Previous EnCompass Experiences

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  • 2018-19

     

  • 2019-20

    (Additional experiences were affected/postponed by the global COVID-19 pandemic.)

  • 2021-22

  • 2022-23

  • 2023-24

    Sustainability, Social Justice, and Sport: Fall Break in Costa Rica for Spider Athletes
    Because of their intense training and competition schedules, Spider athletes often are unable to study abroad. During Fall Break, eight student-athletes traveled to Costa Rica on a program tailored to their schedules to explore themes of sustainability, social justice, and sport. Site visits had them in an indigenous reserve, learning Caribbean folk culture, and conducting youth sports clinics. One student wrote in a note of thanks, “I never expected to have this experience and can now see what I was missing. I woke up to spider monkey calls and went to sleep grateful for learning about a new place and new capacity within myself.”

    Richmond to Richmond: Maymester in London
    Ten EnCompass students took on local-global learning this spring as they examined river conservation efforts along Richmond’s James River and the Thames River in London’s Richmond borough. Led by Dr. Joyce van der Laan Smith (accounting), the group had multiple class meetings in the Spring semester, including a hike and walking tour led by the James River Association before traveling abroad in late May. In London, the group spent time along London’s canals and the Thames, including a full day in Richmond dedicated to learning about tidal flooding and local efforts to preserve river views as they appeared decades and even centuries ago. Their day in Richmond Upon Thames concluded by climbing Richmond Hill to see the view and river bend that became RVA’s namesake, which is nearly mimicked along the James atop Libbie Hill.

    “I never knew they were doing so much work toward sustainability here in Richmond, VA and in the UK. One thing that really struck me was how the Thames River overflows every two weeks. It’s an obstruction of life and can be very dangerous.”

    Environmental Racism: Maymester in South Africa
    Eight students spent portions of their spring exploring topics of environmental justice, including parallels between challenges in post-Apartheid South Africa and issues faced by formerly redlined cities in the US – Richmond included. During their trip to South Africa led by Dr. Shannon Jone (Biology), the group visited Johannesburg and Cape Town to better understand how the oppressive apartheid regime have led to vast, continuing inequalities among Black South Africans. They also explored many of the environmental injustices faced by South Africans, including significant exposures to air and water pollution and severe drought and food insecurities brought on by the current climate crisis.

    “Initially, I believed it would be difficult to create change on a large scale as one person, so I did not understand how beneficial it was to be a global citizen. However, after this program, it is clear that by spreading ideas of change to other people and inspiring them, being a global citizen is important.”

    “The trip allowed me to learn a lot more about myself as an individual and how I fit into and work with groups. I even discovered a new passion for politics regarding health and sustainability, so much so that I want to pursue a career involving these things.”

  • 2024-25
    December 27, 2024 – January 11, 2025
    Janelle Peifer and Kylie Korsnack

    “Introduction to Community-Engaged Work in Richmond and New Zealand”

    How can academic research directly impact local and global communities? How do researchers identify, establish, and maintain intentional, participatory, and reciprocal partnerships with community-based organizations? This course will introduce students to theoretical, ethical, and practical considerations for community-engaged research. By working directly with community partners in the Richmond metropolitan area and Aotearoa/New Zealand, students will get hands-on experience working in partnership with community organizations. Through this experiential learning process, we will learn best practices for community engaged work, build foundational skills for practicing effective research, and hopefully, establish the beginnings of a mutually supportive relationship with both local and global community partners.

    March 8 – 15, 2025
    Mariella Mendez and Patricia Herrera

    “Politics, Culture & Creative Expression”

    By examining historical and contemporary artistic expression both in Cuba and in the Cuban diaspora, we’ll collectively gain insight into how art captures the essence of societies—their triumphs, struggles, and shortcomings— and offers poignant commentary on the world around us. Join us as we uncover the profound impact of creative expression inspiring activism and driving social change, both locally and internationally. From the streets of Richmond, Virginia to the vibrant setting of Cuba we’ll immerse ourselves in firsthand experiences of how creative expression serves as a potent force for challenging norms, sparking dialogue, and advocating for change—both within our communities and beyond.

    May 16 – 25, 2025
    Jessie Fillerup and Bert Ashe

    “Sound, Space, and the Social”

    When you walk into a space, do you pay attention to the sound? If there is music playing, what do you notice about it? Music and sound help provide social and emotional cues for our social interactions, even if we don’t realize it. This course explores how the things we hear shape our experiences in a range of immersive environments, from amusement parks and concert halls to museums and jazz clubs.

