Summer Study Abroad Program

Agricultural University of Iceland, Hveragerdi,  Iceland, working in heated garden Students at Gunnuhver Hot Springs, Reykjanes Peninsula Porlakshofn Iceland Students near Svinafell, Iceland, on old bridge beams that were destroyed by a glacial flood in 1996 Agricultural University of Iceland, Unheated soil Agricultural University of Iceland, Heated garden Agricultural University of Iceland, heated garden prepared and planted by students Agricultural University of Iceland, non-indigenous oak tree and tomatoes growing outside in heated garden Agricultural University of Iceland, heated garden Agricultural University of Iceland, heated garden 3D Security Camera network using thermoelectric generator powered by a geothermal steam pipe in Iceland” for the webcam photo Agricultural University of Iceland 3G webcam test Agricultural University of Iceland 3G webcam test 3D Security Camera network using thermoelectric generator powered by a geothermal steam pipe in iceland Dresden, Germany Atocha Railway Station in Madrid, Spain Atocha Railway Station in Madrid, Spain Atocha Railway Station in Madrid, Spain Yoo Rhim Choi(CE) interacting at a Nambeg community meeting about lighting systems in the Upper West Region of Ghana. Funded by the NSF and EPA  Julien Caubel (ME) and Leila Rzyska (Arch) constructing a house out of mud and bamboo with Tetteh, a local builder. Funded by NSF, Thornton-Tomasetti Foundation Sambit Acharya(CE) and Harrison Cullen(BSE) working with Malian Refugees at the RAMESSES-UNHCR Mentao Refugee Camp in Burkina Faso. Funded by the Thornton Tomasetti Foundation Madeline Foster (CE), Lili Ehrlich (ME) working with wood carriers at the Jirapa wood market, UWR Ghana. Funded by NSF Former Assoc. Dean Raja visits (L-R) Jean-Dominique Bonnet (CE'17), Abhishek Chandra, Prakhar Jaju, Sneha Goenka at IITB
Agricultural University of Iceland, Hveragerdi, Iceland, working in heated garden

Current students can study in Dresden or Karlsruhe, Germany, the cities of Burgos or Madrid, in Spain, Singapore, Italy, or Iceland. There are humanitarian engineering projects in Santa Cruz del Quiche in Guatemala with the Barbara Ford Peace Building Center, and in Bosnia (in conjunction with LaTrobe University in Australia).

During each summer we offer a 6-8 week study abroad experience. This is open to a limited number of students who are in good academic standing and have completed their second or third year. A student can earn six credits of independent study (EID 300) by participating in a project under the supervision of faculty at one of the below universities.

Upon return to Cooper, each student must submit to Associate Dean Shay a formal report of his/her activities and an evaluation form. This report is in two parts: a technical report covers project-research activities and a cultural report documents their experience with the country. The technical report on your research project should be a conference quality paper in content, organization and grammar. Submission of the technical report to a peer-reviewed research publication forum (workshop/conference/journal) is strongly encouraged. See the EID 300 syllabus for specific requirements for each paper.

Students who are accepted for the Summer Study Abroad program will be eligible for Dean's Office Summer Abroad Cultural Immersion Fellowships which will cover the cost of travel, accommodations and program-related fees. The number of Fellowships awarded will not exceed the number of positions allocated to each program, based on the partnership agreements. Admission to the Summer Study Abroad program and awarding of Fellowships will be at the discretion of Associate Dean Lisa Shay. Tuition will not be charged for EID 300.

Our hope is that students will be able to fully participate in the Summer Study Abroad program in summer 2021. However, we will follow all recommendations by Cooper Union's leadership, as well as applicable governmental policies (both US and foreign). In light of Covid-19, some programs have decided to offer their summer study abroad experience virtually. Please note that the six credits offered for EID 300 will not be awarded for virtual summer programs, nor will students be required to submit the final reports. Students may still apply to participate in these programs and still must be nominated by Cooper Union. Students in virtual programs are not eligible for the Summer Abroad Cultural Immersion Fellowships. 

Participants are encouraged to sight see and take part in the cultural life of the host city. Students who want to travel an extended period (a week, etc.) should do so after their study abroad program is finished. Weekend trips are fine during that time, as long as it does not interfere with one's study. At the end of the assignment, many have traveled the European and Asian continents. 

Application & Deadlines

Application forms for the summer of 2021 can be found here and are due no later than Monday, January 25, 2021, 12pm.

For more information about the Summer Study Abroad program please contact Associate Dean Lisa Shay (Lisa.shay@cooper.edu).

Tentative Timeline for study abroad, click here.

You can find a FAQ here.

Partnership Institutions

Spain
Spain
  Germany
Germany
Singapore
Singapore
  Australia and Bosnia
Australia and Croatia
Italy
Singapore
  Iceland
Iceland

 

 

Faculty-led Programs

Iceland
iceland
  Guatemala
iceland
 

 

  • Founded by inventor, industrialist and philanthropist Peter Cooper in 1859, The Cooper Union for the Advancement of Science and Art offers education in art, architecture and engineering, as well as courses in the humanities and social sciences.

  • “My feelings, my desires, my hopes, embrace humanity throughout the world,” Peter Cooper proclaimed in a speech in 1853. He looked forward to a time when, “knowledge shall cover the earth as waters cover the great deep.”

  • From its beginnings, Cooper Union was a unique institution, dedicated to founder Peter Cooper's proposition that education is the key not only to personal prosperity but to civic virtue and harmony.

  • Peter Cooper wanted his graduates to acquire the technical mastery and entrepreneurial skills, enrich their intellects and spark their creativity, and develop a sense of social justice that would translate into action.