Contemporary India

Development, Environment, Public Health

The Contemporary India program introduces U.S. undergraduates to some of the most dynamic, exciting areas of Indian society, politics, economics, and culture today. Environmental issues, development, social justice, economics and public health, in particular, are key areas in which India both faces unprecedented challenges and is on the global cutting edge of finding solutions.

By providing a core academic base and allowing progressive specialization though electives, culminating in an internship, directed research project, or documentary film of the student's own choosing, the Alliance's Contemporary India program takes an interdisciplinary yet focused approach to these timely and provocative issues, both as they apply to India and in their global context.

Through this lens of Contemporary India, the Alliance seeks to turn highly-motivated, adventurous U.S. undergraduates from a wide variety of majors and academic interests into sensitive and sophisticated global citizens, with a nuanced understanding of complex international, regional, and local issues.

Meet our on-site staff members who keep the Pune program running smoothly.

Pre-Requisites and Academics

To be eligible for this program, students must have a minimum GPA of 3.0 and be enrolled in an undergraduate degree program at an accredited U.S. institution. No previous academic or language coursework is required.

Students are required to take a curriculum of development-focused South Asian studies courses. In the fall and spring terms, students receive 15 credits. In the seven-week summer term, students receive 6 credits.

Pune (also known as Poona), a vibrant, bustling city of 3.5 million people that has long been considered India's intellectual center, makes an ideal location to study contemporary India. A short train ride from the mega-city of Mumbai, Pune offers U.S. undergraduates a stimulating exposure to the best and most intriguing elements of contemporary India--a dynamic, multi-dimensional India that is both rooted in tradition and increasingly global.

Recently named in Forbes magazine as one of the world’s top three emerging global cities, Pune is home to many of India’s most prestigious academic institutions and has a thriving student scene. In addition to a wealth of traditional culture and performing arts resources, Pune hosts many of the country’s most forward-thinking NGOs and is a striking example of the “new India,” with technology and international business rapidly bringing a new dimension to its already multi-faceted urban landscape. Also the focus of an episode of the PBS NOW series, Pune stands out among Indian cities as a compelling indicator of national and global economic, social, and technological trends.

Alliance Program Center

The Alliance's Pune program is based at Fergusson College, one of India's oldest and most prestigious liberal arts colleges. Founded by nationalist leaders in 1885, and alma mater to two prime ministers and scores of national leaders, Fergusson enjoys a beautiful green campus in the thriving, centrally-located Deccan Gymkhana neighborhood. Alliance students are able to enjoy the best of campus life while having a welcoming program center dedicated to Alliance courses and activities.

Our Pune staff have extensive professional experience in study abroad in India and a well-connected local network, and will work to maximize students' learning both inside and outside the classroom, while maintaining the highest standards in health, safety, and professional program management.

The semester curriculum consists of two required courses:

1. Core Course: Contemporary India
2. Internship/Directed Research/Documentary Film

In addition, students choose three electives for a total of 15 semester credits.

• All courses involve a minimum of 44 contact hours.
• At least one elective must be directly related to the student's internship, directed research, or documentary film.
• In addition to regular courses, the program offers students the option of taking co-curricular, non-credit classes in yoga, Kathak dance or Bharatnatyam, classical vocals, a musical instrument, Marathi language, or other cultural activity.

SOCI 360: Contemporary India (required - 3 credits)

A political, historical, and social survey of post-Independence India as a complex yet unified multi-cultural, multi-linguistic, religiously pluralistic democracy and rising major global power, this core course gives students the ability to understand current events they see around them, contextualized within a historical framework. Topics include: colonialism, nationalism, and independence; Gandhi, social activism and the 1960s; gender and caste; 20th century literary, religious and philosophical movements; and recent history from 1990 to the present.

INTS 380: Internship / DIRR 380: Directed Research / DOCU 380: Documentary Film (required - 3 credits)

Students are matched with internship and research placements based upon academic interests articulated in their Internship/Directed Research form. Internships require students to thoughtfully and critically integrate the academic, experiential, and professional within an organizational context, whereas directed research involves a formal research project carried out within an organization, a library, or the field.
The documentary film option allows students to conduct and present research through a visual rather than a written medium. Working closely with a faculty member who is also a film director, as well as students from the Film and Television Institute of India (FTII), students are expected to produce a short film on their selected subject area.

All projects are conducted under close academic supervision and entail a final paper or project with accompanying presentation.

The internship/directed research/documentary film component involves a minimum of 155 contact hours, roughly broken down as follows:

• 96 hours (minimum) – hands-on work in the organization, library, or field
• 6-8 hours preparatory workshops
• 38 hours – meetings with Internship/Directed Research/Film Faculty (both group and individual) and faculty guides, as well as familiarization meetings with the organization, interpreters, and other key contacts prior to commencement.
• 15 hours – attendance at final presentations and oral evaluation

ESEI 380: Environmental Perspectives (elective - 3 credits)

India’s ongoing population explosion, along with its steady march toward urbanization and industrialization, has placed significant pressure on its land and natural resources, leading to severe deforestation, water and air pollution, and land degradation, among other many critical environmental issues. This course exposes students to environmental issues both from an Indian and global perspective, exploring natural, social, economic and political facets of these complex yet pressing concerns, as well as culturally-specific and global strategies for addressing them.

