[00:00:04.14] so welcome to our inaugural Atlantic level study so as you heard in the [00:00:12.12] [00:00:12.12] introductory remarks we are a consortium to the University to stay encouraged [00:00:18.13] [00:00:18.13] attend but we have very very active participation for memory Spellman and [00:00:25.04] [00:00:25.04] Eugenia South Gate not far behind and then looking in the couple years [00:00:31.19] [00:00:31.19] we just learned at lunch if there are 15 [00:00:35.20] [00:00:41.13] this is a title fix Department of Education grant that we've got to the [00:00:53.22] [00:00:53.22] office to the Georgia Department [00:00:59.13] [00:01:00.00] my name is Warren Hastings I'm the acting director of the Kentucky Center [00:01:07.10] [00:01:07.11] this intimate session panel session after a relative lunch the intention [00:01:15.19] [00:01:15.19] here Alex and myself were kind of brainstorm about ways to get discussions [00:01:22.22] [00:01:22.22] going about the stainability the intention here is and have the [00:01:26.20] [00:01:26.20] discussion about it they're the global studies and depending on their feel [00:01:40.02] [00:01:40.02] their area where it's going as pedagogy where's it going and community [00:01:43.22] [00:01:43.22] engagement where is it going and research in [00:01:51.00] [00:01:51.00] Georgia department education service report and [00:01:57.17] [00:01:57.17] Esther at Kennesaw fate [00:02:04.00] [00:02:09.09] I like to hear [00:02:18.20] [00:03:00.21] teaches Italian Spanish from Georgia [00:03:05.23] [00:03:08.13] me to speak to this topic from the teaching and learning and perspective my [00:03:17.11] [00:03:17.11] primary role at the State University he is like the Associate Director for [00:03:22.23] [00:03:22.23] faculty support the Center for Excellence in teaching and learning so I [00:03:26.15] [00:03:26.15] spend most of the right time meeting faculty workshops on teaching and [00:03:31.09] [00:03:31.09] learning doing what I want consultation and late doing a lot of work related to [00:03:37.11] [00:03:37.11] Student Success but I'm also an associate professor [00:03:40.17] [00:03:40.17] and my research is in comparative politics we compare the democratization [00:03:46.09] [00:03:46.09] kind of [00:03:49.10] [00:03:51.21] he was thinking about it I I had never built a Global Studies program has been [00:03:57.06] [00:03:57.06] involved in that type of initiative from the perspective of healthy and faculty [00:04:04.00] [00:04:04.00] sort of address maybe or respond to some of the demands or the interest related [00:04:09.14] [00:04:09.14] to news organizations curricula and other things [00:04:16.07] [00:04:19.15] huzzle of competing interests demand on the one hand athlete especially there's [00:04:28.03] [00:04:28.03] a lot of attention a Board of Regents company in the University System of [00:04:34.05] [00:04:34.05] Georgia and the university level on our key retention progression graduation [00:04:41.00] [00:04:41.00] right now that focus I think is really trumping a lot of other [00:04:47.06] [00:04:48.17] the same time I think absolutely especially are really experiencing [00:04:53.07] [00:04:53.07] initiative the team and while many see the merits of programs Asia programs as [00:05:10.02] [00:05:10.02] well of course the I'm going to delight nation [00:05:16.17] [00:05:23.06] and then lastly ask for my perspective learning is the most important thing [00:05:29.13] [00:05:29.13] about morale to talk about I think most studies programs can both learning [00:05:39.18] [00:05:43.05] and as well how we focus on learning really [00:05:50.19] [00:05:53.11] okay so the first the first thing I wanted to talk about an issue to fatigue [00:06:01.21] [00:06:01.21] so my university a Kennesaw State University our last QEP was focused on [00:06:08.01] [00:06:08.01] what was the title of it in yeah what learning for engage citizenship and my [00:06:16.14] [00:06:16.14] colleague and paraca and lapdance Atkinson who run our Global Affairs [00:06:22.12] [00:06:22.12] Division I had done an amazing job of really transforming Kennesaw State [00:06:27.06] [00:06:27.06] University to really focus on and they're going to hold his programs that [00:06:36.20] [00:06:36.20] are wonderful [00:06:39.12] [00:06:44.06] so by University they have an award-winning program they offer a [00:06:49.22] [00:06:49.22] global engagement to a certificate for students who have demonstrated they [00:06:54.13] [00:06:54.13] participated in coursework and study abroad and have foreign [00:07:03.07] [00:07:03.07] language competency 9000 Finn's in the last 900 award scholarships eleven [00:07:15.10] [00:07:15.10] thousand to participants they have 13 collaborative faculty groups this was [00:07:19.22] [00:07:19.22] just in 2018 so they have great reach in addition we have global native learning [00:07:27.21] [00:07:27.21] at projective integrated into our general education so that was really [00:07:35.05] [00:07:35.05] successful and a big focus and push and now resources are starting to be taken [00:07:41.03] [00:07:41.03] away from it as we start to shift our attention to retention compression and [00:07:46.03] [00:07:46.03] graduation improving dfwi rates on believe the next initiative which is [00:07:51.17] [00:07:51.17] emphasizing focus on little arts for the universities complete college Georgia to [00:07:57.17] [00:07:57.17] finish gateways to completion which addresses social justice issues [00:08:03.11] [00:08:03.11] and our Blue Beetle especially is talking about momentum here now and then [00:08:09.23] [00:08:09.23] you add to that things like hips high practices community engagement said [00:08:22.02] [00:08:22.02] don't want to lose the same time include all over in this era of polarization [00:08:40.01] [00:08:40.01] that is particularly troubling and there's been some scholarship lately [00:08:46.03] [00:08:46.03] about the importance of a college education of course and metacognition [00:08:53.15] [00:08:53.15] specifically on influencing citizenship productive [00:09:02.22] [00:09:03.08] positive [00:09:06.08] [00:09:43.01] you can address all it's the one constant the constant through all of [00:09:49.10] [00:09:49.10] these initiatives it's the constant through helping change in society it's [00:09:56.14] [00:09:56.14] our primary objective and University and it's sort of easy to lose sight of [00:10:02.23] [00:10:02.23] that especially as we start to build interdisciplinary when I find from my [00:10:11.08] [00:10:11.08] experience in working with faculty both in my service roles and my department [00:10:15.01] [00:10:15.01] and is that so I mentioned it earlier today there are issues when we try to [00:10:22.17] [00:10:22.17] build type of Studies programs around territorialism everyone wants to get [00:10:27.07] [00:10:27.07] through their own disciplinary perspective or curriculums into the [00:10:32.08] [00:10:32.08] requirements for the programs when programs are pitched and there's [00:10:38.04] [00:10:38.04] competition about wearable house we have an interdisciplinary studies major it is [00:10:43.12] [00:10:43.12] not focused on and so I think we come at it from learning center [00:10:54.15] [00:10:56.06] so I've been working for a few years now on trying to kind of streamline and [00:11:02.18] [00:11:02.18] condense the literature related to Student Success in particular and [00:11:06.12] [00:11:06.12] learning on the three things that I think are most accessible to faculty and [00:11:11.10] [00:11:11.10] that have the biggest impact based on the research on teaching and learning [00:11:15.02] [00:11:15.02] and me and my colleagues at my Center have come up with what we're calling the [00:11:19.18] [00:11:19.18] three ends so my colleagues do is the photogate resist traces from unite we're [00:11:24.22] [00:11:24.22] all faculty and the three hands are mastering motivation and metacognition [00:11:29.17] [00:11:29.17] and I'm going to talk about each of them and I'm going to come back around to how [00:11:36.04] [00:11:36.04] I did need to integrate them into I would think about by this picture of her [00:11:42.13] [00:11:42.13] recipes because I think each of these elements is like an ingredient in a [00:11:48.12] [00:11:48.12] recipe that brownies or whatever they are not gonna [00:11:53.15] [00:11:53.15] be good if you're missing even one ingredient [00:11:58.05] [00:11:58.18] okay so mastery [00:12:02.13] [00:12:03.09] to this conception of mastery from the book how learning works by Ambrose at [00:12:09.10] [00:12:09.10] all mm and they present mastery as the idea [00:12:14.14] [00:12:14.14] students need to acquire component skills practice integrating them and [00:12:19.16] [00:12:19.16] apply them super simple but that's not really how we teach and I think when we [00:12:29.13] [00:12:29.13] develop mobile studies programs we don't develop programs with this in mind most [00:12:35.14] [00:12:35.14] often students take different elements whether it's to coursework or study [00:12:40.05] [00:12:40.05] abroad and they don't actually practice integrating what they've learned from [00:12:45.05] [00:12:45.05] their experience and to some things that I think leads to significant sustained [00:12:50.08] [00:12:50.08] working so thinking about it from the mastery perspective we may help us build [00:12:56.21] [00:13:05.09] another one you saw this actually my last presentation I get kind of fixated [00:13:10.08] [00:13:10.08] on this taxonomy so Lu taxonomy by basin's game because they pop it or me [00:13:18.00] [00:13:18.00] they talk about the most important pieces moving from teaching things in [00:13:22.19] [00:13:22.19] isolation like any bit of course usually they change one chapter to the next [00:13:27.22] [00:13:27.22] chapter in the next chapter or when to feel if you think about your schedule as [00:13:32.02] [00:13:32.02] topic by topic by topic in our students to integrate all these ideas together in [00:13:40.05] [00:13:40.05] a way to make way organizing the information so they can retain it and [00:13:48.19] [00:13:48.19] draw from it but that we really purposely [00:14:04.01] [00:14:04.04] one related aspect was several aspects really so we're giving our students an [00:14:09.12] [00:14:09.12] opportunity to practice comparing and contrasting thinking