International Studies Program Review -- Appendices

Appendix 1.1 Proposed Changes Total Hours for Graduation: 120 Liberal Studies: 42 Second Major: Variable International Studies: 30

Core Classes: Students must take both course (6 credits total) INST 200 Introduction to International Studies INST 400 International Studies Capstone

World Languages: Students must earn at least six credits at the intermediate level in a foreign language (6 credits total)

Engaged Experience: Students must also finish an approved Engaged Learning Experience to complete the requirements for the degree. Each student is required to work with his/her departmental advisor to enter into an Engaged Learning Requirement Contract no later than the end of drop/add period in the semester prior to their graduating semester and must complete the contract no later than the last day of classes of the semester prior to their graduating semester. This contract will detail the specific activities to be undertaken and corresponding deliverables to be produced during the experience. Engaged Learning Experiences may be associated with a travel course, independent study, internship, designated Engaged Learning course, or an independent engaged learning experience, but the timely completion of an Engaged Learning Requirement Contract is required.

Themes: Students must take at least 3 courses from one of the themes listed below (9 credits total): Realism/Conflict/Security HIST 317 History of 20th Century IR (Fall 2015) HIST 411 Western Imperialism since 1500 (Spring 2014) HIST 425 Modern European Military (Spring 2016) PSC 241 International Security (Fall 2015) PSC 330 Political Violence (Spring 2015) 1

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PSC 343 Ethnic Conflict (Fall 2015)

Liberalism/Cooperation CJ 354 Comparative Criminal Justice Systems (Spring 2016) CJ 475 International Studies in Law and Society (Spring 2013) HIST 452 American Diplomatic History (Fall 2013) PSC 242 International Organizations PSC 320 International Environmental Politics (Spring 2015) PSC 333 International Law (Spring 2014) PSC 334 US Foreign Policy (Spring 2015) PSC 355 Model UN (Spring 2016)

Development/Economy ANTH 327 Economy and Society (Spring 2016) GEOG 350 Economic Geography (Spring 2015) HIST 335 History of Capitalism (Spring 2016) PSC 216 Politics of Developing Areas (Fall 2012) PSC 321 International Political Economy (Fall 2014) SOC 434 Regional and Societal Development (Spring 2015)

Culture COMM 415 Intercultural Communication (Spring 2016) ENGL 242 Cultural Studies & Non-Western Literature (Spring 2016) ENGL 470 Post-Colonial Literature (Spring 2014) ENGL 496 Seminar in Comparative Literature (Spring 2016) GEOG 444 Political Geography (Spring 2016) PAR 392 Global Justice (Spring 2016) SOC 373 Global Society (Spring 2016

Regional (Students may complete a regional theme of at least 3 courses, with the approval of the International Studies advisor and director)

Guided Electives: Students must take 9 hours from the overall list of approved courses, not used in the Themes (9 total hours): NOTE: Advanced (300 level or higher) World Language Courses can be counted towards the Guided Electives ANTH 327 Economy and Society ANTH 465 Cultures of Latin America ANTH 477 Cultures of sub-Saharan Africa CJ 354 Comparative Criminal Justice Systems CJ 475 International Studies in Law and Society 2

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COMM 415 Intercultural Communication ENGL 242 Cultural Studies & Non-Western Literature ENGL 470 20C & Cont. Post-Colonial Literature ENGL 496 Seminar in Comparative Literature GEOG 350 Economic Geography GEOG 440 Topics in Regional Geography GEOG 444 Political Geography HIST 317 20th Century International Relations HIST 323 British History since 1603 HIST 327 Modern Russia HIST 330 Modern Germany HIST 335 History of Capitalism HIST 361 Latin American History I HIST 362 Latin American History II HIST 373 Modern Asia HIST 375 Middle East since Mohammed HIST 411 Western Imperialism, 1500 to the Present HIST 416 Europe in the 20th Century HIST 425 Modern European Military History HIST 452 American Diplomatic History HIST 463 History of the Mexican Nation PAR 251 Understanding Islamic Traditions PAR 355 Contemporary Religious Classics PAR 392 Issues in Global Justice PSC 215 European Political Systems PSC 216 Politics of Developing Areas PSC 219 Latin American Political Systems PSC 241 International Politics PSC 242 International Organizations PSC 311 Politics of the Middle East PSC 317 Politics of East Asia PSC 320 International Environmental Politics PSC 321 International Political Economy PSC 330 Political Violence PSC 333 International Law PSC 334 U.S. Foreign Policy PSC 343 Politics of Ethnic Conflict PSC 355 Model United Nations SOC 373 Global Society SOC 434 Regional and Societal Development

International Studies Program Review -- Appendices

Appendix 1.2 Justifications for Proposed Changes

Any International Studies degree program that is limited to 30 hours faces some tough choices in its design, and those choices entail costs and benefits. The current degree program is long on foreign languages which necessarily limits the number of topical and thematic courses. Organizing those courses into Core Competencies and requiring students to take at least one in each category leaves only one elective within the major. Because the Core Competencies courses are not always offered each semester or year, the students have few choices as a practical matter. The new INST 200 and INST 400 courses were designed to be one-credit and two-credit respectively, in order to have them count cumulatively as one course in a faculty teaching load. However, the one credit Introduction to International Studies course is limited in its ability to introduce the students to the curriculum, to career possibilities, and to interdisciplinary fields contributing to the major.

The proposed changes address some of these issues, but not without costs. The proposal would drop the PSC 110 Global Issues requirement and reduce the foreign language requirement by 6 credits. At the same time it transforms the INST 200 from 1-credit to 3- credts; and INST 400 from 2-credits to 3-credits. These changes creates space for students to take courses in a theme, thereby concentrating their studies. It also creates space for students to have more choice in International Studies electives. This will do a better job of tying the course together which is important for an interdisciplinary major. The creation of a 3-credit Intro and a 3-credit Capstone will allow a systematic and useful means of assessing student learning in order to continue improving the program. This will expand the teaching load for these courses from 3 credits to 6 credits. If the major grows and the demand requires the courses to be delivered each semester, the load would be close to a full-time faculty member’s load. As long as the INST student credit hours go to the Political Science Department, the pool of potential instructors will be limited to Political Science faculty.

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Having a thematic concentration is common in International Studies programs. Applicants to graduate programs in International Studies are frequently asked their area of concentration as an undergraduate. These proposed changes would provide them with an answer. At the same time, the loss of language courses might diminish their chances to get into some programs. Advisors can encourage students considering a graduate program to take advanced language courses, and under this plan, advanced language courses can count toward the thematic concentrations.

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Appendix 2.1 WCU Mission and Vision Statement

Our Mission: Western Carolina University creates learning opportunities that incorporate teaching, research, service, and engagement through on campus, off campus, on-line and international experiences. The university focuses its undergraduate, master’s and three doctoral programs, educational outreach, research, creative, and cultural activities to sustain and improve individual lives and enhance economic and community development in Western Carolina and beyond.

Our Core Values and Guiding Principles: Excellence, Scholarship, Teaching and Learning Collaboration with and Respect for our Communities Free and Open Interchange of Ideas Responsible Stewardship and Organizational Effectiveness Organizational and Environmental Sustainability Cultural Diversity and Equal Opportunity

Our Vision: To be a national model for student learning and engagement that embraces its responsibilities as a regionally engaged university.

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Appendix 2.2: College of Arts & Sciences Mission

College of Arts & Sciences

Strategic Plan

Mission: The College of Arts and Sciences provides students with a liberal arts foundation where they are taught to think critically, grow academically, and communicate effectively. We prepare our students to be intellectually, socially, culturally, and professionally engaged citizens and leaders who contribute to and promote the sustainability of local and global communities.

Vision: The College of Arts and Sciences will be a national model among colleges of arts and sciences for student-centered teaching and learning, engagement, and collaboration.

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Appendix 2.3 International Studies Mission Program Mission Statement

The International Studies BA program is administratively housed within the Department of Political Science and Public Affairs which is located in the College of Arts and Sciences at Western Carolina University. The program seeks to fashion an interdisciplinary field of study that creates a teaching and learning community in which students develop the attitudes, knowledge, and aptitudes required for responsible and effective participation in global society. Its primary purpose is to prepare students to function in a broad range of professional fields in the US and abroad by providing high quality instruction and encouraging students to expand their horizons. Students choosing this major will gain a multi-faceted grasp of globalization, of international politics, and an appreciation of foreign cultures. In combination with their other major, students will have an understanding of opportunities generated by these forces for the western North Carolina region and beyond.

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Appendix 2.4

B.A. International Studies College of Arts and Sciences QEP Report

International Studies QEP Process and Plan: The International Studies coordinate major (it must be paired with another major of any discipline) was created and launched during the current QEP. It is also a totally interdisciplinary program with courses drawn from 8 different academic departments. As such it was conceived with the goals of synthesis clearly in mind. From our founding document we wrote:

Western Carolina University’s Quality Enhancement Plan document, approved in 2008, defines as its central organizing concept of synthesis – the ability to integrate knowledge from different areas into an original whole – as the driving framework for teaching and learning. This proposed coordinate major supports this endeavor by allowing students to augment their traditional major with a structured selection of courses that are all international in scope. The introductory course and the advisors will assist students in drawing the connections between their traditional major and the broader global context.

We are still in the process of creating our assessment plan so we have not yet captured any data on student learning outcomes. Nonetheless, there is ample anecdotal evidence of student behaviors that indicate the program is on its way to meeting several of the QEP learning outcomes. Some of this evidence includes:

1. In only its third year of operation (it began in Fall 2010), the major has attracted 63 majors. For an interdisciplinary program this is healthy and indicative of students’ interests in studying a subject that crosses traditional disciplinary lines. 2. Within those 63 majors a total of 19 other majors serve as the coordinates. This range from the Social Sciences (Anthropology; Business Law; Criminal Justice; Finance; Political Science; Social Work; Psychology; Sociology; Natural Resources Management) to the Humanities (Communication; English; History; Philosophy; Spanish; Special Studies Japanese; Hospitality Tourism and Management) to the Natural Sciences (Environmental Science; Math; Chemistry). 3. Thus far we have graduated 11 International Studies majors. Of those, nine had studied abroad; one was an international student, and only one did not study or live abroad. The major does not require study abroad but we do emphasize its virtues to all our majors. We have gained some majors after students have studied abroad or completed international service learning experiences (e.g., Alternative Spring Break in Jamaica 2012). This indicates that experience abroad caused students to think more broadly about their education.

In terms of one specific QEP learning goal:

Integrate information from a variety of contexts: Since students will be taking courses in the major from disciplines as varied as Modern Foreign Language; English; Political Science; Geography, History; Communication; Anthropology; Philosophy; and Sociology almost necessitates that students will be exposed to a wide range of approaches to knowledge and learning. Not all majors will take courses in all these disciplines. But they will all be exposed to several academic disciplines. In addition, the coordinate major feature means that students are getting exposed to one particular discipline in depth.

Next Steps:

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1. (Under active consideration) – Establish a required capstone course that will assist students in synthesizing their two majors. 2. (Under active collaboration) – Identify learning objectives and means by which we will measure these.

International Studies Program Review -- Appendices

Appendix 3.1 Western Carolina University Program Assessment Plan International Studies BA Political Science and Public Affairs College of Arts and Sciences Assessment Plan for 2013-17

Primary Contact Name/Info:

Niall Michelsen, 344 Stillwell, 227-3336

Program Mission Statement

Statement on Alignment of Program Mission with University and College Mission

The courses that are required to complete the International Studies BA are all pulled from a wide variety of departments and disciplines. That fact makes this major very good at integrating information from a variety of courses and disciplines. We as students are required to take upper level classes in a wide range of subjects, everything from sociology, history, philosophy and economics. Adam Brown, WCU International Studies and Political Science major, 2012

This quote by a recent graduate displays how the program’s curriculum parallels many of the central goals of Western Carolina University’s Quality Enhancement Plan. Through our core competency courses and electives, we cover issues that cross disciplines, requiring students to bring together information from multiple academic areas. The topics covered by an international studies major range from political characteristics of the international system, to specific issues where students can learn how culture, nature, and politics interact, to how globalization is 11

International Studies Program Review -- Appendices

transforming the world in myriad ways. As a symbol of the interdisciplinary nature of our field, students can currently satisfy their core competencies by taking specialized courses in geography.

