2012-2013 Pitzer Catalog 
    Apr 20, 2021  
2012-2013 Pitzer Catalog [ARCHIVED CATALOG]

Academics at Pitzer

Pitzer has developed a variety of special courses, seminars and programs beyond the regular course offerings. Among these are the New Resources program, designed for the special needs of post-college-age students; PACE, designed to provide intensive English language training for international students; the First-Year Seminar program; Internships; Independent Study; and Study Abroad programs in the U.S. and abroad.

These opportunities are described below. For further information, please contact the persons listed in the sections below or the Dean of Faculty’s office.

First-Year Seminars

The First-Year Seminar program is designed to help students become more literate people who think, read, write, and speak both critically and competently. Although each seminar has a different instructor, topic, and set of readings, all seminars focus on close textual analysis and effective writing strategies.

First-Year Seminars are writing-intensive courses that fulfill the College’s Written Expression educational objective. Enrollment is required of all first-year students in the fall semester. Class size is limited.

  1. American Political Discourses. Using sources ranging from political advertising to interviews to popular culture, we will explore the variety and diversity of American political culture. In addition to histories of contemporary liberalism and conservatism, we will explore economic populism, faith-based politics, and libertarianism, among other Ideologies. We will also consider the conventional discourses that Americans use to talk about political issues. C. Strauss. [Anthropology]
  2. Philosophical Questions. In this seminar we will examine a set of philosophical questions in the history of Western philosophy: What is the nature of reality? Does God exist? What is the relation between mind and body? Do we really know anything? What is knowledge? What makes you the same person over time? Do we have free will or are we predetermined? We will investigate these topics through the writings of ancient medieval, modern, and contemporary philosophers. In addition, this seminar is designed to develop students’ critical thinking and help them to effectively construct and insightfully analyze philosophical claims and arguments. A. Alwishah. [Philosophy]
  3. Making Space and Unsettling Settlers: California Indian Nations and Pitzer College. This seminar will critically examine higher education as a site of decolonizing struggle within settler societies such as the United States. We will study differences between Western and indigenous ways of learning and knowing, and consider Pitzer’s relationships with the Indian Nations of southern California. In light of Pitzer’s social responsibility ethic, we will go beyond analysis to actively imagine new relationships and move towards enacting them. E. Steinman. [Sociology]
  4. Art Writing. Someone once said that “writing about art is like dancing about architecture.” This seminar–appropriate for artists and non-artists–asks what it means to engage with a work of art through writing. How is the practice of the art writer–the critic, curator, or historian–In conversation with the work of the artist? What can writing bring to art? Do difficult artworks require the art writer to explain them? How can writing about art be a creative practice as well as a scholarly one? In addition to reading, writing, and talking about art, this class will also visit exhibitions and interact with visiting artists. Writing projects and assignments range from the conventional to the experimental. B. Anthes. [Art/Art History]
  5. The Price of Altruism. Altruism, an act by one individual that benefits another, but at a cost to the one performing the act, has perplexed scientists for generations. Darwin referred to altruism as his “greatest single riddle.” In this seminar, we will consider various examples of altruism and the many ideas regarding the evolution of this puzzling phenomenon. M. Preest. [Biology]
  6. Tattoos in American Popular Culture. This seminar examines how tattoos are depicted In U.S. popular culture and the meanings and significations that accompany these representations. Through close readings of texts and other visual materials, we will investigate how corporeal difference Is constructed with regard to race, class, gender, sexuality, and belonging in the United States. T. Honma. [Asian American Studies]
  7. Was the Enlightenment a Failure? We begin by reading a sample of Enlightenment writings and try to establish what the goals and expectations of the Enlightenment thinkers were. Reading selections will include Locke, Condorecet, Rosseau, Voltaire, and Kant. The role of science in the Enlightenment and the exalted position that Science enjoyed during the Enlightenment will be our next topic; readings will include excerpts from Galileo, Newton, Bacon, Lyell, and Darwin. Our next topic will be the role of race, gender, and class in and following the Enlightenment, including Colonialism and Imperialism. Readings will Include Wollstonecraft, Dubois, Gilman, Kipling, and Marx. We will read Conrad’s Heart of Darkness and Achebe’s critique of It. Several readings from the Romantic reaction to Enlightenment will be read, including Shelley’s Frankenstein. Moving into the modern and post-modern, we will read works by Foucault, Kuhn, Said, Rorty, and Fanon. S. Naftilan. [Physics]
  8. Imagining Los Angeles. In this seminar, we will encounter some of the many faces of Los Angeles through fiction, poetry, essays, films, and field trips. Students will practice critical and creative writing as ways of engaging with the city. B. Armendinger. [English & World Literature]
  9. World in a Nutshell: The Short Story. A close study of the short story genre, focusing on such authors as Hawthorne, James, Hemingway, Joyce, porter, Faulkner, O’Connor, Elkin, Roth, Olsen, Malamud, and Updike. In addition to reading and writing about the stories of others, students will be writing and revising stories of their own. A. Wachtel. [CreativeStudies]
  10. Romanticism and the Culture of Childhood. This seminar explores the role of education in the development of Romantic literature and poetry. Specifically, it traces the connection between the poet and the child through examining and questioning nature as a construct. This seminar analyzes both treatises on the nature of childhood as seen in philosophical and literary texts and specific depictions of children in poetry. The class will also include a hike on Mt. Baldy and will culminate with a discussion of contemporary representations of course themes as seen in Collin’s The Hunger Games. S. Stallard (Writing Center; Modern Languages, Literature and Cultures)
  11. Environmental Documentaries: Controversy, Evidence, Persuasion & Critical Analysis. This course aims to introduce students to current national and international environmental controversies through the exploration of their documentation in film. We will often look at documentaries that take different perspectives on an environmental issue. The main themes in this course will be energy, food and water. M. Herrold-Menzies. [Environmental Analysis] 
  12. Exploring Politics Thru Literature: Life in Non-Democratic Regimes. By reading and analyzing literary works from around the globe, we will begin exploring what life and politics are like in non-democratic regimes. Novels and memoirs will serve as a starting point for generating social science research questions and coming up with a plan to investigate and find answers to the questions that we post.B. Junisbai. [Political Studies]
  13. La Familia. In this seminar, we will focus on the role of la familia for Latinos living in the U.S. We will explore the construction of la familia from both a historical and contemporary perspective, with particular attention to the psychological and sociocultural factors that contribute to the diversity of la familia. M. Torres. [Chicano/a Studies]
  14. Youth Culture. This seminar presents an overview of youth culture from the development of the idea of the teenager in the post-war period to the present one. It will use a variety of case studies in areas such as music, movies, television, and comics to examine how youth-oriented subcultures influence social, cultural, and political change. This seminar will also be interested In the ways that youth culture influences media industries creative and industrial practices. Elizabeth Affuso. [Media Studies]
  15. Asian American History and Identity. This course will introduce students to the history of Asian American migration from the mid-19th century to today, and will examine patterns of settlement, community organizing, civic engagement, and political behavior in the United States. Particular emphasis will be placed upon the study of specific Asian groups, such as Chinese, Taiwanese, Japanese, Filipino/as, Koreans, Indians, and Southeast Asians. Students will also have the opportunity to engage with local Asian American cultural centers, community groups, and organizations .C. Victorino. [Asian American Studies]
  16. Why Do People Do What They Do? This course will examine several theories of motivation and personality to try to understand the complex and often mystifying reasons for human behavior. Are there specific personality traits that motivate people to step outside their ordinary boundaries and behave in extraordinary ways? Are there universal behaviors? Can personality and motivation theory explain behavior in all cultures? We will apply these theories to the situations of characters in contemporary novels and short stories to determine the nature and sources of human behavior. Non-Native speakers only. J. Onstott. [Modern Language, Literature & Culture]

