AUSTRALIA +

NEW ZEALAND
BHUTAN
COSTA RICA
KENYA
TANZANIA
MEXICO
TURKS & CAICOS
SUMMER PROGRAMS

THE SCHOOL
FOR FIELD STUDIES
Environmental Field Studies Abroad
SFS SUMMER
PROGRAMS
Our summer programs combine
interdisciplinary lectures with field
research exercises and expeditions.
Students assist our faculty in
conducting research designed to
support local communities in
natural resource management
decision-making.
Each month-long course carries
four college-level credits in
environmental studies, except for
the Bhutan program, which carries
6 credits, and our Australia/New
Zealand and Costa Rica summer
programs, which can be taken back
to back for a full 8 credits each. In
some cases, the summer course
may fulfill a university’s field study
requirement. There are no
prerequisites for summer courses.
The majority of summer
participants are college
undergraduates, but motivated high-
school seniors, gap year students,
and recent college graduates may
also participate.
Summer 2011 Program Dates
Session I: June 6 - July 5
Session II: July 11 - August 9
Bhutan: TBD
There are no application deadlines.
However, students are urged to submit
their application early as programs fill
quickly and applications are reviewed
on a first-come, first-served basis,
except for the Eastern Himalayan
Forestry and Rural Livelihoods course
in Bhutan, which has a February 1, 2011
deadline. Please see our Web site at
www.fieldstudies.org for updated
information.
How to Apply
APPLY ONLINE NOW
Your completed application includes:
1. SFS APPLICATION FOR ADMISSION FORM
(online or PDF version).
2. SFS PARTICIPATION APPROVAL FORM: all
applicants must complete Part I of this form.
Students from Affiliate schools should have their
form completed by one of the designated
Affiliate representatives at their school. Please
refer to our Web site to find out if your school is
an Affiliate School and who your representatives
are: www.fieldstudies.org.
3. NON-REFUNDABLE APPLICATION FEE OF $45
Credit card or check made payable to The
School for Field Studies.
4. CURRENT, OFFICIAL TRANSCRIPTS from all
schools attended. It is not necessary for college
students to submit high-school transcripts after
a full academic year of college coursework has
been completed.
5. SFS ACADEMIC REFERENCE FORM to be
completed by a teacher, professor, or academic
advisor who is well acquainted with your current
academic performance.
6. SFS CHARACTER REFERENCE FORM completed
by someone who knows you well, such as
another academic source, a job supervisor,
volunteer advisor, athletic coach, etc. It is not
appropriate for this reference to be completed
by a relative, peer, or family friend.
Please return your application materials to:
The School for Field Studies
10 Federal Street, Ste. 24
Salem, MA 01970-3876
admissions@fieldstudies.org
Fax 978.741.3551
Requirements and Policies
There are no coursework prerequisites for summer
applicants. SFS accepts college undergraduates,
gap year students, some recent college graduates
as well as a select number of highly motivated high
school seniors who are at least 16 years of age.
Students who will already have completed an
undergraduate degree at the time of participation are
encouraged to review the appropriate course syllabus
online and to contact the SFS admissions office before
applying to determine whether SFS is a suitable
program option. SFS reserves the right to deny
admission to any applicant. Before applying, applicants
must read “Academic Credit, Expectations, and
Responsibilities” on our Web site: www.fieldstudies.org.
Medical Approval and Disability Information
Physical Examination and Medical Insurance
Please complete medical review documents after you
have been accepted. All acceptances are contingent
upon medical approval. You must submit an online
medical review form and an SFS physical examination
and authorization form signed by a qualified medical
professional within two weeks of acceptance. Please
refer to the SFS Web site (www.fieldstudies.org) for
information about the medical approval process.
Students with late medical forms may forfeit their space
on a program.
Disability Information
Students with disabilities are welcome. However,
students with disabilities requesting accommodations
are responsible for notifying the SFS Safety Director of
physical disabilities and the SFS Dean of learning
disabilities. Notification of disability must be made in
writing and submitted within ten business days of
acceptance. Please be aware that the level of
accessibility, services, and accommodations to which
you may have access at your home campus may not be
available overseas. Please refer to the appropriate SFS
academic handbook (available on the SFS Web site) for
more information, or call us at 800.989.4418.