HSPH 300: Public Health (elective - 3 credits)

India faces unique and daunting challenges in the area of public health, battling malnutrition, infectious disease, and high infant mortality. This course will take a multidisciplinary approach to public health in India, incorporating policy development, gender issues, social justice, health economics, epidemiology, behavioral sciences, and health services management. Students will carefully interrogate how social, political, and economic factors facilitate or mitigate the production and transmission of disease, and evaluate ethical and practical consequences of policy and scientific initiatives. 

SOCI 370: Bharat and India: A Growth Story (elective - 3 credits)

The Indian experience of the global trend of urbanisation is complex, multidimensional and diverse. In spite of this strong trend, India still has the largest rural population in the world. This course will focus on challenges posed to the process of development by the existence of these sectors. The course will study the profiles, characteristics, interrelations and patterns of these sectors. We expect that this will give a rich understanding of the Indian growth story, its institutional framework and challenges for the future.

SOCJ 365: Social Justice (elective - 3 credits)

Social justice movements in India may be most widely known through the iconic figures of Mahatma Gandhi and B.R. Ambedkar, but there is a rich and diverse tradition of Indian social justice theory and action dating from the British Raj era to modern Dalit, tribal, and women’s movements. This course offers students an overview of social justice thought and activism in India, evolving through nationalism and the freedom struggle, 20th-century political and social movements, and contemporary economic, caste, and gender disparities.

ECDE 390: Development Economics (elective - 3 credits)

There is an economic struggle going on in today’s world in which rich nations like USA & European countries are trying to tackle their problems of debt, unemployment & unequal distribution of income. On the other hand, “emerging markets” like India & China are trying to increase their income levels as fast as possible, making new experiments in their economy all the time. And still there are African countries who are dealing with basic problems of hunger, poverty & AIDS. In short we can say, all the countries are trying for “development” at their own level.

CSNF 350: Nation, Caste, and Gender through Film (elective - 3 credits)

Though best known through the Hindi language production powerhouses of Bollywood, Indian films are produced in over 17 languages with a wide and diverse range of subjects and genres. This course provides a critical overview of post-Independence Indian cinema, with a particular focus on social and political ideologies embedded in representations of nation, caste, and gender. Students examine how this popular cultural form has served as an important vehicle for disseminating and constructing Indian national identity, and develop analytical tools for understanding contemporary Indian culture through film and visual media.

HIND 100: Beginning Hindi (elective - 3 credits)

Fundamentals of conversation and written Hindi for beginning students.

HIND 200: Intermediate Hindi (elective - 3 credits)

Fundamentals of conversation and written Hindi for intermediate students.

Starting in Fall 2012, the Contemporary India program will offer a concentration in economics appropriate both for business and economics majors as well as for international affairs and development studies majors with a particular interest in economic development. Students who choose this concentration will explore the burgeoning fields of social entrepreneurship, microfinance, corporate social responsibility, industralization, and other innovative initiatives revolutionizing development in India.

This concentration will include all of the core features of the original program, including an interdisciplinary curriculum, a required core course on Contemporary India, and a required internship, directed research project, or documentary film. Electives associated with this concentration offer a more focused inquiry into development topics from an economic perspective. More information is forthcoming.

The summer curriculum consists of two required courses:

1. Contemporary India
2. Internship or Directed Research

SOCI 360: Contemporary India (3 credits)

During Weeks One and Two students attend an intensive group seminar-lecture on Contemporary India. This 3-credit course provides an overview of history, society, culture, and political economy geared toward understanding contemporary India and preparing students for their internship or research. Classes will be in the mornings; students will spend afternoons forming their internship and research topics under the guidance of faculty and staff. 

This seminar will be taught intensively for the first two weeks of the program, and then run concurrently with the internship for the remaining six weeks, for a total of 44 contact hours. Students are expected to engage seriously with readings and associated activities, to take an ethnographic approach to exploring the India in which you find yourselves, and to learn from each other as colleagues.

The class will include a mix of lecture, discussion, film viewing, and field visits, which will often extend into the afternoon and involve scholars and experts in and around Pune through guest lectures. Interactions with many of these professionals and academics will also open up vistas of possibility as you plan for the internship component.

INTS 380: Internship / DIRR 380: Directed Research (3 credits)

During Weeks Three-Seven students conduct their internships/research concurrently with the continued Contemporary India class. Students will be required to keep a detailed journal of their internship activities, which must total at least 20 hours a week.

Students are matched with internship and research placements based upon academic interests articulated in their Internship/Directed Research form. Internships require students to thoughtfully and critically integrate the academic, experiential, and professional within an organizational context, whereas directed research involves a formal research project carried out within an organization, a library, or the field.

Both internships and directed research projects are conducted under close academic supervision and require relevant outside reading, regular meetings with a faculty guide, weekly journals, and a final paper or project with accompanying presentation. Intern managers and faculty guides will be asked to give the student at least one discrete task they can accomplish in the time of their internship/research project.

This key component involves a minimum of 155 contact hours, roughly broken down as follows:

• 96 hours (minimum) – hands-on work in the organization, library, or field
• 6-8 hours preparatory workshops
• 38 hours – group and individual meetings with Internship/Directed Research faculty guides, as well as familiarization meetings with the organization, interpreters, and other key contacts
• 15 hours – attendance at final presentations and oral evaluation

The final three days of the program will be a capstone event that will consist of students presenting their work and discussing their experiences and observations as a group. The final product of the internship/directed research will be a paper and accompanying presentation that report and reflect on the student’s experience. Students will be expected to take an ethnographic approach to involving themselves in some aspect of life in Pune, and to document their experiences rigorously. The capstone event is an opportunity for each student to benefit from the experiences of his or her fellow students.

