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Bengaluru Courses – 2024 Spring

Studying abroad can be a more meaningful and invigorating learning experience than at home—both inside and outside of the classroom. You may be more curious and alert than you usually are so use this heightened energy to enhance your studies as well as your cultural and geographical explorations. You may also encounter different teaching styles and course processes; be prepared to adapt and to learn.

Program Structure

The Bengaluru program consists of a shorter 11-week semester followed by an optional 4-week service-learning internship that allows for deeper engagement and experiential learning within the local community. The short semester format allows for the participation of a wide range of students including those from quarter-system schools, graduating seniors, and others who prefer a shorter term.


You will enroll in 9 to 13 semester credits during the short semester that runs from late August through early November in the Fall and from early January to late March in the Spring. Students who elect to remain in Bengaluru for an additional month to participate in the optional 3-credit service-learning internship may earn 12-16 credits for the full semester.

Hindi language is not is not a requirement of the program, though it is strongly recommended that you consider taking Hindi while you are in Bengaluru, as it will increase your understanding of Indian culture and equip you with language and cross-cultural skills that will be of assistance in your day-to-day life abroad.

Click the course title to view course details, description, and availability. Course availability is contingent upon student enrollment and is subject to change.

Spring Semester

Culture, Society & Global Perspectives

  • Spring
    Hindi 100-level 3 credits Taught in English

    This course will introduce the Hindi language and its literary heritage by developing language skills and structural analysis. In addition, the course will provide students with the lexical, grammatical, and functional resources required to manage daily situations while studying in India. It will also help them develop communication skills in basic Hindi to allow them to navigate the culture and make superficial conversations with locals.

  • Spring
    English Film 300-level 3 credits Taught in English

    Students will learn about the concept of national cinema, and how globalization and transnational media influences the development of the cinematic industry in India. Students will advance their ability to analyze the cultural, historical, stylistic, and industrial aspects of Bollywood cinema. The course explores Bollywood genres, stars, production practices, and audience reception and compares them with the Hollywood film industry and other cinemas worldwide.

  • Spring
    Dance Recreation / Physical Education 100-level 1 credit Taught in English Cancelled

    The film industry in India, and Mumbai - based Hindi language is what gives us the name Bollywood. Bollywood is the commercial name for modern Indian dancing and combines classical Indian dance, folk dance and even has Arabic and Latino influence. The dance style is very expressive and has a great deal of meaning in the music of films. You will learn to express what the music means in the films of Bollywood. This one-credit class will teach you the very basic, graceful moves. With regular and dedicated practice you would be able to dance in perfect harmony and style in tune with Indian music in the backdrop.

    This course has an additional fee

  • Spring
    Sociology Women's Studies / Gender Studies 400-level 3 credits Taught in English Cancelled

    The social and structural hierarchy in India controlled the lives of its people throughout history. The Indian caste system has not only integrated itself into the culture, but it has also been the cause of inequality that has oppressed classes of people for centuries. This course will cover topics such as the history of the caste system, religion, politics, gender, and class inequality.

  • Spring
    Economics Political Science 400-level 3 credits Taught in English

    India is the dominant power in South Asia; it has intervened in the civil war in Sri Lanka, controlled fuel imports into landlocked Nepal, and negotiated a nuclear stand-off with Pakistan. As India now transforms itself into a global economic powerhouse, its regional economic prowess will match or even surpass its political influence. In this course we will focus primarily on India, but we’ll also take into account contemporary political and economic events and issues in neighboring countries. Texts will include classics such as Rudolph's "In Pursuit of Lakshmi" and more recent articles in India’s Economic & Political Weekly.