Dietary Restrictions
If you have special medically related dietary restrictions,
you must contact the SFS Safety Director within ten
business days of acceptance and document the
restrictions on your online medical review form.
Students with dietary preferences (vegetarian, vegan,
etc.) should discuss these with their admissions
counselor.
SFS Overview
A Legacy of Environmental Leadership
With 30 years of environmental work behind us, SFS is known as the
premiere environmental study abroad program. Through our network of
field stations, we have been teaching students how to work with local
community partners to address critical environmental problems and
create long-term conservation solutions.
Admission
SFS has rolling admissions year-round and completed applications are
considered on a first-come, first-served basis. You may apply online or
download an application for admission from our Web site
www.fieldstudies.org.
Financial Aid
Approximately one-third of our students receive SFS financial aid in the
form of scholarships and loans. Qualifying students may use a
combination of federal financial aid (Stafford Loans, Pell Grant, and
PLUS Loans), home school grants, and SFS financial aid and
scholarships to participate in our programs. You must apply early to be
considered for SFS financial aid, and all SFS aid is need-based. If you
need financial assistance, please submit an SFS financial aid application
(available on our Web site: www.fieldstudies.org) as soon as possible.
Language Preparation and Prerequisites
All SFS courses are taught in English, though your interaction with the
local community will be greatly enhanced if you have local language
conversation skills. There are no language or course prerequisites for our
summer programs. However, applicants must be at least 16 years of
age, in good academic standing, and have completed at least their junior
year of high school prior to the start of the program.
Health and Safety
The safety and well being of our students is a top priority. We
have developed a comprehensive risk management strategy that
includes a full-time Safety Director, a Safety Coordinator, a
Student Life Coordinator, an on-site Student Affairs Manager, and
a safety advisory committee. We have excellent information and
communication systems and a full repertoire of contingency
plans. Staff and students are continuously engaged in safety
education, judgment training, and intercultural competency
training.
Faculty
Each field station is staffed by a Center Director and two to three
full-time, resident faculty who are trained in marine and terrestrial
ecology, natural resource management, socioeconomics, and
policy. Most of our faculty are native to the country/region in
which they teach, and nearly all have their Ph.D.
Undergraduate Semester Programs
SFS also offers semester programs, which are comprised of four
courses carrying four credits each, averaging 95 days (including
a five-day midterm break). Costa Rica, Mexico and Kenya
semester programs feature an additional culture and language
course (2 credits), for a total of 18 semester credit hours. Our
Australia/New Zealand and Costa Rica summer programs offer
two four-credit courses (a total of 8 credits), which can be taken
back-to-back to provide a thorough introduction to field
research techniques as they apply to local environmental issues
in these counties. SFS students are registered at and receive
credit from Boston University, which accredits our programs.
TANZANIA
TARANGIRE-MANYARA ECOSYSTEM
SUMMER 2011 PROGRAM DATES

Community Wildlife Management

Dates: June 6 - July 5
Departure Point: Arusha, Tanzania
Course Number: EE (NS) 350

New Program Highlight

Community Wildlife Management
Northern Tanzania, home of world famous national
parks such as Tarangire, Lake Manyara,
Kilimanjaro, Arusha, Serengeti, and the
Ngorongoro conservation area, offers a tightly
packed hub of wildlife conservation. This is an
extremely scenic area and is the center of tourism
in the East African region.
Traditional pastoralism is also practiced here in
what has been the home of the Maasai people for
centuries. Northern Tanzania is a place where
many local communities interact with wildlife on a
daily basis. For these reasons, this area provides
an excellent opportunity to examine some of the
challenges and opportunities of conservation in
Tanzania, comparing them to those in Kenya.
Students will be exposed to a rich array of issues
related to wildlife management and conservation,
presented by SFS faculty and guests who have
field experience and knowledge of the area. Field
lectures and field trips will comprise a critical
component of this summer program.