Alliance faculty are drawn from across Pune's many prominent academic institutions, think tanks, research institutes, and NGOs. This allows us to select faculty who are among the best in their field, who have experience working with foreign or U.S. students, and who are committed to the high standards of academic excellence for which our programs are known. In addition, the Alliance formed the Pune Academic Council that brings together many of Pune's most prominent intellectuals to guide and advise on program curriculum.

Our current faculty are:

Dr. Shrikant Paranjpe, SOCI 360: Contemporary India

Dr. Shrikant Paranjpe is Chair of the Department of Defense Studies and International Relations at the University of Pune. He is considered an expert on Indo-U.S. relations and foreign affairs with an impressive list of research articles and books to his credit, and he serves as a regular contributor to Indian newspapers on contemporary political issues. Dr. Paranjpe also has extensive experience working with U.S. undergraduates, having taught at Colorado College and having served as academic advisor to the Associated Colleges of the Midwest. Books include: India and South Asia since 1971, Parliament and the Making of Indian Foreign Policy, and Internal Security and Role of the State in India.

Dr. Trevini Mathur, SOCI 360: Contemporary India

After receiving her PhD in Communications and Journalism from the University of Pune, Dr. Mathur began her career as reporter for several news agencies, and then later began developing content for prominent house journals and websites in India. Apart from her own field research and work, Dr. Mathur has taught media and communications in leading institutes as a visiting professor at both graduate and undergraduate levels. Some of her past projects involved initiating and executing Quality Improvement Systems for school governance and developing modules for “Train the Trainer” faculty development. 

Dr. Laila Garda, Internship and Research Coordinator

Dr. Laila Garda is a medical doctor specializing in Public Health who has spent much of her career in the NGO and research sectors. With multi-disciplinary research interests, a wide network of contacts both within academics and the non-profit sector, and a genuine love of teaching, Dr. Garda is uniquely suited to introduce U.S. undergraduates to the complexities of doing internship-based research in India.

Prof. Gayatri Chatterjee, CSNF 350: Nation, Caste, and Gender Through Film

                                      DOCU 380: Documentary Film

Professor Gayatri Chatterjee is both a film director and professor at the Film and Television Institute of India (FTII). A well-known scholar working in film and cultural studies, Professor Chatterjee has lectured widely throughout the U.S. and Europe. Recent publications include Mother India (2002) and Awaara (1992), which won the President's Gold Medal for the Best Book on Cinema.

Dr. Hemant Apte, HSPH 300: Public Health

Dr. Hemant Apte earned his M.Sc. and Ph.D. from the University of Pune in Cultural Anthropology and Health Sciences, respectively.  Since then Dr. Apte has received numerous awards for his achievements and publications, including the Academic Excellence Award from the Rotary Club of Gandhi-Bhavan in 2007.  In addition to teaching in the Health Sciences and Anthropology Departments at the University of Pune, Dr. Apte works as a social scientist at the KEM Hospital Research Centre and serves as Vice-President of the Maharashtra Association of Anthropological Sciences.

Prof. Gayatri Khedkar, ECDE 390: Development Economics

Dr. Medha Kotwal Lele, SOCJ 365: Social Justice

Prof. Vijay Paranjpe, ESEI 380: Environmental Issues

Professor Vijay Paranjpe teaches Environmental Studies at the University of Pune and is active in numerous local projects involving rural development and river base management. His interests and specializations include: environmental impact assessment of development projects; environmental law and public interest litigation; cost-benefit analysis of large dams and water resources, environmental management planning of protected areas; and urban/rural development planning. Prof. Paranjpe serves as lead consultant for organizations such as the National Environmental Engineering Research Institute, the Dutch Ministry of Development Cooperation, and the International Water Tribunal.

Prof. Bhushana Karandikar, SOCI 370: Bharat and India: A Growth Story

Dr. Aparna Jha, HIND 200: Intermediate Hindi

Dr. Aparna Jha completed both her M.A and Ph.D in Linguistics and has over 20 years of experience teaching Hindi, Marathi, and Bengali to foreign students from all over the world. In addition to publishing a variety of textbooks on Hindi, Marathi, and Bengali language acquisition, Dr. Jha has utilized her fluency in 6 languages to translate several novels.

Dr. Rita Mathur, HIND 100: Beginning Hindi

Dr. Rita Mathur is associated with Bharati Vidyapeeth University and brings many years of teaching experience to the Alliance’s classes. Dr. Mathur obtained an M.Phil., M.A. and Ph.D. in Linguistics after earning a B.A. in Hindi Literature and an M.A. in Sanskrit. She has taught at four universities in India, conducted research on Indian Sign Language, and worked for All India Radio.

A study abroad experience is first and foremost an academic experience, and the Alliance for Global Education takes the process of credit and grade conversion seriously.

Credits

The Alliance provides information on credit transfer and conversion at the time that a student chooses courses. Credit appears on transcripts issued by Arcadia University at the completion of a student's term of study abroad. Credit is issued in U.S. semester hours, ensuring that students continue to make progress toward their degrees and verifying the full-time academic load a student carries while abroad.

The Arcadia University Undergraduate Academic Program Committee and Registrar work with the Alliance's overseas staff and National Advisory Board to review our conversions to make sure they accurately reflect a full-time load at the institution where a student is studying overseas. Equivalencies are based on what constitutes a full academic load for a degree-seeking host country student. Arcadia University is accredited by the Middle States Association of Colleges and Schools. Any grades that appear on an Arcadia transcript must meet Middle States' standards.