about how the [00:14:17.17] [00:14:17.17] things that are teaching them relate to each other and the most importantly [00:14:21.17] [00:14:21.17] generalizing to a noodle manner and so the idea of maybe they're learning [00:14:27.05] [00:14:27.05] chemistry and then they need to generalize it out to how the chemistry [00:14:32.16] [00:14:32.16] is being studied whenever in foreign country or vice versa maybe they're [00:14:39.01] [00:14:39.01] learning compared to politics and they need to then generalize out from that [00:14:48.12] [00:14:48.12] domain to other domains of an act of level of development and democracy and [00:14:55.01] [00:14:55.01] how that whatever else so it's the act of generalizing to new space that really [00:15:01.07] [00:15:01.07] helped solidify that knowledge Network helps us right [00:15:06.22] [00:15:09.03] okay ii m is motivation and there are many different theories of motivation [00:15:15.13] [00:15:15.13] I'm just gonna focus on one today specifically self-determination theory [00:15:20.10] [00:15:20.10] and I'm drawing this one from Ryan deci mm and there are three elements to this [00:15:26.13] [00:15:26.13] that students need to experience autonomy competency and relatedness so [00:15:31.15] [00:15:31.15] autonomy is where they are starting in control of themselves and they have [00:15:37.06] [00:15:37.06] choice and so it of course they might have options so they can pick something [00:15:42.19] [00:15:42.19] that they actually care about tours and that works better for their schedule so [00:15:47.08] [00:15:47.08] for example simple ways to do this unites courses like care actually wants [00:15:53.10] [00:15:53.10] a cabinet or Technic capstan senior capstone course on politics of [00:15:57.14] [00:15:57.14] international game and instead of having my students write a typical academic [00:16:03.02] [00:16:03.02] research they use an option with their career choices word but they wanted to [00:16:07.19] [00:16:07.19] do do you want to go work in Washington do you want to go work for a think tank [00:16:11.15] [00:16:11.15] okay we should write a policy paper do you want to become an academic well then [00:16:15.14] [00:16:15.14] you should write a research paper well guess how many people wanted to come [00:16:18.14] [00:16:18.14] back - right that was revelatory for now why [00:16:24.03] [00:16:24.03] am I having my students do all of this or never use it [00:16:28.17] [00:16:28.17] okay the next is competency where students Percy but if they put in the [00:16:35.06] [00:16:35.06] work they will see that it's worthwhile that the instructor is committed to [00:16:43.03] [00:16:43.03] helping them to become competent through the design of the course instead of just [00:16:47.08] [00:16:47.08] setting them up potentially for failure giving them too much to read too much to [00:16:50.12] [00:16:50.12] memorize without expert actually I mean apply it and the last and what I [00:16:56.08] [00:16:56.08] actually think is the most important especially in the context of think about [00:17:00.02] [00:17:00.02] global studies is relatedness and relatedness as it pertains to motivation [00:17:05.00] [00:17:05.00] theory specifically speaks to students connecting with the material the course [00:17:09.22] [00:17:09.22] material connecting with each other their peers connecting with the [00:17:14.12] [00:17:14.12] instructor and they were connecting outside the class two things they care [00:17:19.18] [00:17:19.18] about and value which gets a little bit too [00:17:24.00] [00:17:24.00] value expectancy theory which is another thing today but this whole issue is they [00:17:31.01] [00:17:31.01] have to care we have to connect the material to what they are so I know this [00:17:35.22] [00:17:35.22] is like a mini pedagogy lesson so how does this all relate well lastly my [00:17:45.09] [00:17:45.09] third and is metacognition who here is familiar with [00:17:49.02] [00:17:49.02] okay just couple our consultants in Erlich so many cognition is basically [00:17:52.19] [00:17:52.19] thinking about our oversight and when it comes to teaching it's about helping [00:17:57.17] [00:17:57.17] students to come self-aware both what they are doing in the class helping [00:18:03.09] [00:18:03.09] again develop the study skills they need actually 16 is our specific classes [00:18:08.04] [00:18:08.04] helping them to reflect on what they're studying relates to their own lives and [00:18:13.07] [00:18:13.07] the world around them and the impact that learning might have and there is [00:18:19.02] [00:18:19.02] this wonderful piece by Stott eager that's on a blog called improving with [00:18:26.16] [00:18:26.16] the metacognition and she talks about the relationship between metacognition [00:18:31.12] [00:18:31.12] and global citizenship and references from studying about how when students [00:18:37.22] [00:18:37.22] develop their cognition skills they become more engaged citizens I think [00:18:44.10] [00:18:44.10] it's important when we're talking about developing globally over students [00:18:53.21] [00:18:53.21] engaged citizens and so helping them then to develop [00:18:59.12] [00:18:59.12] these metacognition skills in our classes all right [00:19:06.10] [00:19:06.10] so my proposal is that to deal with all of these challenges that we face in [00:19:14.23] [00:19:14.23] terms of building sustainable and global studies programs either that are major [00:19:21.22] [00:19:21.22] programs or interdisciplinary campus wide program said if we can focus on [00:19:28.04] [00:19:28.04] these three elements of how did these Global Studies programs help our [00:19:32.14] [00:19:32.14] students master particular things whatever it is we actually want them to [00:19:38.02] [00:19:38.02] have a lot of opportunity to master and then demonstrate competence especially [00:19:43.06] [00:19:43.06] as it pertains to integrating these interdisciplinary global things that we [00:19:48.01] [00:19:48.01] are teaching them and then applying them to something that actually makes a [00:19:51.11] [00:19:51.11] difference in their I mean this is so important when they [00:19:55.18] [00:19:55.18] think about bringing faculty together to work in interdisciplinary rings or [00:20:02.23] [00:20:02.23] having requirements for local certificates or minor so in my [00:20:08.22] [00:20:08.22] department students can have a International Affairs minor and they [00:20:14.00] [00:20:14.00] have to pick from a series of electives but they're never integrated together in [00:20:19.03] [00:20:19.03] a way that really makes for meaningful in a way that I think really helps [00:20:23.20] [00:20:23.20] contribute to student success to a sense of belonging and community and [00:20:28.00] [00:20:28.00] connectedness you know to relate with you learn out to the broader world learn [00:20:32.04] [00:20:32.04] things are taught in disciplinary silence and isolation [00:20:37.15] [00:20:37.23] customers not just like am i part of it it's International Affairs focused on [00:20:44.15] [00:20:44.15] you know the scholarship of International Affairs research not like [00:20:48.14] [00:20:48.14] more interdisciplinary scholarship so to think about how can we have an end of [00:20:54.08] [00:20:54.08] global program courses that actually integrate this interdisciplinary [00:20:57.16] [00:20:57.16] together and interdisciplinarity together [00:21:01.10] [00:21:01.10] way perhaps tying those twos to burning clothes tees we're also have students [00:21:07.05] [00:21:07.05] develop a sense of community and go through the track together and study [00:21:11.06] [00:21:11.06] abroad so when I think about mastery I think about alright [00:21:14.22] [00:21:14.22] how do we then integrate how do we facilitate that integration and applying [00:21:20.00] [00:21:20.00] to a broader business also just really thinking through how do we help relate [00:21:25.07] [00:21:25.07] all of these global initiatives to their individual lives and facilitate the [00:21:32.05] [00:21:32.05] metacognitive reflective practices reflective skill developers but then [00:21:38.06] [00:21:38.06] because it's their experiences in these Global Studies programs something to [00:21:42.11] [00:21:42.11] take away to their reflective skill where they learn to reflect the lens of [00:21:48.12] [00:21:48.12] all these interdisciplinary things are offered in both [00:21:55.14] [00:22:21.15] so Amanda birdie is department head at the Department of International Affairs [00:22:27.09] [00:22:27.09] at the School of Public and International Affairs at University of [00:22:30.19] [00:22:30.19] Georgia and I really wanted to hear a voice of a department head who's working [00:22:39.19] [00:22:39.19] in more of public policy area and I was so interested in your viewpoint on this [00:22:45.03] [00:22:45.03] question oh well thanks thanks for having me and [00:22:47.23] [00:22:47.23] I hope I answered your question I'm not sure that I actually will but um and [00:22:51.16] [00:22:51.16] thanks for being with me on a Friday afternoon I'm Amanda [00:22:59.02] [00:22:59.02] I'm the department head of international affairs at the University of Georgia I'm [00:23:02.13] [00:23:02.13] in school International Affairs what I'll talk [00:23:04.20] [00:23:04.20] about a little bit is how the school move came into existence where it stands [00:23:08.23] [00:23:08.23] now and then where the Department of International Affairs sits within it and [00:23:12.17] [00:23:12.17] then I'll go over both of the successes I think but also the challenges it [00:23:22.23] [00:23:22.23] brings my previous positions have all been in Department of Political Science [00:23:27.23] [00:23:27.23] and so preparing kind of that traditional experience with being in a [00:23:33.23] [00:23:33.23] standalone school separate from the arts from the College of Arts and Sciences [00:23:37.19] [00:23:37.19] and separate from our science so just an overview of who we are and where we [00:23:47.22] [00:23:49.09] the founding was kind of a really great moment at Millennium where the [00:23:56.10] [00:23:56.10] department [00:23:59.10] [00:23:59.19] step away from the College of Arts and Sciences at the University of Oregon and [00:24:04.18] [00:24:04.18] what a stand on its own two feet and so at that time they had a fairly high [00:24:08.19] [00:24:08.19] ranking in public administration and they were really able to take that with [00:24:13.20] [00:24:13.20] it as well as good of having um you know due to the Millennium due to September [00:24:19.14] [00:24:19.14] 11th due to fall all of these local issues kind of have this opening and [00:24:24.11] [00:24:24.11] this interest among students to have a public policy program so were three [00:24:30.05] [00:24:30.05] departments were about 60 faculty members within the three departments I'm [00:24:34.02] [00:24:34.02] in the Department of International Affairs we'll talk more about that but [00:24:36.18] [00:24:36.18] the perfect political science at UGA is very unique because it is only American [00:24:42.03] [00:24:42.03] politics and political areas so comparative politics politics and [00:24:49.04] [00:24:49.04] international relations they're all over in Internet [00:24:52.02] [00:24:52.02] there's the department of political science is really just happy [00:24:56.06] [00:24:56.06] and finally there's a Department of Public Administration policy so they're [00:25:01.07] [00:25:01.07] the ones that run our masters of Public Administration program they're highly [00:25:05.19] [00:25:05.19] ranked according to US News reports into the sixth highest public affairs school [00:25:11.13] [00:25:11.13] in the country that we are overall and they're actually the second or in [00:25:15.11] [00:25:15.11] summary things the first management so they major cement are in addition to the [00:25:29.05] [00:25:29.05] department we have three centers we have a de Center for international trade and [00:25:32.17] [00:25:32.17] security which has historically dealt with a lot of contracts remitted at a [00:25:37.16] [00:25:37.16] time to the Department Energy and the Department of State with trade controls [00:25:41.03] [00:25:41.03] the center for the study of global issues now that's a center that really [00:25:45.08] [00:25:45.08] just feels with study abroad on the University campus [00:25:48.10] [00:25:48.10] so we're study abroad mainly within the school it also houses the human rights [00:25:54.13] [00:25:54.13] measurement initiative which is a research initiative but it is really [00:25:58.19] [00:25:58.19] focused study abroad and finally we have a new [00:26:03.06] [00:26:03.06] growing Survey Research Center which is dealing with surveys related to partisan [00:26:07.21] [00:26:07.21] issues and kind of I think we're a fantastic school overall [00:26:13.11] [00:26:13.11] and I like to think that we in the department are really unique and [00:26:17.10] [00:26:17.10] exciting departments for ourselves so as of next year we'll have 24 Maine and 20 [00:26:27.02] [00:26:27.02] our tenure-track faculty all but two of us are actually political scientists our [00:26:34.07] [00:26:34.07] PhD training is in political science so we are not really an interdisciplinary [00:26:39.05] [00:26:39.05] program at all which makes us very unique as an International Affairs [00:26:43.23] [00:26:43.23] program and it's one of our big challenges I think it's very hard time [00:26:47.11] [00:26:47.11] for people to know who we actually are we have two faculty members who actually [00:26:52.01] [00:26:52.01] have joint appointments one has a PhD in a pond so appointment in the Terry [00:26:58.21] [00:26:58.21] College of Business and then one specializes on health policy at the [00:27:03.05] [00:27:03.05] international level and so he hasn't we're really research active and [00:27:08.20] [00:27:08.20] partners that we have NSF grants we're the home of international studies [00:27:15.00] [00:27:15.00] here you had multiple faculty winners members win top disciplinarian awards [00:27:21.07] [00:27:21.07] including intelligent studies is distinguished honor is a and the is a [00:27:26.19] [00:27:26.19] Quincy writer work so very research active faculty a lot of great getting [00:27:31.07] [00:27:31.07] right now going on and and also kind of incentivizing editing journals we also [00:27:37.03] [00:27:37.03] are a really unique faculty I think in both being an excellent researchers and [00:27:42.16] [00:27:42.16] teachers with multiple faculty members that one you know like every teaching [00:27:47.13] [00:27:47.13] war that you can get at the university level we're a big program so the unique [00:27:52.19] [00:27:52.19] thing I think about us if you think about dividing a political science [00:27:56.00] [00:27:56.00] department up into really three you would think that that we actually [00:28:01.21] [00:28:01.21] students Department it actually expanded it so we as [00:28:05.21] [00:28:05.21] international affairs of the fifth largest major on campus political [00:28:10.00] [00:28:10.00] sciences the seventh we have undergrads that are getting a major [00:28:13.19] [00:28:13.19] completely in international affairs and then about 700 undergrads that are [00:28:18.06] [00:28:18.06] getting a major in political science we run a master's in the international [00:28:22.11] [00:28:22.11] policy program there's two tracks in that one's a human security track and [00:28:26.10] [00:28:26.10] then one's a track on nuclear proliferation and trade controls that [00:28:30.04] [00:28:30.04] went down in the number of students as [00:28:34.01] [00:28:36.14] well and then finally run an active ph.d program we have a few masters level [00:28:42.19] [00:28:42.19] students but mostly PhD students that are typically heating jobs at teaching [00:28:48.23] [00:28:48.23] universities but also going so I'm happy to answer questions like all of this I [00:28:55.01] [00:28:55.01] came to this position pretty recently and I came from a traditional College of [00:29:01.03] [00:29:01.03] Arts and Sciences and Department of Political Science background so what [00:29:04.18] [00:29:04.18] I'll go over next is kind of what I think this program is really well and [00:29:08.13] [00:29:08.13] then what I think the challenges are so the best things I think about having [00:29:13.19] [00:29:13.19] this unique structure being a department of International Affairs is I think we [00:29:17.23] [00:29:17.23] as the faculty have a shared identity of what we study so um you know this might [00:29:23.02] [00:29:23.02] be a little bit in me or not in a disciplinary program or that might be a [00:29:27.01] [00:29:27.01] little bit more difficult but we all kind of share this this focused on the [00:29:31.12] [00:29:31.12] journals were publishing in there also that we do and you know I think we have [00:29:35.16] [00:29:35.16] a very methodological diverse [00:29:40.18] [00:29:43.23] as a department especially dealing with undergrads I really like the fact that [00:29:48.10] [00:29:48.10] being in international affairs we're not dealing with issues that are quite as [00:29:53.23] [00:29:53.23] contentious when it comes to u.s. partisan politics and I think that has [00:29:57.09] [00:29:57.09] helped us attract majors and it has helped us in this area we also attract [00:30:03.19] [00:30:03.19] students that are not wanting to go pre-law and I like that a lot better [00:30:07.02] [00:30:07.02] than being in a political science department right we're getting students [00:30:09.19] [00:30:09.19] that want to make a difference in in their world in the world around them not [00:30:13.11] [00:30:13.11] just students that are looking for kind of a degree before law school our [00:30:18.16] [00:30:18.16] undergraduate students most of them either have undergraduate research [00:30:22.20] [00:30:22.20] experience or they have experience with study abroad it's been a great [00:30:26.15] [00:30:26.15] specialization because our major is just focusing you know really on one half of [00:30:32.20] [00:30:32.20] clubs of science just comparative politics and international relations our [00:30:37.08] [00:30:37.08] undergrads have a lot of in-depth knowledge both on kind of comparative [00:30:42.12] [00:30:42.12] politics regions kind of institutions but also on [00:30:47.00] [00:30:47.00] international relations for me as a researcher I like the fact that I have [00:30:52.21] [00:30:52.21] so many faculty colleagues that I can collaborate with so because we all kind [00:30:57.17] [00:30:57.17] of share that same visions because we don't have the same background in the [00:31:01.04] [00:31:01.04] critical science you know we do have a lot of collaboration that goes on [00:31:06.12] [00:31:06.12] co-authored myself in about a third of the faculty and I think if you look at [00:31:10.08] [00:31:10.08] kind of our network we definitely have just a lot of co-authorship [00:31:15.00] [00:31:15.00] and then one of the things that I liked quite a bit being in our own policy [00:31:19.17] [00:31:19.17] school we're able to retain and more of our grant giving and kind of the [00:31:24.10] [00:31:24.10] overhead from that process we have our own kind of college structure that [00:31:30.12] [00:31:30.12] allows us to interact with two departments within law school and I [00:31:34.07] [00:31:34.07] think it's really created an identity of being a co faculty member as opposed to [00:31:39.10] [00:31:39.10] being but one one more faculty member in a department [00:31:43.01] [00:31:43.01] in a larger so those are all things that I think are really kind of the the [00:31:48.07] [00:31:48.07] benefits with with the system so what about the challenges I think the biggest [00:31:53.22] [00:31:53.22] challenge is probably what led me to being on this panel today is just a [00:31:57.08] [00:31:57.08] misunderstanding of what we are so we're not an interdisciplinary program we [00:32:02.12] [00:32:02.12] don't deal with humanities or our students of course have language [00:32:05.21] [00:32:05.21] experience and language requirements for the degrees we do not house the language [00:32:10.15] [00:32:10.15] programs at UVA you know we're not in International [00:32:15.16] [00:32:15.16] Studies degree we're not a Global Studies degree for International Affairs [00:32:19.12] [00:32:19.12] that specifically defined really as comparative and we are so I'm really not [00:32:24.23] [00:32:24.23] interdisciplinary and that's something I think when we're presenting ourselves to [00:32:28.13] [00:32:28.13] the rest of the world that's very hard to to get across and something that's [00:32:33.00] [00:32:33.00] really