The International Studies major was established in Fall 2010 to provide the substance in pursuit of the goal set forth in the Strategic Plan (2006 – 2011) of “The University prepares students to become contributing and informed citizens in a global community.” WCU is currently operating within the 2020 Vision: Focusing our Future. Goal 1.3 reads: Ensure that all programs include cross-curricular, experiential, applied, and international/global awareness opportunities for all students. Further, Initiative 1.3.3 reads: Ensure that meaningful international/global experience opportunities are available to every student, regardless of major, including options to study with international scholars on WCU’s faculty, to participate in faculty-led international travel courses, and to study abroad.

Goal 2.1 emphasizes global and social awareness and Initiative 2.1.6 reads: Expand international experiences for all Western Carolina University students through such strategies as increasing study abroad opportunities, developing exchange programs with international universities, recruiting a sizable international student population to WCU, and enhancing global awareness components of existing curricula.

The international studies program actively advances these plans. The curriculum is designed to allow students from a broad range of majors to select it as a second major. At the end of Spring 2012 the international studies major was combined with 19 other majors. Some of these dual majors can be completed within the minim 120 hours, but others take more credits. In all cases foreign language acquisition is required, and of the first 11 graduates from the program 10 had either lived or earned academic credit abroad.

The International Studies major is well-positioned to fulfill the University’s QEP goals. The International Studies major is committed to the development and implementation of the QEP as a means of better facilitating the relationships between students’ classroom activities, in particular their connections between two major fields of study, their out-of-class experiences, and their life goals.

Program Goals/Objectives

Educational Goal #1: Integrate information from a variety of contexts

As the quote from the student above articulates, the international studies major is by its interdisciplinary nature causes students to take courses from an array of different disciplines. This includes diverse disciplines such as the foreign languages, the social sciences, and the humanities. Although each student will pick their own selection of courses in fulfillment of the major requirements it is certain they will all be exposed to a variety of intellectual approaches.

International Studies Program Review -- Appendices

Students can be divided into two categories according to their second major. They can either come from a closely allied major (e.g., political science; history; Spanish) or they can come from a very distinct type of major (e.g., environmental science; forensic science; hospitality and tourism management). In the former case, students will be able to integrate the international studies courses with their main disciplinary courses. This will naturally add depth to their understanding of their second discipline. For example, a history of capitalism course taken to satisfy either the Globalization Competency or as a guided elective in the international studies major will help political science students understand material in PSC 343 (International Political Economy) more deeply. The second group of students will be exposed to a group of courses that are extremely different from their second major. While integrating the two may be more difficult for these students, the payoff might be even higher. For example, a hospitality and tourism major might gain valuable insights into their own field, when taking either the history of capitalism or the international political economy course as part of the international studies major.

Learning Outcome:  Demonstrate knowledge and understanding of the interrelationships between international studies and their second major.

Assessment: To achieve these learning outcomes, students will complete the core academic competencies, in language; politics; culture; and globalization. Students commonly satisfy these requirements by taking courses from 3 to 4 academic disciplines. Within their individual classes, students are encouraged to engage their classmates and professor with their cross-discipline knowledge base. As they encounter new materials they will naturally begin to apply diverse perspectives. Students are encouraged to be involved in the student group established in the major’s second year: the International Studies Club. Drawing students together from a range of second majors with a common interest in global events and processes creates wonderful opportunities for these students to discover overlapping and sometimes conflicting views of certain international phenomenon. As our QEP understands, much student learning of this nature takes place outside of the formal classroom and the International Studies Club provides those opportunities and allows students to work together, across secondary academic disciplines. Students will be asked to write about their experiences learning from different perspectives.

Educational Goal #2: Solve complex problems

The ability to identify, categorize, and develop solutions to transnational problems is one of the most important skills needed in today’s increasingly interdependent world. For example, in examining the failure or success of an international attempt to stem climate change, students must be able to recognize and evaluate the alternatives available to that policy while recognizing the external costs from the policies implementation (such as budgetary issues, domestic concerns, ethical considerations, and the political processes of global policy formation).

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Learning Outcomes:  Develop the skills necessary to recognize existing and emerging global problems.  Develop the skills necessary to recognize multiple problem-solving strategies, in an international context.  Design a realistic problem-solving strategy appropriate to the problem.  Develop an intellectual framework from which one may select an appropriate solution based on practical, legal, theoretical, and ethical constraints.

Assessment: Within their primarily upper level international studies courses, students will complete original research projects, working closely with the instructor. All students are required to take PSC 110 (Global Issues) which introduces the students to a wide range of international issues and of theoretical approaches to these. Students are strongly encouraged, but not required, to take advantage of Study Abroad or faculty-led travel course opportunities. Students who spend time beyond US borders quickly gain an appreciation of the diversity of opinions on global issues, and in particular they gain a new perspective of how the US and its approach to global governance is perceived by others. This new perspective allows students to see problems with a fresh eye for global solutions. An example of this is the faculty-led travel course to Kenya offered by the Anthropology and Sociology Department. Students experience the problems confronting efforts in economic and political development in an immediate way that gives them valuable insights into ongoing global debates on these issues. International studies majors can apply these credits towards the guided elective requirements. Graduating students will be asked to address the specific ways that the major provides skills and opportunities for students in this area.

Educational Goal #3: Communicate Effectively and Responsibly across Cultural Lines

Effective communication is central to a good undergraduate education. Students must learn how to communicate orally and in written form. They must also learn to tailor their message to different audiences including audiences from different cultural and historical contexts. For example, a good-faith effort to develop a cooperative relationship can founder on the rocks of cross-cultural confusion. While it is impossible for anyone to become fluent in every possible cultural environment, students increase their flexibility and sensitivity to cultural differences. The program’s substantial foreign language requirement (6 hours beyond that required for a standard BA degree) is integral to the major and to satisfying the learning goal. Additionally, students can take COMM 415 (Intercultural Communication) for guided elective credit. Other students will work with international students on the WCU campus through organizations such as the International Studies Club. Most students will spend significant time outside the US in which they will gain awareness of cultural differences, whether they are relatively narrow as in the UK, or wide as in China.

Learning Outcomes:  Develop the ability to communicate with people from different cultural backgrounds. 14

International Studies Program Review -- Appendices

 Develop oral and written communication skills.

Assessment: In addition to the foreign language requirement, students are required to take at least one course from our Cultural Competency area. Each of these courses (ANTH 327 Economy and Society; ENGL 470 20th Century and Contemporary Postcolonial Literature; GEOG 440 Regional Geography; SOC 434 Regional and Societal Development) requires that students step outside of their normal point of view to see the world through the eyes of others. A short essay reflecting on this learning outcome will also be part of the graduating student’s exit essays.

Educational Goal #4: Practice Global Civic Engagement

The study of international affairs naturally lends itself to issues of citizenship and participation, community development, and recognition of the impact of international agreements. The program encourages students to be active citizens in their national and international communities and fosters a commitment to these goals throughout the students’ careers. The importance is expressed through our discussion of topics of global poverty and what it means to be a global citizen.

Learning Outcomes:  Develop an understanding of the importance of civic engagement around the world.  Develop an understanding of the opportunities to participate in shaping local communities throughout the globe.

Assessment: Students will have the opportunity to participate in a variety of civic engagement projects when they study abroad. For example, one recent major interned at an orphanage in Botswana. The program supports classes which include service learning activities as requirements for the class. An example is the alternative spring break course to Jamaica. Students may take PSC 355 Model United Nations as a guided elective. This experience requires students to represent a state (rarely is it the US) and to develop resolutions in the voice of that country. In addition the students travel to a Model UN conference in Atlanta or Charlotte where they compete and cooperate with students from other universities in pursuit of their resolutions. A short essay reflecting on this learning outcome will be part of the student’s final essay.

Educational Goal #5: Clarify and Act on Purpose and Values

A key goal of the program is to create life-long learners who will develop a set of skills to use throughout their professional and private lives. One of these important skills is to understand one’s own values and how to choose options that are consistent with these values. Students must also learn that these choices have consequences—both for themselves and for society at large.

Student Learning Outcomes: 15

International Studies Program Review -- Appendices

 Understand the ethical and moral importance of life choices.  Understand how to use informed judgments to guide their future plans.  Clarify their own purposes and values.  Develop the ability to see opposing viewpoints.  Develop a plan to act on those values.

Assessment: Students may take PAR 392 Global Justice, Liberty, and Human Rights to satisfy their Politics Competency, or to partially fulfill the guided electives. Other courses typically include substantial normative elements. Whether course is completely focused on activities outside the US, or if it has the US as part of its subject, it is natural for discussions to focus on what should be done, and what moral responsibilities rest on the advantaged populations of the world including the US. A short essay reflecting on this learning outcome will be part of the student’s exit essay.

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Appendix 3.2

June 29, 2015

Western Carolina University International Studies Political Science and Public Affairs Department Annual Assessment Report for 2014-15

Primary Contact Name/Info: Niall Michelsen 344 Stillwell 227-3336 [email protected]

Student Learning Outcome(s) Assessed Method(s) of Implementation in 2013-14 Assessment Results of Assessment Plan

Educational Goal #1: Students enrolled in See Table Below To be discussed by Integrate information INST 400 submitted International from a variety of final papers in which Studies Advisory contexts they were assigned Board in 2015-16 to integrate multiple Learning Outcome: Elaborate on the disciplinary specific assessment Demonstrate knowledge approaches to a goals we will utilize and understanding of particular topic. in the newly the interrelationships This course will be established between international required for all INST Introduction to studies and their second majors, but none of International major. the 4 students in Studies and this inaugural International version took this as Studies Capstone a requirement. courses.

International Studies Program Review -- Appendices

Demonstrate knowledge and understanding of the interrelationships between international studies and their second major. X No score 1 -- Emerging 2 -- Developing 3 -- Achieving 4 -- Exemplary A score of X Student Student Student Student designates demonstrates demonstrates demonstrates the demonstrates irrelevancy of some level of some ability to ability to locate, refined skill in the category to deficiency in locate, analyze, analyze, locating, the assignment, most if not all of synthesize, synthesize, and analyzing, content cannot the skills, and/or evaluate evaluate synthesizing and be viewed or lacking the information information evaluating assessed. ability to adequately, but adequately. information that connect content is deficient in exceeds from different one or two of the expectations. disciplines. skills required.

Student 1’s paper was of academic journal quality, and crossed disciplinary lines smoothly. Student 2’s paper was organized and well synthesized. Student 3’s paper had good sources but was not well integrated Student 4’s paper was well sourced but did not achieve

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complete synthesis TOTAL 2 2

Discussion: Because of the small sample size and the self-selected nature of the students in the course, no generalizations can be made. 2015-2016 is Program Review year for International Studies and assessment of the program will be one of the topics discussed. Throughout the academic year the International Studies Advisory Board will undertake discussions related to the learning objectives, and learning outcomes and their measurement.

International Studies Program Review -- Appendices

Appendix 3.3

June 30, 2014

Western Carolina University International Studies Political Science and Public Affairs Department Annual Assessment Report for 2013-14

Primary Contact Name/Info: Niall Michelsen 344 Stillwell 227-3336 [email protected]

Student Learning Outcome(s) Assessed Method(s) of Implementation in 2013-14 Assessment Results of Assessment Plan

1. Give a Graduating students 3 students scheduled to graduate in To be discussed by brief definition of “culture” are asked to write a May 2014 or who graduated in International in a global context. Please describe how courses in reflective essay December 2013 responded. Studies Advisory your International Studies addressing each of Board in 2014-15: Two of the three students wrote curriculum helped you these questions. very good definitions of culture. Establish the recognize existing and The ISAB was emerging global problems One student defined it as “how a specific assessment specifically in terms of culture. group of people live in society.” And goals we will utilize Specify the particular interested in how then wrote that the following major in the newly course(s). well the students elements helped: “lectures on established 2. Give a brief could define these definition of “international specific ethnicities, news clippings Introduction to Competency politics” (one or two and videos about ethnic/culture International sentences). Please describe categories in the divides, culture class devoted Studies and how courses in your major. We were International Studies entirely to learning about groups of International also interested in curriculum helped you people, research papers about Studies Capstone seeing which recognize existing and cultural diverse people, discussions courses. emerging problems in courses were on conflict and brainstorming international politics. possible solutions.” GEOG 440

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Specify the particular mentioned by the Topics in Regional Geography was course(s). students. noted by two students as 3. Give a brief particularly useful. definition of “globalization” (one or two sentences). Please describe Only one definition of international how courses in your politics was strong, with the student International Studies identifying it as “relationships curriculum helped you between countries, policies and recognize existing and emerging problems with procedures that are relevant to a globalization. Specify the variety of states, governments particular course(s). working in conjunction with one another to achieve goals. PSC 317

Politics of Asia and PSC 320 International Environmental Politics were cited by two students as

especially helpful.