New Resources Program

In an effort to meet the special needs and problems of post-college-age students, Pitzer College inaugurated the New Resources program in the fall of 1974. Students in the program are older than most college students; they have a wide variety of backgrounds; many have full-time jobs, a family, or both. In bringing their experiences to the Pitzer campus, New Resources students have added an important new dimension to the educational and intellectual life of the College.

New Resources students enroll in regular Pitzer courses as well as courses at the other Claremont Colleges. They may attend on a full- or part-time basis, although they are encouraged to plan their course loads with a realistic appraisal of their family and job commitments in mind. New Resources students may transfer up to 24 Pitzer equivalent courses, with a maximum of 16 Pitzer equivalent courses transferred from a two-year institution. Transfer credit does not calculate into a student’s Pitzer GPA.

Further information about the program may be obtained from the Office of Admission 909.621.8129.

Summer Session

Summer Session at Pitzer provides an opportunity for students to continue and enrich their education in a rigorous academic atmosphere distinct from the traditional school year. Students may choose from a slate of undergraduate courses offered across the curriculum during two intensive six-week terms. All courses are taught by Claremont Colleges faculty.

Courses are regular, full-credit offerings of Pitzer College. Students earn one full-course credit (4 semester units) per course completed. Summer courses are open to students of The Claremont Colleges as well as students in good standing at other four-year colleges and universities. Housing and board options are available. Summer Session 2013 is tentatively scheduled to take place as shown below. Specific course listings are generally published in January.

Session I May 20 through June 28
Session II July 1 through August 9

For more information, please see the Summer Session Website at www.pitzer.edu/summer

Pitzer College Study Abroad for the Liberal Arts and Sciences

Pitzer College embraces a unique set of educational objectives that encourage students from all majors to think about the world in ways that expand their understanding of other cultures while working to translate that knowledge into action that will benefit the communities they become a part of here and abroad. This type of learning is fostered by the Pitzer curriculum in Claremont and at our study abroad sites around the world.

To further its educational objective of intercultural understanding, Pitzer has carefully developed its own study abroad programs and cultivated exchanges with overseas universities that support responsible exploration of the world and sustained engagement with its diverse communities. Pitzer programs employ a nationally recognized cultural immersion model integrating intensive language instruction, family stays, a core course on the host culture and the opportunity to pursue an independent study project. The same model informs our Pitzer exchange programs, which require students to navigate a different educational system, often in another language, at selected institutions abroad while bringing international students and their diversity of linguistic and cultural perspectives to the classrooms and residence halls in Claremont. Pitzer is a member of an organization called International Student Exchange Programs (ISEP) to provide additional options for study locations.

A semester of study abroad is not an experience that is considered separate from the rest of a Pitzer education. Students are expected to complete coursework prior to going abroad that will facilitate a sustained engagement with another culture. Ongoing critical reflection is expected of all study abroad participants through a portfolio of writing and opportunities for independent research projects. Having a study abroad program fully integrated into a Pitzer education is a key factor contributing to the record breaking number of prestigious post graduate grants and fellowships like the Fulbright, Watson, Rotary and Coro awarded to Pitzer students since 2003. Students who study abroad comprise 85 percent of those winning such awards. Pitzer leads the nation for a school its size in the number of Fulbright awards received.

A semester of study abroad is a demanding academic experience that may not be for everyone. Seen not as a “break from college” but as a key component of Pitzer’s challenging liberal arts and sciences curriculum, Pitzer Study Abroad has strong support from faculty. Roughly 67 percent of Pitzer students will complete a study abroad program during their undergraduate career at Pitzer. Nationally less than 15 percent of U.S. college students study abroad and only 40 percent of those do so for a semester or longer. In comparison, nearly 90 percent of Pitzer students who study abroad are on full semester or year-long programs. The remaining students participate on Pitzer’s own six-week summer programs that are particularly demanding due to the intensive program structure. The College is pleased that the destinations chosen by Pitzer students are more diverse and widely distributed around the globe than the national averages with the majority of Pitzer students choosing programs outside of Western Europe and the English-speaking world. Pitzer College encourages students to stretch beyond their comfort zone to become engaged, thoughtful and critically reflective citizens both of their own country and the contemporary world.