hard to get across in in a website and then the other thing is [00:32:39.11] [00:32:43.23] we get emails and in questions in that are just not for our department is for a [00:32:49.17] [00:32:49.17] Center for Global engagement on campuses there's a lot of forwarding emails [00:32:55.10] [00:32:55.20] the second thing is is if you're trying to find comparative and international [00:33:00.15] [00:33:00.15] relations in the Department of Political Science you're gonna mess up and I think [00:33:04.16] [00:33:04.16] this is a big problem for our rankings we share one PhD program in political [00:33:10.21] [00:33:10.21] International Affairs because we really are all little scientist and so we're [00:33:15.19] [00:33:15.19] trying to attract a lot of students but if a student you know hears from from [00:33:20.05] [00:33:20.05] their faculty advisor at a different University oh yeah you should really go [00:33:24.01] [00:33:24.01] to Georgia and then they look up justice to the Department of Political Science [00:33:27.14] [00:33:27.14] they're gonna actually be Miss all of the faculty members that are extremely [00:33:31.20] [00:33:31.20] research active like I said an extremely you know well you see the faculty and [00:33:37.06] [00:33:37.06] they're just not going to see them on that website and so this is a constant [00:33:39.23] [00:33:39.23] concern for us is how do we get the message because we are especially when [00:33:43.15] [00:33:43.15] it comes to attract attracting the top graduate students how to get that so [00:33:48.08] [00:33:48.08] right now if you go to the Department of Political Science you'll actually see [00:33:52.17] [00:33:52.17] our pictures as well and that's just to try to address that of that idea but [00:33:57.21] [00:33:57.21] then if you click on the Department of International Affairs you'll just be [00:34:00.16] [00:34:00.16] this we're all so weird for that means for our right [00:34:04.01] [00:34:04.01] our reasons there's a biliary [00:34:08.15] [00:34:08.15] science art political science department or the ranking should be based on the [00:34:13.01] [00:34:13.01] program we would like to say and again if you just look off of who has listed [00:34:18.08] [00:34:18.08] the Department of Political Science and their letterhead you would miss kind [00:34:22.20] [00:34:22.20] of this whole so we are worried about that we think it's [00:34:27.23] [00:34:27.23] a hard issue to address especially based on reputation [00:34:32.16] [00:34:32.16] you know what people historically have [00:34:36.14] [00:34:37.03] one thing that I also think kind of separates the positive or negative the [00:34:42.17] [00:34:42.17] fact that we are separate the fact that we're our own school outside of college [00:34:48.14] [00:34:48.14] makes it very difficult to have collaboration with departmental [00:34:54.06] [00:34:54.06] so the same thing that protects us and makes us collaborate within the school [00:34:58.03] [00:34:58.03] also unfortunate geography or Women's Studies or [00:35:03.08] [00:35:03.08] sociology or other departments where we definitely have research over that and [00:35:07.21] [00:35:07.21] then finally for for me as someone who's interested in studies for science I'm [00:35:14.23] [00:35:14.23] missing half the discipline when I go to job talks when I go [00:35:20.19] [00:35:23.09] and so it can be very hard to keep up with research in theory or American [00:35:29.03] [00:35:29.03] politics just because we have so many colleagues so much [00:35:34.04] [00:35:34.14] at the end of the day lover I would definitely do it again of all the places [00:35:39.23] [00:35:39.23] I've been at you are the most researched at EMI I think definitely have the [00:35:44.09] [00:35:44.09] largest percentage of undergrads that are interested in majoring in what we do [00:35:50.12] [00:35:50.12] and I think it's really created this identity which is pretty unique [00:35:56.02] [00:35:56.02] International Affairs so in the end I definitely do it again but it's [00:36:01.23] [00:36:01.23] definitely presented some issues we're still cranking away so thank you and [00:36:16.14] [00:36:16.14] indeed I did not intend to I didn't intend to invite only political [00:36:26.12] [00:36:26.12] scientist Ben dosa inadvertent but I think actually Amanda's acknowledgement [00:36:34.05] [00:36:34.05] of where she sits in the spectrum it's it's part of the challenge for those [00:36:40.10] [00:36:40.10] study spaces okay our last speaker and not the last [00:36:46.13] [00:36:46.13] of the discussion because I really hope this would be a back and forth with the [00:36:51.07] [00:36:51.07] audience Alexandre polish who's the director of [00:36:54.08] [00:36:54.08] the Clark center for global engagement and he's an associate professor of [00:36:58.13] [00:36:58.13] International Studies at SUNY Cortland thank you so but when Laura contacted me [00:37:12.07] [00:37:12.07] a few months ago to discuss this idea she also had a few questions well what [00:37:17.11] [00:37:17.11] are some of the what are some of the logistical challenges and then some of [00:37:20.14] [00:37:20.14] the intellectual opportunities for developing global / International [00:37:26.09] [00:37:26.09] Studies programs and I get to run a program at SUNY Cortland this is a [00:37:31.12] [00:37:31.12] mystery system 64 campuses if the SUNY system we're not the first year is I [00:37:36.17] [00:37:36.17] refer in a second here we're not at Binghamton study group Buffalo l believe [00:37:40.19] [00:37:40.19] that grant PhDs we have bas and that means the school is a teaching college [00:37:45.21] [00:37:45.21] basically the teaching liberal arts college at the city system we have about [00:37:49.11] [00:37:49.11] 6,000 students and undergraduates and 1,000 graduates and the International [00:37:54.16] [00:37:54.16] Studies program is celebrating its 30th year 30 years of International Studies [00:37:58.19] [00:37:58.19] there and it is interdisciplinary I came into this position [00:38:03.15] [00:38:03.15] from Loyola University Chicago and I like the interdisciplinarity of it being [00:38:08.11] [00:38:08.11] a European I was trained in interdisciplinary political science for [00:38:12.04] [00:38:12.04] my BA Romania I that I did a interdisciplinary conflict analysis and [00:38:15.23] [00:38:15.23] resolution where I was exposed to social psychology I didn't know it existed [00:38:19.14] [00:38:19.14] before and then the PhD was very good working with all deal what you must know [00:38:26.10] [00:38:26.10] the University of Illinois urbana-champaign but I also felt very [00:38:29.16] [00:38:29.16] constricted because I had to focus on something very very narrow right like [00:38:34.01] [00:38:34.01] he's dead to be in so when this opportunity came along [00:38:37.21] [00:38:37.21] yes let's do this interdisciplinary style and the set up I'm not responsible [00:38:43.17] [00:38:43.17] for the setup I just inherited the center [00:38:46.08] [00:38:46.08] it's truly interdisciplinary I'd only political science person that is part of [00:38:51.14] [00:38:51.14] the International Studies faculty the way I would talk a little bit about some [00:38:55.15] [00:38:55.15] of the logistical challenges and opportunities logistical challenges [00:38:59.01] [00:38:59.01] identity crisis who are we what we do exactly I mean assignee Abroad Office we [00:39:04.03] [00:39:04.03] get confused with that all the time and second there are all kinds of [00:39:09.09] [00:39:09.09] challenges in terms of how do you set up this interdisciplinary International [00:39:14.02] [00:39:14.02] Studies programs are they housed in the department and they really [00:39:18.04] [00:39:18.04] interdisciplinary or not and then trying to get students and Provine students and [00:39:23.17] [00:39:23.17] parents when you have open houses like hey come to this program that is not [00:39:28.08] [00:39:28.08] adorable one that you would find in other places I usually describe the [00:39:32.11] [00:39:32.11] describe it as a cocktail of social sciences and humanities mostly because [00:39:37.15] [00:39:37.15] we are in the white region of the Finger Lakes of New York so maybe Cottonelle [00:39:41.11] [00:39:41.11] resonates with with a local population and so I look a little about this [00:39:47.05] [00:39:47.05] logistical challenges in terms of the intellectual opportunities you can set [00:39:50.23] [00:39:50.23] up a International Studies program so that you're working with the unique [00:39:54.11] [00:39:54.11] students the way we have it set up is basically we are the Honors College that [00:39:59.12] [00:39:59.12] we have an Honors College but we are also Thomas College because of the [00:40:02.13] [00:40:02.13] requirements for this program being a strictly a high so that's that's really [00:40:07.21] [00:40:07.21] cool that second you get to work with people from other fields and I get [00:40:10.16] [00:40:10.16] excited I actually get sick a kind of reading little science sorry I mean [00:40:15.06] [00:40:15.06] rather read something else anthropology history under other fields and that [00:40:21.00] [00:40:21.00] leads to cooperation both in terms of teaching again the focuses of teaching [00:40:24.23] [00:40:24.23] at our university but also in terms of research which is quite surprising not [00:40:29.16] [00:40:29.16] being at a higher one institution so let me the challenges person and [00:40:37.19] [00:40:37.19] opportunities we never center of the Clark center for a global engagement and [00:40:45.03] [00:40:45.03] directly to the provost for this Center that is in charge of internationalizing [00:40:49.15] [00:40:49.15] the campus in the community we've in the center we have the International Studies [00:40:53.23] [00:40:53.23] program housed for the International Studies program component I report to [00:40:58.01] [00:40:58.01] the Dean of Arts and Sciences so technically I have two bosses initially [00:41:01.11] [00:41:01.11] I was very worried how is this going to work out but it works out really really [00:41:04.05] [00:41:04.05] great to do everyone understands what goes where and this allows us a little [00:41:10.05] [00:41:10.05] bit different this actually the the funding for the program comes for the [00:41:13.20] [00:41:13.20] center and it's