T2 programs 20-21

Wellesley T2 Abroad Custom Programs

These programs are offered exclusively to Wellesley students and are adaptations of pre-approved semester-long programs that align with the Wellesley Fall 2020 calendar.

Programs may be modified or cancelled at any time and will only be offered if certain travel, health and safety benchmarks are met. 

For additional information, contact OIS or consult our FAQ.


Financial information

Students will be billed Wellesley College tuition for the Fall Semester plus a program fee of $4,443 (50% of Wellesley’s Fall Semester room and board fees). The program fee will cover housing, meals, and reimbursement for round-trip transportation to the program site up to $1000, onsite orientation, excursions and cultural activities, and 24/7 access to local staff for emergency assistance. Financial Aid applies. 

How to apply

Students may submit applications to multiple programs and will be considered on a space available basis after the July 10 deadline.

Please complete the preliminary application and a Proposal to Study Away in My Wellesley. 


Students applying for programs with an internship component will need to submit a cover letter, resume and letter of recommendation from a faculty member or employer, by July 23. 

Students applying for the Bath program, which includes a tutorial with Oxford University tutor, will need to submit a statement of purpose that outlines relevant courses or extra-curricular activities that you have previously undertaken, what you hope to gain from pursuing the tutorial option, and any specific topics that you would like to focus on, as well as a sample of your work (e.g. an original essay, paper, or piece of creative writing) by July 23.


DENMARK: Study Abroad in partnership with DIS

  • Coursework (choose 2) to be selected from: History of Copenhagen: Structure, Plan, Design; Danish Politics and Society; Activism: Engagement and Resistance;
    Nordic Noir: Crime Fiction, TV Series, and Film

  • Program Dates: November 1 - December 18, 2020

  • Housing in DIS accommodations in Copenhagen (TBD)

  • Language of Instruction: English

  • Min 12/Max 24

  • More information can be found on the DIS website.

  • View info session recording here.


Course Description(s)

History of Copenhagen: Structure, Plan, Design

The question underlying this course is a simple one: Why does Copenhagen look the way it does? The answer is less simple, though. Cities are human artifacts whose structure, plan, and design have evolved over the centuries in response to ever-changing needs and ideas. Therefore, to grasp current Copenhagen, we embark on an exciting journey into European intellectual, artistic, religious, political, economic, social, technological, and military history. (HS)

Danish Politics and Society

This course provides you with broad-ranging knowledge of Danish politics and society, exploring contemporary issues of the welfare state, immigration, and EU cooperation. It focuses on Danish political parties, NATO, and international relations vis-a-vis Danish values and national identity. (SBA)

Activism: Engagement and Resistance

This course explores the relationship between thought and action. This is a project-based course on empirical and theoretical approaches to taking action in your world. You learn the necessity of careful analysis and research in order to carry out successful activist projects. Taking indignation as a point of departure and building on the analysis of economy, work, climate, gender, war and so forth, you prepare an activist project and agenda. (SBA)

Nordic Noir: Crime Fiction, TV Series, and Film

Why are the TV series, movies, and crime fiction of Scandinavia so appealing? Is it the terse language, the Nordic landscape? Is it that the protagonists are anti-heroes, feminists, or outsiders? In the novels and on the screen, secrets are exposed and the postcard perfection of the Scandinavian welfare state is revealed to have a dark side. We study novels and TV series to encircle the phenomenon of Nordic Noir and discuss how these mirror Scandinavian society today. (LL)



ENGLAND: Study Abroad in partnership with Advanced Studies in England

  • Coursework (choose 1): Myths & Legends of Britain & Ireland; The Vikings; or Writing Character Driven Prose 

  • Individual Tutorial based on your academic interests, taught by Oxford faculty (remote)

  • Program Dates: October 31- December 19, 2020

  • Housing in individual rooms in shared apartments in Bath

  • Language of Instruction: English

  • More information available on the ASE website

  • Min 8/Max 18

  • View info session recording here.