Pitzer Study Abroad Options

Exchange in Argentina through ISEP: The culture of this vibrant nation blends European and South American traditions to form a unique heritage all its own. Students with four semesters of Spanish completed prior to participation may select from a broad range of courses at one of two institutions in Buenos Aires, Argentina’s lively capital city, or at a third university in the historically rich city of Cordoba.

Pitzer Exchange in Australia: University of Adelaide: With more than 2,000 international students from 70 countries, the University of Adelaide has produced two Nobel Prize winning graduates and nearly 100 Rhodes Scholars. The University of Adelaide has major strengths in biological sciences, physical sciences, environmental sciences and social sciences. Students live in university dormitories with Australian students and other international students.

Pitzer College in Botswana offers students an in-depth, cross-cultural learning experience organized around a challenging schedule of language training in Setswana, field projects and a core course on Botswana and regional development. Students live with host families and have the opportunity to pursue independent research and internships. Botswana is one of Africa’s most economically successful and politically stable countries. This “African Miracle” is home to 1.8 million people inhabiting 226,900 square miles of vast savannas, the Kalahari Desert and beautiful national wildlife parks. Botswana’s citizens enjoy standards of health, education and economic well-being rivaled on the continent only by neighboring South Africa.

Pitzer Exchange in Brazil: Open to students with advanced Spanish skills, this exchange with Universida de Federal de Roraima in Boa Vista offers students an intensive Portuguese language course as part of the required course load and the opportunity to live with a Brazilian host family. Boa Vista is the capital of the state of Roraima located in the north region of Brazil. Boa Vista’s estimated population is 250,000.

Exchange in Bulgaria through ISEP: The American University in Bulgaria is located in the southwestern part of the country in the city of Blageovgrad. A GPA of 3.0 is required for applicants interested in taking coursework in a broad range of social sciences including European history, political science, international relations and journalism.

Exchange in Chile through ISEP: This volcanic land of “Fire and Ice” has some of the most diverse landscapes in the world. Students with four semesters of Spanish prior to participation may choose between Pontificia Universidad Católica de Valparaíso, one of the most prestigious institutions in Chile and located in the cultural and legislative capital and main commercial harbor in Chile, or Universidad Católica del Norte in the coastal city of Antofagasta.

Pitzer Exchanges in French-Speaking Canada: Students select from one of several participating institutions in Quebec, Canada. McGill University in Montreal offers classes taught in English across the curriculum. Several other institutions throughout Quebec province offer coursework entirely in French as an option for students who have completed French 44. Students find their own housing in the local French-speaking community and live as regular members of a neighborhood in Montreal, Quebec City or Sherbrooke.

Pitzer College in China offers a unique in-depth learning experience in Beijing, China’s capital and the heart of cultural and political life. Among the broad modern avenues and picturesque traditional hutongs, you will find the nation’s leading universities, medical schools and centers of art and media. The program is affiliated with Beijing University, the premier institution of higher education in China. Students follow a structured and demanding schedule of intensive Chinese study, live in dormitories with Chinese students have a brief home stay with a Chinese family, take a core course on Chinese society and culture, and complete an independent study project. Students may also choose to take an elective course in Traditional Chinese Medicine (TCM), advanced Chinese, or calligraphy. Other elective courses can occasionally be arranged on a case by case basis.

Pitzer College in Costa Rica immerses students in two communities in Costa Rica while taking intensive Spanish and studying tropical and human ecology at the College’s own Firestone Center for Restoration Ecology on the Pacific Coast. Language skills improve while living with one host family near San Jose and completing an intensive Spanish course. In the second home stay in a community near the Firestone Center, families serve as important resources for students’ understanding of the regional ecological issues that will be studied in an independent research project. The courses in tropical ecology and human ecology are taught at the Firestone Center by faculty from The Claremont Colleges.

The Costa Rica program also offers a Spanish Track that emphasizes linguistic and cultural competence in Spanish, integrating appropriate disciplines in the comparative study of global/local education, health, and/or ecological issues. It uses Pitzer’s Firestone Center for Restoration Ecology (FCRE) as a base to engage in sustained longitudinal social science research projects of benefit to communities in the surrounding District of Baru. Students who participate in the Spanish Track in the Pitzer in Costa Rica semester spend the first half of their 16-week semester at the same language institute in San Jose. They spend the second half of their semester in the Baru area near the FCRE. Students must have intermediate levels in Spanish to participate in the Spanish Track.

Exchange in Denmark through ISEP: Aalborg University is Denmark’s youngest, most innovative and internationalized university with an interdisciplinary approach to teaching. Courses available in English include international cultural studies, psychology, economics, philosophy and political science. Students will live in student dormitories or local residences, arranged through ISEP.

Pitzer Exchange in Ecuador: The program is located in Quito, one of the most spectacular cities in South America, and affiliated with Pontificia Universidad Católica del Ecuador (PUCE). Structured to deeply involve students in Ecuadorian life and culture, the program offers a core course on Ecuador, intensive Spanish language courses or electives at the university for those who have advanced Spanish language skills, and an independent study project. Students live with Ecuadorian families in the suburbs of Quito, providing a unique opportunity to improve their conversational Spanish while exploring the richness and complexity of urban life. A second, rural home stay experience with a highland, Quichua speaking family allows students to participate in indigenous life and culture.