easy what is the same person in charge of [00:41:16.15] [00:41:16.15] both the center and the program it doesn't have to be necessarily that [00:41:20.19] [00:41:20.19] weight was set up that way it's always been like that for the last 30 years [00:41:26.01] [00:41:27.05] International Studies program has requirements we treat different [00:41:32.01] [00:41:32.01] requirements a bunch of course is that all the students have to take this are [00:41:36.12] [00:41:36.12] extremely to disciplinary and interdisciplinary history of the world [00:41:39.18] [00:41:39.18] from 1400 to 1850 1850 to the present and then [00:41:46.11] [00:41:46.11] when international negotiation mediation class which is a skills-based class [00:41:50.04] [00:41:50.04] where they learn how to negotiate and mediate and then with they have a [00:41:54.07] [00:41:54.07] capstone course - that releasing together to what they've done for their [00:41:59.11] [00:41:59.11] concentrations and the concentrations in the concentration they have big step of [00:42:04.05] [00:42:04.05] course is 21 credits then they are either regional or thematic so you can [00:42:10.07] [00:42:10.07] even specialize in Latin America Africa Asia and the Pacific history geography [00:42:19.02] [00:42:19.02] culture and global development political science economics or international [00:42:23.22] [00:42:23.22] health and environment which is a very popular concentration so we work with [00:42:27.19] [00:42:27.19] units across the campus probably could help it's not in arts and sciences but [00:42:32.20] [00:42:32.20] we the students can take courses there now the second or the third component is [00:42:39.12] [00:42:39.12] a foreign language requirement eight courses of a foreign language and that [00:42:42.20] [00:42:42.20] they can take Spanish French Italian German Arabic Chinese on campus or grow [00:42:47.11] [00:42:47.11] partnerships in the city system we've also accommodated students one [00:42:50.23] [00:42:50.23] specific languages so Russia and we have a Community College 15 minutes away I [00:42:56.15] [00:42:56.15] was saying earlier in the state of New York controls don't you hit the [00:42:59.14] [00:42:59.14] university everywhere basically and they were able to take Russia there [00:43:04.23] [00:43:04.23] they were able to take Russian over the summer school at University of Maryland [00:43:08.20] [00:43:08.20] we forgot what they did some South Asian languages because Cornell University has [00:43:14.15] [00:43:14.15] class scholarships for some Asian languages and then Cornell is only 25 30 [00:43:20.15] [00:43:20.15] minutes away from us and we have a lot of students leaving anything that time [00:43:24.15] [00:43:24.15] so that they go there and take their foreign language requirement so that has [00:43:30.14] [00:43:30.14] worked quite well but because of this very high language [00:43:33.20] [00:43:33.20] requirement basically students are self selecting into the program and we work [00:43:38.23] [00:43:38.23] with the best of the best like lambda likely and that's really [00:43:43.16] [00:43:43.16] like whatever I have conversations with colleagues from other departments they [00:43:46.21] [00:43:46.21] complain about the students and my reaction [00:43:49.04] [00:43:49.04] like what like you're kidding like III give them five books to course plus a [00:43:56.11] [00:43:56.11] bunch of PDFs and no one complains I mean I even have a student we have give [00:44:01.06] [00:44:01.06] us a presentation and someone was saying like well if this program we'll have to [00:44:05.20] [00:44:05.20] read about 50 pages so we can so the student goes like you assign over 200 [00:44:10.07] [00:44:10.07] pages per week you know in the courses that you teach in International Studies [00:44:13.19] [00:44:13.19] and I cranked up actually how hard I'm teaching and the thing with the [00:44:19.20] [00:44:19.20] colleagues that teach in International Studies because we can so just to give [00:44:29.11] [00:44:29.11] you a sense for the Disciplinary history of the world from about 1850 I assign [00:44:33.23] [00:44:33.23] hotel-like historian civilization of capitalism only what we know which is [00:44:39.17] [00:44:39.17] about 600 700 pages read every cool an anthropologist I gave up gross [00:44:57.02] [00:44:57.02] International Studies courses we gave up textbooks so we use the actual sources [00:45:01.00] [00:45:01.00] so they eat Machiavelli they read Hobbes Locke they read in the second part the [00:45:07.12] [00:45:07.12] 1850 to the present Benedict Anderson Hana Island origins of totalitarianism [00:45:12.18] [00:45:12.18] Fujiyama and job it and I to read the real stuff that to me was [00:45:20.05] [00:45:20.05] assigned as a be a student here Romania back in the days and I thought that I [00:45:25.02] [00:45:25.02] was really good preparation so they actually stuck with me she another to [00:45:29.12] [00:45:29.12] the point where that I can this is good feel that the elite they feel that [00:45:35.11] [00:45:35.11] they're part of this group that can work really hard and know so much more about [00:45:38.23] [00:45:38.23] the world and I read what you're talking about the metacognitive aspects they get [00:45:43.16] [00:45:43.16] so we read a lot of the creation of nation-states capitalism well the stages [00:45:49.11] [00:45:49.11] of capitalism I mean that's where evolution and so on the the type of [00:45:53.01] [00:45:53.01] reading science on are also about well the history of coffee and tea and wrong [00:45:57.22] [00:45:57.22] the role played in the colonization and I also brought in whenever our Museum [00:46:03.03] [00:46:03.03] Studies on campus in the anthropology department and I went to link the the [00:46:06.22] [00:46:06.22] museum we have on campus to this so then they go and study artifacts in the [00:46:12.00] [00:46:12.00] museum and we link them back to the foundations of the part of the world and [00:46:15.06] [00:46:15.06] the making of the modern world courses as components interdisciplinary [00:46:18.11] [00:46:18.11] histories so in that sense is really I love teaching this type of students [00:46:25.11] [00:46:25.11] and I love teaching is such a interdisciplinary way because it makes [00:46:27.21] [00:46:27.21] me read a lot on topics that I'm not familiar with and then I actually have [00:46:33.09] [00:46:33.09] to teach them and I don't just I'm not doing the exact same thing that I've [00:46:36.23] [00:46:36.23] been doing you know since grad school so [00:46:40.18] [00:46:43.20] but in terms of some of the logistical challenges so the way we have this set [00:46:50.00] [00:46:50.00] up we pool of faculty from different departments and basically I have to [00:46:54.03] [00:46:54.03] negotiate every and only MOU International Studies program me and the [00:46:58.05] [00:46:58.05] secretary actually a quarter of the secretary because we share the secretary [00:47:01.18] [00:47:01.18] with other units fifty majors 1555 majors which for us puts us in the [00:47:08.23] [00:47:08.23] middle of the pack we're number seven or eight other thirty majors on campus or [00:47:14.00] [00:47:14.00] so and the the problem is I have to negotiate with the chairs of the various [00:47:19.20] [00:47:19.20] departments history sociology anthropology to ask them to allow this [00:47:23.14] [00:47:23.14] faculty members to teach for International Studies too because then [00:47:26.23] [00:47:26.23] they're not teaching for their department but we thought it'll be the [00:47:30.04] [00:47:30.04] place to address this where the classes are camped at twenty four we don't have [00:47:34.23] [00:47:34.23] more than 24 students in the classroom and well our history and twelve our [00:47:42.00] [00:47:42.00] international studies so that works quite well and people are usually okay [00:47:47.08] [00:47:47.08] doing this but then again the actual ISD International Studies courses they're [00:47:52.04] [00:47:52.04] not that many they're only five or six of them right the the sequence that I [00:47:56.17] [00:47:56.17] mentioned but also we have a freshman class that we embedded in a well it's [00:48:03.05] [00:48:03.05] called the world first learning community which is the students who join [00:48:08.03] [00:48:08.03] who either self-identified as International Studies majors or [00:48:12.14] [00:48:12.14] interested in the world but they're not sure either one of do international [00:48:15.18] [00:48:15.18] styles so we use this as a recruitment mechanism where they take three or four [00:48:19.16] [00:48:19.16] courses actually together as a cohort and then a fifth one is whatever they [00:48:24.14] [00:48:24.14] want and they take three out of the four courses with the three professors that [00:48:30.10] [00:48:30.10] teach most of the time International Studies me and two of my colleagues a [00:48:34.05] [00:48:34.05] historian and an anthropologist / archaeologist so that has that has [00:48:40.22] [00:48:40.22] worked well but again the negotiation with the departments can be difficult [00:48:43.20] [00:48:43.20] because you're not just negotiating the the time or the faculty by your [00:48:46.20] [00:48:46.20] negotiating seats for your students is the majors in economics classes or equal [00:48:51.10] [00:48:51.10] politics classes but here is the prettiest of nicely everyone who teaches [00:48:55.15] [00:48:55.15] ist majors once because they're elite because they're [00:48:59.02] [00:48:59.02] really good because they're not gonna complain about the readings that they [00:49:01.12] [00:49:01.12] were gonna work really hard so I am at the point where I actually have to tell [00:49:05.11] [00:49:05.11] some faculty I can't give you this iced tea students here because they want to [00:49:08.21] [00:49:08.21] take a different section right but I have faculty lobbying a to teach the [00:49:13.20] [00:49:13.20] International Studies courses fee to have international study students in [00:49:18.00] [00:49:18.00] their their sections right so it's a nice problem to have better couple of [00:49:22.14] [00:49:22.14] chairs that are a little bit more difficult to deal with but generally [00:49:25.07] [00:49:25.07] speaking that's that's a nice problem alright so the fact that we're not how [00:49:32.15] [00:49:32.15] steep a specific