All three students defined globalization well, with one student saying “Essentially globalization is our world thought of as one culture, which can be understood through its rapidly evolving state.” PSC 110 Global Issues and GEOG 350 were each identified by two students as especially helpful.

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Appendix 3.4

June 28, 2013

Western Carolina University International Studies Political Science and Public Affairs Department Annual Assessment Report for 2012-13

Primary Contact Name/Info: Niall Michelsen 344 Stillwell 227-3336 [email protected]

Student Learning Outcome(s) Assessed in Method(s) of Implementation 2012-13 Assessment Results of Assessment Plan

Students will Graduating students 6 students scheduled to graduate in May or To be discussed by integrate are asked to write a August responded. Students noted and International information reflective essay approved of the diversity of courses Studies Advisory from a variety addressing this required for the INST major. One student Board in 2013-14: of courses. question. In answered “We as students are required to Review the MFL particular they are take upper level classes in a wide range of requirement; asked to comment subjects, everything from sociology, history, on the connection philosophy and economics. This makes Consider between the putting the information we learn in our Geography and the

International Studies political science and international studies course availability major and their other classes very easy to combine with other issue; (required) major. disciplines because that is exactly what we do while in those other upper level courses.” Discuss the upper level with no foundation issue;

International Studies Program Review -- Appendices

Students particularly noted the regional Complete the plans courses, mentioning that they received a to incorporate a more in-depth look at other cultures and capstone course of history. Some students failed to see the some time that connection of the MFL requirement to their would aid in the field of study. The MFL requirement did collection of data. evoke a lot of discussion from students but

the viewpoints were suggesting very different changes. Among the recommendations made were to make a Geography course required. Another concern voiced by one student is that some upper level courses are tough if the students don’t have the foundation courses. Another student mentioned that sometimes not all the Core Competencies are available.

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Appendix 4.1

SUBJECT: International Studies BA and Minor program governance and responsibilities (Approved Fall 2012)

The INST major and minor is overseen by a Director with one-course release per academic year, and by an International Studies Advisory Board (ISAB) comprised of 8 faculty (excluding DHs) drawn from departments supplying courses to the major. ISAB members serve three year terms (renewable) and new members are selected by the Director in consultation with the extant ISAB, followed by approval of the prospective ISAB member’s home DH. The Director serves three year terms (renewable). Selection of a new Director is made jointly by the Department Head of Political Science and Public Affairs and the ISAB. If the PSC/PA DH and ISAB are unable to reach agreement, the matter will be forwarded to the Dean of CAS for decision. In addition to the Director’s normal AFE process, each year the Director will submit a document detailing his/her work with the INST major to the PSC/PA DH. The PSC/PA DH will then use this self-assessment along with available metrics, and conversations with the ISAB to write an Annual Faculty Evaluation of the Director’s performance. This process will be in addition to the normal faculty AFE process and will occur regardless of the Director’s home department.

The Director is responsible for:

 Convening the ISAB at least once per semester.  Overseeing recruiting and advising majors and public relations for the program.  Handling internal and external queries, and is responsible for submitting required paperwork.  Overseeing program assessment and program reviews.  Communicating with DHs to encourage the delivery of courses required for the major.  Formally presenting any staffing or budgetary requests decided upon by the ISAB.  Communicating with INST majors on important matters and opportunities.  Distributing minutes of ISAB meetings to the relevant Departments.  Writing annual letters to the ISAB members and home DHs specifying and documenting the work of the committee.

The International Studies Advisory Board is responsible for:

 Overseeing the curriculum.  Discussing and designing various ways in which the major can be improved, and ways in which student opportunities can be expanded and enhanced.  Developing policies to govern the major as appropriate (e.g., developed a policy governing requests from students for waivers of the language requirement).  Making recommendations regarding staffing needs for the major.  Advising students who double major in their department.  Supplying input into the annual faculty evaluation of the Director. 24

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Appendix 5.1 Figure 1 International Studies Majors By Term

90 80 70 60 50 40 30 20 10 0 Fall 10 Spring Fall 11 Spring Fall 12 Spring Fall 13 Spring Fall 14 Spring 11 12 13 14 15

Figure 2 International Studies Graduates by Academic Year

AY Grads 25 20 15 10 5 0 2010-11 2011-12 2012-13 2013-14 2014-15

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Appendix 5.2 International Studies Graduates – Second Majors; Study Abroad; Honors

Student 2nd Major Foreign Graduation Honors Education Caroline Wright GER/PSC Wales 201110 Honors College Diploma Rachel Reich COMM S. Korea 201180 Cum Laude Allison Kroeger ENGL/GER Germany 201210 Magna Cum Honors College Diploma Laude Amanda PSYC Germany 201210 McNally Anna Hunt SSAS 201210 Japanese Edson Parra PSC Cuba and 201210 Ramos Spain Elizabeth Smith PSC Finland 201210 Justin Brown BALW 201210 Ryan Shore HIST UK 201210 Tiffany Barnwell second Spain 201210 degree ENGL Andy Miller Phil Kenya and Spain 201250 Matt Mugrage SSAS Japan 201280 Magna Cum Japanese Laude Adam Brown PSC 201310 Charles Draeger PSC 201310 Michael Fitzwater PSC Spain 201310 Stephanie Oakey PSC 201310 David Thrasher ANTH Japan 201310 J'sean Tyler PSYC Spain 201310 Rebekka Blenkitni HIST Spain 201350 Honors College Diploma Ashlyn Miller CJ Spain 201350 Ashton Binkley ENGL Botswana 201380 Cum Laude Honors College Diploma Ashley Boaeuf SOC Kenya 201380 Karen Collins SPAN 201380 Summa Cum Honors College Diploma Laude Elizabeth Martin Phil Spain 201380 Cum Laude Magalee PSC 201380 McCauley Stephen Parton SSAS Japan 201380 Japanese

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Cassandra Phipps SPAN Spain 201380 Linsey Seals PSC 201380 Cassandra HIST New Zealand 201410 Magna Cum Honors College Diploma Bumgarner Laude NolanCheap PSC Spain 201410 Summa Cum Honors College Diploma Laude Kevin Grimes PSC/HIST 201410 Cassandra Hall PSCY 201410 Honors College Diploma Ellison Henry PSC China 201410 Summa Cum Honors College Diploma Laude Ryan Hermance PSC 201410 Cum Laude Honors College Diploma Trevor McKernie PSC Spain and 201410 Cuba Tyler Mode SOC Kenya 201410 Carlee Reiff ES Kenya 201410 Sarah Sheehan ENGL/PSCY India 201410 Cum Laude Honors College Diploma Catherine Stiers ENGL 201410 Honors College Diploma Stephanie Trigg ANTH Ireland 201410 Cameron Ward SPAN Spain 201410 Cara Lindsay SPAN Spain 201450 Magna Cum Honors College Diploma Laude Megan Boland ENGL 201480 Summa Cum Honors College Diploma Laude Taylor Densmore SOWK Spain 201480 Natalie Hylton SPAN Spain and 201480 Cuba Mariah Fleming BALW 201510 Clay Howarth HIST 201510 Summa Cum Honors College Diploma Laude Jaclyn Kasey PSYC 201510 Augaly Kiedi PSC 201510 Tim Moser SOC Spain 201510 Magna Cum Laude Faviola Olvera PSC 201510 Cum Laude Matt Rains PSC 201510 Magna Cum Honors College Diploma Laude Michale Thames Phil 201510 Summa Cum Honors College Diploma Laude Victor Ubaldo SPAN 201510 Magna Cum Honors College Diploma Laude Jacqueline Wyatt SSAS Kenya 201510 Magna Cum Honors College Diploma Laude

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Samantha COMM Kenya 201510 Wyman Meghan Blizzard PSC Germany 201550 Sam Meeks PSC China 201550

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Appendix 6.1

INST 200 Introduction to International Studies Spring 2015 Mondays, 2:30-3:20 pm McKee 116

Instructor – Dr. Jennifer Schiff

Office – Stillwell 350 Email – [email protected] Office Hours – Phone – 828.227.3860 Mondays and Wednesdays 12:30-2:30 pm, or by appointment

COURSE GOALS AND OBJECTIVES:

This class provides students with a one-credit introduction to the ins and outs of WCU’s International Studies (IS) major. At its core, the discipline of International Studies teaches students to think across perspectives, to make connections between local and global events, and to become more active global citizens. During the course of the semester, students will become familiar with the requirements of the major, and they will discover the various internship, study abroad, and career opportunities available in the field of international studies. Additionally, the class will spend several weeks studying the topic of war/conflict from the various academic perspectives within international studies, including political science, history, geography, language/culture, sociology, philosophy, communications, and criminal justice. This diverse analytical approach will allow students to engage with and experience the interdisciplinary nature that forms the foundation of Western’s IS major.

This course will help students to:

 Identify what makes International Studies unique and different from other disciplines,  Familiarize themselves with the requirements of WCU’s International Studies major,  Understand the various career paths available to IS majors,  Appreciate the importance of global citizenship,  Improve research, oral/written communication, and analytical skills, and  Interpret and analyze world events, specifically war and conflict, from an interdisciplinary perspective.

COURSE MATERIALS:

The textbook for this course is:

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Patricia Campbell, Aran MacKinnon, and Christy Stevens, An Introduction to Global Studies, Wiley- Blackwell, 2010, ISBN: 978-1-4051-8736-7

The book is available for rental through the WCU bookstore. Any additional readings assigned throughout the semester will be posted to Blackboard.

COURSE POLICIES:

Class Attendance: Regular attendance is important in every class, and it is in this one as well. As a one- credit class, we meet only once a week, so missing a day of class means that you will miss a good bit of the material we’ll cover during the course of the semester. Additionally, most of the material covered in class will NOT come from the textbook, so please understand that this is NOT a class for which you can simply read the book to stay current.

Remember -- if you are absent, you are still responsible for any discussion or lecture material you may have missed.

Late Policy: I will also deduct attendance points if you are consistently late to class. If you are late one or two times, that’s not a major problem…I understand that things sometime happen outside of your control. If, however, you are consistently late for class, you will see a significant decline in your attendance points. The moral of the story is --- please come to class on time! Thanks!

Electronic Devices: Please turn off all electronic devices (cell phones, iPods, etc...) before class out of respect for me and for your fellow students. I don’t mind if you use laptops to take notes during class, but if you are using your laptop for something other than note-taking and it proves distracting to the students sitting behind you, I will ask you to turn off the laptop and refrain from using it for the rest of the semester.

Late Assignments/Exams: Warning!! I am a stickler for deadlines, so there will be penalties when your work is late. I will accept late work up to 48 hours (two days) after an assignment is due, but I will deduct 10 points off of your assignment grade as a late penalty. The 48 hours starts at the beginning of class on the day the assignment was due. After that 48-hour period is over, I will not accept your late assignment (and assignment submission on Blackboard is turned off completely after the 48 hour period), which means that you will receive a zero.

I am willing to grant extensions on assignments under certain circumstances, but you must come and speak to me BEFORE the assignment is due. Do not approach me after the due date and ask for an extension because I will not grant you one. Communication is key here – please contact me BEFORE you have problems with an assignment, not after.

Accommodations for Students with Disabilities: Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities. Students who require reasonable accommodations must identify themselves as having a disability and provide current diagnostic documentation to Disability Services. All information is confidential. Please contact Disability 30

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Services for more information at (828) 227-2716 or 144 Killian Annex. You can also visit the office's website: http://www.wcu.edu/12789.asp.

Academic Integrity: Western Carolina University, as a community of scholarship, is also a community of honor. Faculty, staff, administrators, and students work together to achieve the highest standards of honesty and integrity. Academic dishonesty is a serious offense at Western Carolina University because it threatens the quality of scholarship and defrauds those who depend on knowledge and integrity. Academic dishonesty includes: a. Cheating—Intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. b. Fabrication—Intentional falsification of information or citation in an academic exercise. c. Plagiarism—Intentionally or knowingly representing the words or ideas of someone else as one’s own in an academic exercise. d. Facilitation of Academic Dishonesty—Intentionally or knowingly helping or attempting to help someone else to commit an act of academic dishonesty, such as knowingly allowing another to copy information during an examination or other academic exercise.