Course Description(s)

Myths & Legends of Britain & Ireland

Britain and Ireland have a rich heritage of myths and legend that merit comparison with the better-known Greek and Norse cycles. This course will begin by analysing early Celtic myths and legends, exemplified by the Irish epic The Táin and the Welsh Mabinogion. We will examine the cultural practices and values that the texts reflect, and consider the relationship between myth and history in these tales of romance, spells, shape-shifting, and battle. We will read the earliest tales of King Arthur, along with adaptations ranging from the medieval period to the nineteenth century, and compare this aristocratic figure with Robin Hood, a hero of the people. We will explore legends of fairies, giants, dragons, and boggarts, myth revisions by modern poets such as Yeats and Eliot, and examples of contemporary mythmaking. (LL)

The Vikings

The image of the pillaging Viking raider is a mainstay of popular culture, but behind that image lies a much more complex reality.  From its base in Scandinavia, the Viking world stretched from the Arabic caliphates in the east, across the whole of Europe, and out to North America in the west. It was diverse, culturally complicated and politically influential. This course will explore the history of the Vikings through their own primary source material, their art and technology, their vibrant literature, and the myths that they created. We will also look at Viking society through an examination of gender roles, and their cultural interactions with a wide variety of other peoples: from the Saami in the Arctic Circle, and the Anglo-Saxons and Celts in the British Isles, to people in the Slavic countries, the Byzantine empire, and beyond. Students will engage with a wide variety of primary source material, both documentary and archaeological, produced by the Vikings and by their opponents, as well as with the vibrant secondary literature. (HS)

Writing Character Driven Prose

The novelist John Gardner observed that a character’s ‘subtle emotional signals […] show where the action must go next.’ A hand gesture, a snippet of dialogue, even a pause can reveal much about a character’s experience, personality and motivation, so that any writer listening closely to what their character has to say will inevitably write a truthful story. In this module, we will analyse a range of character types from both fiction and nonfiction, exploring the complex relationships among writer, character and reader. We’ll also consider the dynamic between character, plot and structure, and how these relate to form in the writing of prose. Through various study activities and assignments, students will expand their understanding and use of technique, as well as experimenting in whichever form or genre of prose interests them most. They will participate in regular workshops and receive feedback on their writing, as well as formulating constructive responses to the work of others. This will enable them to develop the clarity and dexterity of their prose, with the aim of redrafting and polishing one or more of the writing assignments to a publishable standard.

Individual Tutorial

Following the model of Oxford University, Advanced Tutorial Programme students meet weekly, for two hours – individually or in pairs – with a professor specialising in their subject (or language) of choice. Classes are usually held either in the professor’s home or at a college room in Oxford, or at Nelson House in Bath. Tutorial students are set regular assignments, culminating in a portfolio of work on which final assessment is principally based. For students of classical or modern languages, assessment is continuous and derives from a series of papers and/or tests, and a final examination. Language tutorials are not available to complete beginners.


FRANCE: Global Challenge Course + Intensive French Language 

  • Coursework: FREN 204S Le Déconfinement: France, Feminisms and Post-Pandemic Futures
    taught remotely by Wellesley Prof. Hélène Bilis (0.5 unit);
    Independent Study in History or Literature overseen remotely by Wellesley faculty in collaboration with Com’en France (0.5 unit);
    Intensive French Language (various levels) offered in person by Com’en France (1.0 unit)

  • Program Dates: November 1 - December 20, 2020

  • Housing: single rooms in host family in Bordeaux

  • Language of Instruction: English & French

  • Prerequisite: 1 unit French language course at any level

  • Min 6/Max 14

  • View info session recording here.

