgrounds and areas of study
vary widely among students, who come from all academic levels at colleges and universities across the USA, Canada and beyond.
1960
Cities in the 21st Century
How do geography, politics and culture
affect whether people can thrive in
cities, now home to a majority of the
world’s population?
Health and Community
How can communities ensure the health and
well-being of all citizens amid mounting
challenges created by changing economic,
environmental and social factors?
Rethinking Globalization
How are the human consequences of
development on each level of society being
addressed to meet the challenge of
maintaining a just and sustainable world?
from such diverse backgrounds who are not only intelligent,
our world is, yet how incredibly small it is at the same time.
unforgettable experience!” LINDSAY NORTH / TRINITY COLLEGE / IHP ’05
WORLD CLASS Itineraries include Tokyo, Hong Kong,
Bangkok, Calcutta, New Delhi, Cairo, Istanbul, Athens,
Rome, Florence, Geneva, Berlin, Paris, London and Beirut.
INQUIRING MINDS William Lederer, author of 1958’s
best-selling, The Ugly American, tells a reporter that
students asked him “the best questions” ever about his
book, including some he was unsure he could answer.
WE KNEW HIM WHEN Student Andrew Weil
would go on to become a best-selling author and
world-renowned pioneer in integrative medi-
cine. He graced Time magazine’s cover in 1997.
FREEDOM FIGHTERS Among those meeting with
students are former first lady Eleanor Roosevelt
and India Prime Minister Jawaharlal Nehru.

4. IHP’s Cities in the 21st Century program examines the inten-
tional and natural forces that guide the development of the
world’s cities. It combines an innovative urban studies academic
curriculum with fieldwork involving public agencies, planners,
elected officials, NGOs and grassroots groups in important
world cities where exciting changes are taking place.
Students learn how to “read a city” — an iterative process
that hones the ability to observe, question, document, research
and communicate – leading to a better understanding of the
interconnected social, physical, economic, environmental and
political systems that affect urban environments.
From Beijing to Bangalore, students examine how the structure
of a city enhances or impedes growth. They learn who exercises
power in cities and where power comes from. And they examine
the role of state and local government in formulating develop-
ment policies in a changing world economy, and the challenges
public policymakers face in light of increasing inequity.
IHP’s comparative approach enables students to analyze and
contrast major issues across cities, and track how concerns
manifest themselves in the planning process, and ultimately,
in a course of action.
Fall Program:
COURSES / 16 CREDITS: Urban Planning and Sustainable
Environments • Urban Politics and Development • Culture
and Society of World Cities • Contemporary Urban Issues:
Problems and Solutions
USA: DETROIT For the first time, the Cities program will
start the semester in Detroit, Michigan. Meet classmates and
faculty and be introduced to a city that is rebuilding itself from
the ground up. Is Detroit symptomatic of the challenges facing
mid-size industrial cities across the nation and around the
CITIESINTHE21ST
CENTURY
PEOPLE,PLANNINGANDPOLITICS
“Not one day goes by that I don’t think about the
KEY QUESTIONS
•Though human needs may be similar
around the globe, why does a city’s
ability to satisfy those needs vary?
•How do people create a sense of
place, of community, of urban identity?
What historical and socio-cultural
contexts frame the opportunities,
constraints and uncertainties of
urban life?
•What must be done – and by
whom – to move toward ecologically
sustainable cities?
•What are the opportunities for
political action by individuals,
community organizations, social
movements or even local govern-
ment to shape city life?

5. world? Amidst scars of disinvestment and tension around race
and class, see the seeds of positive growth and change.
INDIA: BANGALORE In Bangalore the pressure for growth
and development challenges environmental sustainability, indi-
vidual rights and legal protections. How does a democracy with
a multicultural history, colonial legacy, a booming economy and
entrenched poverty conduct its affairs to reach equitable solutions
in an environment overridden and manipulated to maximize
economic growth? Learn about local activism in the face of
inexorable change.
SOUTH AFRICA: CAPE TOWN The legacy of apartheid
pervades, but what does it actually mean for how people
conduct their lives? Experience the divides by living in different
communities and observing the underlying uncertainty and
suspicion among different races. Meanwhile, examine attempts
to create a new, equitable social and political model.