As the instructor, I reserve the right to determine the appropriate sanction or sanctions for academic dishonesty up to and including a final grade of “F” in the course. I will also notify, in writing, the head of my department of the academic dishonesty charge and sanction within five calendar days of the event. Please see the Student Handbook for more information about the process and procedures involved in reporting instances of academic dishonesty.

In this class, examples of academic dishonesty may include, but are not limited to,

- failing to properly cite direct quotes or paraphrased material, - using an unauthorized aid on an assignment/exam, - passing off the work of another individual as your own.

Electronic Submission of Assignments: All of the assignments in this class are due via Blackboard. In terms of Blackboard submission, if you have computer issues while you are trying to turn in your assignment (computer freezes, Blackboard is down, etc.), you must contact me within 15 minutes of the due date deadline to tell me that you’re having problems, while also emailing me your assignment within that 15 minute window to prove that the assignment has been completed. Submitting via email is acceptable one time, but if you have consistent problems uploading assignments to Blackboard, then you and I will meet and go through the procedure together so that there are no further issues.

Blackboard and Email: I expect you to check Blackboard and your WCU email account on a regular basis. When I send out a class announcement via email, it is NOT acceptable to tell me that the reason you weren’t aware of the announcement is because you don’t check your email.

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I encourage you to email me with any questions or issues you may have, and be aware that each time you email me about a specific issue, I will send you a confirmation email. If you haven’t received a confirmation from me within 24 hours of your original email, please assume that I didn’t receive it, and email me again or contact me in person.

Grading: Your final grade will be determined according to the following scale: 100%/A+, 93-99/A, 90-92/A-, 87-89/B+, 84-86/B, 80-83/B-, 77-79/C+, 74-76/C, 70-73/C-, 67-69/D+, 64-66/D, 60- 63/D-, and 59 and below/F.

Select extra credit opportunities will be available throughout the semester, and I will announce those opportunities in class. No student will be able to earn more than five extra credit points a semester.

Do not expect to negotiate or bargain for a better grade at the end of the semester. Whatever grade you have earned at the end of the semester is the grade you will receive in the class.

CLASS ASSIGNMENTS:

1. Attendance (10%) – During each class, I encourage you to ask questions and to comment on the material we are covering. Part of every person’s learning process is being able to discuss issues intelligently with their peers, and I expect this of all of you. As such, attendance and participation are closely connected. Obviously, if you don’t attend class, you cannot participate. It’s really that simple.

As stated earlier in the syllabus, since we have only one meeting a week, your regular attendance in class is very important, and there will be a seven-point deduction from your attendance grade for each class you miss.

2. Weekly Assignments aka “Weeklies” – There are no exams in the class, but you will have one written assignment due each week that relates to the class content we happen to be covering at that moment. A description of each assignment is below, along with its respective due date. General guidelines for the written assignments appear on Blackboard. Each written assignment (with the exception of the resume, which has no set length) should be between 2-3 pages (aim for three), and each assignment is due via Blackboard by 2:30 pm every Thursday during the course of the semester. Please do not wait until 2:29 pm to submit your assignment, just in case there are technical/internet problems. Once the clock turns to 2:30 pm every Thursday, Blackboard will automatically mark your assignment as late (which means that it is subject to the 10 point late penalty). You will avoid this problem if you don’t wait until the last minute.  Curriculum Plan (10%) – We don’t meet on Monday, January 19 due to MLK Day, but you will still have an assignment due. We are required to have a certain number of meeting days during the semester, and since we only meet once a week, we’ll need to make up for missing our in-person class time.

For this assignment, I want you to think critically about your course of study at WCU – why are you majoring in International Studies, and what classes should you take to achieve your ultimate career goals? 32

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In order to help you be thoughtful about your course of study, this assignment calls for you to provide me with a written outline of your international studies curriculum plan. I’d also like for you to answer some questions about the major (why you decided on these classes, what you like about the major, what you would change, etc.).

Directly after our first class meeting, the curriculum plan assignment will become available on Blackboard, and the document attached within the assignment contains all the information you’ll need to complete your work. Due via Blackboard by 2:30 pm, on Thursday, January 22.

Reaction Papers (5% each paper for a total of 40%) – For a good chunk of the semester, your weekly assignment consists of a reaction paper. As a central part of our class this semester, you’ll be hearing from several professors who will discuss our class theme of war and conflict from the perspective of their own area of expertise. Each week, after our guest speaker visits, you will write a reaction paper that A) summarizes very BRIEFLY the core ideas the speaker presented (this is to prove to me that you listened closely– no more than a paragraph or two of major themes summary), and most importantly, B) share with me your reaction to the class material for the week. Did you learn something new? Are you interested in taking more classes in that discipline? Do you think that discipline’s approach to the topic of war/conflict is worthwhile or adds something important to the discussion? Why or why not? There are no right or wrong answers here – don’t tell me what you think I want to hear; instead, be honest and thoughtful in your reaction. In essence, these papers will allow you a chance to reflect on and assess the information you’ve been presented with that week. The reaction paper due dates are listed below:

Political Science: Due via Blackboard by 2:30 pm, on Thursday, January 29

History: Due via Blackboard by 2:30 pm, on Thursday, February 5

Geography: Due via Blackboard by 2:30 pm, on Thursday, February 12

Language/Culture: Due via Blackboard by 2:30 pm, on Thursday, February 19

Sociology: Due via Blackboard by 2:30 pm, on Thursday, February 26

Philosophy: Due via Blackboard by 2:30 pm, on Thursday, March 5

Communications: Due via Blackboard by 2:30 pm, on Thursday, March 19

Criminal Justice: Due via Blackboard by 2:30 pm, on Thursday, March 26

Resume (10%) – Submit a resume highlighting your accomplishments up to this point in time, just as you would if you were applying for a job (I’ll have an example posted on Blackboard for you to follow). Then, on a separate page, tell me what accomplishments/experiences you’d like to add to that resume before you graduate, and outline the steps you will take to achieve that goal. Finally, search one (or more) of the job database sites on Blackboard, and name two jobs for which you might like to apply someday…then tell me why you chose those particular jobs. Due via Blackboard by 2:30 pm, on Thursday, April 9. 33

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Diplomacy Simulation – (three assignments for a total of 20%) Solve the India/Pakistan/China conflict over Kashmir. What should happen to the territory of Kashmir? To whom should Kashmir ultimately belong? You will each be assigned a role to play in a simulation of diplomatic negotiations, and those roles will include the governments of Pakistan, India, and China, along with a UN Secretary-General, and a Human Rights NGO representative (think Amnesty International or Human Rights Watch, etc.). Over the course of two class periods, you will advocate for your position within the group of negotiators, and your group will work collectively to come up with a solution for the issue of Kashmir. There are three assignments associated with this activity:

1) Position Paper (10%) -- Write a short paper outlining a potential solution to the Kashmir problem from the perspective of your assigned negotiator. This is a fairly informal assignment, but you will need to include citations to let me know where you obtained your background information. Due via Blackboard by 2:30 pm, on Thursday, April 16. 2) First Day Diplomacy Reaction (5%) -- Write a reaction to the first day of negotiations. How did it go? Was it easier or more difficult than you expected it to be? Based upon what happened during the negotiation, do you plan to change your strategy for the second meeting? Due via Blackboard by 2:30 pm, on Thursday, April 23. 3) Overall Simulation Reaction (5%) -- Write a reaction to the entire exercise. What did you think about the diplomacy simulation in general? Were you satisfied with the solution on which the group agreed? What did the simulation teach you (if anything) about how easy or difficult it is to solve issues of war and conflict across the globe? Due via Blackboard by 2:30 pm, on Thursday, April 30.

Final Reflection Paper (10%) – This is your chance to reflect on the totality of our class experience this semester. Have your feelings about the international studies major changed since the beginning of the semester? What changes, if any, would you like to see the major undergo in the future? Additionally, what are your final thoughts on war and conflict? Which academic perspective(s) do you find most helpful for explaining issues of war and conflict across the globe? Which did you find the least helpful, and why? This paper is also your chance to say anything else you’d like for me to know about your class experience. Due via Blackboard by 8:30 am on Thursday, May 7 (at the beginning of our assigned final exam time).

Tentative Class Outline

*I reserve the right to make changes to the schedule as necessary.

Topic Week Assignments General Introduction to  No written assignment this week, but there 1 International Studies are two assignments due the next week. Overview of International Studies 2 Curriculum Curriculum Plan: 34

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Blog Comment and Written Assignment

 Both due via Blackboard by 2:30 pm, on Thursday, January 22  Supplemental reading assignment BEFORE class meets on January 26 – Textbook, War/Conflict: Political Science pages 290-311. Perspective – Dr. Jennifer Schiff 3 Topic: India/Pakistan Kashmir Reaction Paper conflict  Due via Blackboard by 2:30 pm, on Thursday, January 29  Supplemental reading assignment BEFORE class meets on February 2 – Textbook, War/Conflict: History pages 398-308. Perspective – Dr. Saheed Aderinto 4 Topic: Conflict in Africa Reaction Paper  Due via Blackboard by 2:30 pm, on Thursday, February 5 War/Conflict: Geography Perspective – Dr. Jeff Neff Reaction Paper Topic: Tigris/Euphrates Rivers 5  Due via Blackboard by 2:30 pm, on and ISIS Thursday, February 12

War/Conflict: Language/Cultural Reaction Paper Perspective – 6  Due via Blackboard by 2:30 pm, on Dr. Lori Oxford Thursday, February 19 Topic: Cuba

Topic Week Assignments

War/Conflict: Sociology Reaction Paper Perspective – Dr. Tony Hickey 7  Due via Blackboard by 2:30 pm, on Topic: TBD Thursday, February 26

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 Background reading assignment BEFORE class meets on March 2 – Textbook, pages 312-314. War/Conflict: Philosophy 8 Perspective - TBD Reaction Paper  Due via Blackboard by 2:30 pm, on Thursday, March 5 War/Conflict: Communications Perspective – Reaction Paper Dr. Katerina Spasovska 9 Topic: The Media’s Role in War  Due via Blackboard by 2:30 pm, on Coverage Thursday, March 19

War/Conflict: Criminal Justice Reaction Paper Perspective – 10 Dr. Cyndy Hughes  Due via Blackboard by 2:30 pm, on Topic: TBD Thursday, March 26  REQUIRED reading assignment BEFORE class meets on March 30 – posted on International Studies Careers 11 Blackboard.  No writing assignment (holiday break)  REQUIRED reading assignment BEFORE Thursday due date (before you turn in the Study Abroad Presentation from Resume assignment). the Office of International 12  Resume Programs and Services  Due via Blackboard by 2:30 pm, on Thursday, April 9 Position Paper for Diplomacy Simulation Resumes and Job Applications 13 Prep for Diplomacy Situation  Due via Blackboard by 2:30 pm, on Thursday, April 16 First Day Diplomacy Reaction Diplomacy Simulation 14  Due via Blackboard by 2:30 pm, on Thursday, April 23 Overall Simulation Reaction Diplomacy Simulation 15  Due via Blackboard by 2:30 pm, on Thursday, April 30 REFLECTION PAPER DUE VIA BLACKBOARD by 8:30 am on Thursday, May 7

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Appendix 6.2 INST 400 International Studies Capstone Spring 2015 Wednesdays, 2:30 – 4:10 pm Stillwell 348/Chan Carpenter Library

Instructor – Dr. Jennifer Schiff

Office – Stillwell 350 Email – [email protected] Office Hours – Phone – 828.227.3860 Mondays and Wednesdays 12:30-2:30 pm, or by appointment

COURSE GOALS AND OBJECTIVES:

This two-credit capstone class serves as a culminating experience for students completing the BA degree in International Studies. The heart of the course is built around a research project, in which students explore in-depth a current global issue/event of their choice from an interdisciplinary perspective, and a related research paper to be completed in stages, with feedback at each stage from the instructor and, at many points, from peers. The class isn’t all research, though! Students will also spend time engaging in regular discussion of world events, talking about possible career opportunities, as well as role-playing potential solutions to some of the world’s most intractable conflicts.

Upon completion of this course, students will be able to:

 Address a single research question from multiple perspectives,  Evaluate competing positions in academic debates and use evidence-based arguments to develop and defend his/her own position,  Conduct and respond to criticism through peer review,  Synthesize and apply theories and information learned in classes for the international studies major,  Develop further critical thinking, research, written, and oral communication skills,  Demonstrate an understanding of the complexities and responsibilities of active participation in a diverse, multi-ethnic, and multi-lingual global community.