Grades

Students will receive a letter grade on a scale from A to F for every course they take while enrolled on an Alliance program. Although policies at students' individual home institutions may differ, the Alliance does not permit students to take courses on a credit/no credit basis. To determine grade equivalencies, the Alliance and Arcadia University look at data about grade distribution in the host institution and at information about what constitutes a minimum passing grade at the host institution in addition to the host institution's suggested "translation" scales. Arcadia University also conducts independent evaluations in accordance with the Middle States Association of Colleges and Schools' standards. During overseas orientation, students receive a table explaining how their grades will appear on an Arcadia University transcript.

Transcripts

At the conclusion of a program, the College of Global Studies at Arcadia University will send an official Arcadia University transcript to a participant's home school and an unofficial copy to the participant. This transcript will list the course numbers and titles exactly as they appear on the original transcript from the university or program which the participant attended.

Because universities abroad have different administrative structures, transcripts may take longer to issue than they do at U.S. institutions. While the timeline varies by program, a general timeline for issuing transcripts is:

• Fall programs - transcript issued in late February
• Spring, Summer, and Academic Year programs - transcript issued in late September

If you have a question about the process, please feel free to contact your program manager responsible.

Please note: Your transcripts will not be released if you have an outstanding balance due to program fees. Students enrolling in consecutive terms with the Alliance will not receive their first term transcript until their second term fees have been paid in full.

Participants can request additional copies of transcripts online or in writing at any time from the Arcadia University Registrar's Office.

A core requirement of the Pune program involves one of three field research options: Internship, Directed Research, or Documentary Film. All three options require a specific academic focus and are conducted under the supervision of a faculty member. It is expected that students will take at least one elective relevant to the topic they plan to explore.

For internships, the Alliance arranges placements within Pune's most forward-thinking and well-respected NGOs, as well as multi-national businesses, IT companies, research institutes and think tanks. All internships are subject to acceptance and availability on the part of the host organization. Browse a menu of sample internship placements.

Featured Fall 2011 Internship

Dachelle London (St. Michael's College)

"I interned with Parisar, an NGO in Pune focused on the advocacy and lobbying for sustainable development. Here, I was assigned the task of assessing Pune’s Bus Rapid Transit System (a bus system that runs similar to a light rail transit system and has become quite a growing trend among sustainable transport efforts in developing countries), which will contribute to a Status of Transport report for the city Parisar is hoping to publish in the near future. As part of this Status of Transport, Parisar is working to assess the state of alternative, environmentally-friendly modes of transportation looking at the bus systems throughout the city as well as aspects of the city’s walkability and cyclability.

In developing the assessment parameters, User Surveys, and Observation Checklists, I gained invaluable personal, academic, and professional experience-expanding my knowledge and working under the guidance of knowledgeable, influential members of society. Although I have never had the opportunity to develop and conduct a survey outside of the theoretical classroom setting, taking lessons I have learned in classes such as Political Science Research methods and having the opportunity to execute these skills in an important, real-life task offered me an experience I will never forget."

A core requirement of the Pune program involves one of three field research options: Internship, Directed Research, or Documentary Film. All three options require a specific academic focus and are conducted under the supervision of a faculty member. It is expected that students will take at least one elective relevant to the topic they plan to explore.

Students who choose to pursue directed research are paired with a faculty member appropriate to their academic area of interest, such as performing arts, journalism, tribal, environmental or women’s issues, public health, or text-based historical research, and are expected to produce a formal research paper. Research students have regular meetings with faculty guides in their subject area to discuss the formation and execution of their research plans. All directed research projects are subject to the interest and availability of faculty and may require prior relevant coursework. Browse a menu of sample directed research projects.

Featured Directed Research Project

Kelly Fox (University of Wisconsin, Madison)

"My research was incredibly rewarding, and not only offered new insights about my topic, Hinduism and the youth, academic theories versus religious practice, but also provided me with the opportunity to explore other interests, both personal and academic. I spent an extended period of time at Jnana Prahbodhini with female priests, made lasting friendships with my informants and even spent an entire day with a renowned Hindu priest! Through my research I came to a better understanding of my topic, as well as the religious roles, visibilities and agencies of women and feminist struggles in India more generally. The program provided me with intellectual freedom, guidance and help in pursuing my passion!"

A core requirement of the Pune program involves one of three field research options: Internship, Directed Research, or Documentary Film. All three options require a specific academic focus and are conducted under the supervision of a faculty member. It is expected that students will take at least one elective relevant to the topic they plan to explore.

The documentary film option allows students to conduct and present research through a visual rather than written medium.  Working closely with a faculty member who is also a film director, as well as students from the Film and Television Institute of India (FTII), Alliance students are trained in the art and technique of documentary filmmaking, and are expected to produce a short film on their selected subject area.  For all majors; no film background is required.

Please note that the documentary film option is not available for summer students. Visit the summer curriculum page for more information.