ARGENTINA: BUENOS AIRES The cosmopolitan capital
city’s history has an enduring legacy: European-influenced
architecture, an extraction economy, large landowners, an
influential Catholic church, charismatic political leadership and
military dictatorships, a tradition of public protest and a cultural
heritage embedded in the tango. But underlying it all are com-
plex lives of a diverse society where once-owners now work to
survive and once-workers now manage “retaken factories.”
Spring Program:
COURSES / 16 CREDITS: Urban Planning and Sustainable
Environments • Urban Politics and Development • Culture
and Society of World Cities • Contemporary Urban Issues:
Problems and Solutions
USA: NEW YORK Starting in the most prominent “world”
city in the United States, meet classmates and faculty and
be introduced to the field experiences of IHP by exploring
neighborhoods, visiting NGOs and hearing from public officials.
The world journey commences with a discussion at the United
Nations, and an acknowledgement that every city is local, yet
also a piece of the global puzzle.
BRAZIL: SAO PAULO, CURITIBA Brazil provides an excellent
opportunity to see how participation, democracy and a mobilized
citizenry effect change. In multi-ethnic Sao Paulo, the largest
urban area in South America, public infrastructure takes
aggressive steps forward, but never seems to catch up to the
expanding city’s growing needs. Land and water are plentiful, but
how much is available to the secluded rich, the hard-working
middle class or the tenuous poor remains a question. Curitiba
provides a laboratory to study exemplary urban planning,
especially in transportation and land use, but also in the creative
re-use of most everything from buildings to buses to garbage.
SOUTH AFRICA: CAPE TOWN The legacy of apartheid
pervades, but what does it actually mean for how people
conduct their lives? Experience the divides by living in different
communities and observing the underlying uncertainty and
suspicion among different races. Meanwhile, examine attempts
to create a new, equitable social and political model.
VIETNAM: HANOI Rising from poverty and isolation, Hanoi
offers examples of rapid human adaptation and resilience. With
decades of war all but vanished, a new paradigm of local identity
and international connectivity is being tested. Tension grows
between the use of public resources for community and envi-
ronmental benefit or commercial development and private
profit. Meanwhile, the basic form of the traditional city – dense,
narrow and vertical – invites examination of the use, purpose
and expectations of public space.
people, sights, smells and experiences of IHP.” EVAN WEISSMAN / COLORADO COLLEGE / IHP ’00
1970
www.ihp.edu
A NEW COURSE The organization becomes known as
the International Honors Program, and the thematic
approach is introduced to tie together academic work.
WEST MEETS EAST Austria,
Poland and the USSR are
added to the itinerary.
MEETING MALCOLM X Malcolm X talks with students for two hours about the
Black Muslims. “Our mistake,” he tells them, “is that we have waited for the
white liberal to do for us what we should have been doing for ourselves.”
ROYAL COMPANY Students
meet with Prince Constantine,
future King of Greece.
USA
South Africa
Vietnam
Brazil
USA
India
South AfricaArgentina

6. What are the forces that create good public health in some
communities, and ill health in others? Why have health dis-
parities within and across countries widened, even as modern
health care has discovered the causes of many illnesses and
prevented many deaths?
IHP’s Health and Community program strengthens students'
ability to understand, interpret and compare the biological,
ecological, economic, political and socio-cultural factors that
affect human health. Students broaden their global perspective
and deepen their skills in critical and comparative thinking,
while gaining practical knowledge about:
• The health impacts of globalization
• Comparative health systems
• Governance and policy-making
• Public health issues and innovative strategies to address them
• Field-based research methods and analysis.
From Southeast Asia to South Africa, in city neighborhoods
and rural villages, students learn to listen to and understand
multiple voices: people in local communities, governing bodies
and non-governmental agencies.
Future health care leaders come away with the confidence to
ask important questions, analyze alternatives and set priorities
for achieving sustainable and just solutions.
HEALTH&COMMUNITY
GLOBALIZATION,CULTUREANDCARE
“This program gave us so much, from academic knowledge
understanding of challenges and triumphs experienced
KEY QUESTIONS:
•Is health a fundamental human
right? If so, who is responsible
for guaranteeing it?
•How can a deeper understanding of
culture transform our view of health?
•What can be done about the health
divide — between rich and poor,
urban and rural — that exists in
many countries?
•How do grassroots activism and
top-down approaches conflict with
or complement one another?