Pitzer Exchange in England: University of Bristol. The University of Bristol declares its priorities to be learning, discovery, enterprise-teaching excellence, internationally distinguished research and scholarship and effective knowledge transfer. Bristol’s track record in all three accounts for its position in the first rank of UK universities and its excellent reputation in Europe and the wider world. Located less than two hours west of London by train, Bristol offers a wide range of coursework. University-arranged, off-campus accommodations are available to exchange students.

Pitzer Exchange in England: University of Birmingham. The University of Birmingham is a leading research university in one of the most vibrant and cosmopolitan cities in Europe. At the heart of England’s industrial belt, the University of Birmingham offers a wide selection of courses in languages, literature, history, multidisciplinary programs, social sciences, government and politics, engineering, and health sciences. Accommodation is available in university-arranged housing.

Pitzer Exchange in England: University of Essex. The University of Essex is the United Kingdom’s most internationally diverse campus university with students from 130 countries included in the current enrollment of 8,000 students. Academic departments span the humanities, social sciences, science and engineering and law and management. Students are typically accommodated in residences near the campus.

Pitzer Exchange in France: Sciences Po. Sciences Po, with campuses In Paris, Dijon, Le Havre, Menton, Nancy, Poitiers and Reims is the prestigious university at which many of France’s political leaders have studies. Like Pitzer, it has a very explicit commitment to diversity. Classes are available In French and English in the following fields of study: Economics, International Relations, Law, History, Political Science and Sociology. Students with less than four semesters of previous French language study enroll in an intensive French language and culture studies program with French as a foreign language and can take social science courses taught in English. Each of the regional campuses has different foci. Students in Paris are housed with host families. Students enrolled at one of Science Po’s regional campuses reside In student residence halls.

Pitzer Exchange in France: The University of Nantes. The city of Nantes is two hours from Paris by train and is located close to the Atlantic, at the western end of the Loire river valley with approximately one million people living in the greater Nantes area. The University of Nantes is a large, well-known university with proportionately few foreign students among the 40,000 French students. Classes in the fields of languages, literature, history, geography, sociology, political science, economics, and psychology are taught in French and are open to students whose competence in the French language is up to the challenge. International students are housed in university residences and integrated with local French students.

Pitzer Exchange in France: The University of Valenciennes. Valenciennes, in northern France near the Belgian border, prides itself on its reputation for friendliness and getting around the city is convenient and safe. Its appeal includes a vibrant economy and an attractive way of life. The University of Valenciennes enrolls 12,000 students and offers a full range of subjects. Classes are taught in French and French language courses for non-native speakers are also available as support courses. Students live in a university residence on the campus or may rent a room from a local family. Students without strong French language skills may choose from a limited number of courses taught in English with an option to do an internship in Brussels in the spring semester.

Pitzer Exchange with Sarah Lawrence College In Paris. Sarah Lawrence College in Paris offers students exceptional opportunities to pursue their studies in the humanities, the social sciences and the arts. The breadth of these choices, combined With Sara Lawrence’s highly personalized approach to education, makes this program a unique opportunity. Sarah Lawrence has partnerships with a number of French institutions. Students may select courses at any one of these schools, as long as they have the required proficiency In French and appropriate academic background.

Pitzer Exchange in Germany: The University of Erfurt’s long history dates back to 1392, when it was established as Germany’s third university, after Heidelberg and Cologne. The city is a culturally lively and historically interesting location for students interested in economics, history, linguistics, literature, philosophy and social sciences. Students should complete at least one year of German language study prior to participating in the program. Students may continue German language studies at intermediate and advanced levels. A home stay with a local family may be possible or students will be housed on campus.

Pitzer Exchange in Germany: University of Koblenz-Landau, situated in the historic city of Landau in southeastern Germany, offers classes taught in English in literature, cultural studies and linguistics. Students can take German language classes at beginner, intermediate and advanced levels. Additionally courses are offered in German to students with appropriate levels of language competence. Single room dormitory accommodations are available on the Landau campus.

Exchange in Ghana through ISEP: Located on the western coast of Africa, Ghana is one of the most peaceful and politically stable countries in Africa. Students enroll in classes taught in English with local students at the University of Ghana. Fall participation is strongly advised so that students can take advantage of a required Twi language course. The most appropriate fields of study are African Studies, geography with resource development and the social sciences. One of the University’s objectives is to ensure that its students have an understanding of world affairs and the histories and cultures of African civilization. Students will live in student residences.

Pitzer Exchange in Hong Kong: Lingnan University. A major objective of Lingnan’s liberal arts education is to provide students with international exposure and whole-person development, particularly through bilateral cultural exchange. This is achieved by sending students abroad to experience different cultures, and by admitting non-local students for exchange or degree studies, so that they can experience Lingnan University’s liberal arts environment as well as enrich it. Lingnan University seeks to equip students with language and communication skills in order to cope with Hong Kong’s multilingual environment.

Exchange in Hungary through ISEP: At the Budapest University of Technology and Economics, students enroll in classes taught in English in Central European studies, engineering and social science. Alternately, students may study Central European languages and cultures, at the University of Debrecen with offerings in linguistics and British, Canadian and American cultural studies. Students are housed in local accommodations.

Pitzer Semester in Israel: University of Haifa. Through the International School, students may choose from a variety of courses taught in English, participate in an internship program, and take Hebrew and Arabic language courses. Students will also participate in a pre-semester intensive Hebrew Ulpan that is one of the most effective language learning programs in Israel.

Pitzer Exchange in Italy places students in the heart of the Emilia-Romagna region in the city of Parma. Home to Verdi, Toscanini, the country’s oldest university and Europe’s finest Romanesque cathedral, Parma offers a vital, friendly and authentic Italian setting off the tourist track yet within access of Milan and Florence. The program allows students to rapidly develop their language skills and arrive at a more profound understanding of Italian culture through an interdisciplinary core course and a half-credit course on Italian Renaissance Art while pursuing a community-based service learning project (independent study). According to interests, students are assigned to a volunteer organization in Parma (health, education, immigrant assistance, environmental, etc.) for a full immersion experience that combines Italian language, socio-anthropological training and field work. Students with sufficient Italian language skills have the option of a studio art community-based service learning project at the Paolo Toschi Art Institute in drawing and painting (oil, tempera, watercolor), TV/film direction, graphic and computer design, sculpture, or theater (acting and/or directing).