Featured Fall 2011 Documentary Films

Zachary Joseph (Vassar College)

Brenna Blazis (University of Evansville)

Alison Doyle (Georgetown University)

Program dates roughly follow the U.S. academic calendar:

• Spring semester begins in mid-January and concludes in mid-May
• Summer session begins in early-June and concludes in late-July
• Fall semester begins in mid-August and concludes in mid-December

2012 Spring Semester • 2012 Summer Session • 2012 Fall Semester

Semester Structure

The 16–17 week semester begins with an on-site orientation at a retreat location outside Pune. Two long weekends are built into the calendar for an urban field visit to Mumbai and a rural village visit, respectively. In addition, there are several day-outings to various points of interest in and around Pune. One weekend is set aside for independent travel, and students may choose to travel elsewhere on the subcontinent after the program ends. The semester concludes with a final two-day seminar where research is presented and discussed, and students are prepared for their return home.

2012 Spring Semester Calendar

15 January 2012 Flight departure from U.S.
16 January 2012 Arrival in India
17 January 2012 Travel to orientation site - Program begins
8 May 2012 Program concludes
9 May 2012 Return flight to U.S.

2012 Summer Session Calendar

10 June 2012 Flight departure from U.S.
11 June 2012 Arrival in India
12 June 2012 Travel to orientation site - Program begins
27 July 2012 Closing Ceremony
28 July 2012 Return flight to U.S. (after 5pm)

2012 Fall Semester Calendar

26 August 2012 Flight departure from U.S.
27 August 2012 Arrival in India
28 August 2012 Travel to orientation site - Program begins
18 December 2012 Closing Ceremony
19 December 2012 Return flight to U.S. (after 5pm)

What’s Included

The program price includes tuition and fees, housing, some meals, pre-departure materials, student visa authorizations, orientation, organized activities, field study trips, course materials, the services of a full-time resident staff, and medical/evacuation insurance.

The program price does not include airfare to India, most meals, passport and consular visa fees, independent travel, and other items not mentioned as included.

Our breakdown of summer 2011 program fees, breakdown of fall 2011 program fees, and breakdown of spring 2012 program fees include an itemized list of additional expenses that students will encounter while abroad.

Multiple Term or Academic Year Discount

The Alliance encourages students to enroll for more than one term and to consider studying with more than one Alliance program. Students who continue into a second or third term with the Alliance receive a $500 discount on the program fee for this subsequent term. Some students choose to spend fall term in one location and spring term in another; others continue in our summer term after completing spring.

Alliance programs emphasize cultural immersion, experiential learning opportunities, and extensive interaction with local residents in your host context. Your housing arrangements in Pune are thus an important component of your experience abroad, and we want you to be able to make the most of this opportunity for growth and learning. All housing options are associated with an Indian host.

All homestay families and Indian roommates undergo an extensive vetting process with special attention to health, safety, and opportunities for cultural exchange. Many of our homestay families have been hosting American students for years. You, in turn, will be oriented to culturally-appropriate behavior and be expected to act in a way that not only will enhance and ensure a positive experience for you, but that will also maintain the integrity of the Alliance's reputation in the local community so that we can continue offering these opportunities to future Alliance students.

The housing preference form that you complete as part of your confirmation process gives us valuable information to help arrange the best housing placements for you, and we may request more extensive information from you if needed. To the extent possible, please be sure to communicate your preferences in advance to Alliance staff, but also be aware that you will need to approach your housing situation—as with the rest of your study abroad experience—with an attitude of openness, flexibility, and compromise.  Alliance staff will brief you fully on your placement prior to departure, address any questions or concerns you might have, and communicate any specific expectations to you both pre-departure and during orientation. Open channels of communication with our resident staff are key to helping you to navigate your new relationships with tact and diplomacy.

See the subsequent tabs for detailed descriptions of Housing Option One: Shared Apartment and Housing Option Two: Homestay.

A host family with close connections to the Alliance program owns and manages a ladies’ hostel with the sole purpose is to provide affordable housing for female Indian students who come to Pune to study. The family lives on-site to provide both practical and personal care for all of the students living in their multi-story residences. Female Alliance students have been allocated a shared-apartment on one floor of a hostel that includes four rooms off of a common shared area. All female students should be prepared to share a room with another Alliance student or an Indian student.

A second host offers a shared apartment housing opportunity for male Alliance students. The family lives on-site to provide both practical and personal care for the American students living in their residence. Male Alliance students will live together in double rooms within a shared apartment that includes two rooms off of a common shared area.

Each room has shared restroom and shower facilities, and students eat most dinners together in the building’s communal kitchen/dining hall. You can budget roughly $5-$10 a day for food with the communal dinners and with breakfast provided on weekdays at the program center.

The hostel buildings are strictly single-sex and no co-ed visits are permitted (including family members). In addition, you should expect to spend most evenings in your room or within the residence. If you do go out, expect to plan to return at a reasonable (fairly early) hour. A 10:00PM curfew is often imposed for all hostel residents, and Alliance students are expected to abide by any such policies.

Please note that though this arrangement will introduce you to India's cultural and geographical diversity by exposure to students and hosts from other regions, and though these students will know Pune quite well, female Alliance students should not expect the Indian students in your apartment or in the building to be Pune natives. Students from Pune tend to live with their families, and though you will have many opportunities to meet local students through the thriving student scene in and around Fergusson College and across Pune,female Alliance students' Indian roommates will likely be from elsewhere in India.

Transportation

All students will live within a reasonable distance of the program center; however, students should expect to pay a couple of dollars a day to go back and forth to campus. Students living in the same hostel can typically share travel expenses to/from the program center, most often by rickshaw.

The majority of students choose to live with a host family and consistently rate their homestay experience as the single most important aspect of their semester in Pune. As a university town, Pune has many families who are accustomed to renting out rooms to students, and who, in some cases, have semi-independent apartments or rooms attached to their houses.