COURSE MATERIALS:

The textbook for this course is:

Laura E. Cressy, Barrett J. Helmer, and Jennifer E. Steffensen, Eds. Careers in International Affairs, 9th Edition (Washington, D.C.: Georgetown University Press 2014). 37

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ISBN: 978-1-62616-075-0

The book is available for rental through the WCU bookstore. Any additional readings assigned throughout the semester will be posted to Blackboard.

COURSE POLICIES:

Class Attendance: Regular attendance is important in every class, and it is in this one as well. We meet only once a week, so missing a day of class means that you will miss a good bit of the material we’ll cover during the course of the semester.

Remember -- if you are absent, you are still responsible for any assignments due on the day missed.

Late Assignments/Exams: Warning!! I am a stickler for deadlines, so there will be penalties when your work is late. I will accept late work up to 48 hours (two days) after an assignment is due, but I will deduct 10 points off of your assignment grade as a late penalty. The 48 hours starts at the time of the initial due date. After that 48-hour period is over, I will not accept your late assignment (and assignment submission on Blackboard is turned off completely after the 48 hour period), which means that you will receive a zero.

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In this class, examples of academic dishonesty may include, but are not limited to,

- failing to properly cite direct quotes or paraphrased material, - using an unauthorized aid on an assignment/exam, - passing off the work of another individual as your own.

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confirmation from me within 24 hours of your original email, please assume that I didn’t receive it, and email me again or contact me in person.

Do not expect to negotiate or bargain for a better grade at the end of the semester. Whatever grade you have earned at the end of the semester is the grade you will receive in the class.

CLASS ASSIGNMENTS:

1. Attendance/Participation (5%) – During each class, I encourage you to ask questions and to comment on the material we are covering. Part of every person’s learning process is being able to discuss issues intelligently with their peers, and I expect this of all of you. As such, attendance and participation are closely connected. Obviously, if you don’t attend class, you cannot participate. It’s really that simple.

2. Topics Discussion (TD) (10% each, for a total of 20%) – During the course of the semester, you will be responsible for leading two different topic discussions for the class (there are only five people in here, so it’s a very small group for which to present – that’s a good thing!). Think of the TD as a lecture (of sorts) where you will convey information about a global current event to the class, which we will then discuss as a group. The guidelines for the TD assignment are:

Choose a current event that falls within a region (you’ll sign up for specific Step 1 regions at the beginning of the semester).

Email the class a link to a news article or two that relates to your topic by 2:30 Step 2 on Monday of the week you are scheduled to present.

Prepare a presentation for the group. This is very informal [you are acting essentially as a discussion leader], but you need to explain the event well Step 3 enough so that the group has a good understanding of what’s going on. During your explanation, you must choose three international studies disciplines, which you will then use to analyze the event. 40

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Here’s an example -- if you choose to talk about the current South Sudan conflict, you would want to --  Tell us what’s going on in South Sudan right now and why we should care – what is the current event you’ve chosen to highlight?,  Then you would choose three disciplines to apply –  For instance, you might discuss the history of the conflict,  The political issues in South Sudan,  And perhaps the philosophical implications of the conflict – is this a “just war,” for instance? Is there any such thing as a just war? During your presentation, feel free to use PowerPoint or video clips, or no media at all – it’s your choice, just make sure you find a way to convey the Step 4 material effectively.

Finally, think of several questions that might lead to a lively discussion of the event when presented to the group. My hope is that the discussion will be the Step 5 heart of the activity. Lively discussions are always fun!

I will lead the first TD to provide an example of how you might approach the assignment. When it’s your turn to lead, you’ll have the first half of the class (essentially 50 minutes) for the presentation/discussion, but we don’t need to take the full amount of time. Ultimately, it will take whatever time it takes, and when we finish up, we’ll move to the next agenda item.

3. Research Project (60%)– The primary purpose of this course is to provide a “capstone” or conclusion to your studies, and as such, the class serves as a culminating experience for students completing the BA degree in International Studies. The course is built around a research paper, and subsequent presentation of that paper, in which you will address a current global issue/event of your choice from at least three of the disciplines that fall within WCU’s International Studies curriculum (IMPORTANT! One of the disciplines you choose must be the discipline of your coordinate major). The purpose of the paper is to see how/if the disciplines work in tandem to help answer your main research question. Papers should be at least 15 pages minimum, and there is no maximum page length.

FYI: here is a list of all of the disciplines that fall within the IS major:

Political Science, History, Geography, Language/Culture, Sociology, Philosophy, Communications, Criminal Justice

I want your final paper to be as strong as possible, as well as a paper to which you’ve devoted a good deal of time and effort – meaning not something that is written at the last minute right before it’s due. To ensure that your work is of a high caliber, and also to make your life easier, you are going to write the paper in pieces, with lots of feedback and peer evaluation along the way. That means that at the end of the course, you will have a paper that is thoughtful, cohesive, well researched, and didn’t stress you out too much because you wrote it over the course of an entire semester. Sounds good, right?

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Here are all the assignments associated with the paper, along with their respective due dates.

Paper Proposal (5%)-- This is a short write-up (no set length), which should include the following information:

a. A statement of your planned topic and its potential significance. Why is this an important topic to research? b. Your actual research question. c. Your research plan of attack (methodology). How do you intend to find the answer to your research question? d. Your working thesis statement (obviously, as you engage in research over the course of the semester, this could change, so don’t feel like you’re always tied to the thesis statement with which you start). e. A list of potential sources. This can be a short list to start…I just want you to get a feel for whether or not you’ll be able to find enough source material to make your case. Due via Blackboard by 8:00 am on Tuesday, January 20.

Annotated Bibliography (5%) – This assignment requires you to choose six of your sources and write a paragraph about each source that tells me what the source offers you in terms of information, and how you think it will help you as you try to make your argument within the paper. Due via Blackboard by 8:00 am on Tuesday, January 27.

Outline – (5%) This assignment calls for you to create an outline of your entire paper. I'm not concerned with whether you format the outline "properly" (although you are welcome to do so), but whatever format you choose, you’ll need to walk me through each step of your paper. What ideas are you going to start with? What’s your current thesis statement? How will you organize the paper so that you present the strongest argument possible? What will your conclusion look like? Due via Blackboard by 8:00 am, on Tuesday, February 3.

Introduction (5%) – For this assignment, you’ll write the introduction of your paper. Your introduction is likely to be more than one paragraph – several paragraphs are usually necessary to introduce the topic for a paper of this length and breadth. Due via Blackboard by 8:00 am, on Tuesday, February 10.

Literature Review (5%) – Every paper must have a literature review section, with which you summarize and synthesize previous research on your topic. This assignment calls for you to write the literature review portion of your paper, and you will need to include at least six different sources (including at least one from each discipline you’re highlighting within the paper). Due via Blackboard by 8:00 am, on Tuesday, February 24.

Counter-arguments (5%) – Discuss any potential counter-arguments to your thesis, and give some deep thought. This exercise is helpful because if you can clearly articulate some of the possible objections to

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your argument, you have a better chance at persuading your audience that your own argument is convincing. Due via Blackboard by 8:30 am, on Tuesday, March 3.

Paper Progress #1 (5%) – With this assignment, I want you to have made significant progress writing the first segment of your argument (the section of the paper that appears directly after your literature review). I’m not setting a page requirement here; instead, I’m trusting that you will make headway on your own – remember, you are responsible for your own work. Due via Blackboard by 8:00 am, on Tuesday, March 24.

Paper Progress #2 (5%) –I want to see that you’ve made progress on your argument compared to what you turned in the previous week. Due via Blackboard by 8:00 am, on Tuesday, March 31.

Paper Progress #3 (5%) – When you turn in this version of your draft, you will be finished with the bulk of your paper, and your conclusion should be all you have left. Due via Blackboard by 8:00 am, on Tuesday, April 7.

Conclusions (5%) –This is the last section of your paper, in which you present your final conclusions, along with a summary of your work. Due via Blackboard by 8:00 am, on Tuesday, April 14.

Final Paper (10%) –A final version of your completed paper is due via Blackboard by 8:30 am on Thursday, May 7 (our assigned final exam time).

4. Research Presentation (10%) – At the end of the semester, during our final class period on Wednesday, April 29, you will present your research project to the class, as well as to invited guests. This will involve a 10-15 minute presentation on your part, using visual media, in which you talk about the outcome of your paper and answer any questions audience members might have for you. This is your chance to show everyone what you’ve been working so hard on all semester!

5. International Studies BA Survey/Assessment (5%) – We are always trying to improve the International Studies major to offer students the best experience possible. As graduating seniors, we want to provide you with the opportunity to tell us what we are doing right with the major and what we might think about changing in the future. A survey to this effect will be posted to Blackboard, and you will need to complete and submit it by 8:30 am on Thursday, May 7.

Tentative Class Outline

*I reserve the right to make changes to the schedule as necessary.

Topic Week Assignments  No written assignment due the first week, Topics Discussion: Asia 1 but start thinking about your research topic Research Question Roundtable in earnest! 43

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Topics Discussion: Paper Proposal due North/Central America 2

Sources Roundtable  Due via Blackboard by 8:00 am on Tuesday, January 20.

Annotated Bibliography due Topics Discussion: Europe 3 Outline Roundtable  Due via Blackboard by 8:00 am on Tuesday, January 27.

Outline due Topics Discussion: Africa 4 Introduction Roundtable  Due via Blackboard by 8:00 am, on Tuesday, February 3

Topics Discussion: South Introduction due America 5 Literature Review Roundtable  Due via Blackboard by 8:00 am, on Tuesday, February 10

NO CLASS – I’ll be in at a Work on your Lit Review 6 conference in New Orleans

Literature Review due Topics Discussion: Asia 7 Counter-arguments Roundtable  Due via Blackboard by 8:00 am, on Tuesday, February 24

Topics Discussion: Counter-arguments due North/Central America 8 Israel/Palestine Background for Simulation  Due via Blackboard by 8:30 am, on Tuesday, March 3

Continue to research and work on your paper. Diplomacy Simulation 9 Solve the Israel/Palestine Issue Nothing official is due this week.

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Topics Discussion: Europe Careers Roundtable Paper Progress #1 due

10 (Read Chapter 1 and 2 of textbook  Due via Blackboard by 8:00 am, on before class) Tuesday, March 24

Paper Progress #2 due

NO CLASS – Holiday Break 11  Due via Blackboard by 8:00 am, on Tuesday, March 31 Paper Progress #3 due Topics Discussion: Africa 12 Conclusions Roundtable  Due via Blackboard by 8:00 am, on Tuesday, April 7 Topics Discussion: South Conclusions due America 13  Due via Blackboard by 8:00 am, on Presentation Skills Roundtable Tuesday, April 14 Be ready to give a quick run-through of your Topics Discussion: Middle East 14 Practice Presentations presentation, so the group can offer feedback. Presentations 15 Present your paper! Enjoy your success! By 8:30 am on Thursday, May 7 you will need to complete and submit via Blackboard: A) The International Studies BA Survey B) The final version of your research project

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Appendix 6.3 PSC 110: Global Issues Spring 2015

Instructor: Mike McDonald Office: Stillwell 359 Email: [email protected] Office Hours: Mon. & Wed. 1:30pm – 3:00pm Phone: (828) 227-3863 and by appointment

Course Description This class will provide you with a basic introduction to the international system and the decision- makers who affect global politics, as well as the ever-evolving relationship between governments, corporations, non-governmental organizations, and individuals. During the course of the semester, we will consider the key theoretical perspectives of international relations as we connect the abstract world of theory to the reality of current events in today’s world. More specifically, this class will examine the behavior of state and non-state decision-makers in terms of some of the major issues presently facing the international community -- issues such as interstate conflict and cooperation, the relevance of state sovereignty, terrorism, the globalization of trade and culture, population growth, disease transmission, environmental degradation, and human rights. This course will allow students to:

 Further develop their critical thinking, research, and written communication skills,  Acquire a substantive knowledge of international relations theory,  Be able to explain or predict the outcome of current international political events,  Prepare for more advanced study in international relations and comparative politics.