Pitzer Exchange in Japan: Kwansei Gakuin University. This university was founded in 1889 and relocated to the current campus in Nishinomiya, Japan, outside of Kobe, in 1929. At least one year of Japanese language study is required to be eligible for the program. Courses in Japanese and Korean language and culture are available to exchange students, as well as environmental studies courses at the Sanda campus. Students with sufficient Japanese language skills may select from any of the regular courses taught at the university. Students live with host families.

Exchange in Korea through ISEP: Students may select from one of three institutions in the capital city, Seoul: Korea University, Ewha Woman’s University or Yonsei University. No previous study of Korean language is required and a limited selection of course options is possible in English. Housing arrangements vary depending on the campus selected.

Exchange in Latvia through ISEP: Latvia, the heart of the Baltic States, has made a successful transition from Soviet Republic to member of NATO and the European Union. The University of Latvia, located in the historic city of Riga, is the largest in the Baltic region, where students may take courses taught in English in Baltic studies, as well as anthropology, economics, history and international relations. Latvian and Russian language courses from beginner through advanced levels are also available. Housing arrangements vary depending on the campus.

Pitzer Exchange in Mexico: Autonomous University of the Yucatan. The Autonomous University of the Yucatan, located in Mérida, offers a wide range of coursework in Spanish with Mexican students, giving occasion for a high level of cross-cultural interaction and collaborative work. Pitzer students need to be fluent in Spanish to qualify (minimum of four semesters of Spanish or its advanced equivalent). University-arranged homestays are available at or near the Yucatan campus.

Pitzer Exchange in Morocco: Al Akhawayn University. Set in the Atlas mountain region, Ifrane has been around for centuries with the earliest permanent settlement dating from the 16th century. The fall semester begins with an Arabic language course taught in Fes (or Fez), the third largest city in Morocco and an UNESCO World Heritage site. Students then relocate to the campus of Al Akhawayn University with classes in a broad range of liberal arts subjects. Courses are taught in English. Exchange students are expected to continue their Arabic language studies in addition to the other courses selected. Students live with Moroccan students in campus dormitories.

Pitzer College in Nepal is the College’s longest-running program and has gained recognition for its highly effective approach to language and cultural training. An intellectually and physically demanding schedule blends family stays, language classes, lectures, field trips, community projects and independent study. A trek and family stay in a Himalayan village, allow participants to learn first-hand about a surprising wealth of cultures and climates. The integrated curriculum enables students to interact more closely with the people and cultures of Nepal.

Pitzer Exchange in Singapore: Singapore Management University. Set up as Singapore’s first private university, SMU occupies a state-of-the-art city campus located in the heart of Singapore’s civic, cultural and business districts. SMU is home to more than 6,000 students and comprises six schools. Students must take Introduction to Malay or Chinese language and a course on Singapore while at SMU. Students are welcome to take any other courses from across the curriculum.

Pitzer Exchange in South Africa: University of KwaZulu Natal. Located in Durban, near the Indian Ocean, the University of KwaZulu Natal provides instruction in English across the curriculum. Special courses are available in Zulu language, cultural studies and media studies. The University of KwaZulu Natal offers a unique slice of the diversity of South Africa for a student of culture. Within a square mile one is likely to meet South African Indians, Afrikaners, Xhosas, Zulus, San, Sothos, Ndebeles and English-speaking peoples. University dormitory accommodation is offered.

Pitzer Exchange in Spain: University of León. The city of León is one of the most historic sections of Old Castile with a bustling market area and ample historic buildings to view. The University of Leon maintains high standards in both teaching and research in over 30 departments with particular strengths in biotechnology, natural resources and environmental sciences. Courses are taught in Spanish with regular Spanish university peers or students may enroll in a program of intensive Spanish language classes for the full semester. Students typically live in universityarranged accommodations which may consist of home stays or dormitory living, depending on availability.

Pitzer Exchange in Spain: Geranios Language Institute and the University of Sevilla. This program is coordinated through the Geranios Language Institute in Dos Hermanas, Spain, twenty minutes outside of Sevilla. The institute offers an orientation program and a three-week refresher Spanish class for students with intermediate and advanced Spanish language skills. Students are then eligible to take special courses arranged for foreigners at the University of Sevilla. The university classes cover topics related to Spanish area studies in fields such as literature, history, international relations and language. Students live in homestays throughout the area and commute by bus to classes each day. 

Pitzer Exchange in Thailand: Payap University. In Chiang Mai, students will find old-fashioned Thai hospitality in a thriving, modern metropolis where they can immerse themselves in the color and spectacle of Thai culture. Through the Thai and Southeast Asian Studies program at Payap University, students take courses in Thai language and culture as well as electives, which vary each semester but in the past have included topics in art history, Thai dance, Thai literature, major Southeast Asian religions, Buddhism, sustainable development, women’s issues/gender studies, environmental studies, and ethnic studies. Students live in an international student dormitory with a short homestay included during the semester, when possible.

Pitzer Exchange in Turkey: Middle East Technical University (METU). Based in Ankara, the capital of Turkey with a population approaching 5 million people, students on the METU exchange can select from a wide range of courses taught in English that they attend together with their Turkish peers. The university has strong offerings in the sciences, sociology, political studies and economics. While appropriate for students in any major, METU is an ideal choice for natural science students who want to explore a new culture while maintaining a competitive standing in their major. Combined with Pitzer’s cultural immersion model, through which students can study Turkish language and culture and live with a local family for the first few weeks of the program and then in METU residence halls with Turkish students, participants get the best of all possible worlds: a rich investigation of a fascinating culture at the crossroads of European and Middle Eastern civilization as well as a first-rate education.