Research Focus
Students will study conservation issues in the
Tarangire-Manyara ecosystem of northern
Tanzania, focusing on the influence of bio-
physical and socio-economic factors on wildlife
and other natural resources within this
ecosystem. Students will conduct field exercises
in large mammal identification and animal
behavior, the relationships between vegetation
and wildlife dispersal, and perspectives on
wildlife by rural community residents. Field trips
to Lake Manyara, the Ngorongoro-Serengeti
ecosystem, and local communities will round out
their understanding of the conservation and
resource management issues of the region.
Tourism will be an important theme as we
examine the integration of wildlife conservation
and human development in East Africa.
Field Expeditions
• Learn about social organization, basic
taxonomy, and conservation status of
charismatic common large mammals in African
savanna ecosystems.
• Travel on field lectures to study changing land
uses among pastoral communities and
implications of these to wildlife and
environmental conservation.
• Practice field observation techniques for large
mammal identification and behavioral studies
and game counting techniques for assessment
of large mammal species diversity.
• Develop recommendations and potential
solutions to conservation challenges in
Tarangire-Lake Manyara ecosystem.
• Visit Maasai villages and group ranches; game
drives in world famous national parks and
conservation areas.
KENYA
FOOTHILLS OF MT. KILIMANJARO
SUMMER 2011 PROGRAM DATES

Community Wildlife Management

Dates: July 11 - August 9
Departure Point: Nairobi, Kenya
Course Number: EE (NS) 350

Community Wildlife Management

In recent years, there has been a steady shift
in land use from purely pastoral to mixed
agropastoral systems in the Maasai group
ranches that occupy the land between
Amboseli and Tsavo West National Parks in
southern Kenya. This land use change is driven
by various socioeconomic, cultural, and
political factors. The integrity and quality of
dispersal habitats used by a wide variety of
wildlife species that historically have dispersed
across the group ranches while migrating
between the parks is severely compromised.
Such dispersal hindrances are turning
protected areas such as Amboseli National
Park into ecological islands that cannot
sustain natural ecological processes nor
maintain the high density and diversity of
wildlife species that typically use these areas
for dry season grazing.
Research Focus
Students will examine how land-use practices
within Maasai group ranches can be
sustainably managed to promote both local
economic livelihoods and wildlife conservation.
Students will gain a general overview of
cultural perceptions, conservation issues,
wildlife dispersal areas, and biodiversity
conservation in Kenya while meeting and
interviewing wildlife managers and members of
the Maasai community.
Field Expeditions and Exercises
• Visit cultural manyattas to gain insight into Maasai
cultural history and traditions.
• Visit top Kenyan national parks and study threats to
these protected areas as well as ecology and
management of unique species.
• Vegetation sampling, community surveys, and wildlife
abundance assessments.
• Learn about social organization, basic taxonomy, and
conservation status of charismatic mammals in
African savanna ecosystems.
• Travel on field lectures to study changing land uses
among pastoral communities and implications of
these to wildlife and environmental conservation.
BHUTAN
EASTERN HIMALAYAS
New Program Highlight
Eastern Himalayan Forestry and Rural Livelihoods
Many eastern classics and books of wisdom have
referred to Bhutan as the abode of the gods and
home to immortals, and traditional Bhutanese
culture is still richly intact and permeates all
strands of modern day secular life.
Bhutan is nestled in the remote and rugged
eastern Himalayan region, an area characterized by
extensive and numerous mountains and valleys,
the world’s highest peaks and a diversity of
vegetation types. The country has also been
identified as one of the ten biodiversity hot spots
in the world. Bhutan is home to an estimated 770
species of birds and an astonishing variety of
medicinal plants and orchids. Takin, snow leopard,
golden langur, blue sheep, tiger, water buffalo and
elephant are among Bhutan’s diverse wildlife.
In the Buddhist kingdom of Bhutan, people have
developed rich cultural traditions and social and
political institutions that reflect Buddhist principles
of The Middle Path, integrating people and nature,
traditional knowledge and Western science, and
balancing economic growth and collective
happiness.