Department that we are Department of ourselves is pretty pretty [00:49:37.05] [00:49:37.05] nice in that sense because it allows for this interdisciplinarity there is an [00:49:41.09] [00:49:41.09] International Studies faculty Advisory Committee that is actually from [00:49:45.15] [00:49:45.15] different departments so all those concentrations that I men shouldn't have [00:49:49.22] [00:49:49.22] a representative on the faculty Advisory Committee so we have someone from health [00:49:53.02] [00:49:53.02] geography history and so on that then actually allows us to a know what are we [00:49:59.22] [00:49:59.22] doing what are we teaching that's international [00:50:02.06] [00:50:02.06] what other courses have been developed recently in your department that should [00:50:06.01] [00:50:06.01] be introduced in the International Studies curriculum and that being said [00:50:12.18] [00:50:12.18] though they're their challenges I bet the crisis square we what we do like [00:50:18.15] [00:50:18.15] what do you do it for the Green International Studies and you're not a [00:50:22.21] [00:50:22.21] regular political scientist you're not like a regular economist and so on the [00:50:27.03] [00:50:27.03] students tend to go to grad school or they actually go overseas and they [00:50:33.00] [00:50:33.00] get this they get the skills of cultural awareness that are very useful and they [00:50:37.13] [00:50:37.13] know how to negotiate overseas they know how to work with people from other parts [00:50:43.00] [00:50:43.00] of the world so in terms of where we place people it has to be within the [00:50:49.06] [00:50:49.06] state of New York Syracuse University okay may be ranked number one in your [00:50:53.08] [00:50:53.08] field Matt Maxwell the Maxwell school we place a lot of students there actually [00:50:57.13] [00:50:57.13] at Mexico school they have really cool master's programs that and they actually [00:51:02.01] [00:51:02.01] come directly to recruit from International Studies we have a [00:51:05.20] [00:51:05.20] partnership where they take some of our students in the fall they have a [00:51:10.13] [00:51:10.13] conference on global study something and they have allotted seats for our [00:51:17.02] [00:51:17.02] students in international studies to go and attend that is not a direct feeder [00:51:21.16] [00:51:21.16] but they get to a sense for the for the school they come to do presentations [00:51:27.01] [00:51:27.01] only for the International Studies majors on our campus and then we also [00:51:31.18] [00:51:31.18] have this missionary of the globalization program that put students [00:51:35.18] [00:51:35.18] in internships in international organizations of York City and this only [00:51:40.17] [00:51:40.17] 22 students from across the SUNY system I accepted every year this year three [00:51:46.04] [00:51:46.04] students are performing all over the International Studies program the last [00:51:50.17] [00:51:50.17] year was to the previous year two and so on so we put a lot of them in this [00:51:56.15] [00:51:56.15] program said minute.what another trend that we've noticed is over time more and [00:52:01.09] [00:52:01.09] more students are going overseas for their graduate programs especially in [00:52:06.15] [00:52:06.15] Europe because it's cheaper and the quality is really good and [00:52:11.02] [00:52:11.02] or at American universities that have campuses in Europe for example George [00:52:14.15] [00:52:14.15] Mason University has a campus in Malta and they do Mediterranean security their [00:52:19.19] [00:52:19.19] copy resolution and terenia security so we'll be placing graduates their [00:52:28.11] [00:52:29.14] corporation faculty cooperation we've developed we basically took a page from [00:52:34.21] [00:52:34.21] the Illinois playbook that Laura developed the Youth Center many years [00:52:40.18] [00:52:40.18] ago the team taught yoga classes to get funding European Union funding through [00:52:55.18] [00:52:55.18] the center but for the International Studies program and I really teach you [00:53:00.01] [00:53:00.01] studies as you guys are doing it in a very interdisciplinary way where we had [00:53:04.23] [00:53:04.23] it wasn't just about the science of European Union studies you know you may [00:53:09.12] [00:53:09.12] have a historian and economist and obviously the point of a scientist but [00:53:12.16] [00:53:12.16] we got in people from art and art history Performing Arts Sport Management [00:53:19.23] [00:53:19.23] disability Department so really interdisciplinary and the students [00:53:24.17] [00:53:24.17] really appreciated that like total difference in styles and it also allowed [00:53:31.05] [00:53:31.05] us to learn about well what our colleagues doing you know in the [00:53:34.11] [00:53:34.11] business school in a different department and that led to publications [00:53:39.04] [00:53:39.04] and mostly focused on teaching again so it's not the the straight up research [00:53:44.02] [00:53:44.02] that you may be thinking about its publications related to how do you teach [00:53:47.22] [00:53:47.22] interdisciplinary programs I think I will end on this point and then we can [00:53:54.18] [00:53:54.18] yes [00:53:59.03] [00:54:01.09] yeah so very interested to hear what your interests are in this topic if I [00:54:09.08] [00:54:09.08] may just make three points trying to bring the three folks together here [00:54:14.19] [00:54:14.19] first one was that global studies really tries to be openly and intentionally [00:54:21.14] [00:54:21.14] multidisciplinary so it hasn't applied gender and Women's Studies 20 years ago [00:54:26.21] [00:54:26.21] it hasn't tried to create its own discipline with its own methods it's [00:54:32.05] [00:54:32.05] been very intentional about reaching out to geography reaching out to sociology [00:54:39.02] [00:54:39.02] for their methods and methodologies and and trying to be truly multidisciplinary [00:54:45.17] [00:54:47.11] secondly it's something that we heard a couple times this afternoon was really [00:54:53.19] [00:54:53.19] to make this connection between global and local so if you're studying human [00:54:59.22] [00:54:59.22] trafficking which is a global issue what's happening here in Atlanta what's [00:55:04.06] [00:55:04.06] the local question that's going on or if you're studying the history of disease [00:55:09.22] [00:55:09.22] and something historical what where are we today and making that local [00:55:16.15] [00:55:16.15] connection I think is part of creating that the activism of our students the [00:55:22.18] [00:55:22.18] intentionality this is the metacognition making those connections between what [00:55:28.13] [00:55:28.13] you're learning in the book and what's going on around [00:55:32.03] [00:55:32.03] yeah all under there and I'd love to hear comments questions please be [00:55:43.06] [00:55:43.06] struggling with that because the Clark center is supposed to internationalize [00:55:47.20] [00:55:47.20] the community - and we're leaving a ton of 20,000 people [00:55:52.05] [00:55:52.05] tiny tiny town but that being said there are over 50 countries represented in the [00:55:57.11] [00:55:57.11] community so it's quite diverse and one of the things we did we got a white [00:56:02.13] [00:56:02.13] learning grant and the students in the International Studies and were actually [00:56:07.13] [00:56:07.13] tossed we interview the foreign-born population in the county to basically do [00:56:12.02] [00:56:12.02] a needs assessment we have a lot of Ukrainian the refugees there is a law US [00:56:19.01] [00:56:19.01] law that allows Ukrainians to still come as refugees and then we have a lot of [00:56:23.17] [00:56:23.17] migrant workers fianc right and farms and that's something that they started [00:56:29.22] [00:56:29.22] doing and trying to connect this high-level concepts [00:56:34.02] [00:56:34.02] - well this people the foreign-born people and they'd be doing interviews [00:56:38.06] [00:56:38.06] and in the process they were learning research methods - yeah [00:56:43.22] [00:56:45.12] what you're doing at your universities or in your community resources we also [00:57:06.04] [00:57:06.04] started internationalization of the Christian leaders are cute and a lot of [00:57:10.21] [00:57:10.21] what the committees did and [00:57:14.06] [00:57:18.15] I think it's Feldman's cutie yeah it's probably like it will use it [00:57:24.07] [00:57:24.07] because any so much support behind it it's kind of living proof for a lot of [00:57:30.07] [00:57:30.07] administrators to say where [00:57:33.12] [00:57:34.05] and we're also not post QEP moment where what can we that we retain [00:57:42.08] [00:57:42.08] served away to go to whatever the other initiative to show [00:57:47.15] [00:57:47.15] and he said that you have one employee and a quarter of it [00:57:54.20] [00:58:04.22] so in disciplinary fields French right and half of my job is administrative but [00:58:11.05] [00:58:11.05] only half of that and so I'm wondering how do you get administrators there's [00:58:23.06] [00:58:23.06] really only so much but what I see Kennesaw State when you can link to this [00:58:36.16] [00:58:36.16] strategic [00:58:39.09] [00:58:50.08] we also see them putting the money in the other places my sister Lisa Jeff [00:58:55.13] [00:58:55.13] seemed to take global studies and do an art the RPG dance but removing vulgarity [00:59:01.23] [00:59:01.23] so there's you know [00:59:05.04] [00:59:08.11] Global engagement is a important or one of many options of [00:59:14.23] [00:59:14.23] how to help especially underrepresented my students connect with the University [00:59:23.00] [00:59:23.00] in the community and so framing the proposals of the pitches in that Student [00:59:31.23] [00:59:31.23] Success literature and speaking to some of the studies that show how to my rates [00:59:36.20] [00:59:36.20] improve with certainty we're struggling with that a little bit [00:59:41.18] [00:59:41.18] now because we have a new QE key that was building pulling a lots of different [00:59:47.02] [00:59:47.02] hits than global studies got marginalized but I think there's a way [00:59:52.13] [00:59:58.07] could happen because college was founded in 2000 and the president just retired [01:00:10.06] [01:00:13.23] three the deans have retired so there's a lot of transition