Pitzer Summer Health Program in Costa Rica provides participants with an opportunity for a Spanish-speaking, cultural immersion experience and a first-hand look at health care in Latin America. The integrated curriculum combines intensive Spanish language study and family stays with health-related internships in San Jose, the Costa Rican capital city and a core course focused on health issues. Students accepted to the program must be enrolled in courses on campus in the prior spring semester to attend lectures and orientation during the spring semester. Several excursions help students gain a broader perspective on health and environmental issues.

Domestic Exchanges are possible with Spelman College (GA), Colby College (ME) or Haverford College (PA). Additional exchanges are available with the CIEL institutional partners-Alverno College (WI), Berea College (KY), Daemen College (NY), The Evergreen State College (WA), Fairhaven College (WA); Hampshire College (MA), Joseph C. Smith College (NC), New College (FL), New Century College (VA), Prescott College (AZ), and Marlboro College (VT).

Non-Pitzer Programs
In addition to the choices given above, a small number of students may be approved to attend programs administered by other institutions and organizations. To be eligible for a non-Pitzer program, students must demonstrate a significant level of appropriate academic preparation for the specific program selected and that the program meets a strong academic need that cannot be fulfilled on one of the already approved options listed above. The External Studies Committee will give preference to applicants for programs that focus on intercultural and language education and offer a strong fit with Pitzer’s graduation guidelines. Depending on the number of applications, approval for a non-Pitzer program is highly competitive so students should select an alternate option from the Pitzer programs and exchanges.

Note: This list of program options may change without notice. Consult with an adviser in the Office of Study Abroad for more information.


Preparation is required for students who intend to participate in study abroad. Students are encouraged to plan well in advance and are required to consult with their faculty advisers early in their academic career. Some programs have specific prerequisites, including the completion of courses related to a particular language, region, culture, or issue. In cooperation with the other Claremont Colleges, Pitzer offers a rich selection of appropriate courses in international, intercultural and language education. The Office of Study Abroad can provide interested students with advice on their program choices and help students make the most of what is almost always a life-changing educational experience.

The opportunity to participate in a study abroad program is a privilege and the application process is competitive. Students typically participate on study abroad programs in their junior year or the first semester of their senior year and those students are given priority. Class standing is determined by the number of courses completed so students normally should have completed at least 16 courses but not more than 25 courses prior to the semester of participation. Students may participate as sophomores if appropriate to the student’s academic plan and space is available on the chosen Pitzer program or exchange. Sophomores are not eligible for non-Pitzer programs. Ordinarily, second semester seniors and all first-year students are ineligible.

Participation in study abroad is generally limited to one semester during enrollment at the College. Students wishing to have a year-long or other study abroad experience may be eligible to do so through an exchange by demonstrating how the second experience fits with their overall educational plan at the College.

Students typically begin the application process by consulting early with their faculty adviser about their plans and attending an information session in the fall of their sophomore year. There is a preliminary application deadline in early December and a supplementary application deadline on the first Monday of February for both fall and spring semester programs. Priority is given to students who follow the advising procedures and meet all application deadlines.


For students participating in study abroad, cost is the same comprehensive fee (inclusive of tuition, fees, double room charge and full board) as a semester at Pitzer College. Students make a contribution to the cost of the airfare ($550 for the 2012-13 academic year) and the College will cover the remainder of the airfare charges out of Los Angeles for the first semester of study abroad. Students are responsible for the full airfare on any additional semesters of study abroad. Students traveling on dates that differ from the program dates or departing from airports other than Los Angeles may be responsible for the additional airfare charges. Normally, the costs for tuition, housing, food and the remainder of the airfare expenses are covered in the fees that Pitzer collects from each student. In cases where the total program costs paid by Pitzer, including the College’s own direct expenses, exceed the comprehensive fee, students may be asked to pay the difference. All fees, charges and expenses are payable in U.S. dollars in Claremont, California. There are other costs associated with overseas study that students should plan for in their budget. Students are advised to consult with a study abroad adviser early in the process about any additional expenses.

Financial Aid

Financial aid awards are transferable to semester programs approved by Pitzer College and the External Studies Committee. Financial aid is not available for summer programs with the exception of the Summer Health Program in Costa Rica. Pitzer College does not provide financial aid for students from other colleges and universities participating on Pitzer programs and such visiting students are advised to consult their home institution for information on whether their financial aid package can be applied to a Pitzer program.


Academic credit for the Pitzer programs and exchanges in Botswana, China, Costa Rica, Ecuador (partially), Japan, Italy and Nepal is treated as any other grades received in Claremont. Credit for all other exchange programs and pre-approved non-Pitzer programs will follow the Registrar’s policies for transfer credit. Students must check carefully to ensure that the course load abroad is the equivalent of four course credits or a full semester load at Pitzer College allowing for normal progress toward graduation. Students are required to study the host language in any non-English speaking destination unless already fluent in that language. In addition, students are required to take at least one area studies course and may receive credit for one or two other courses in any discipline as available at their chosen program. Please consult the Office of Study Abroad and the Registrar about the amount of credit typically awarded for each program. Faculty advisers will determine whether courses taken abroad can be used to fulfill requirements of a major or a minor. The coursework completed on a study abroad program may be used toward the residency requirement of 16 courses completed while registered at Pitzer.

No Pitzer College credit will be granted to Pitzer students for study abroad programs during the academic year without prior approval of the External Studies Committee and payment of the regular Pitzer College comprehensive fee and airfare contribution. This applies to any course work taken outside of the United States or outside the campus of another U.S. institution during the regular academic year. This policy does not apply to summer programs or to courses enrolled in or completed by students prior to their admission to Pitzer College.