WRITE STUFF Mark Gerzon and other IHP students write The Young
Internationalists. Today, Gerzon is a leading conflict resolution spe-
cialist and author of Leaders Without Borders: New Leadership
Strategies For An Interdependent World, and Leading Beyond Borders.
PLACES Itineraries include Kyoto,
Madras, Teheran, Jerusalem, Belgrade,
Moscow, Leningrad and Stockholm.

7. Spring Program 1:
16 CREDITS / COURSES: Globalization and Health •
Health, Culture and Community • Public Health: From
Biology to Policy • Community Health Research Methods
SWITZERLAND: GENEVA Meeting influential officials of
major global institutions that have significant impact on public
health around the world, such as UNAIDS and the World Health
Organization, sets the stage for understanding and challenging
how global health power brokers and policymakers shape and
are shaped by real life conditions in each country visited.
INDIA: BANGALORE India’s unique culture, dramatic economic
growth, dwindling natural resources and dynamic political land-
scape are important factors in the health of its communities.
Examine the impact of urbanization, economic development
and environmental degradation on the most elemental aspects
of health – water, food and shelter – as well as India’s noted
social, political and public health innovations and model projects.
CHINA: BEIJING China has a history of unprecedented
population growth, unsurpassed environmental degradation
due to rapid economic development, and a rich, complex cultural
landscape. The unique interplay between national, intergovern-
mental and non-governmental agencies in implementing public
health programs in China gives insight into the powerful role of
political structures in health policy. Also notable is the fusion
of traditional Chinese medicine and modern biomedicine.
Examine these issues as well as Chinese solutions to air
pollution, overpopulation and women’s reproductive health.
SOUTH AFRICA: CAPE TOWN Improving the health of
communities in South Africa can be daunting in the face of deep
racial, gender, and economic inequality. Explore the promises and
the pitfalls of work in health and community through visits with
traditional healers and health activists in rural areas, field research
on child nutrition and political violence in urban townships, and
lectures from academics and NGO staff.
Spring Program 2:
16 CREDITS / COURSES: Globalization and Health •
Health, Culture and Community • Public Health: From
Biology to Policy • Community Health Research Methods
USA: WASHINGTON, D.C. The seat of government for one of
the richest nations in the world and hub of international policy-
making, Washington, D.C. is home to neighborhoods among the
poorest in the USA. Hear about and observe first-hand how
health inequities and urban migration affect those living within
earshot of the halls of world political power, and how local and
global health activism intermingle.
VIETNAM: HANOI One of Southeast Asia’s most vibrant and
rapidly developing nations, Vietnam has succeeded in dramatically
reducing poverty. New socioeconomic challenges stem from
widening inequalities and increasing environmental damage.
Explore the themes of urban development, family health, and
the role of NGOs in urban and rural settings.
S. AFRICA/MOZAMBIQUE: BUSHBUCKRIDGE/MAPUTO
Situated at the crossroads between South Africa, Mozambique
and Zimbabwe, Bushbuckridge is a cluster of rural communities
near the heart of southern African migration and trade. Consider
how communities have been mobilizing to address local health
needs while preserving their social networks and their close
relationship to the land.
BRAZIL: SAO PAULO Nowhere in the world has the great
20th and 21st century public health challenge—HIV/AIDS—been as
aggressively and progressively addressed as in Brazil. Witness
its success and probe how the “Brazilian model”—direct democracy
in action—can be applied elsewhere. Examine culture, politics, and
health in the largest urban area in South America.
of global and local systems that influence health and community to a human
every day in places very different from our home." JACK BECK / BOSTON UNIVERSITY / IHP ’06
1980
www.ihp.edu
THE BRIDGE Huston Smith, author of The World’s
Religions, teaches about bridging intellectual gulfs:
between East and West, science and the humanities, and
formal (classroom) and informal (film, TV) education.
COMING OF AGE Students
meet with renowned anthro-
pologist Margaret Mead.
NOTABLE MEETINGS Students hear
from India Prime Minister Indira
Ghandi, primatologist Jane Goodall
and paleontologist Richard Leakey.
MORE PLACES Morocco, Tel Aviv,
New Delhi, Sri Lanka, Bali, Singapore,
Nairobi, Spain, Yugoslavia, Hungary,
Austria, Australia and Indonesia.