Course Description(s)

Le Déconfinement: France, Feminisms and Post-Pandemic Futures

Before the COVID-19 pandemic struck France, the country was embroiled in debates between pro and anti- #MeToo defenders, polemics surrounding France’s unconditional support of artists accused of sex crimes (e.g., Roman Polanski, Woody Allen, and Gabriel Matzneff), and calls for the government to respond to the country’s high rates of domestic abuse. While discussions paralleled North America debates, the rhetoric, responses, and proposals put forward took a distinctly French turn, as, for example, with #balancetonporc (denounce your pig) and efforts to situate sexual harassment within the history of French galanterie and libertinage against what some viewed as the encroachment of American puritanical thinking. As in the United States, confinement has only exacerbated gender inequalities, making clear that while women represent a large percentage of “essential workers,” they are also disproportionately working the “second shift” in their homes as they are tasked with providing a larger share of child care and performing more household chores than their male counterparts. This course will familiarize students with past and present feminist movements in France, the land of “liberté, égalité, fraternité” and birthplace of Simone de Beauvoir. Students will engage analytically and experientially with post-confinement French efforts and obstacles to creating a more gender equal society.


GERMANY: WellesleyT2-in-Bremen

  • Coursework: European Healthcare & Welfare + Intercultural Communication 

  • Program Dates: October 26 - December 20, 2020

  • Housing in single rooms in residence hall

  • Language of Instruction: English

  • Min 6/Max 12

  • View info session recording here.



Course Description(s)

European Healthcare and Welfare

The aim of this course is to familiarize students with various aspects of European welfare states and health care systems - their historical roots, political framework and cultural foundations. A specific focus will be Germany’s welfare and health care schemes in comparison with the American and other European models. Experts from the medical sector will introduce practical aspects. The course builds on assigned readings, in-class discussions and student presentations. The course will include meetings with policy makers and practitioners from important medical institutions in Germany and Europe. (SBA) Syllabus from 2018 linked here, but content being revised for 2020.


Intercultural Competence & Cultural Sensitivity

During the first and second weeks of the course, the focus is on introducing definitions of culture and its influence in health delivery systems; reflecting on how one´s own individual world view affects understandings of reality and the relationships that we engage in. Concepts such as Cultural Competence and Cultural Quotient (QC) are introduced at this point of the process, inviting students to reflect on their own cultural competency and how to increase their cultural self-awareness, gaining a deeper understanding of their assumptions/stereotypes/biases. Self assessment and reflective practices support this part of the process. The second and third weeks of the course introduce students to the health concerns of diverse populations, looking at how culturally diverse groups experience access to quality health care or lack thereof. In this context, students reflect on the health barriers, as well as, embedded inequities and biases that these systems reproduce on health care provision to minority groups (three case studies are introduced at this point of the course with an emphasis of the experiences of diverse groups in the US and German health systems). This section of the course aims at helping students recognize the behavioral and social factors related to culture and health, as they become more aware of the differing health status of culturally diverse groups. The course ends with a review of the foundations for cultural competence in health care. More detailed course information linked here. (SBA)

IRELAND: Study Abroad + Internship in partnership with API

  • Coursework (choose 1): TBC - Global IT and Ethics, or The Global Condition, or similar offerings

  • Internship: 120-hour placement in field related to course choice or major with internship course 

  • Program Dates: November 1 - December 20, 2020

  • Housing: Shared room in apartment with other Wellesley students in Dublin

  • Language of Instruction: English

  • Min 10/Max 18

  • View info session recording here.



Course Description

The Global Condition

Is the world getting better? Is there such a thing as global ‘progress’ and, if so, what does it look like? Students will examine the idea of progress from different theoretical, cultural and marginalized perspectives, considering how progress has been defined, by whom, and by which standards. They will apply their understanding of progress to contemporary global phenomena such as economic globalization, international organizations, violent conflict, interactions between humans and the environment and the spread of new technologies. This course will take an interdisciplinary and intercultural approach to viewing problems and issues of progress at a global level. (Syllabus under development - probably SBA)



ITALY: Food Studies in Florence

  • Coursework: Sustainable Food Production in Italy + The History and Culture of Food in Italy

  • Program Dates: November 1 - December 20, 2020

  • Housing: Student housing is in shared apartments with other Wellesley students in Perugia

  • Language of Instruction: English

  • More information available on the ISI website

  • Min 15/Max 18

  • View info session recording here.