It is important for students to understand the changes in lifestyle that will be required in a homestay, and the more demanding guidelines for appropriate behavior that will be asked of them. Students will still need to be prepared to follow culturally-appropriate forms of behavior, and to respect the needs and homes of their hosts. Some changes to the student's lifestyle may be required, so it is important to enter this arrangement with an attitude of flexibility and openness. Alliance staff will be available around the clock to help smooth your transition into your new life and address any issues or questions that arise.

The rooms in homestays vary in size and layout depending on the host, and all students should be prepared to share a room with another Alliance student. In general, students should not expect the same levels of privacy to which they might be accustomed in the U.S. You will often be welcomed into the family, brought along to religious, cultural, and community activities, and introduced widely among their friends and family.

In homestays, most evening meals will be taken with the family, though lunches on weekdays are eaten out in the proximity of campus, and breakfast is provided at the program center. In addition, you should expect to spend most evenings in with your host family, and if you do go out, to plan to return at a reasonable (fairly early) hour. A 10:00PM curfew is often imposed in homestays and Alliance students are expected to abide by any such policies.

Transportation

All students will live within a reasonable distance of the program center; however, students should expect to pay a couple of dollars a day to go back and forth to campus. Students placed with host families are typically clustered in the same neighborhoods so that they can share travel expenses to/from the program center, most often by rickshaw.

Arrangements for meals vary among housing placements. Breakfasts on weekdays are provided at the Alliance program center, and lunches are generally taken in the many student-friendly eateries around Fergusson College. Expect to spend about $5-10 per day on meals, or more if you eat in nicer restaurants or eat western-style food. Meal prices can range from cheap ($1 for a quick lunch in a student-frequented eatery) to very expensive ($50 and higher in a fancy hotel).

Fresh fruit is available at local markets, and western-style groceries are becoming more and more available in stores around Pune. Vegetarians will find that good food is easily and widely available in India. Dairy products are widely served in coffee, tea, and desserts, which are also highly sugared, but in most cases your preferences can be accommodated. Come prepared to be adventurous and flexible in your eating habits, and you will be richly rewarded!

In and Around Pune

The program calendar is filled with numerous activities in and around Pune and varies according to the season, religious and secular holidays, and cultural and academic events as they arise around the city. Examples include visits to the Shaniwarwada palace (seat of the Marathi empire), the Aga Khan Palace (where Mahatma Gandhi and other nationalist leaders were kept prisoner), local markets, a Holi celebration with traditional Maharashtrian lunch, the Parvati Hill Temple, the Tribal Museum, and numerous academic lectures that are a staple of this vibrant intellectual center.

Showcasing the natural beauty just outside of Pune are Khandala (known for its waterfalls), Lonavla and its rock temples and caves, and hill stations such as Mahabaleshwar, Bhimashankar, and Matheran.

Expressive Culture

In addition to its rich academic life, Pune boasts a thriving performing arts community, and students are given the option of taking classes in expressive culture. Choices may vary depending on the availability of instructors, but yoga, bharatnatyam (dance), tabla (drum) or other musical instrument, and vocals are commonly offered.

A demonstration of the various expressive culture possibilities is arranged at orientation, and students are asked to commit to at least 10 classes if they choose to pursue this option. The Alliance provides up to 15 classes; any additional classes are the student's responsibility.

Off-Site Orientation

In addition to sessions on health and safety, academics, and cultural adjustment conducted at the off-site orientation at the start of the program, students are also introduced to rural Indian village life, folk religion, and tribal issues. Students hike from the retreat center to a nearby tribal village and the Astavinayaka shrine, led by our intrepid and knowledgeable Resident Guru, Professor Ram Bapat, who provides context and background on these sites and the surrounding area.

Rural Village Visit

After the first several weeks spent immersing and familiarizing yourselves with your new, urban environment in Pune, students are given a more in-depth look at rural issues and village life from the perspective of environmental issues, public health, and sustainability. Led by our Environmental Issues faculty, students stay at an NGO conducting fieldwork in the area and are given a firsthand look at active rural development projects. Cultural activities are also arranged that highlight the differences between contemporary urban and rural life in India. (Semester programs only.)

Mumbai Field Trip

In juxaposition with the rural village visit and living in Pune as a mid-size city of 3.5 million people, students are also exposed to the nearby megalopolis of Mumbai, India's finance and cultural capital, city of staggering extremes, rich history and non-stop action. Visits to Mumbai's financial hubs, Bollywood film studios, NGOs working in the vast slums, and other cultural and historical sites offer students exposure to the richness and complexity of India through the lens of one of its largest and most vibrant cities. (Semester programs only.)

Follow the links below to connect with an Alliance program graduate or to read a current student's blog: 

Program Graduates • Student Blogs • Where Are They Now 

Samantha Grosser

Brandeis University

sgrosser@brandeis.edu

Contemporary India (Pune)

Maza nav Sami aahe (translation: my name is Sami), I am a senior at Brandeis University majoring in Education and Sociology with a minor in Social Justice and Policy. Ever since I got home from India I’ve been attempting to find a good response to the daunting question “how was your summer?...

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Maza nav Sami aahe (translation: my name is Sami), I am a senior at Brandeis University majoring in Education and Sociology with a minor in Social Justice and Policy. Ever since I got home from India I’ve been attempting to find a good response to the daunting question “how was your summer?” Going to India was one of the best, craziest decisions of my life. The Alliance for Global Education offered the perfect opportunity to gain hands on experience in my field of interest while immersing myself in a completely different culture.