In terms of our Liberal Studies learning goals, this course will enable students to:

 Demonstrate the ability to locate, analyze, synthesize, and evaluate information;  Demonstrate the ability to interpret and use numerical, written, oral, and visual data;  Demonstrate the ability to read with comprehension, and to write and speak clearly, coherently, and effectively as well as to adapt modes of communication appropriate to an audience;  Demonstrate the ability to critically analyze arguments;  Demonstrate an understanding of o Past human experiences and ability to relate them to the present; o Different contemporary cultures and their interrelationships; o Issues involving social institutions, interpersonal and group dynamics, human development and behavior, and cultural diversity; 46

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 Demonstrate an excitement for and love of learning

Readings The official textbook, available via rental from the bookstore, is:

Lamy, et. al. Introduction to Global Politics, 2nd Edition (New York: Oxford University Press, 2013). All textbook reading is optional. The book is there to provide additional explanations for difficult concepts and helpful examples. Use the book to fill gaps in your understanding and to help you prepare for exams. There will, however, be one required reading. During week 3 we will have a case study that we will discuss in class. More details about the case can be found below. Course Requirements Class Participation You are expected to be in class during every class period and participate actively in what we are doing. A lot of the time I will be lecturing and your participation will come in the form of asking clarifying questions and taking notes. Other times we will have a discussion, either as a class or in small groups. My expectation is that you will participate actively in all these aspects of the course. Your class participation grade will also be hurt if you are talking or otherwise distracting your peers while they are trying to learn. Current Event Reports Keeping up with current world events is not only good for your personal and academic growth, but it will also help you make sense of the material we cover in this class. Most weeks (starting the third week of classes), you will submit a 250 – 500 word current event report by 5pm on Friday evening on the Blackboard site (feel free to turn it in as early in the week as you like). In your report, you must discuss a news article from that week that appeared in a major national or international newspaper, magazine, or journal. Your article must be about an international current event, not a domestic one. Current event reports will not be accepted after the 5pm Friday deadline. To get full credit for your report, you must do all of the following: (a) list the full citation for the article you are discussing (including title, author, source, date, page number, etc) AND either provide a URL link to that article or attach a copy of the article; (b) briefly summarize the article in 1-2 paragraphs; and (c) relate this current event to some aspect of our class: a theory we have discussed, an organization or institution we have talked about, or some other aspect of the class.

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Each Monday, I will pick a few of your articles for the class to discuss. If I pick your article, you get extra credit points, which should give you an incentive to do a good job on your current event report. Each report is worth 10 points, and if I pick your article for the class to discuss, you get an extra 5 points for that week. Here is a list of recommended news sources that have excellent international coverage: The Washington Post (http://www.washingtonpost.com) The New York Times (http://www.nytimes.com) The BBC (http://www.bbc.co.uk) The Christian Science Monitor (http://www.csmonitor.com) The Economist Magazine (http://www.economist.com) Foreign Policy Magazine (http://www.foreignpolicy.com) Many of these sources restrict access to their articles, but you can access all of them through Hunter Library’s Electronic Journal Section. If you have trouble accessing these sites, visit the reference desk at Hunter Library for assistance. Other high quality sources are acceptable, but you should avoid local/regional newspapers and sources that have clear biases (i.e. Fox News and MSNBC).

Case Study and Film Response Papers You are required to purchase one case study from the Georgetown Institute for the Study of Diplomacy (www.guisd.org). As soon as possible, you should visit this website, search for the case study (#281, “One Rock, Two Principles: The Gibraltar Problem”), and purchase it. You can download the case in PDF format for $3.50.

We will discuss this case study during the 3rd week of class. To encourage you to read the case and to prepare for class discussion, you will submit a 500 – 750 word response paper on Blackboard. I will provide you with questions to answer in your response, but feel free to discuss anything you found interesting, in addition to my questions. The case response is due on Blackboard BEFORE the class in which we will discuss the case. Additionally, we will watch three films in class. For each film, you will submit a 500 – 750 word response to the film. I will give you questions to think about as you write your response papers. These papers are due on Blackboard by class time on the listed due date. Late papers will not be accepted. Exams There will be three in-class exams, each accounting for 20% of your final grade. You are encouraged to form a study group and work together to prepare for the exams. Your grade will be computed as follows: 48

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5% Class Participation 15% Current Event Reports 20% Response Papers (4 papers worth 5% each) 60% Exams (3 exams worth 20% each)

You will be graded on the following scale:

97-100 A+ 74-76 C 94-96 A 70-73 C- 90-93 A- 67-69 D+ 87-89 B+ 64-66 D 84-86 B 60-63 D- 80-83 B- <60 F 77-79 C+ Organizational Matters

Electronic Devices Please turn off all electronic devices (laptops, cell phones, iPods, etc...) before class, unless we are using them for a class activity. I don’t mind if you use laptops to take notes during class, but if you are using your laptop for something other than note-taking, or if your laptop becomes a distraction for you or others, I will ask you to turn the laptop off and refrain from using it for the rest of the semester.

Academic Integrity Students, faculty, staff, and administrators of Western Carolina University (WCU) strive to achieve the highest standards of scholarship and integrity. Any violation of the Academic Integrity Policy is a serious offense because it threatens the quality of scholarship and undermines the integrity of the community. While academic in scope, any violation of this policy is by nature, a violation of the Code of Student Conduct and will follow the same conduct process (see Article VII.1.a.). If the charge occurs close to the end of an academic semester or term or in the event of the reasonable need of either party for additional time

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to gather information timelines may be extended at the discretion of the Department of Student Community Ethics (DSCE).

Violations of the Academic Integrity Policy include: Cheating - Using or attempting to use unauthorized materials, information, or study aids in any academic exercise. Fabrication - Creating and/or falsifying information or citation in any academic exercise. Plagiarism - Representing the words or ideas of someone else as one’s own in any academic exercise. Facilitation - Helping or attempting to help someone to commit a violation of the Academic Integrity Policy in any academic exercise (e.g. allowing another to copy information during an examination)

As the instructor, I reserve the right to determine the appropriate sanction or sanctions for academic dishonesty up to and including a final grade of “F” in the course. I will also notify the head of my department in writing of the academic dishonesty charge and sanction within five calendar days of the event. Please see the Student Handbook for more information about the process and procedures involved in reporting instances of academic dishonesty.

In this class, examples of academic dishonesty may include, but are not limited to,

 failing to properly cite direct quotes or paraphrased material in current events papers / film response papers  using an unauthorized aid on an assignment/exam  using the work of another individual and passing it off as your own.

Students with Disabilities Western Carolina University is committed to providing equal educational opportunities for students with documented disabilities and/or medical conditions. Students who require reasonable accommodations must identify themselves as having a disability and/or medical condition and provide current diagnostic documentation to the Office of Disability Services. All information is confidential. Please contact the Office of Disability Services at (828) 227-3886 or come by Suite 135 Killian Annex for an appointment.

Student Support Services

Student Support Services provides support to students who are either first-generation, low-income or those who have disclosed a disability with: academic advising, mentoring, one-on-one tutorial support, and workshops focused on career, financial aid and graduate school preparation. You may contact SSS at (828) 227-7127 or email [email protected] for more information. SSS is located in the Killian Annex, room 138.

The Writing and Learning Commons

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The Writing and Learning Commons (WaLC), located in BELK 207, provides free small-group course tutoring, one-on-one writing tutoring and academic skills consultations, and online writing and learning resources for all students. All tutoring sessions take place in the WaLC or in designated classrooms on campus. To schedule tutoring appointments, log in to TutorTrac from the WaLC homepage (http://walc.wcu.edu) or call 828-227-2274.

Religious Holidays You will not be penalized for the observance of religious holidays. Please inform me within the first two days of class if your religious beliefs will cause you to miss any class or assignment.

Inclement Weather If we’re lucky, there will be some snow this winter. You can check the status of the university on the website homepage or here: http://news-prod.wcu.edu/weather-related-schedule-changes/. As a general rule, if the university is open, I will be here and we will have class. That said, there *might* be a time when the university is open but I am unable to get here. If that happens, I will e-mail you and let you know. If you have any question about whether we have class, check your email.

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Course Outline (Subject to Change)

Week Class Topic Reading Assignments Due Monday, January 12th Intro to the Course 1 Wednesday, January 14th Key Terms / The Study of IR

Friday, January 16th The Study of IR / Theories Chapter 5

Monday, January 19th NO CLASS / MLK HOLIDAY

2 Wednesday, January 21st Classical Realism Chapter 5

Friday, January 23rd Classical Realism Chapter 5 Neorealism & Monday, January 26th Chapters 6 & 7 Neoliberalism Neorealism & Wednesday, January 28th Chapters 6 & 7 Neoliberalism 3 Response to Case Study Gibraltar Case Friday, January 30th Gibraltar Case Study Study Current Event Paper Due by 5pm Monday, February 2nd Identity Theories Chapters 8 & 16

4 Wednesday, February 4th Identity Theories Chapters 8 & 16 Current Event Paper Friday, February 6th Wrap Up of IR Theories Due by 5pm Monday, February 9th EXAM 1 Wednesday, February 5 States and Sovereignty Chapter 24 11th Current Event Paper Friday, February 13th Foreign Policy Chapter 24 Due by 5pm Chapters 13, 14 & Monday, February 16th War & National Security 23 Wednesday, February 6 The Cold War / Film #1 18th Current Event Paper Friday, February 20th Film #1, cont. Due by 5pm Monday, February 23rd Film #1, cont. 7 Wednesday, February Film Discussion 25th

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Current Event Paper Friday, February 27th Humanitarian Intervention Chapter 31 Due by 5pm Film #1 Response Monday, March 2nd Humanitarian / Civil Wars Chapter 31 Paper Due Before Class Chapter 31 8 Wednesday, March 4th Humanitarian / Civil Wars

Friday, March 6th NO CLASS

Monday, March 9th NO CLASS – SPRING BREAK

9 Wednesday, March 11th NO CLASS – SPRING BREAK

Friday, March 13th NO CLASS – SPRING BREAK

Monday, March 16th Terrorism Chapter 22

10 Wednesday, March 18th Film #2 Current Event Paper Friday, March 20th Film #2, cont. Due by 5pm Monday, March 23rd Film Discussion Film #2 Response 11 Wednesday, March 25th Responding to Terrorism Paper Due Before Class Current Event Paper Friday, March 27th Wrap up of War Section Due by 5pm Monday, March 30th EXAM 2

12 Wednesday, April 1st NO CLASS Chapters 17-20 Current Event Paper Friday, April 3rd NO CLASS Chapter 16 Due by 5pm Monday, April 6th Global Governance Chapter 30

13 Wednesday, April 8th International Law Chapter 30 Current Event Paper Friday, April 10th Human Rights Chapters 15 & 27 Due by 5pm Monday, April 13th Cultural Relativism Chapters 15 & 27 International Political 14 Wednesday, April 15th Economy Friday, April 17th IPE Continued

Monday, April 20th International Development Chapter 27 15 Wednesday, April 22nd Film #3

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Current Event Paper Friday, April 24th Film #3 & Film Discussion Due by 5pm Monday, April 27th Environmental Politics Chapter 21 Film #3 Response 16 Wednesday, April 29th Wrap up section Paper Due Before Class Friday, May 1st EXAM 3

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Appendix 7.1

Core Competencies Delivered With Enrollments

Competencies Spring Fall 15 Spring Fall 14 Spring Fall 13 Spring Fall 12 Spring Fall 11 Spring Fall 16 15 14 13 12 11 10 POLTICS PSC 241 33 29 40 37 33 HIST 317 36 36 GEOG 444 XXXXX 32 14 34 23 PAR 392 XXXXX 25 19 16 9 3 CULTURE

ANTH 327 XXXXXX 22 27 GEOG 440 35 35 32 34 SOC 434 29 27 17 ENGL 470 17 25 GLOBALIZATION GEOG 350 33 34 36 36 27 HIST 335 XXXXX 38 40 PSC 321 30 27 35 35 SOC 373 XXXXX 32 28 Total per 5 3 3 2 5 2 5 3 7 4 4 2 semester

Politics: PSC 241 International Security HIST 317 20th Century International Relations PAR 392 Issues in Global Justice GEOG 444 Political Geography

Culture: ANTH 327 Economy and Society SOC 434 Regional and Societal Development GEOG 440 Topics in Regional Geography ENGL 470 20th Century and Contemporary Postcolonial Literature

Globalization PSC 321 International Political Economy HIST 335 History of Capitalism GEOG 350 Economic Geography SOC 373 Global Society