  • Spring
    Anthropology 300-level 3 credits Taught in English

    India showcases a vibrant amalgamation of different thoughts, languages, cuisines, landscapes, fashion, architecture and people. In ‘Indian Cultures and Traditions’, we proudly pay tribute to the world’s greatest celebration of diversity-starting with the primordial Vedic ages, touching upon the grandeur of the Mughal era, narrating the riveting tales from the colonial period, and concluding with the wonder that is contemporary India. In this course, the students not only learn about India, but truly live and breathe in it too. They experience its rich and fiery spirit, clearly visible in dusty streets, crowded markets, old restaurants, marvelously adorned temples, mosques, churches and gurudwaras (sikh temple), and in the sweaty wide-eyed grins of the auto-walas. They can easily envision being an Indian citizen, with activities like shopping for spices and vegetables, going to the theatres, sipping tea from stalls, making chana masala, and weaving a million unforgettable memories. The festivals (from Holi to Diwali) which they write about in their research papers are also felt in their raw and real forms and gloriously enjoyed. Join us as we revel in the explosion of colours and cultures, and explore with us the depths of the soul of India.

  • Spring
    History Sociology 300-level 3 credits Taught in English Cancelled

    The Indian national movement was undoubtedly one of the biggest mass movements modern society has ever seen. It was a movement which galvanized millions of people of all classes and ideologies into political action and brought to its knees a mighty colonial empire. Consequently, along with the British, French, Russian, Chinese, Cuban and Vietnamese revolutions, it is of great relevance to those wishing to alter the existing political and social structure.

    Various aspects of the Indian national movement, especially Gandhian political strategy, are particularly relevant to the societies that broadly function within the confines of the rule of law and are characterized by a democratic and basically civil libertarian polity. It is however relevant to other societies too. We know for a fact that even Lech Walesa consciously tried to incorporate elements of Gandhian strategy in the Solidarity Movement in Poland.

    Gandhi did not claim to be a prophet or even a philosopher. “There is no such thing as Gandhism,” he warned, and “I do not want to leave any sect after me”. There was only one Gandhian, he said, an imperfect one at that: himself.

    The most important event in the Indian politics after the First World War was the advent of M. K. Gandhi. Gandhi discovered India in discovering himself. It is important indeed to understand Gandhi’s political life and particularly his non-violence, in the light of this radical discovery, from which, everything else received its meaning.

  • Spring
    Community Health Sciences 400-level 3 credits Taught in English Cancelled

    India is rich and diverse in her medical tradition since ages. The medical pluralism exists today in this country encompasses embracing of world culture as we have multiple medical systems such as biomedicine, ayurveda, unani, siddha, homeopathy, naturopathy, yoga, Chinese and Tibetan medicine and a variety of folk traditions. “The emergence and arrival of different medical systems, their acculturation into various communities, as well as the way they synchronized and contested with the indigenous are quite unique to Indian medical and cultural history” (Sujatha, V and Leena Abraham, 2012). This course, therefore, is distinctive in its approach in addressing the health care services in India today and its various issues. Students will also experience some healing practices through field visits and observation which will be thought provoking and inquisitive.

  • Spring
    Entrepreneurship General Business Sociology 300-level 3 credits Taught in English Cancelled

    This course seeks to give students an in depth understanding of rural India and its possibilities for enterprise through case studies on innovative rural enterprises. Students will receive a hands-on experience of exploring and creating solutions by challenging them to explore opportunities through field immersion and engaging them with rural communities to create model enterprises.

    Rural India comprises 66.46% of India’s population and contributes to a large portion of India’s GDP by way of agriculture, services, skilled and non-skilled labor. Rural India suffers from socio-economic distress due to several factors, small land holding, rain dependent agriculture, lack of alternative sources of income, migration to urban centers and due to several sociological factors.

    Rural India in its diverse geographies has a huge potential to provide solutions to some of the gravest global challenges pertaining to environment and sustainable development and which remains largely untapped. This calls for a focused approach in exploring the potential opportunities through a scientific approach of critical thinking and creativity, pro-active engagement of rural communities, creating effective structures to implement and create global visibility for the proprietary products and services created.