I learned so much about India’s rich history and was able to conduct research on the ways in which peer education is used to increase safer sex practices among female sex workers. Every person I met was kind, hospitable, and willing to guide me through the challenges I faced during my time in India. By the end of the trip, I felt confident in my ability to navigate through Pune, negotiate with a rickshaw driver, and wear a sari.

India has so much to offer, the culture is incredibly vibrant and full of surprises. I was able to see many facets of Indian society; I participated in a festival, travelled into the slums, and attended a wedding. In two short months I was inundated with knowledge of a new land and was inspired by all that I learned. Now that I’m back, I am constantly reminded of my Indian summer adventures. I would love to hear from anyone who is thinking about studying abroad in India! I had an incredibly rewarding experience and would be happy to share some of it with you.

 

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Farron Harvey

University of Massachusetts, Amherst

fharvey@student.umass.edu

Contemporary India (Pune)

Hello all, my name is Farron and I attend UMASS Amherst. My major is Social Thought and Political Economy with a minor in Women, Gender, and Sexuality. Why did I decide to go to India? Well for one, the program fit my needs. I was able to do the summer program and still have the chance to do an internship around...

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Hello all, my name is Farron and I attend UMASS Amherst. My major is Social Thought and Political Economy with a minor in Women, Gender, and Sexuality. Why did I decide to go to India? Well for one, the program fit my needs. I was able to do the summer program and still have the chance to do an internship around women empowerment as well as learning more about social issues in another country.

During my stay in India, not only did I fall in love with the food, culture, and the women, I also fell in love with the education that I received. By doing an internship and taking courses I was able to push and challenge myself and seek new horizons. For example, often our universities talk about cultural understanding and appreciation as well as being able to work with people with different backgrounds but it's completely different when your are actually doing it. By going to India I had the privilege to be emerged into a different culture and meet so many amazing people who were passionate about making change in their communities. However, if I didn't have an open mind or an understanding of cultural acceptance then my experience might not have been as awesome.

In short, India was a mind blowing experience that I would not trade for the world! Yes, there were times when I was frustrated, but those moments were small and irrelevant compared to the bigger picture...that I’m in another country learning new things about myself and another culture. If you would like to talk to me or learn more about beautiful India and my experience, please feel free to contact me. Remember "trust the process!"

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Giselle Regalado

St. Michael's College

gregalado@smcvt.edu

Contemporary India (Pune)

Hi, my name is Giselle Regalado. I was born in New York City and moved to Dominican Republic at the age of nine. I moved back to New York at the age of fifteen. I now have 7 years in the U.S. although, I would say six years because I spent an academic year in India. Because I was fortune to live...

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Hi, my name is Giselle Regalado. I was born in New York City and moved to Dominican Republic at the age of nine. I moved back to New York at the age of fifteen. I now have 7 years in the U.S. although, I would say six years because I spent an academic year in India. Because I was fortune to live in India for so long, I had the chance to emerge myself in Indian culture in such a way that now I have adopted India as my third culture. My most memorable moment in India was my first dinner with roommate and my host mom. My host mom wouldn’t stop looking at the way I ate. I thought that my skills eating with my right hand were pretty good; until I was almost done with my meal. My host mom started laughing. I asked, “What happened?” She said “G, you don’t eat with three fingers, you need to use all five fingers.” I was a bit embarrassed but we all laughed together at the situation.

I am currently living in the U.S.A and attending Saint Michael's College in Vermont. I am a senior majoring in Gender Studies with a minor in Anthropology. I work for student life on my campus as an RA (Resident Assistant). I am also involved in my community by volunteering in the Applied Linguistic Department (ALD) on campus, working with teens and interning with the organization Women Helping Battered Women.

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Kathleen Reside

Providence College

kreside@friars.providence.edu

Contemporary India (Pune)

Namaskar! With little knowledge about the country, Indian culture, and no experience eating Indian food, I was nervous about going half way around the world by myself for a semester in Pune, India. As a Public and Community Service major, I chose the Contemporary India program because of the focus of the classes on...

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Namaskar! With little knowledge about the country, Indian culture, and no experience eating Indian food, I was nervous about going half way around the world by myself for a semester in Pune, India. As a Public and Community Service major, I chose the Contemporary India program because of the focus of the classes on health, the environment, and social justice. From the moment I met Alliance students in the airport, I knew that I would enjoy my time in India; the excitement and passion of the Alliance students and staff extinguished my fears of homesickness and loneliness. All of my professors were extremely knowledgeable, approachable and open to frequent discussion. Some of my favorite memories are a field trip with my Environmental Perspectives professor to visit his son’s organic farm, a weekend trip to a beautiful fort in the water on the coast of Maharashtra, and an overnight car ride to the deserts of Rajasthan. I also loved morning yoga sessions and walking through the city to school with my roommate.

I came to find out how much I enjoy Indian cuisine and eating without utensils. I discovered that I could adjust to living in a completely new place- even a very hot one! The Alliance staff was a great support to have along this journey, and the twenty-nine students I met will never be forgotten. I would be happy to answer any questions you have, so feel free to contact me! Om shanti, Kathleen

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Dani Zionts

Brandeis University

dlzionts@brandeis.edu

Contemporary India (Pune)

Hi! I’m a senior at Brandeis University studying Public Health and Gender Studies with a minor in Social Justice. My dedication to India started my first week of college, when I swore to my mother that one day I’d travel to India and study gender. The program was a perfect match—it offered not...