ON CAMERA Students and faculty make a film with
world-class Indian director Satyajit Ray, and spend
time with noted filmmakers Jean Rouch, Shohei
Imamura, Miklos Jansco and David MacDougall.
Switzerland
India
China
South Africa
USA
South Africa
Vietnam
Brazil

8. Rapid economic globalization has dramatically altered business
paradigms and government policies with unprecedented effects
on societies and cultures, ecosystems and health, justice and
equality. These changes have precipitated a widening sense of
urgency and a search for new economic, cultural and political
options in the face of conflicting worldviews and increasing
identity assertion.
Students in IHP’s Rethinking Globalization program meet some
of the world's most important critics of current patterns of
development and connect with a diversity of social movements
and individual initiatives that are confronting the consequences
of a globalized economy. They experience firsthand a variety of
contested development programs and projects, and witness the
emerging alternatives being tried to recover and maintain a
just and sustainable world.
From Tanzania to New Zealand, India to Mexico, students
visit urban and rural landscapes and communities affected by
globalization. Drawing on the fields of anthropology, ecology,
economics, environmental policy and politics, they examine
how globalization, development and progress affect the planet
and its inhabitants.
Most important, students learn how to see and experience the
rich diversity and plurality of the world and how to interact with
others. Going beyond mere empathy, they try to find shared
ground for the creation of equitable and sustainable alternatives,
harmonious coexistence, and ways to make a difference in their
own world.
RETHINKINGGLOBALIZATION
NATURE,CULTUREANDJUSTICE
"IHP transformed my education by fusing academics with
It instilled in me the ability to constructively approach
KEY QUESTIONS
•What are the alternatives and possi-
bilities being regenerated, imagined,
and implemented for a just and
sustainable world?
•Which voices, social movements
and ideas currently resist and
challenge dominant development
paradigms and policies?
•What are the pathways now opened
for dignified work and meaningful life?
•What is the role and responsibility of
each of us in addressing the broader
human and ecological dimensions of
globalization and in finding our own
place and destiny?
CONVENIENT TRUTH Students meet
with future Vice President Al Gore.
1990
TRENDSETTER Students meet with
Jeremy Rifkin, president of the
Foundation on Economic Trends and
an adviser to the European Union.
PICTURE THIS Alum Susan Meiselas, a noted
documentary photographer, is awarded a
MacArthur Foundation fellowship for a six-
year project on a visual history of Kurdistan.

9. ONE PROGRAM / ACADEMIC YEAR:
COURSES | 32 CREDITS: International Issues in
Development Economics • Ecology and Comparative
Conservation Practices • Anthropology Theory and Field
Methods • Environmental Policy and Governance •
Comparative Social Movements
USA: WASHINGTON, D.C. First-hand perspectives begin
with visits to key institutions in the nation’s capital that are
either driving globalization (e.g., the World Bank) or resisting
globalization (e.g., the Institute for Policy Studies). Explore the
efforts of local organizations working for social justice and
environmental sustainability in the USA and reflect on
American realities, values, assumptions and worldviews.
TANZANIA: DAR ES SALAAM, ZANZIBAR, ARUSHA,
TERRAT Explore how colonialism, tourism, international aid
and foreign-controlled resource development have affected
traditional culture, health and environmental sustainability in
East Africa. Homestays with the Masaai in Northern Tanzania
and Muslim families in Zanzibar, combined with a diversity of
field excursions and speakers, provide opportunities to examine
conflicts between global interests and traditional livelihood
practices. Focal issues include controversies between parks
and pastoralists, wildlife protection, and the industrialization
of fishing, mining, coffee, sisal production and aquaculture.
INDIA: DELHI, WARDHA, SEWAGRAM, MUMBAI, DAHANU
Experience the complex challenges an ancient civilization faces
straddling tradition and modernity as the country’s elites build
a new economic and political superpower. Visit peasant and
indigenous communities to learn about their struggles; study
Gandhian philosophy in one of Gandhi’s main ashrams;
understand the multiple democratic aspirations and institutions
of previously marginalized people; visit sites of ecological
regeneration; and participate in examples of sustainable living
in all their complex plurality.
