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Fact Sheet:
Fact Sheet:
Program Type: Semester / Year Abroad Click here for a definition of this term Program Structure: Center based for U.S. Students
Click here for a definition of this term What Financial Aid Applies?: All Current Aid, GI Bill Language of Instruction: English, Spanish
Click here for a definition of this term Language Study Requirement: Yes Internship: No
Housing: Homestay Click here for a definition of this term Prereq. Language Study: 2 semesters of college-level Spanish or equivalent
Meal Plan: Plan Available Click here for a definition of this term Recommended for Chapman Majors: Environmental Science & Policy, Political Science, Spanish
Click here for a definition of this term Recommended for Chapman Minors: Latinx & Latin American Studies Research: Yes
Program Description:

Field Course in Resource Management & Sustainable Development
(Costa Rica and Nicaragua)


The ICADS Field Course provides students with the analytical tools and research expertisetomake meaningful contributions to ongoing work in the area of "sustainable development." Workable solutions to environmental conflictscan only come from an understanding of the intersection between community needs, ecosystem dynamics, and politico-economicsystems. Field Course students gain research experience in both the natural sciences (forest ecology, agroecology, soil sciences) and social sciences (anthropology, history, economics); learning to address environmental issues from a multidisciplinary perspective.

Parallel to its academic aims, the Field Course challenges students to develop self-initiative, personal resourcefulness, and a commitment to progressive social change. A few words sum up our teaching approach: Participatory, Intercultural, Politically Conscious.

Students are encouraged to help guide the progress of the course and take a leadership role in their own learning. Although teaching occurs in traditional lecture format, emphasis is placed on group discussion, fieldwork, and personal reflection. Students learn to facilitate group analysis and decision-making.

Throughout most of the course, students live with Costa Rican families and speak Spanish on a daily basis. While in the field, students collaborate with Costa Rican educators, researchers, and community leaders to collect and present information pertinent to the search for effective land use and community development. Students develop the language skills, cultural understanding, and personal resources to function effectively in an economically oppressed Central American society.

Politically Conscious
ICADS was founded with the intent of stimulating critical evaluation of US foreign policy and its effects on women, the poor, and the environment in Central America. The Field Course accents this tradition by analyzing dominant systems of land use and agricultural development within a global political and economic context. Students are challenged to re-think "development," "environmentalism," "ecotourism," and other key concepts of prevailing approaches to social change.

Field Course groups consist of 6-12 students, 2 faculty (social and ecological scientists), and a field course assistant. The modest size enables students to establish meaningful rapport with communities and to maximize input from faculty. It also makes for a fun and memorable group-learning experience.

More specifically, Field Course students study:
* The roots of underdevelopment, particularly Costa Rica 's dependency on transnational companies and First World governments;
* Natural and managed ecosystem dynamics, with emphasis on the origin and maintenance of biodiversity;
* The tools for measuring health of ecosystems via floral and faunal indicator species;
* The environmental and economic implications of plantation agriculture, small-scale farming, ecotourism, bioprospecting, and national park management;
* The impact of export-oriented development on family structure, class hierarchy, and racial divisions;
* Strategies for conserving natural resources (e.g., organic agriculture, agroforestry and sustainable extraction of timber and other products from forests), facilitating community organization (e.g., women's groups, farmers' cooperatives) and promoting local control over systems of production (e.g., home gardens, marketing cooperatives).


Program Overview

Program Dates/Duration: 14 weeks

Block I: 4 weeks - Study in San José and the Central Valley
Block II: 5 weeks - Field Work, on the road traveling together
Block III: 5 weeks - Independent Study Projects and Final Paper/Presentation

Credits: Recommended credit is fifteen semester credit hours.

Personal Expenses: $400-$600 per month

Living Arrangements: Homestay with a Costa Rican family


Program Description

The semester is divided into three blocks which include a combination of lectures, group "analyses," fieldwork, and independent research. It is important to note that topics and field sites will vary in response to new study opportunities, environmental conditions, or other unforeseen circumstances.

During the first four weeks of the course students live in San José with Costa Rican families. Students study Spanish for four hours daily and learn essential principles of tropical ecology, agroecology, development theory, Latin American political economy, and Costa Rican history (both social and natural). While living in San José, the country's principal population center, students are provided with the opportunity to conduct fieldwork on urban issues such as waste management, marketing structure, social services, and water quality. During this period we visit sites around the Central Valley-the primary location of the country's early agricultural development-to study such topics as coffee production, urban development, soil conservation, organic farming, and national park management.

Block II: FIELD WORK (5 weeks) 
The second block of the course emphasizes fieldwork. Students carry out brief social and ecological research projects while living and traveling together primarily in rural communities. A short stop over in San José is included in this block to allow students to conduct research for their independent study projects, prepare written reports and lead group discussions.

During Block II, the Field Course visits 3 to 4 different areas within Costa Rica where they learn about a diversity of ecological zones and systems of regional development. Some of our Costa Rican destinations may include:

The Atlantic Lowlands - The Wet Tropics 
Modern settlement of this area dates back to the late 1800s and the introduction of Costa Rica 's foremost export crop: bananas. In the 1970s, Atlantic Lowland forests were cleared for extensive cattle production and small-scale agriculture. In recent years major transnational companies have expanded operations in the region, transforming pasture and remaining forestlands into agroindustrial banana plantations. The Field Course explores the socio-economic and environmental repercussions of this expansion, a process accompanied by the massive influx of workers from throughout Costa Rica and neighboring countries.Development alternatives including ecotourism and organic agriculture are also explored.