Application Process

Applications for participation in study abroad programs for either Fall 2013 or Spring 2014 include the Pitzer Study Abroad Application due in early December 2012 and any supplemental application forms due on the first Monday of February 2013. Priority is given to students meeting all Pitzer application deadlines. Students applying for non-Pitzer programs and fall programs with early deadlines must submit the complete application by the December deadline. Note: Non-Pitzer programs will require that students complete Pitzer’s forms in addition to the program’s own application paperwork which may have earlier deadlines.

Selection Process

Selection for any particular program is based on a student’s college record, the strength of the application essays, academic preparation and suitability of the chosen program to the College’s goal of intercultural understanding. The competitiveness of the applications will vary based on the number of applicants, the limited availability of some exchanges or the allotment of limited spaces on non- Pitzer programs. All applicants are required to list a Pitzer program or exchange as an alternate choice. The External Studies Committee, consisting of faculty, students and staff will make final selections. In the event that the number of qualified applicants exceeds the number of spaces available for studying abroad, priority for programs with limited spaces will be based on class standing and the strength of the application. Some qualified students may be asked to delay their participation to another semester or to select an alternate program. Students on academic or disciplinary probation or with outstanding debts to the College are ineligible for participation in study abroad.

Further information on study abroad is available through the Office of Study Abroad. Students are encouraged to drop in or contact the office by e-mail at studyabroad@pitzer.edu, or visit the Pitzer College Study Abroad Website at www.pitzer.edu/studyabroad.

English Language and American Culture Studies

Established in 1977, Pitzer’s English Language Programs develop advanced levels of English proficiency for international students. Programs include the Bridge Program for English proficiency for incoming students; the Global-Local Studies Program with Kobe Women’s University in Japan; the Claremont Study Abroad Program (CSA) for visiting students; the International Fellows Program (IF) with the Peter F. Drucker and Masatoshi Ito Graduate School of Management at Claremont Graduate University; and the English language and American studies for Study Abroad Exchange Students. See also International Students  section.

Community-Based Education Programs Community Engagement Center (CEC)

The Community Engagement Center (CEC) at Pitzer College is committed to teaching students to be responsible citizens of local communities by linking a liberal arts education to concrete action. CEC supports Pitzer faculty, students, staff and community partners in forwarding social responsibility and community engagement in surrounding neighborhoods through research, service, advocacy and action.

CEC works in the community creating partnerships not to dispense “expert” solutions to pre-defined needs, but to identify and engage resources-both human and material-within the community. Among its core partnerships are the Pomona Labor Center and Fernando Pedraza Community Coalition, both programs of the Pomona Economic Opportunity Center (PEOC); Camps Afflerbaugh-Paige, a youth detention camp located in La Verne; and Prototypes Women’s Center in Pomona, which serves at-risk women and their children. At these sites both faculty and students are provided with extraordinary opportunities to engage in applied problem-solving activities. Ongoing programs include teaching English as a second language to day laborers, facilitating a writing and spoken word program for incarcerated youth at Camps Afflerbaugh-Paige, and providing tutoring, mentoring and childcare at Prototypes.

In addition to these core partnerships, CEC works with dozens of local community organizations and schools on themes related to social, cultural, political and environmental justice and community-building. CEC endeavors to support faculty and students with the logistics of community engagement (travel, funding, and programmatic resources) as well as pedagogical tools related to research and service. Through on-going relationship-building with community partners and advocating of community-based learning and teaching within the college culture and curriculum, CEC advances Pitzer’s learning objectives related to social responsibility and intercultural understanding.

CEC is located on the second floor of Bernard in the Core and in Avery 105-107. Contact us at cec_staff@pitzer.edu or phone 909.607.8183. For further information, visit our website at www.pitzer.edu/offices/cec.

Munroe Center for Social Inquiry

The Munroe Center for Social Inquiry at Pitzer College promotes interdisciplinary research and public discussion of important issues concerning society, cultures and public policy. Each year the Center sponsors a themed series of events, including lectures, seminars, panel discussions, exhibitions, screenings, and performances. Students of the Claremont Colleges can apply to be Student Fellows of the Center for each spring semester. MCSI Student Fellows enroll in MCSI 195 PZ , which involves attending all of the spring events of the Center, small group meetings with the Center’s visiting speakers, and the preparation of a semester long research paper or media presentation. The position of Student Fellow in the Center is limited to 22 students, with 14 spaces reserved for Pitzer students and up to eight spaces available for students from the other Claremont Colleges. Applications are available from the Dean of Faculty’s office and on the Center’s website and are due in November 2012. In the spring of 2013, the Center’s theme of inquiry is The City. The Director for 2008-13 is Professor Daniel Segal. For more information about the Center, see www.pitzer.edu/mcsi

Pitzer in Ontario Program

Pitzer in Ontario is a comprehensive, semester-long, three-course community-based education and cultural immersion program in Ontario, California, with theoretical foundations in the social sciences and a strong emphasis on experiential education. The program integrates an extensive internship with interdisciplinary coursework that provides the analytical framework from which social and urban issues can be effectively evaluated. The core course, Critical Community Studies, provides a transdisciplinary, theoretical and contextual framework for the Pitzer in Ontario program. The Social Change practicum course incorporates an intensive internship experience to provide students with a focused exposure to the roles particular agencies play in addressing urban issues and a hands-on experience in playing a proactive role in the local community. The primary goals of the Qualitative Methods course is to use the classroom itself to generate empathy toward conditions of research and to enable the creation of a mutually beneficial research project at the internship site. See here  for course descriptions. 

Bachelor/Master’s Accelerated Degree Programs

Claremont Graduate University offers superior undergraduate students at The Claremont Colleges the opportunity to work simultaneously toward the completion of their undergraduate degree requirements and a master’s degree in selected academic fields. Applicants must be recommended by their respective colleges and usually enter the program at the beginning of their junior year or later. Depending on the students’ qualifications, these programs will involve some shortening of the time normally required to complete an undergraduate and a master’s degree.