happening [01:00:22.13] [01:00:22.13] and so as you administrators come in I want to be ready yeah one of the things [01:00:28.00] [01:00:28.00] that Alex died learned this morning in a virtual education exchange discussion [01:00:33.11] [01:00:33.11] with that they finding that rates of absenteeism go down when you do global [01:00:39.02] [01:00:39.02] engagement activities classroom ins and again it's kind of an interesting [01:00:46.08] [01:00:46.08] observation my suggestion would be to sell the program was an elite program [01:00:53.23] [01:00:53.23] that's gonna get some of the best students and you're doing it as a [01:00:58.05] [01:00:58.05] program not as a department because you can make all these the difference you [01:01:02.15] [01:01:02.15] know as an apartment you need about four or five factors you have the minimum you [01:01:05.10] [01:01:05.10] can make it work as a program it can be just you and then may want to support [01:01:15.01] [01:01:15.01] you in other departments because if the way we've built these done international [01:01:19.19] [01:01:19.19] site is growing is very flexible so most students end up with one major or two [01:01:23.16] [01:01:23.16] minors or dual major and two minors so there's a lot of flexibility the courses [01:01:28.21] [01:01:28.21] can double pay about right so you take a health course and you can only take that [01:01:32.17] [01:01:32.17] menu right fifty percent or less in our case in the concentration that will [01:01:36.12] [01:01:36.12] allow for this double dipping so this would show you know you're breaking [01:01:41.00] [01:01:41.00] barriers and maybe [01:01:45.19] [01:02:09.11] by nature a to disciplinary I just did an evaluation two weeks ago as an [01:02:14.13] [01:02:14.13] external evaluator for the International Studies program at SUNY Fredonia a [01:02:17.21] [01:02:17.21] different campus and they're basically bringing their programming to legalities [01:02:22.12] [01:02:22.12] over say they needed approval from twenty system and they didn't have that [01:02:26.11] [01:02:26.11] now they're redoing it and they're feeling of getting rid of departments at [01:02:30.07] [01:02:30.07] the International Studies program is seen as a pioneering that like breaking [01:02:33.20] [01:02:33.20] this disciplinary walls and it sells itself to the Provost because the [01:02:37.14] [01:02:37.14] provost wants this breaking of the boundaries between disciplines are [01:02:41.08] [01:02:41.08] creating this schools that I mean there are pros and cons to that but because of [01:02:47.18] [01:02:47.18] the interdisciplinary International Studies can help I like just looking at [01:03:04.14] [01:03:04.14] the numbers and the money basically may actually help [01:03:11.16] [01:03:18.08] how many students do [01:03:22.07] [01:03:22.16] any given year would probably just happen and it doesn't but it's it's any [01:03:29.06] [01:03:29.06] student from any major can participate in the program [01:03:32.00] [01:03:32.00] what's my major it's not a minor it's an and so it does require a lot and because [01:03:44.11] [01:03:44.11] study abroad is requirement that's really the big hurdle so I start [01:03:52.00] [01:03:53.13] pronounce for everyone who said study abroad this year and and I start will [01:03:57.06] [01:03:57.06] pay directly to those students [01:04:00.18] [01:04:01.19] requirements are true for some students for some majors but that does that does [01:04:08.22] [01:04:08.22] suggested - it's an elite major because you already have a selection of students [01:04:13.21] [01:04:13.21] who have gone the extra mile these fellows a student says this is what way [01:04:17.13] [01:04:17.13] to distinguish [01:04:20.06] [01:04:21.01] and you have and in fact you did get a lot of students also [01:04:26.16] [01:04:34.05] I'm not sure how it fits with everything that's been said I think part of what [01:04:40.06] [01:04:40.06] we're attempting I went on I knew the community was really [01:04:47.15] [01:04:57.11] the global monies get to take existence get to take advantage of that because [01:05:02.07] [01:05:02.07] then we can pick a course in in communications that has been [01:05:08.02] [01:05:08.02] internationalized through that QEP or take a class in sociology that used to [01:05:14.05] [01:05:14.05] just be a domestic focus and now this is international maybe in some sense but [01:05:20.22] [01:05:20.22] there's different examples and then the hurdles of partnering or getting faculty [01:05:33.12] [01:05:33.12] to teach so they really just the tricks and tensions promoting a little learning [01:05:45.11] [01:05:45.11] broadly across campus and then bringing it all together also [01:05:53.23] [01:06:03.15] learning perspective pedagogy perspective building in questions are [01:06:17.23] [01:06:19.01] interconnected I'll give an example so in my class this semester I spent a lot [01:06:27.07] [01:06:27.07] of time intentionally building community comparative democratization rights we [01:06:33.08] [01:06:33.08] talked a lot about social capital trust [01:06:37.21] [01:06:40.08] and I had them tell their stories I started on the first day of class I [01:06:45.11] [01:06:45.11] taught my democracy story however I wanted to frame it and then every day I [01:06:53.08] [01:06:53.08] had one or two students tell their own democracy story and it was the best [01:07:01.01] [01:07:01.01] semester I have students showed up they did the work [01:07:06.12] [01:07:06.12] they were so engaged with me I got more people trying to get me [01:07:13.05] [01:07:16.20] do you ever you know because we spent time connecting their lives to the [01:07:24.04] [01:07:24.04] material and for me it was a stretch I was like how is it's gonna work their [01:07:27.11] [01:07:27.11] democracy story this is really tie into the theoretical core necessarily that's [01:07:32.07] [01:07:32.07] what I want to teach but I found that because I took the time to see and hear [01:07:37.21] [01:07:37.21] them and then the way what I did is I shifted it so that then every time we [01:07:43.17] [01:07:43.17] talked about everything I tried to bring it back to one or two of their stories [01:07:48.13] [01:07:48.13] and so I tried to model that metacognitive practice and so that every [01:07:55.15] [01:07:55.15] time we talked about you know the relationship between economic [01:07:59.03] [01:07:59.03] development I would bring it back to their story and I think you know I had [01:08:10.18] [01:08:10.18] no struggling would have seemed like it was they just were engaged and so they [01:08:17.14] [01:08:17.14] did well and so I think in terms of such a great experience I think that's a way [01:08:23.23] [01:08:23.23] to get at that this thing if we can help people realize that [01:08:29.00] [01:08:33.23] especially in Georgia I've been surprised in my two years here [01:08:38.06] [01:08:38.06] how many first-generation students there are who speak though from Atlanta and [01:08:45.12] [01:08:45.12] then once you find out if their stories their whole life behind them that that [01:08:56.12] [01:08:56.12] they're not sharing but they want that helps if you're [01:09:02.03] [01:09:02.03] teaching the Global Studies course is to bring out [01:09:05.01] [01:09:05.01] but again I also struggle with the same thing that house it's helping the [01:09:09.04] [01:09:09.04] theoretical model sometime let's go together we really attempt to be careful [01:09:16.10] [01:09:18.07] the students have already [01:09:22.14] [01:09:28.18] you know what if you observe abroad that relates to what we're doing today [01:09:33.06] [01:09:33.06] and sometimes I elicit that sometimes they just offer it because they think [01:09:37.22] [01:09:37.22] they do make those connections and that's a great thing about having a [01:09:42.05] [01:09:42.05] capstan [01:09:44.21] [01:09:48.02] because they see just how complicated everything yes and so it's actually [01:09:52.13] [01:09:52.13] making it all Messier but it's gonna be solid intertwine any other reflections [01:10:01.03] [01:10:08.05] coorporate their local study then socio [01:10:13.08] [01:10:20.21] I'd be doing with connecting them outside of the link okay so many of the [01:10:27.01] [01:10:27.01] kids I teach [01:10:29.23] [01:10:44.01] but they really don't something Susan gonna challenge trying to get support [01:10:49.18] [01:10:49.18] that's necessary [01:10:52.07] [01:10:54.20] we so they're learning so much about the world that can be connected [01:11:02.15] [01:11:23.04] there's money too so when I think about Georgia Tech's so good about raising [01:11:34.23] [01:11:34.23] money for my experience here so they have go stem that's funded by the [01:11:40.01] [01:11:40.01] foundation k-12 students in Latino populations especially if they have a [01:11:49.06] [01:11:49.06] lot of approach we go all the time we are pulled into classrooms sometimes [01:12:26.23] [01:12:26.23] with Community College - we have articulation agreements they are told [01:12:30.13] [01:12:30.13] all the students with no International Studies for their first year and the [01:12:33.05] [01:12:33.05] Community College they transfer it's a seamless not that similar is like yeah [01:12:40.10] [01:12:40.10] but theoretically seamless advanced and those pipelines are very useful because [01:12:46.19] [01:12:46.19] most of our International Studies majors they are not coming in as freshmen this [01:12:52.18] [01:12:52.18] is what I mean they become International Studies majors in their second year they [01:12:59.09] [01:12:59.09] may be national studies or they come through this articulation agreements [01:13:05.17] [01:13:05.17] from the community colleges and again like top-notch students and then we've [01:13:09.23] [01:13:09.23] gone upstream to actual and less to Cornell but they know any center another [01:13:17.03] [01:13:17.03] thing like International Studies is one of the few one of the yeah one of the [01:13:21.03] [01:13:21.03] few international programs you can get if you can still get others you can get [01:13:24.06] [01:13:24.06] off your kind of studies studies but yeah so we have this two models one is [01:13:31.10] [01:13:31.10] the program or is the department the department only has one and a half [01:13:35.00] [01:13:35.00] faculty members and then some like 10% of our