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Appendix 7.2

Proposed Changes Course Delivery and Enrollments

THEMES Spring Fall 15 Spring Fall 14 Spring Fall 13 Spring Fall 12 Spring 16 15 14 13 12 REALISM/CONFLICT/SECURITY Realism/Conflict/Security PSC 241 International XXXX XXXX XXXX Security HIST 317 History of 20th XXXX Century IR HIST 411 Western XXXX XXXX Imperialism since 1500 HIST 425 Modern European XXXXX XXXX XXXX Military PSC 330 Political Violence XXXX PSC 343 Ethnic Conflict XXXX XXXX LIBERALISM/COOPERATION PSC 320 Int’l Environmental XXXX XXXX Politics PSC 355 Model UN XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX PSC 242 International Organizations PSC 333 International Law XXXX PSC 334 US Foreign Policy XXXX XXXX HIST 452 American XXXX Diplomatic History CJ 354 Comparative CJ XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX Systems CJ 475 International Studies XXXX in Law and Society DEVELOPMENT/ECONOMY GEOG 350 Economic Geog XXXX XXXX XXXX HIST 335 History of XXXXX XXXX XXXX Capitalism PSC 321 International XXXX XXXX XXXX Political Economy SOC 434 Regional and XXXX XXXX Societal Development ANTH 327 Economy and XXXXX XXXX XXXX Society PSC 216 Politics of XXXX Developing Areas CULTURE PAR 392 Global Justice XXXXX XXXX XXXX XXXX XXXX 56

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COMM 415 Intercultural XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX Communication ENGL 470 Post-Colonial Lit XXXX XXXX ENGL 496 Seminar in XXXXX Comparative Lit SOC 373 Global Society XXXXX XXXX XXXX GEOG 444 Political XXXXX XXXX XXXX XXXX Geography Engl 242 XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX

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Appendix 7.3 BA International Studies

120 Hour Program --Liberal Studies requirement of 42 hours

The BA International Studies major requires 30 hours

Modern Foreign Languages (12 hours): MFL 231-232 or 240 (6 hours) and 6 hours of MFL at the 300 level in the same language Language ______OR MFL 231-232 or 240 (6 hours) in one language and 6 hours MFL in a second language First Language ______And Second Language ______

Required Courses: (6 hours) _____PSC 110 Global Issues (3) _____INST 200 Introduction to International Studies (1) _____INST 400 International Studies Capstone (2)

Core Competencies (9 hours required) Politics: (select one) _____PSC 241 International Security, or _____HIST 317 20th Century International Relations, or _____PAR 392 Issues in Global Justice, or _____GEOG 444 Political Geography Culture: (select one) _____ANTH 327 Economy and Society, or _____SOC 434 Regional and Societal Development, or _____GEOG 440 Topics in Regional Geography, or _____ENGL 470 20th Century and Contemp Postcolonial Lit Globalization: (select one) _____PSC 321 International Political Economy, or _____HIST 335 History of Capitalism, or _____GEOG 350 Economic Geography, or _____SOC 373 Global Society

Guided Electives (3 hours required from the list below exclusive of courses taken to fulfill a Core Competency requirement.) _____ANTH 327 Economy and Society _____ANTH 465 Cultures of Latin America _____ANTH 477 Cultures of sub-Saharan Africa _____ART 202 Art of World Cultures _____CJ 354 Comparative Criminal Justice Systems _____CJ 475 International Studies in Law and Society _____COMM 415 Intercultural Communication _____ENGL 470 20C & Cont. Post-Colonial Literature _____ENGL 496 Seminar in Comparative Literature _____GEOG 350 Economic Geography

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_____GEOG 440 Topics in Regional Geography _____GEOG 444 Political Geography _____HIST 317 20th Century International Relations _____HIST 323 British History since 1603 _____HIST 327 Modern Russia _____HIST 330 Modern Germany _____HIST 335 History of Capitalism _____HIST 361 Latin American History I _____HIST 362 Latin American History II _____HIST 373 Modern Asia _____HIST 375 Middle East since Mohammed _____HIST 411 Western Imperialism, 1500 to the Present _____HIST 416 Europe in the 20th Century _____HIST 425 Modern European Military History _____HIST 452 American Diplomatic History _____HIST 463 History of the Mexican Nation _____PAR 251 Understanding Islamic Traditions _____PAR 355 Contemporary Religious Classics _____PAR 392 Issues in Global Justice _____PSC 215 European Political Systems _____PSC 216 Politics of Developing Areas _____PSC 219 Latin American Political Systems _____PSC 241 International Politics _____PSC 242 International Organizations _____PSC 311 Politics of the Middle East _____PSC 317 Politics of East Asia _____PSC 320 International Environmental Politics _____PSC 321 International Political Economy _____PSC 330 Political Violence _____PSC 333 International Law _____PSC 334 U.S. Foreign Policy _____PSC 343 Politics of Ethnic Conflict _____PSC 355 Model United Nations _____SOC 373 Global Society _____SOC 434 Regional and Societal Development _____SPAN 321 Hispanic Cultures

Students majoring in a discipline that contributes courses to this major may take a maximum of 6 hours which would count toward satisfying both majors. To complete the program (48 hours) a second major is required and general electives. At least 30 hours of the courses taken at WCU must be at the junior-senior level to meet one of the general university degree requirements. Second Major ______

Double Degrees: require a minimum of 120 to 128 hours and completion of all the requirements of both programs. You need to submit two graduation applications, one from each program, in order to graduate with two degrees. This area will be marked as "MET" at the end of your final semester once all other areas in both programs have been satisfied. The International Studies BA Degree Audit may indicate requirements MET when in fact requirements are NOT MET. If your other program is Anthropology, Communications, English, Geography, German, History, Political Science, Philosophy, Sociology, or Spanish. Your International Studies advisor will have to manually assess completion of the International Studies BA program to exclude courses from your other major. This area will show met when your International Studies advisor certifies that you have indeed completed all the requirements of the 59

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International Studies program and clears you for graduation.

I have read and understand the double degree requirements for this major.

Student Signature Date Final Approval for Completion of Degree Requirements

International Studies Adviser Date

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Appendix 7.4 BA International Studies Spring 2016 Courses

120 Hour Program Liberal Studies requirement of 42 hours The BA International Studies major requires 30 hours and a second major

Modern Foreign Languages (12 hours): Cherokee 132; 232; 310 French 101; 102; 232 German 102; 232; 452 Japanese 101; 102; 232; 393 Spanish 101; 102; 231;232; 301; 302; 322; 452; 493

Required Courses: (6 hours) FOR Summer 14 and Fall 14 new majors INST 200 Introduction to International Studies (Schiff W 2:30 – 3:20) (1 credit) INST 400 International Studies Capstone (junior or senior status) (Schiff M 2:30 – 4:10) (2 credits) PSC 110 Global Issues (7 sections)

Core Competencies (9 hours required) Politics: GEOG 444 Political Geography (Dobbs – TR 2:00 – 3:15) PAR 392 Issues in Global Justice (Hale – TR 9:30 – 10:45)

Culture: ANTH 327 Economy and Society (Veteto – TR 2:00 – 3:15)

Globalization: HIST 335 History of Capitalism (Cruz – TR 5:00 – 6:15) SOC 373 Global Society (Hickey – MWF 8:00 – 8:50)

Guided Electives: ANTH 327 Economy and Society (Veteto – TR 2:00 – 3:15) CJ 354 Comparative CJ Systems (Anderson – TR 3:30 – 4:45) COMM 415 Intercultural Communication (Manning – MWF 12:20 – 1:10) COMM 415 Intercultural Communication (Manning – MWF 1:25 – 2:15) ENGL 496 Seminar in Comparative Literature (Worley – MWF 10:10 --- 11:00) GEOG 444 Political Geography (Dobbs – TR 2:00 – 3:15)

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HIST 330 Modern Germany (Dorondo – TR 3:30 – 4:45) HIST 335 History of Capitalism (Cruz – TR 5:00 – 6:15) HIST 425 Modern European Military History (Dorondo – TR 11:00 – 12:15) PAR 355 Contemporary Religious Classics: Buddhism (Sorensen TR 11:00 – 12:15) PAR 392 Issues in Global Justice (Hale – TR 9:30 – 10:45) PSC 215 European Political Systems (Fagan -- MWF 12:20 – 1:10) PSC 317 Politics of Asia (Schiff – MWF 11:15 – 12:05) PSC 355 Model United Nations (Sievert -- TR 3:30 – 4:45) PSC 484 African Politics (McDonald – W 5:00 – 7:50) SOC 373 Global Society (Hickey – MWF 8:00 – 8:50)

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Appendix 7.5 TEMPLATE: ADVISING SHEET BA International Studies –

120 Hour Program Graduation Goal: Liberal Studies requirement of 42 hours The BA International Studies major requires 30 hours Second Major:

Modern Foreign Languages (12 hours): Through the 300 level: Through the 200 level: Through the 100 level:

Introductory Course: (6 hours)

___PSC 110 Global Issues ____INST 200 ____INST 400

Core Competencies (9 hours required)

Politics: (select one) _____ PSC 241 International Politics, or _____HIST 317 20th Century International Relations, or _____GEOG 444 Political Geography _____PAR 392 Issues in Global Justice Culture: (select one) _____ANTH 327 Economy and Society, or _____GEOG 440 Topics in Regional Geography, or _____SOC 434 Regional and Societal Development _____ENGL 470 20th Century and Contemp Postcolonial Lit Globalization: (select one) _____GEOG 350 Economic Geography, or _____HIST 335 History of Capitalism, or _____PSC 321 International Political Economy _____SOC 373 Global Society

Guided Electives (3 hours) ______

Note: Some students may be able to double-count up to 6 hours in their second major. For BA

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students this will typically consist of MFL 231-232 The bottom line is that students must complete at least 24 unduplicated hours. Indicate whether this is the case here.

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Appendix 8.1 Faculty Roster --- Director and ISAB Members (current) Name Department Ph.D. Institution Role Courses Taught in Program Dr. Niall Michelsen PSC/PA North Carolina Director PSC 110; PSC 241; PSC 242; PSC 334

Dr. Saheed Aderinto HIST Texas ISAB HIST Topics

Dr. Windy Gordon PSY North Carolina ISAB

Dr. Daryl Hale PAR Vanderbilt ISAB PAR 392

Dr. Anthony Hickey ANTH/SOC Cornell ISAB SOC 373; SOC 434

Dr. Cyndy Hughes CJ Florida State ISAB CJ Topics

Dr. Lori Oxford WL Georgia ISAB SPAN ------

Dr. Jen Schiff PSC/PA Old Dominion ISAB PSC 110; PSC 317; PSC 320; PSC 321; PSC 343; PSC 355 Dr. Katerina Spasovska COMM Tennessee ISAB COMM Topics

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Appendix 8.2 NIALL GUY MICHELSEN [email protected] (828) 227-3336 344 Stillwell

Associate Professor, Political Science and Public Affairs Director, International Studies BA Western Carolina University Cullowhee, NC 28723

DATE OF EMPLOYMENT August 2001 PREVIOUS EMPLOYMENT Associate Professor of Political Science, Roosevelt University 1989-2001

ADMINISTRATIVE ROLES Director of International Studies BA 2010-present Acting Dean of the College of Arts and Sciences 2011 Associate Dean of the College of Arts and Sciences 2008-2011 Interim Director of the Humanities Program 2010-2011 Department Head of Political Science and Public Affairs 2001-2008

EDUCATION University of North Carolina, Chapel Hill Ph.D. in Political Science May 1990 Ph.D. Topic: “Disarmed and Defended: The Requirements of Strategic Stability” University of North Carolina, Chapel Hill M.A. in Political Science May 1985 University of Chicago, Chicago, IL B.A. in Social Science and Anthropology, December 1976

COURSES TAUGHT Political Science Capstone Introduction to Political Science European Political Systems Modern Political Thought Global Environmental Politics Problems of US Foreign Policy Global Issues Regional Diplomacy Great Power Politics Strategic Studies Introduction to American Politics The Atomic Bomb in History and Culture Introduction to Comparative Politics Theories of World Politics Introduction to International Relations US Foreign Policy

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RESEARCH INTERESTS  International Organizations  International Security  Nuclear Arms Control and Disarmament  American Foreign Policy  Global Environmental Politics  Regionalism in Global Politics  International Rivers

PUBLICATIONS  “G8” chapter in International Organizations and the Implementation of R2P – The Humanitarian Crisis in Syria Routledge (2015).  “On Institutions: G20 Summits and Agendas” chapter in Global Challenges to the Transatlantic World Biblioteca Benjamin Franklin (2015).  Dorondo, David, and Niall Michelsen and Jen Schiff. “Russia, Ukraine and the absence of a simple solution.” Asheville Citizen Times, April 26, 2014.  “The Transatlantic Partners face China in the G-20” chapter in North and South: The United States, the European Union, and the Developing World Bibloteca Benjamin Franklin, 2013.  “Reagan Redux? Obama’s Decline in Approval Ratings has Parallels.” Asheville Citizen-Times, October 29, 2010.  “A Regional Approach to Global Governance” Illinois Political Science Review, Spring 2007.  Cooper, Christopher A., and Niall Michelsen. “College Education Must Play a Role in Teaching Civic Responsibility.” Asheville Citizen Times, October 13, 2006.  “Bush NMD = No More Delay?” Strategic Outlook, March 2001.  “The Nuclear Legacy of the Soviet Union,” Southeastern Political Review, December 1995.  “Presidential Views of Nuclear Trends,” Journal of Strategic Studies, September 1994.  “Bilateral Arms Control in a Multilateral World,” Scandinavian Journal of Development Alternatives, June-September 1993.