In early 2008, Bhutan’s government shifted from
a monarchy to a constitutional democracy, opening
the door for devolution of authority over natural
resources to regional governments and
communities. Since the majority of Bhutanese
reside in rural areas, sustainable management of
natural resources is critical for achieving the dual
goals of poverty alleviation and biodiversity
conservation.
Course Content
Students will travel across Bhutan learning about
Bhutanese culture, environmental issues, and rural
development. Trekking across valleys and ridges
and through villages students will gain an intimate
knowledge of the local environments and rural
livelihoods, and conduct research on Bhutan’s
priority environmental concerns and conservation
strategies.
Research Focus
SFS is partnering with the Ugyen Wangchuck
Institute for Conservation and Environment, an
international research and training facility in
Bhutan. SFS students and faculty will help the
SUMMER 2011 PROGRAM
See SFS Web site for program
prerequisites, details and dates:
www.fieldstudies.org
Course Number: EE (NS) 358
Institute advance its research agenda in several
priority areas, including community forestry,
human-wildlife conflict, and watershed
assessment.
Field Expeditions
• Observe four major vegetation zones during the
journey from the capital city to the field station.
• Field visits to community forestry projects,
hydropower stations and agricultural areas.
• Multi-day expeditions to neighboring valleys,
national parks, and along established eco-trails.
• High elevation Rhododendron conservation area
at 4000m.
Note: The program operates in rugged and rural
environments, taking us (often by foot) to high
altitude and to villages with pit latrines and
simple diets. The trek and field work requires
participants to be in excellent physical condition.
Flexibility and patience are equally important
attributes for the successful participant.
COSTA RICA
ATENAS
Sustaining Tropical Ecosystems: Biodiversity,
Conservation, Development, and Research Techniques
Costa Rica is known worldwide for its conservation
efforts, which have attracted millions of tourists to
the country, its parks and reserves. However, the
ongoing transition from an agriculture-based to a
service economy, climate change, and accelerated
infrastructural development threaten Costa Rica’s
biodiversity and society. As rural areas give way to
urban developments, already scarce resources,
including fresh water and energy sources, are
stretched to their limit. A reorganization of
resource use and waste management practices is
urgently needed to maintain healthy and
functioning ecosystems in Costa Rica.
SESSION I: SUSTAINING TROPICAL
ECOSYSTEMS: BIODIVERSITY,
CONSERVATION, AND DEVELOPMENT
Students will explore and address key aspects of
sustainable development strategies in Costa Rica
and the most pressing challenges at the
intersection between conservation and economic
development. Understanding key historical and
current aspects of sustainable development
strategies in Costa Rica, coupled with knowledge
of tropical ecosystem function and connectivity,
will allow students to understand the impacts of
development on the environment and on society.
Field exercises and lectures introduce students to
models of economic development and biodiversity
conservation in and around Costa Rica’s protected
areas and provide a practical introduction to
research design and methods for achieving
conservation goals.
SUMMER 2011 PROGRAM DATES
Session I: June 6 - July 5
Session II: July 11 - August 9
Departure Point: San Jose, Costa Rica
Course Number: EE (NS) 352
SESSION II: APPLIED RESEARCH
TECHNIQUES AND STRATEGIES TOWARD
SUSTAINABILITY IN COSTA RICA
Students learn about the ecological, resource
management, and socioeconomic factors
impacting protected areas and surrounding regions
in Costa Rica. The focus is on developing relevant
research questions that address these local issues
related to sustainability. Students will be directly
involved in designing and conducting field research
on a topic of immediate relevance to local clients
and proposing alternative approaches toward
sustainable development in an effort to help
address challenges to conservation goals.
This summer program offers two four-credit
courses that may be taken individually or back-to-
back to provide a thorough introduction to the
sustainability of tropical ecosystems as well as field
research techniques for addressing conservation
questions.