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Hi! I’m a senior at Brandeis University studying Public Health and Gender Studies with a minor in Social Justice. My dedication to India started my first week of college, when I swore to my mother that one day I’d travel to India and study gender. The program was a perfect match—it offered not only classes in my majors, but through everyday experiences I learned about more that fascinated me than I could have imagined from my home university.

Since I’ve been back, everyone asks: “How was India?” There is no way to summarize four intensely meaningful months into a cute quote. It was beautiful to participate in the culture and the festivals, to get a second family in my host relatives. It was humbling, learning about the country’s issues and reconciling them with my own love of the India I saw. It was an adventure, learning a new city—making Indian friends, exploring, traveling while still getting back for class.

It was definitely a challenge, but with enormous payoffs. By far the most significant part was my personal research, which I conducted in the red light districts interviewing sex workers. It was a process more intellectually and emotionally difficult than any I’d done in college, yet in the end I’ve never been so proud of a paper. The whole experience was like that—from learning tabla to replacing my phone: hard work, huge accomplishments.

I’d love to hear from anybody who wants to talk about the program or my experience. Accha-bye! Dani

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Brenna Blazis

University of Evansville

bb172@evansville.edu

Contemporary India (Pune)

Namaste, My name is Brenna Blazis. I am a sophomore majoring in Elementary and Special Education at the University of Evansville of Indiana. It took a lot of work and collaboration with my study abroad office to make going to India in Fall Semester of 2011 happen, but it was entirely worth it since it has been one...

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Namaste, My name is Brenna Blazis. I am a sophomore majoring in Elementary and Special Education at the University of Evansville of Indiana. It took a lot of work and collaboration with my study abroad office to make going to India in Fall Semester of 2011 happen, but it was entirely worth it since it has been one of the best parts of my college experience.

Beginning with my wonderful host family; who through conservations, cooking, and festivals; transparently shared their culture with me. The courses I took at Fergusson College, in subjects like social justice, environmental issues, and film, supported my understanding of the Indian culture I was immersed in. The ability to make a documentary film by far the best part of my coursework; through the creation of my film I was able to meet with the founders of special education in the Pune area and learn skills on how make a film. Something I would have never gotten to do otherwise.

Above all, I was able to make great friends with fellow exchange students and locals, and created great memories in our shared experiences, especially during weekends and our travel week. I had a wonderful experience with the Alliance for Global Education in Pune India.  In addition, I would love to answer any questions you might have about the program.  I am looking forward to hearing from you!

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Brianna Besch

Macalaster College

bbesch@macalester.edu

Contemporary India (Pune)

Hey, my name is Brianna Besch. I’m currently and Junior at Macalester College in St. Paul, Minnesota. I am an environmental studies and geography double major with a concentration in international development and minor in physics. I actually spent my middle and high school years living abroad in Almaty,...

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Hey, my name is Brianna Besch. I’m currently and Junior at Macalester College in St. Paul, Minnesota. I am an environmental studies and geography double major with a concentration in international development and minor in physics. I actually spent my middle and high school years living abroad in Almaty, Kazakhstan and Cairo, Egypt which got me hooked on traveling and development work. I hoped to complement this background with a study abroad experience during college. I wanted to go to India because it is so different from anything I had experienced before and everything is growing so rapidly that there are all kinds of interesting initiatives going on.

I really loved living in India. Being able to study the country as I experienced living there meant I got a much deeper understanding of the culture, people and how things worked (not that you can ever really understand how things work in India) then I had in other places I have lived. There was always something to look forward to, and I had some amazing experiences getting to see different parts of incredible India. There were definitely some non-trivial challenges along the way, but they taught me to be more independent, flexible and just go with the flow, you might not know where you were going but you usually got someplace pretty interesting. My experience in India also gave me a great introduction to working on sustainable development projects in the developing world- I’m already planning to go back.

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Mysee Chang

St. Catherine University

myseechang@stkate.edu

Contemporary India (Pune)

नमस्ते | मेरा नाम माईसी हैं | Hello. My name is Mysee. I’m a student at St. Catherine University ’13 in St. Paul, MN. I am a double major in Women’s Studies and Critical Race Theory. In the fall of 2011, I studied abroad in Pune. Studying abroad has been one of the most amazing life experiences I...

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नमस्ते | मेरा नाम माईसी हैं | Hello. My name is Mysee. I’m a student at St. Catherine University ’13 in St. Paul, MN. I am a double major in Women’s Studies and Critical Race Theory. In the fall of 2011, I studied abroad in Pune. Studying abroad has been one of the most amazing life experiences I’ve had thus far. Not only did it enable me to learn more about myself but it challenged me to grow in ways I never imagined. I was interested in going to India for three major reasons. First off, I am a HUGE Bollywood freak so I thought, why not go to India and experience the real Indian culture. Second, through my courses I’ve been introduced to several Indian women scholars so I wanted to go to India and see firsthand, what were the issues that Indian women faced. And lastly, I wanted to experience living in a developing country. Overall, it was a good experience. I accomplished my goals of speaking Hindi, learning and performing Kathak, watching a Bollywood movie with no subtitles, making friends, eating with my hands, and working with an NGO. If you have any questions about the academics, the daily life experience, Maharashtran culture, etc… don’t hesitate to ask! Chalo! Take care.

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