    Such an approach will substantially mitigate socio-economic distress in rural communities by providing them income generating opportunities by engaging social enterprises and contribute to the sustainability goals of the UN.

  • Spring
    Sociology 400-level 3 credits Taught in English Cancelled

    This course focuses on India which is one of the population giants in the world today. The course enables students to understand the dynamics of population growth across the world and the significance of population composition.

    It gives the students the theoretical base which would enable them to critically examine and analyze this phenomenon. The course will examine the socio-cultural factors that influence demographic behavior. Data from the 2011 Census will be used to study the emerging trends.

  • Spring
    Religious Studies Sociology 400-level 3 credits Taught in English

    This course involves a historical and thematic survey of the Buddhist tradition from the time of Siddhartha Gautama, the Buddha, until the present. We explore some of the ways in which Buddhist teachings and practices have interacted with and been changed by various cultures in the world. This course does not aim to be comprehensive, but instead to introduce the student to some of the important and enduring themes of Buddhism.

  • Spring
    Sociology Women's Studies / Gender Studies 400-level 3 credits Taught in English Cancelled

    As a multicultural and diversified society, the gender question in India becomes even more complex with the intervention of caste, class, religion, cultural norms, and other societal forces. This course will locate the historicity of the women’s movement and women studies in India with its recent issues and problems. Students will evaluate the gradual developments in women’s empowerment and legal changes and develop a holistic understanding of the dynamics of women and society in India.

Culture Enrichment Workshops

  • Spring

    A practical workshop focusing on Indian cooking, trends and practices.

  • Spring

    Instruction in the practice of Yoga. General philosophy, history, and wellness benefits will be included. Emphasis is placed on the performance of ananas (postures), pranayamas (breathing exercises), dharanas (concentration exercises), and dhyanas (meditation and relaxation techniques) in order to improve wellness.

To request a course syllabus:

Service-learning Internship

Service-learning placements are made in collaboration with Christ University’s Center for Social Action. Established in 1999 CSA works towards promoting the value of social responsibility amongst the student community and is strongly engaged in addressing issues related to the socio-economic development of women, youths and farmers, community mobilization, and issues of sustainability, environment and climate change.

The month-long service-learning internship consists of 135 contact hours. These hours consist of roughly 30 hours per week where students are engaged in practical, hands-on work with a local organization, plus a 3-hour weekly service-learning seminar. Placements are available with local NGOs, businesses, and community organizations.

For service-learning internship eligibility requirements and application information, see the USAC internship page

For more information about service-learning placement options, see the Bengaluru internship page.

Additional Offerings


  • Spring
    Service Learning Sociology 300-level 3 credits Taught in English

    Service learning combines community service with academic instruction, focusing on critical, reflective thinking, and personal and civic responsibility. Service-learning programs involve students in activities that address community-identified needs, while developing their academic skills and commitment to their communities. Service learning differs from volunteering, community service, internships, and field education through its use of structured, critical inquiry and the importance placed on reciprocal partnerships between this class and its community partners.

    USAC has partnered with a variety of organizations for the service-learning internship. More partnerships and opportunities are added based on the availability of work. Below are a few sample community-based projects: Transit School, a bridge school that provides educational instruction for children from disadvantaged communities not currently attending school to improve their educational skills and mainstream them into formal schooling; Self-help Groups and Microfinance; organizations that operate according to the concept of mutual aid and support and train women as they develop micro-enterprises and engage in other income generating activities; Parivarthana Waste Management, an organization advocating for and contributing to a clean and green environment; Children’s Library, where children work to improve their vocabulary, reading speed, language fluency and general knowledge; and a Computer Training Centre, where students from disadvantaged communities learn basic computer operations like MS-Office, e-mail, accessing the internet, and other applications. Sunbirds Straws, a student driven organization manufacturing drinking straws made from naturally dried coconut fiber.

    Students will get a chance to work with one of the projects over the course of the semester to experience these organizations first-hand and learn about the challenges they are facing.

    This course has an additional fee