AUSTRALIA/
NEW ZEALAND
ATHERTON TABLELANDS/AUCKLAND
Natural Resource Management and Rainforest Research
Rainforest ecosystems are a “hot spot” for fauna
and floral biodiversity and provide humans with
clean air, water, food, and medicines. Still,
thousands of acres disappear each day. Large areas
of northeastern Queensland were once covered in
spectacular tropical rainforests, preserving millions
of years of evolutionary history. Timber felling,
farming and development have destroyed and
disrupted rainforest ecosystems and habitats
leaving fragile fragments that are often too small or
isolated to sustain some species. Though many of
Australia’s tropical forests and species are now
protected under World Heritage legislation, they are
faced with continual threats due to climate change
and invasive species. And similarly, only fragments
of northern New Zealand’s ancient forests remain
to house the endemic fauna and flora.
SESSION I: NATURAL RESOURCE MANAGEMENT
IN AUSTRALIA AND NEW ZEALAND
Students compare and contrast the ecological,
geographical, social, economic, and historical
factors that have shaped natural resource
management in far north Australia and northern
Dates:
Departure Point:
Course Number:
New Zealand. These two countries share a similar
Gondwanan history; however, European settlement
patterns, indigenous histories and economic
development significantly differ between the two
countries. In New Zealand, students discover its
critically endangered flora and fauna and the
impacts that have led to their decline. In Australia,
students take their New Zealand experiences and
examine similarities and differences in political
structure, co-management arrangements, land use
patterns, and biogeography.
Field Expeditions and Exercises
• Examine the influence of fragmentation and other
impacts on abiotic and biotic attributes of forest • Experience largely intact lowland rainforest and
communities in Australia and New Zealand.
• Visit the ancient rainforest refugia at Mossman
Gorge and Daintree National Park.
• Visit the ancient Kauri forests of northern New
Zealand.
• Examine Aboriginal vs. Maori historic land-use
practices in Australia and New Zealand.
SUMMER 2011 PROGRAM DATES
Session I
June 6 - July 5
Cairns, Australia &
Auckland, New Zealand
Session II
July 11 - August 9
Cairns, Australia
EE (NS) 355 EE (NS) 354
SESSION II: RAINFOREST RESEARCH FIELD
TECHNIQUES IN AUSTRALIA
Examining the effects of fragmentation in highly
endangered rainforest systems, students explore
Australia’s tropical rainforests and develop
effective field research skills in multiple disciplines
while learning about rainforest restoration and
conservation.
Field Expeditions and Exercises
• Sampling design, GPS and GIS techniques, plant
identification, forest survey techniques, animal
survey methods and social science research
techniques.
contrast with the fragmentation effects
impacting the rainforests of the upper
Tablelands.
This summer offers two four-credit courses that may
be taken individually or back-to-back to provide a
thorough introduction to biodiversity conservation,
and the socio-economic factors influencing land and
resource management in two unique areas.
MEXICO
BAHíA MAGDALENA
Conservation of Coastal Diversity and Threatened
Marine Turtles in Bahía Magdalena
Bahía Magdalena is an area of profound physical
beauty and biological diversity. It is among the
largest remaining intact coastal lagoon systems
along the Pacific coast of the Americas. The Bay
supports extensive sea grass beds, mangrove
stands, and intertidal sand and mudflats, as well
as a diversity of artisanal fisheries. Besides being
in a transition zone between tropical and
temperate environments, the many habitats of the
Bay and the productivity of the water results in an
impressive array of marine life. The Bay is also an
important feeding ground and nursery area for
several species of endangered sea turtles and
marine mammals, and over 100 species of
migratory and resident birds use the Bay at various
times of the year.
Despite nearly two decades of conservation
efforts, some species of sea turtle continue to
decrease in Mexican waters and are sliding toward
extinction worldwide. Bahía Magdalena has played
an important role as a refuge for several sea turtle
populations, mostly green turtles, but also olive
ridleys, loggerhead, and the rare hawksbill. Despite
strong regulations against their exploitation, sea
turtles are still poached and caught as by-catch in
fishing activities. A complex interaction of social
and cultural factors, such as lack of protected
areas in the region, lack of sufficient enforcement
of existing regulations, and economic hardship in
local communities, has led to the continued
exploitation and the rapid decline of sea turtle
populations. This trend of decline is also observed
in traditional fisheries, which worries the local
fishing community since most of them depend on
these marine resources.