    May 12 – 19, 2025
    Miguel Diaz-Barriga and Margaret Dorsey

    “Food and Culture: Oaxaca, Mexico”

    This course focuses on transformations in food, farming, and culinary traditions as restauranteurs and activists advocate for food biodiversity and expanded farm to table foodways. Our case study is Oaxaca, Mexico which has become an international destination for “foodies” as well as a site for indigenous food production and activism. The 1994 signing of the North American Free Trade Agreement (NAFTA), wiped out small-scale farming in Mexico in favor of food imports from the United States and the expansion of agrobusiness in Mexico. In the last twenty years, Mexican restauranters have sought to rejuvenate small-scale indigenous farming as well as advocate for food biodiversity. Indigenous communities, such as the Zapotecs and Mixtecs, have organized around the importance of small-scale farming for economically maintaining their villages, keeping people healthy and expressing their cultural identities. Through a half-credit course students will learn about these food movements in Mexico as well as Mexican cuisine. This class will prepare students for a one week visit to Oaxaca (through the Encompass program) that will allow students to learn firsthand about farm to table restaurants, indigenous people’s organizing around food, and the possibilities for maintaining small-scale farming. The program includes day trips to indigenous villages, guided tours of markets, and restaurant experiences.

    May 9 – May 25, 2025
    Kristine Grayson and Jon Dattelbaum

    “Conservation and Restoration: From the River City to Aotearoa New Zealand”

    This experiential course will examine the conservation of biodiversity, restoration of wildlife and the environment, and the role of culture and community in Richmond, VA (the River City) and New Zealand (Aotearoa in the Māori language). In Richmond, students will explore environmental management practices on our campus (the eco-corridor) and the James River. In New Zealand, students will travel across the North and South Islands to experience the linkages between biodiversity, culture, and restoration.

    May 13 – 25, 2025
    Olivier Delers and Jillean McCommons

    “Migration, Resilience, and Storytelling in West Africa”

    In this program, you will meet artists, journalists, NGO workers, and academics to learn more about Senegal, an African nation “between Islam and the West” comprised of several ethnic groups speaking more than thirty languages. We will examine how Senegalese culture, while retaining most of its traditional African roots, has been influenced by the history of slavery, by French rule during the colonial period, and by France’s linguistic and economic influence since the country achieved independence in 1960. We will explore how local communities adapt to global economic forces and imagine post-colonial identities both rooted in tradition and transformed by strong diasporic connections in Europe and North America. We will collect facts and observations and think about how telling and listening to stories from multiple perspectives can help us build a more complex and intimate understanding of West African culture.

  • 2025-26
    May 1 - 10, 2026
    Courtney Hughes and Erik Nielson

    “Sports, Social Justice, and Human Rights"

    This course engages students through an examination of the relationships between sport, social justice, and human rights in Chile. Through site visits, guided discussions, and experiential learning, participants in this program will explore the historical and ongoing impacts of these themes, while emphasizing critical reflection on global leadership and the role of sport in advancing social change. Through this course, students will meet with Chilean activists, athletes, and youth leaders within the local communities. Immersive learning and critical reflection will invite students to examine global challenges while deepening their understanding of the many intersections at hand. As a country with a complex political history, deep-rooted social movements, and a meaningful sports culture, Chile provides an environment for understanding how athletes and sports organizations can be agents of greater change.

    May 11 – 18, 2026
    Melissa Ooten and Casey Butler

    “Human Rights in Amsterdam & Richmond: A Comparative Perspective”

    Students in this program will explore theoretical and practical understandings of human rights, including the rights of immigrants, LGBTQ+ people, sex workers, young people, and drug users, as well as rights specific to education, housing, and healthcare. By using a comparative analysis of the cities of Richmond and Amsterdam, participants will gain new insights and perspectives in the field of human rights that they can apply to future personal, academic, and professional contexts. This course will prepare students for a week-long trip to Amsterdam, the capital of the Netherlands, which has a well-earned global reputation for its progressive social policies. In addition to being the first nation in the world to legalize same-gender marriage, the Netherlands pioneered work in the field of harm reduction and was the first European country to legalize sex work. It also mandates comprehensive sexuality education in K-12 and provides universal healthcare for all residents. While in Amsterdam, we will learn about these human rights issues from prominent scholars, activists, and community leaders while exploring a city renowned for its artistic heritage, historic canals, and vibrant, progressive culture.

    May 11 – 24, 2026
    Rick Mayes, Daniel Hart, and Todd Lookingbill

    “Health & Sustainability in New Zealand and Richmond”

    Our health is inextricably connected to our environments. This course allows us to see how New Zealand has sought to improve people’s physical and mental health by improving their access to better quality housing, transportation, education, and healthcare. They have also been addressing climate change’s impact on their country’s infrastructure and citizenry. The course includes the Māori people’s unique ("Te Whare Tapa Whā") approach to well-being that emphasizes four cornerstones of health: physical, social, mental and spiritual. Richmond and other cities also seek to make daily life more sustainable in ways that enable more people to live more resilient lives through healthier personal lifestyles that also use resources more efficiently. Through comparative inquiry, students will explore the local-to-global intersections of public health and the natural environment as it relates to creating a more sustainable world.

     

"We went on a bike tour in Soweto. The tour guide said that people usually come through on tour buses like it’s a safari. We could talk to people who are going about their daily lives." Amaya, 2019