Pitzer College and Claremont Graduate University offer several programs in mathematics, economics and public policy, leading to both a bachelor’s degree and a master’s degree. Further information on the accelerated degree program in mathematics is contained under Mathematics .

The BA/MSIS Accelerated Program in Information Science offers Organizational Studies majors the opportunity to obtain an accelerated M.S.I.S. degree. For further information see Organizational Studies .

The BA/MA Accelerated Degree Program in Psychology offers majors the opportunity to obtain an accelerated MA degree in Psychology. Students must formally be admitted into the School of Behavioral and Organizational Sciences at CGU. For further information see Psychology .

The BA/MPH Accelerated Degree Program in Public Health offers majors the opportunity to obtain an accelerated bachelor’s and Masters in Public Health within five years. The first three years of study are undertaken on the Pitzer campus. Students must formally apply to the School of Community and Global Health at CGU in the spring semester of their junior year. If accepted, students begin taking MPH courses in their senior year. Details of specific course requirements, recommendations and general program expectations may be obtained from Darleen Schuster at CGU.

The BA/MPP Accelerated Degree Program in Public Policy is directed toward students majoring in Political Studies, Organizational Studies, Environmental Studies and Sociology; however, students with other majors may apply. Interested students should contact a member of one of the following field groups: Political Studies, Organizational Studies, Environmental Studies, or Sociology.

Combined Bachelor/Medical Degree Program

A unique linkage program between Pitzer and Western University of Health Sciences in nearby Pomona, California, allows students to complete the BA degree from Pitzer and the Doctor of Osteopathic Medicine (DO) degree in seven years.

Admission to this program is highly selective. A joint Admission Committee admits a maximum of six students each year. The Admission Committee expects that applicants have taken some of the most challenging courses offered at their high school, including Honor/AP/IB biology, Honor/AP/IB chemistry, Honor/AP/IB physics and Honor/AP/IB calculus. In addition, we expect to see community involvement and motivation for a career in primary care medicine. Finalists are required to come for a day-long personal interview with the Admission Committee at Pitzer and Western University in late March. Interview dates change from year to year, so we advise you to check our website for the most up-to-date information.

Admitted students will study at Pitzer for three years, fulfilling the Education Objectives and premedical requirements, interacting with Western University clinics and physicians, and undertaking medically related internships. Upon completion of their third year at Pitzer and having maintained a minimum overall GPA of 3.20 in the non-science courses, a minimum of 3.30 in the science courses, and a minimum of 24 on the scored sub-tests of the Medical College Admission Test, and demonstrated personal dedication and traits suitable for health professions and career development, students will be admitted to Western University of Health Sciences where they will pursue the four-year course of study for the DO degree. This is followed by internship and residency. For further information and an application, contact the Office of Admission at Pitzer.

Combined BA/BSE in Management Engineering

A five-year program, offered in conjunction with other institutions, allows students to receive both a bachelor of arts Degree in Management Engineering from Pitzer and a Bachelor of Science Degree in Engineering from the second institution. The first three years of study are undertaken on the Pitzer campus. After this, students enroll in the engineering programs at other institutions. Upon completion of the two-year engineering program, graduates simultaneously receive an engineering degree from the second institution and a bachelor of arts degree from Pitzer. Although a formal program exists with Columbia University, students can transfer to other engineering programs. It is essential for students to plan courses carefully and early in the program. Details of specific course requirements, recommendations, and general program expectations may be obtained from Prof. Jim Higdon or other members of the Keck Science Faculty.


Comprehensive internship listings can be accessed through the Career Services office and the Center for California Cultural and Social Issues, CEC. Internships affirm Pitzer’s commitment to connecting knowledge and action. They also provide opportunities to link Pitzer students to social issues in Los Angeles communities and thereby enhance awareness of social responsibility. Internships can provide students with an opportunity to select and gain invaluable work experience and thereby enhance career development. Often, in conjunction with a class requirement or as part of an Independent Study, an internship can be arranged for academic credit. See p. 316 for Guidelines for Internship and Community Service Independent Study.

Independent Study

Independent Study is a creative option for students wanting to explore an area in more depth. The provisions for Independent Study are intended by the faculty to foster students’ intellectual development. It is hoped that students will develop the capacity to plan and execute  projects of their own conception and will acquire a competence in original research and writing beyond that required by the regular courses of instruction. See p.316 for more information about Independent Study.

Teacher Education

As preparation for teaching all subjects in an elementary school classroom, students must pass the MSAT (Multiple Subjects Assessment for Teachers) of the PRAXIS Series and the California Basic Educational Skills Test (CBEST) which they are strongly encouraged to  take before their senior year. Interested students should see Professor Mita Banerjee or Professor Maya Federman and should contact the Career Services for information regarding teaching as a career. The Office of Teacher Education at Claremont Graduate University  also has specific information regarding its Internship Program.

Although there is no undergraduate major in education at The Claremont Colleges, students seeking an Elementary Teaching Credential should take courses in the following areas in preparation for the MSAT and a graduate program in teacher education: (a) 5 courses in English, linguistics, basic writing and communications; (b) 4 courses in mathematics, science (including health, environmental, physical and natural), statistics and computers; (c) 5 courses in the social sciences, including one course that addresses the U.S. Constitution;  (d) 3 courses in the humanities, such as dance, art, music and philosophy; (e) 2 courses in a foreign language; (f) 1 fieldwork experience, such as intercollegiate courses Education 170G and 300G; and (g) 1 course in the study of education, such as sociology of education, culture and education, educational psychology and early childhood education. Students planning to enroll in Claremont Graduate University’s Teacher Education program can use Education 300G toward their credential program.

Students seeking a Single-Subject Teaching Credential should declare a major in the field they wish to teach.