Research Focus
Students examine the ecological, social, and
economic issues surrounding sea turtles, marine
mammals, fisheries and other natural resources in
Bahía Magdalena. Students meet individuals
involved in the conservation and management of
natural resources, learn practical field skills, and
gain insight into cultural and environmental
perceptions by speaking with local fishers, tourism
operators, NGOs, and government officials.
SUMMER 2011 PROGRAM DATES
Course I: June 6 - July 5
Course II: July 11 - August 9
Departure Point: La Paz, Baja CA, Sur, Mexico
Course Number: EE (NS) 356
Field Expeditions and Exercises
• Sea kayaking instruction and navigation training
to facilitate kayak expeditions to micro-habitat
research sites.
• Camping trips to estuaries in Bahía Magdalena.
• Field trip to La Purisima Oasis.
• Sea turtle population assessment by collecting
biological data on live and stranded turtles in
the Bay.
• Fisheries assessments for commercially
important species.
• Qualitative evaluation of the social and
economic importance of sea turtles and other
natural resources by interviewing local
stakeholders.
• Collecting data for research projects that can
benefit the local government, fishers and fishery
management, and tourism operators.
• Creating and implementing an environmental
education curriculum to support conservation
initiatives within the community.
TURKS & CAICOS
SOUTH CAICOS, BRITISH WEST INDIES
Marine Protected Areas: Management Techniques and Policies
The British-governed Turks and Caicos Islands (TCI)
lie at the southeastern end of the Bahamian
archipelago. The turquoise waters surrounding TCI
are abundant with marine life and are considered
to be among the world’s top ten diving
destinations. Nearly 50 species of corals as well as
spotted eagle rays, sea turtles, sharks, groupers,
and snappers are easily spotted in the clear, warm
waters just steps away from our field station.
This relatively healthy ecosystem supports much
of the community on South Caicos Island, with
fisheries providing the primary source of livelihood.
However, pollution and increased extraction of
precious marine resources, coupled with large-
scale, unsustainable tourism and industrial
development is very likely going to inflict
irreparable damage to this delicate ecosystem.
Depletion of key resources would have a dramatic
impact on employment and social structure on
South Caicos Island. Developing sustainable
fisheries is essential if this resource-dependent
community is to survive.
Research Focus
Students explore the effectiveness of marine
protected areas (MPAs) in maintaining biodiversity
and critical habitats, enhancing stocks of queen
conch and spiny lobster, and contributing
effectively to the socioeconomic sustainability of
the local community. Students will learn about
artificial reef technology to enhance or restore reef
habitats. Students support the work of our clients
and stakeholders, who range from local fishers to
members of key government agencies. Our goal is
to conduct relevant field research that can be used
to develop state of the art environmental policies,
MPA management plans, and community projects.
Field Expeditions and Exercises
The spectacular reefs and waters of South Caicos
will serve as the laboratory for most of our field
work. Students snorkel or SCUBA and gain
valuable experience using transects and
SUMMER 2011 PROGRAM DATES
Course I: June 6 - July 5
Course II: July 11 - August 9
Departure Point: South Caicos Island
Course Number: EE (NS) 351
techniques for population sampling and long-term
monitoring, and the associated statistical analysis.
Potential research sites and trips include:
• East Harbour Lobster and Conch Reserve.
• Bell Sound Nature Reserve and Fish Cay.
• Admiral Cockburn Land and Sea National Park
(Shark Alley, Long Cay, Dove Cay, Admirals
Aquarium), and a mangrove island.
• Island tour of a large-scale, local tourism
development construction site.
• Students will also meet marine resource
managers, learn practical field skills, and gain
insight into cultural perceptions by speaking
with members of the South Caicos community.