secretaries nine and it's really [01:13:41.08] [01:13:41.08] hard to build a department a lot of white that's why I'm saying [01:13:44.19] [01:13:44.19] it's much easier with the direction of studying small that's more flexible [01:13:48.02] [01:13:48.02] mostly have latino Latin American Studies minor Asia Middle Eastern [01:13:52.02] [01:13:52.02] Studies minor and a lot of this international minors are linked linked [01:13:57.20] [01:13:57.20] to the major in international studies but economics is international finance [01:14:03.09] [01:14:03.09] concentrated great we actually get a lot of voiceover like dual majors so we're [01:14:08.09] [01:14:08.09] not we don't at least icon CNN's competing with other units sport [01:14:15.00] [01:14:15.00] management it's very big at our university they have international sport [01:14:18.22] [01:14:18.22] management so they come they still come to us for advice and how do we build [01:14:29.00] [01:14:29.00] this and look it I don't see this competition because those four minutes [01:14:32.15] [01:14:32.15] go for you're not going to go for international studies there's more [01:14:35.06] [01:14:35.06] social sciences humanities [01:14:38.01] [01:14:56.02] by design or is it just a legacy of the Arts and Sciences [01:15:04.18] [01:15:16.08] froggy but also [01:15:19.22] [01:15:23.16] so you mentioned there's some price to pay parts of isolation from other [01:15:29.19] [01:15:29.19] departments and some thought to maybe provide incentives for faculty from [01:15:35.23] [01:15:35.23] those departments to connect with you as opposed to so I I am a Brett I'm a PhD [01:15:48.18] [01:15:48.18] student from current hollowly I wasn't there when school my first year was when [01:15:54.11] [01:15:54.11] it hit just first year I remember at the time there was this big debate about [01:16:03.11] [01:16:04.07] phd's in flippable science or do you want to call the International Fair and [01:16:09.12] [01:16:09.12] I remember being panicked as a student who thought I was getting into a science [01:16:15.16] [01:16:15.16] program thinking they're not the client because of identity and [01:16:21.13] [01:16:21.13] wanting to be able to go to the job recognized and that actually brings me [01:16:28.11] [01:16:28.11] to a question that kind of ties to a few things you all talked about in terms of [01:16:32.20] [01:16:32.20] the identity issue so we have college called University College and it has an [01:16:39.03] [01:16:39.03] interdisciplinary several interdisciplinary majors and they [01:16:45.05] [01:16:45.05] struggle really to get students and I think there's always sort of an [01:16:52.13] [01:16:52.13] insecurity about is this these Finas a continuing relevant program and I think [01:16:58.23] [01:16:58.23] partly it's because of that identity issue and so I would love the idea of [01:17:05.02] [01:17:05.02] creating a kind of more of an interdisciplinary Global Studies major [01:17:11.01] [01:17:11.01] but then I see what's going on there and I think they're just they're struggling [01:17:15.15] [01:17:15.15] so much how could we succeed if I'm an intriguing [01:17:20.05] [01:17:23.09] I think it's so interesting how for you [01:17:28.00] [01:17:29.02] your attitude to external in terms of [01:17:33.23] [01:17:37.11] purposes and it seems like you're searching on something [01:17:42.22] [01:17:45.13] so there is a little elephant to move us political scientists I have seen it [01:17:59.13] [01:17:59.13] every University I've been in four universities created the Global Studies [01:18:04.11] [01:18:04.11] program at one and led the other ones at the other three there's a huge tension [01:18:10.12] [01:18:10.12] particularly with political science about immigration territorialism and I [01:18:15.18] [01:18:15.18] know that was talked about in the earlier session but this it doesn't [01:18:19.15] [01:18:19.15] happen as much with anthropology or sociology maybe it's just our nature of [01:18:24.18] [01:18:24.18] political scientist power Z yeah something about it but that is a real [01:18:28.23] [01:18:28.23] issue and I met that what's going on one of the issues that global studies PhD [01:18:37.18] [01:18:37.18] programs are not popping up all over the place they're not writing primarily [01:18:43.08] [01:18:43.08] because disciplines and graduate level if you don't graduate a bit of [01:18:48.15] [01:18:48.15] discipline you're not around the seat and other universities still remain if [01:18:55.21] [01:18:55.21] you think that promoting global studies centum research field which we haven't [01:19:00.13] [01:19:00.13] really talked about years if you think about promoting [01:19:05.08] [01:19:05.08] then we do need to think about ph.d program depth in Europe in the United [01:19:14.00] [01:19:14.00] States for the studies programs emerging [01:19:19.03] [01:19:23.15] so my my when I was impressed with my dissertation was on us Everest from a [01:19:30.14] [01:19:30.14] brought democracy abroad and it's funny because when I was thinking of going on [01:19:39.12] [01:19:39.12] the market had represent myself [01:19:44.14] [01:19:47.01] and I really strike people wanted to be able to label one I know I can't commit [01:19:53.21] [01:19:53.21] to one I say all the intersections of all these things I am sorry okay to solo [01:19:58.13] [01:19:58.13] and so it that I think having faculty know how to market so that way to teach [01:20:05.03] [01:20:05.03] grad students how marketers in that way is so important I actually kind of [01:20:08.17] [01:20:08.17] resented that my mentors [01:20:13.09] [01:20:21.14] do can someone at UC Merced and they so do can you see person have taken those [01:20:26.19] [01:20:26.19] traditional subfields and try to redo them and it's creating it's hard enough [01:20:33.04] [01:20:33.04] for PhDs in one of the science of can't say I'm comparative or on fire tigar if [01:20:38.00] [01:20:38.00] they're saying of conflict or of behavior and you know yeah then I was at [01:20:43.01] [01:20:43.01] a tentative PhD program in security settings we haven't seen the same issues [01:20:47.12] [01:20:47.12] to someone on the market have actually a great record and have trouble finding a [01:20:53.05] [01:20:53.05] nation in a department when when I was with tasked with hoping to put together [01:21:01.17] [01:21:01.17] as local Studies program one of the big questions when it's okay what will be [01:21:09.05] [01:21:09.05] with prefix prefix for the capstone course and that was a big issue because [01:21:14.15] [01:21:14.15] it ties to accreditation because you know you're supposed to have at least [01:21:19.05] [01:21:19.05] eighteen graduate hours and this name prefix is whatever of course you're [01:21:22.21] [01:21:22.21] teaching and a lot of colleges will just couldn't ignore that rule or write at a [01:21:27.23] [01:21:27.23] write-up why this person can be an exception but [01:21:31.11] [01:21:31.11] I went they sent me to it a sack COC conference and he said that was the [01:21:36.08] [01:21:36.08] number one thing that institutions got dinged on but their their reaffirmation [01:21:41.06] [01:21:41.06] was having people teaching courses that they did have that brief exciting and [01:21:47.03] [01:21:47.03] sometimes it was completely logical like people don't get the HP's much astronomy [01:21:51.16] [01:21:51.16] they get pages and physics and they teach astronomy but if you don't make [01:21:56.17] [01:21:56.17] that beam articulate that in a clear way for the creditors then it looks like [01:22:03.09] [01:22:07.21] yeah so what happened with us was our Provost asked me you know are we going [01:22:14.00] [01:22:14.00] to make international relations and I'm coming from the fridge Brett in fact [01:22:22.03] [01:22:22.03] that we're interdisciplinary PhD I had it was a [01:22:28.19] [01:22:28.19] very religion oriented dissertation and I only get to teach French classes like [01:22:36.11] [01:22:36.11] that's even though my expertise is not really there because of this world and [01:22:43.10] [01:22:43.10] so I insisted that the global studies has to be GL and nobody has a PhD in GL [01:22:51.08] [01:22:51.08] and that that means that anybody at this institution can touch it it won't become [01:22:59.06] [01:23:24.12] because there's actually some research done on International Studies programs [01:23:28.19] [01:23:28.19] across the country the latest one that I could find was [01:23:31.23] [01:23:31.23] about ten years ago and looks at all the ice-t programs as vendors this program [01:23:39.23] [01:23:39.23] coordinators chairs whatever they need and more than 50% of them have PhDs in [01:23:45.07] [01:23:45.07] political science it's a synchronous Association [01:23:50.01] [01:23:50.01] supposedly to Disciplinary International Studies but in reality split the science [01:23:54.04] [01:23:54.04] I our international relations and both deal when he was president a few years [01:23:59.06] [01:23:59.06] ago there was a push or okay we need interdisciplinarity it was nice to hear [01:24:04.14] [01:24:04.14] but then again I go to Toronto this year I was looking specifically for the [01:24:09.19] [01:24:09.19] history of international relations like the key three people were they where the [01:24:15.06] [01:24:15.06] where are they at the politics right it's really like not a lot of them there [01:24:21.14] [01:24:21.14] so the feel that I can see it as a field yes it is interdisciplinary in terms of [01:24:27.02] [01:24:27.02] methods but I do see the national studies I mean we have organization [01:24:33.05] [01:24:43.00] I'm responsible for that too at my college I took over from an [01:24:47.02] [01:24:47.02] anthropologist archaeologist I try not to think as a political scientist most [01:24:52.23] [01:24:52.23] of the time and I'm trying to get in different readings I mean like we have [01:24:57.21] [01:24:57.21] students doing reading poetry on the elections of 1886 and things like that [01:25:04.06] [01:25:04.06] right there are totally like no IR person then we teach that but you really [01:25:12.16] [01:25:12.16] have to go I think we've reached a good conclusion I think it's we want to keep [01:25:29.12] [01:25:29.12] talking amongst ourselves that sounds perfect [01:25:32.17] [01:25:32.17] want to thank our Medellin [01:25:36.09]