Course Description(s)

Sustainable Food Production in Italy

There are more than six billion humans on the planet, each of whom needs to eat every day: ever-higher food production is contributing to faster use of non-renewable fossil fuels and environmental degradation. What modes of food production and consumption may be viable, sustainable responses to this problem? What are some alternative models of food production? How are people responding to increasing inequalities relating to food availability? What can we learn from Italian food cultures in terms of sustainability? This course focuses on the radical increase in food production over the last 70 years and the ecological and social problems it has created, as well as on some possible solutions: the organic movement, Slow Food, and the shift towards local food. A critical eye on these movements and analysis of their ability to change the trajectory of the global food production system, which is rapidly heading for collapse, will be casted. (SBA)

The History and Culture of Food in Italy

What can food history teach us about contemporary culture? In this course, we will explore the history of food in Italy as a gateway to understanding present Italian culture. By examining the factors that have shaped Italian food, cuisine, and taste, the variations in eating habits of different socio-economic classes, and the essential role played by food in constructing Italian identities, we will shed light on fundamental patterns in Italian history and society. This exploration will lead us to consider processes of social and cultural exchange, political and religious influence, and economic and scientific development. Through a mix of discussions, readings, source analyses, workshops, projects, and a field trip we will investigate Italian food and culture from Antiquity to the present. After the completion of this course, students will have acquired a specific set of historical skills as a result of having developed a critical understanding of food history, an interdisciplinary approach to the study of Italian culture and society, and a framework for analyzing Italian history. (HS)

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SPAIN: Study Abroad with PRESHCO

  • Coursework: Pick 2 courses from Using Spanish is Social Situations, Spain & its Complex Manifestations of Tradition & Vanguard, or Controversy & Conflict in Social Contexts
    (all taught in Spanish)

  • Optional Part-Time Internship (not for credit)

  • All courses will include at least one field trip, and there will be 2 group excursions in the region

  • Program Dates: October 30 - December 20, 2020
    (with remote language & culture pre-session October 22-28)

  • Can be combined with 3 week full time internship in January or with spring semester program

  • Housing: Single rooms with private bath in host family

  • Language prerequisite: post intermediate Spanish (SPAN 241 or equivalent)

  • Min 8/Max 20



Course Description(s)

Using Spanish in Social Situations

Pragmatics is the study of language as used in social situations. Effective communication requires the ability to manage language resources that respond to the changing dynamics of factors in each social interaction. This class will address how to read cultural aspects of communication with Spanish speakers and how to choose the appropriate linguistic responses


Spain & its Complex Manifestations of Tradition & Vanguard

The Iberian Peninsula is strategically situated between two major bodies of water and two continents. This geographical reality has generated over the centuries a sociocultural legacy that is the result of continuous movements of peoples who have struggled to maintain its identities and traditions, while at the same time generating unique and original responses. This is especially apparent in southern Spain and its territories. This class will provide an analysis of how Spanish geography and climate have contributed to traditions that over time have produced both dark periods as well as splendor and light that has influenced the western hemisphere. The uniqueness of its art and architecture, literature, music, and philosophy will be studied through the reality of Córdoba.


Controversy & Conflict in Social Contexts

One of the most intriguing aspects of life in Spain is the extraordinary diversity of ideas and ideologies. Politics, language, gender, education, healthcare, historical memory, immigration, colonialism, diversity, racism, monarchy/republic; these are only some of the topics that generate controversy and diversity of opinions in Spanish society. This class will encourage students to explore topics of current interest observing them from the way Spaniards of all backgrounds and identities perceive them.