NEW ZEALAND: NORTH & SOUTH ISLANDS Study
how the country is approaching challenges of decolonization,
ecological globalization/invasive species, forest decline, industrial
agriculture, peak oil and climate change. Living with Maori on
marae (meeting places) and in the homes of green party members,
learn about New Zealand’s ambitious sustainability goals, the
Treaty of Waitangi truth-and-reconciliation process, conflicting
stewardship strategies, organic livelihoods, and ways ecological
and traditional knowledge are being implemented to protect
heritage and restore damaged ecosystems.
MEXICO: MEXICO CITY, OAXACA, CHIAPAS Experience
the vibrant culture of popular neighborhoods in Mexico City,
a polluted settlement of 20 million people, and the amazing
political and cultural regeneration of indigenous communities
in Oaxaca. The stay in Chiapas, where indigenous Zapatistas
strive to maintain independence, offers the opportunity to live
the hope and inspiration defining the epic transformation
evolving at the grassroots.
www.ihp.edu
global social consciousness and integrating traditional learning with life experience.
both global and local issues." SHAUN GOLDING / BOWDOIN COLLEGE / IHP ’99-’00
2000 IHP @ 50
RISING STAR Students meet
with Illinois Sen. Barack Obama.
SCHOLARLY Alumni Emily Auerbach and Nikhit D'sa
receive Watson Fellowships, and Marissa Vahlsing
and Christine Curella receive Truman Scholarships.
ECOLOGICAL Edward Goldsmith, founder and editor of The Ecologist
magazine, connects IHP to Gustavo Esteva of Mexico, Smitu Kothari
of India and other key environmentalists and activists inspiring
Global Ecology and Rethinking Globalization programs.
India
New Zealand
USA
Tanzania
Mexico

10. COLLEGES/UNIVERSITIES
The International Honors Program is offered in affiliation with SIT, the accredit-
ed higher education program of World Learning. Programs are operated entirely by IHP, but
accredited through SIT by the New England Association of Schools and Colleges, Inc.
World Learning is a 75-year-old nonprofit organization that throughout its history has focused
on bridging cultures and transforming lives. Today, World Learning operates SIT Study Abroad,
SIT Graduate Institute, The Experiment in International Living and international development
programs in 77 countries, directly impacting the lives of thousands of students each year.
Programs help young people develop a greater understanding of the current issues facing the
world and give them the skills they need to act on problems ranging from sectarian conflict and
climate change to AIDS and poverty.
For more information, visit www.sit.edu, www.worldlearning.org, or call 877.257.7751.
IHP Participant Schools American • Amherst • Arizona • Bard • Barnard • Bates • Beloit • Boston College • Boston University • Bowdoin • Bowling Green •
British Columbia • Brown • Bryn Mawr • Bucknell • Cabrillo • Cal-Berkeley • Cal-Davis • Cal-San Diego • Cal-Santa Barbara • Cal-Santa Cruz • Carleton • Carnegie Mellon
• Chicago • Cincinnati • Colby • Colgate • College of the Atlantic • Colorado-Boulder • Colorado College • Columbia College • Cornell • Davidson • Delaware State • DePauw •
Dominican • Drew University • Drury • Duke • Emerson • Emory • Eugene Lang • Evergreen • Fairhaven • Florida • Florida State • Fordham • Franklin & Marshall • Furman
• Georgetown • George Washington • Georgia • Gordon • Goucher • Hamilton • Hampshire • Harvard • Hendrix College • Hobart • Humboldt State • Hunter • Illinois •
Indiana (PA) • Indian Institute of Mass Communication • Indian School of Planning • Iowa • Kansas • Kenyon • Knox • Lafayette • Lake Forest • Lehigh • Le Moyne • Lewis &
Clark • Macalester • Maryland • Mary Washington • Massachusetts-Amherst • McGill • Miami (OH) • Michigan • Middlebury • Mills • Minnesota • MIT • Morehouse • Mount
Holyoke • New Hampshire • New Mexico • New School • New York • North Carolina • North Carolina State • Northern Arizona • Northland • Northwestern • Oberlin •
Occidental • Ohio University • Oregon • Penn • Penn State • Pittsburgh • Pitzer • Pomona • Portland State • Pune (India) • Redlands • Reed • Rhodes • Richmond • Rice
• Rochester • Rutgers • Salve Regina • Santa Clara • St. Lawrence • St. Mary's (MD) • St. Michael's • St. Olaf • Sarah Lawrence • Scripps • Seattle Pacific • Simmons • Simon’s
Rock • Skidmore • Smith • South Carolina • Southern Cal • Stanford • Swarthmore • Syracuse • Sweet Briar • TeWanaga-o-Raukawa • Toronto • Transylvania • Trinity College