Tuition, Financial Aid, & Scholarships
Financial Aid
SUMMER PROGRAM COSTS 2011
SFS awards approximately $300,000 in
scholarships annually. A key component of our Program
mission is to ensure that as many interested Program Tuition
and eligible students as possible are able to Kenya $3,500 $1,175
participate in our programs. Since our founding Tanzania $3,500 $1,825
in 1980, close to 14,000 students have
Australia $3,500 $1,130
participated in our programs in all corners of
New Zealand/Australia $3,500 $1,740
the world. For many students, program and
travel costs can make participation out of Turks & Caicos $3,500
reach. Therefore, we’ve developed a range of Costa Rica (per session) $3,500
financial resources to support our students. Mexico $3,500
Bhutan TBD
SFS General Scholarships
Awards are need-based. All SFS students are
urban/city environment (whether in the U.S. or
eligible to apply. Maximum $2,000 for summer;
internationally); (b) demonstrate financial need; and
$5,000 for semester.
(c) demonstrate a commitment and concern for
McKee Scholarship environmental issues. This scholarship is made
This endowed scholarship was made possible possible by the generosity of SFS alumnus and noted
by the generosity of Charles D. McKee, a film director of The Wrestler, Darren Aronofsky.
member of the SFS Board of Trustees and
SFS Travel Grants
father of SFS Alumni Heidi and Nina McKee. It
Awards are need-based. A limited number of travel
is awarded on an annual basis to a financially
grants are available to help offset the cost of travel to
deserving student attending any SFS summer
SFS programs. Kenya and Australia program students
or semester program.
are given preference, as the cost of airfare is
Heather Jo Leibowitz Memorial Scholarship significantly higher than other SFS programs.
for Kenya
Awards from this endowed scholarship are
Zero Interest Loans
need-based and available only to students on Created through the generosity of the Merck Family
the Kenya program. In remembrance of Foundation. Summer loans must be repaid within one
Heather, preference will be given to students year of program completion and semester loans
who have a commitment to making a within two years.
difference in the lives of resource dependent
communities in Kenya. *SFS financial aid resources are subject to the
availability of funds.
Stephen F. Lee Memorial Scholarship
Stephen F. Lee, an SFS alumnus, intern then Please submit your SFS financial aid application as
faculty member, developed a passion for the soon as possible; applications are reviewed following
marine environment as an SFS student. This acceptance. For an application or more information
scholarship, established by his family, is on how to qualify for assistance, please call the SFS
awarded to financially deserving students admissions office at 800.989.4418 or visit
attending our summer or semester programs. www.fieldstudies.org.
Preference is given to students who attend an
SFS marine focused program. Deposits and Tuition
Fountain Scholarship Payment of a non-refundable deposit is due 10
This endowed scholarship provides tuition business days following acceptance to an SFS
assistance to those SFS applicants who (a) program. Summer: $450; Semester: $650. All deposit
have spent the substantial part of their payments are non-refundable EXCEPT in cases where
childhood and teenage years growing up in an SFS financial aid is sought.
Total Program
Fees Cost
$4,675
$5,325
$4,630
$5,240
$895 $4,395
$670 $4,170
$670 $4,170
TBD TBD
*Students who are accepted on a contingency
basis and elect to pay the deposit are NOT eligible
for a deposit refund should the student fail to
meet the required contingency. Final tuition
payment is due no later than 60 days prior to the
start of the program.
*You must complete and return the financial aid
application within 10 business days of acceptance
to qualify for refund status on the deposit.
Refund Policy for Summer Program Costs
If you withdraw by notifying SFS in writing the
following amounts will be refunded:
• Withdrawal prior to 60-22 days before the start
of the program — 100% refund of total program
cost (less deposit).
• Withdrawal 21-0 days prior to the start of the
program — 50% refund of total program cost
(less deposit).
• Withdrawal after the program starts — NO
REFUND.
Students may transfer the non-refundable deposit
to an SFS course within the next 12 months,
subject to acceptance.
Financial Aid Candidates
Deposits are refundable only if withdrawal is less
than 10 days following financial aid offer.
Application fees are non-refundable. (You must
complete and return the financial aid application
within 10 business days of acceptance to qualify
for refund status on the deposit).
 10 Federal Street, Suite 24
Salem, MA 01970-3876

P 800.989.4418
F 978.741.3551

www.fieldstudies.org
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