Talamanca Mountain Range - The Cloud Forest 
Cloud forest ecosystems are particularly fragile and play an important role in the storage and delivery of potable water to down-slope urban areas. During the semester, the Field Course students examine forest ecology and production systems of the cloud forest. In the Talamanca Range, they study traditional cultivation of wild blackberries and production constraints that promote the clearing of large areas of land.

Guanacaste Province - The Tropical Dry Region 
Since the 1950s, the Tempisque River basin has been dramatically transformed by the expansion of sugar cane and rice plantations. As large agribusinesses have gained control over land and water resources, the area's fragile wetlands have deteriorated and small-scale producers are finding it increasingly difficult to compete in the global economic market. In Guanacaste, the Field Course examines tropical dry forest ecosystems, preservation of wetland habitats, and issues of food security.

The Northern Zone 
As one of Costa Rica's major agrarian frontiers just 20 years ago, this recently deforested area has been targeted for the production of non-traditional export crops including cut flowers and pineapple. Additionally, no other region of the country has seen a greater proliferation of tree plantations. Field Course students analyze the effects of traditional logging and sustainability within this context.

Osa Peninsula - The Lowland Tropical Rainforest 
The Osa Peninsula encompasses the largest and most diverse tract of lowland tropical rainforest on the Pacific Coast of Central America. Although some eighty percent of the Osa is legally protected, its forests are being cleared at a faster rate than found anywhere else in Costa Rica. A complex web of historical, political, and economic factors leave small-scale farmers with little choice but to cut their trees. The Field Course works with local organizations to identify and implement sustainable alternatives to lumber extraction.

We conclude Block II crossing the border into Nicaragua, where students are given the opportunity understand some of the different development problems and strategies in Nicaragua in contrast to those in Costa Rica. Activities include: a hike up Mombacho Volcano to look at shade grown coffee, its faunal diversity, and the private management of the volcano's cloud forest reserve; a visit to a women's organization working to provide reproductive, medical, social and economic services to Nicaraguan women; and a visit to a rural community to observe development strategies. Students conduct interviews with community members to help gain a historical perspective of the Contra war and the current economic and political condition in Nicaragua.

During the final portion of the course, students return to one of the previously visited Costa Rican field sites to conduct in-depth research on a topic of their choice. They independently develop research proposals, collect data, and analyze their results. Projects may only be conducted in Costa Rica, and topics may emphasize either the social or natural sciences. Students are encouraged to develop projects that have practical value for their host communities or organizations. During the course's final week, students prepare written reports and give oral presentations of their research findings.

Academic Credit and Grades 
Recommended credit is fifteen semester credit hours assigned as follows: Spanish Grammar and Conversation (3 credits), Ecology of Managed and Natural Ecosystems (4 credits), Socio-economic Analysis of Costa Rican Economic Development (4 credits), Independent Research Project (4 credits). Consult your off-campus study office for your university's specific credit and grading policy for this program. Both the number and distribution of credits should be determined in advance. ICADS is affiliated with Hampshire College in Amherst, Massachusetts. Credit transfers may be arranged wih Hampshire College, but must be made by ICADS. Hampshire charges a credit transfer fee of $200. Usually this credit transfer is not necessary as ICADS credits are widely accepted by many of the best colleges and universities in the U.S.


The course is multidisciplinary and thus open to all social and natural science majors. We bly recommend that students enter the course with at least two semesters of college Spanish.

Personal Expenses 
Students should budget $400-$600 per month for local and weekend travel, lunches, visa-related fees, and other personal expenses.

Living Arrangements 
Students will live with Costa Rican families while in San José and in rural communities while conducting their independent study projects. Family placements are supervised by an experienced ICADS housing coordinator who makes every effort to match the needs of each student with those of her/his host family. As an integral part of the program, the homestay experience facilitates language learning and greater integration into Costa Rican culture and society. While traveling during Block II, students and professors stay either with families or in small hotels, hostels and biological stations with dorm style housing. In Block III while conducting their independent study projects, students stay with host families in rural communities.

Students must budget for their own round-trip transportation to San José. ICADS will refer students to an affiliated travel agency that can assist them in making travel arrangements at the lowest possible cost.


Academic Information

Chapman University maintains a record of the courses that previous study abroad students have taken, and the equivalent Chapman credit that was granted for each course. To view the course equivalencies for this program, click “Sample Pre-Approved Courses” at the top of each program brochure page. Please note that Sample Pre-Approved Courses are courses that have been previously requested by a Chapman student for credit. It is not a comprehensive list of all courses available at the institution. You may view the entire course catalog for this program on the Institute for Central American Development Studies (ICADS) - Field Program: Environment and Sustainable Development website. Students are encouraged to request additional or revised equivalencies during the pre-departure process, which will be evaluated by the appropriate academic units on campus.

Credit and Grading Transfer

Credits are articulated based on U.S. credit equivalencies and credit hours earned.

Credits from ICADS will transfer as follows:

Credit at ICADS Credit at Chapman University
3 credits 3 credits

Students must enroll in the equivalent of 12-18 Chapman credits.
Grade at ICADS Grade at Chapman University
Courses are graded according to the US grading conversion scale.

All courses must be taken for a letter grade. Classes taken as ‘Pass/Fail’ will not be accepted, with the exception of internships. Internships must be approved by the Center for Global Education.