• Trinity University • Tufts • Tulane • UCLA • University de la Tierra • Vassar • Vermont • Villanova • Virginia • Wake Forest • Washington • Washington & Lee • Wellesley •
Wesleyan • Western Washington • Wheaton (MA) • Whitman • William & Mary • Willamette • Williams • Wisconsin • Wisconsin-Milwaukee • Yale

11. IHP’s comparative study programs are enhanced by partnerships with
leading institutions throughout the world:
CITIES IN THE 21ST CENTURY • MIT (Department of Urban Studies and Planning) •
China Academy of Chinese Medical Sciences • Environment Support Group • Free
University of the Environment (Unilivre) • Institute for Reproductive and Family Health
HEALTH AND COMMUNITY • China Academy of Chinese Medical Sciences •
Consultation of Investment in Health Promotion • Environment Support Group • Hanoi
School of Public Health • Muhimbili School of Public Health • Universities of Cape Town
• Universities of the Western Cape
RETHINKING GLOBALIZATION • Center for Intercultural Encounters and Dialogues •
Institute for Policy Studies • International Forum on Globalization • Intercultural
Resources • Sewagram (Gandhi’s Ashram) • Te Wananga o Raukawa (Maori University)
PARTNERS
Visit www.ihp.edu for much more information about the International Honors
Program, such as:
• Latest itineraries, detailed curriculum descriptions and course syllabi for all programs
• Biographical information for program directors, coordinators and faculty
• Photos, feature articles and “Letters Home” from current and former IHP students
• Admissions procedures, deadlines and a downloadable application form
• Program costs, financial aid information and the IHP Grant application form
• Credit transfers and accreditation information
• Terms and Conditions
• Answers to other Frequently Asked Questions
“I have the highest regard
for International Honors
Program, which has been
a transformative experi-
ence for some of the
Williams students whose
appetite for rigorous
learning in demanding
cross-cultural situations
I have particularly
admired. Many students
have returned to our
campus from their IHP
experiences with an even
better developed sense
of the complexity and
urgency of some of the
challenges we face — and
their enthusiasm about
the learning process that
stretched them has been
contagious.”
RICHARD E. SPALDING
WILLIAMS COLLEGE
WWW.IHP.EDU

12. CITIES IN THE 21ST CENTURY
People, Planning and Politics
TWO PROGRAMS
Fall semester:
USA, India, South Africa, Argentina
Spring semester:
USA, Brazil, South Africa, Vietnam
HEALTH AND COMMUNITY
Globalization, Culture and Care
TWO PROGRAMS
Spring semester 1:
Switzerland, India, China, South Africa
Spring semester 2:
USA, Vietnam, South Africa, Brazil
RETHINKING GLOBALIZATION
Nature, Culture and Justice
ONE PROGRAM
Academic year:
USA, Tanzania, India, New Zealand, Mexico
2009/10
www.ihp.edu
IHP is offered in affiliation with:
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INTERNATIONAL HONORS PROGRAM • 566 COLUMBUS AVE., BOSTON, MA 02118 • T 617.375.8101 • F 617.236.0162 • INFO@IHP.EDU • WWW.IHP.EDU
IHP reserves the right to change its policies, curricula or any other matter in this publication without prior notice and to cancel programs and courses. This publication is to be read neither as part of a contractual agreement nor as a guarantee of the classes, courses, or programs
described herein. It is the policy of IHP to provide equal employment and educational opportunities for all persons regardless of race, color, religion, gender, sexual orientation, national or ethnic origin, age, disability or handicap, veteran’s status, ancestry, or place of birth.
World Learning’s academic programs offered through SIT (formerly School for International Training) are accredited by the New England Association of Schools and Colleges, Inc. Inquiries regarding the accreditation status by the New England Association should be direct-
ed to the administrative staff of the institution. Individuals may also contact: Commission on Institutions of Higher Education, New England Association of Schools and Colleges, 209 Burlington Road, Bedford, MA 01730-1433, 781.271.0022, E-mail: cihe@neasc.org.
World Learning, School for International Training, SIT, and The Experiment in International Living are registered trademarks of World Learning Inc. The circle design is a trademark of World Learning Inc.