BOOK REVIEWS  Michael P. Cullinane and David Ryan, eds. U.S. Foreign Policy and the Other in International Social Science Review, Vol. 91, no.1, April 2015.  Caron E. Gentry and Amy E. Eckert, eds. The Future of Just War: New Critical Essays in International Social Science Review, Vol. 90, no.1, January 2015.  Tanya Ogilvie-White and David Santoro, eds. Slaying the Nuclear Dragon: Disarmament Dynamics of the Twenty-First Century in International Social Science Review, Vol. 88, no. 1-2, Spring 2013.  Ralph S. Clem and Anthony P. Maingot, eds. Venezuela’s Petro-Diplomacy: Hugo Chavez’s Foreign Policy in International Social Science Review, May 2012.  John M. Owen IV, The Clash of Ideas in World Politics: Transnational Networks, States, and Regime Change, 1510-2010 in International Social Science Review November 2011.  Stefam Aust, Baader-Meinhof: The Inside Story of the RAF. Fall 2010 in International Social Science Review.

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 Priya Satia, Spies in Arabia: The Great War and the Cultural Foundations of Britain’s Covert Empire in the Middle East September 2009 in International Social Science Review.  Ray A. Moore and Donald L. Robinson, Partners for Democracy: Crafting the New Japanese State under MacArthur in International Social Science Review, Volume 80, 2005.  David H. Kaplan and Jouni Hakli, eds. Boundaries and Place: European Borderlands in Geographical Context in International Social Science Review, Volume 79, 2004.  Edwared Drachman and Alan Shank with Karla J. Cunningham and Jeremy Grace, You Decide: Controversial Global Issues in Political Studies, September 2004.  Azar Gat, Fascist and Liberal Views of War: Fuller, Liddell Hart, Douhet, and other Modernists in Political Studies June 2000.  Andreas Wengner, Living With Peril: Eisenhower, Kennedy and Nuclear Weapons published online at [email protected], February 1998.  Robert Holland (ed.), Emergencies and Disorder in the European Empires After 1945 in Political Studies September 1996.

PROFESSIONAL PRESENTATIONS WHILE AT WCU  “Democracy in Non-Democratic International Institutions” at the Eighth Transatlantic Studies Conference: Democracy and Electoral Systems: A Transatlantic Conversation” in Alcala de Henares Spain October 21-22, 2015.  “A Cure for (some of) Democracy Ills” at the Eighth Transatlantic Studies Conference: Democracy and Electoral Systems: A Transatlantic Conversation” in Alcala de Henares Spain October 21-22, 2015).  “Realists Make Us Live in a Realist World” with Hayden Smith at the International Studies Association annual meeting in New Orleans, February 2015.  “G20 Summits and Agendas” at the Seventh Transatlantic Studies Conference: Global Challenges to the Transatlantic World in Alcala de Henares Spain October 24-26, 2013.  “The Great Powers in the G20” at the Midwest Political Science Association annual meeting, April 2013.  “The Transatlantic Partners face China in the G-20” at the Sixth Transatlantic Studies Conference: North and South: The United States, European Union and the Developing World in Alcala de Henares, Spain October 22, 2011.  Invited Talk at Glamorgan University in Wales, titled: “Teaching International Politics with Zombies” October 17, 2011  “Europe in the Age of Obama, or Obama in the Age of Europe?” at the Middleburg Center for Transatlantic Studies, Middleburg, Netherlands October 28, 2010.  “Teaching World Politics with Zombies” at the American Political Science Association annual meeting September 2, 2010.  Roundtable Presentation and Moderator “United States Foreign Policy under the Obama Administration” at the North Carolina Political Science Association Annual Meeting, February, 2010.  “Democratic Electoral Politics and International Cooperation” at the Midwest Political Science Association Annual Meeting, April 2009.  Panel Chair and Discussant “Democracy, Autocracy, and War” at the Midwest Political Science Association Annual Meeting, April 2009.

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 “International Politics Cumulative Exercise” at the American Political Science Association Teaching and Learning Conference. 2008.  Roundtable Participant "The 'Democratic Peace' Theory and the 'New Middle East': Theory and Practice" at the North Carolina Political Science Association Annual Meeting. 2007.  “Regions as Global Actors” at the International Studies Association – South Annual Meeting, 2006.  “A Regional Approach to Global Governance” at the Southern Political Science Association Annual Meeting, 2005.  “Contending Theories of International Politics” at the Southern Political Science Association Annual Meeting, 2005.  “Weapons Technology, Unilateralism, and US Use of Force” at the Midwest Political Science Association Annual Meeting, 2004.  Roundtable Participant on “The Challenge of Winning the Peace in Iraq” at the North Carolina Political Science Association Annual Meeting, 2004.  “Matching International Power with International Institutions” at the South Carolina Political Science Association Annual Meeting, 2004.  “Future Directions of the United Nations” Asheville chapter of the United Nations Association at Black Mountain, NC, July 25, 2003.  Chair of Panel “Self-Presentation in Public Diplomacy” at the Midwest Political Science Association Annual Meeting, 2003.  Chair of Panel “Global Politics - The Human and Institutional Dimensions” at the North Carolina Political Association Annual Meeting, 2003.  “Disarmament and Defense: Doing Things in Twos” Poster presentation at the American Political Science Association annual meeting August 29-September 2, 2001.

PROFESSIONAL DVELOPMENT  Japan Studies Institute Fellowship, July 5 – July 18, 2015. Funded by AASCU, Japan-US Friendship Foundation, and WCU, held in Japan including visits to 4 Japanese universities.  Japan Studies Institute Fellowship, June 9 – June 22, 2014. Funded by AASCU and WCU, held at San Diego State University.  Participated in WCU 4th Annual Leadership Retreat, May 28, 2014.  Participated in the American Democracy Project “Stewardship of Public Lands Seminar” in Yellowstone National Park, July 2007.

ACADEMIC ACTIVITIES  Interviewed by WLOS-TV May 12, 2011 to discuss the political significance of the killing of Osama bin Laden.  Reviewed an article manuscript and reviewed the revised manuscript for PS: Political Science & Politics, Fall 2008 and Spring 2009.  Attended the annual meeting of the American Democracy Project in Philadelphia, Pennsylvania June 2007.  Interviewed by WLOS-TV regarding North Korean Missile Tests, aired July 5, 2006.  Taped a Public Service Announcement promoting WCU’s participation in the American Democracy Project, taped June 27, 2006 aired on WLOS-TV. 69

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 Attended the annual meeting of the American Democracy Project in Snowbird, Utah, June 14-17, 2006.  Reviewed an article manuscript for Illinois Political Science Review, Spring 2006.  Reviewed a book manuscript for Longman Publishers, Spring 2006.  Reviewed a book manuscript for Longman Publishers, Fall 2004.  Chaired a panel at the Scholarship of Teaching and Learning Faire, 2006.  Chaired a panel at the Scholarship of Teaching and Learning Faire, 2005.  Interviewed and quoted by the Asheville Citizen Times “Arafat's `grave condition' brings questions about Mideast's future” printed November 5, 2004.  Quoted in the Asheville Citizen Times “U.N. delays vote on Iraq deadline” March 10, 2003.  “Introductory Remarks on the War in Iraq” Legislative Youth Assembly, Asheville, 3/29/03.  “Perspectives on the War in Iraq: A Discussion” panel discussion at WCU 3/31/03.  Interviewed by WLOS-TV regarding the war with Iraq, broadcast 3/31/03.  Interviewed and quoted by the Asheville Citizen Times “U.N. passes Iraq resolution” printed November 9, 2002.

WCU OFFICES AND COMMITTEES  Faculty Senate, 2015-present  Member of the International Programs and Services Strategic Planning Committee, 2015-present  Member of the International Programs Advisory Council, 2015-present  Liberal Studies Committee, 2012-2015  Member of the 2020 Commission Subcommittee on Enriching the Student Experience, 2012  Member of the WCU Poverty Project Steering Committee, 2011-12  Director of International Studies Program, 2010-present  Director of Humanities Program, 2010-2011  Member of Transfer Advisory Group, 2010-2012  Member of International Programs Advisory Council, 2009-  Member of Summer Session Task Force, 2008-2010  Member of Registrar’s Advisory Board, 2008-present  Member of the American Democracy Project Steering Committee, 2007- 2011  Member of Distance Learning Institutional Strategies Task Force, 2009-2010  Member of Winter Session Task Force, 2009-2010  Campus liaison for the UNC in Washington Internship Program, 2004-2009  Internal Reviewer for Sociology Program Review, 2007  Department of Applied Criminology TPR Committee 2004-2006  Department of Social Work TPR Committee, 2002-2006  College of Arts and Sciences Curriculum Committee, 2004-2007  College of Arts and Sciences Conditions of Faculty Employment Committee, 2004-2005  Learning Community Steering Committee, 2004  Criminal Justice Department Head Search Committee, 2003-2004  Member of Hallmarks of Excellence Task Force, 2003  Department of Sociology and Anthropology TPR Committee, 2003

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 Subcommittee Chair on Diversity in the First-Year Experience, 2003  College of Arts and Sciences Secretary, 2002-2005  College of Arts and Sciences Committee on Committees, 2002-2005

ACHIEVEMENTS AS DEPARTMENT HEAD OF POLITICAL SCIENCE AND PUBLIC AFFAIRS 2001-2008  Undergraduate enrollments doubled (42 in Fall 2001, 94 in Spring 2007)  Two major revisions of the undergraduate curriculum  Incorporated the Local Government Training Program into the PSC Department  Established annual departmental end-of-year banquets  Hired nearly half of departmental tenure-line faculty as of 2008  Worked with alumni donor to renew generous support of the department  Issued the first two editions of departmental alumni newsletter

PROFESSIONAL AFFILIATIONS  American Political Science Association  International Studies Association—South  Midwest Political Science Association  North Carolina Political Science Association  Omicron Delta Kappa national leadership honor society  Phi Beta Delta international education honor society

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Appendix 8.3 Saheed Aderinto Fall 2015

Address: 286 Central Drive Cullowhee, NC 28723 Email: [email protected] Phone (Office): 828-227-3868 Email: [email protected]

Education PhD., (African History) University of Texas at Austin, 2010 M.A., (History) University of Texas at Austin, 2007 B.A., (History) University of Ibadan, Nigeria, 2004

Employment History

• Assistant Professor of History (Tenure Track), Western Carolina University, since Fall 2010 • Assistant Instructor of History, University of Texas at Austin, Fall 2009-Spring 2010 • Adjunct Instructor of History, Huston-Tillotson University, Austin TX, Fall 2008-Fall 2009 • Teaching Assistant, University of Texas at Austin, Spring 2006-Spring 2009 • Undergraduate Research Assistant to the Directors, The French Institute for Research in Africa, University of Ibadan, Nigeria, 2001-2004

Courses Taught at Western Carolina University Africa before 1880 Africa since 1880 African Diaspora Western Imperialism since 1500 World Cultures in Historical Perspectives Postcolonialisms (Graduate Seminar) African Historiography (Graduate Seminar)

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Research Interest Region and Country: West Africa and Nigeria (precolonial, colonial, and postcolonial eras) Thematic fields: Gender and sexuality; nationalism; historical method; peace and conflict; children and youth; popular and expressive culture; African diaspora

Publication Books

Authored • When Sex Threatened the State: Illicit Sexuality, Nationalism, and Politics in Colonial Nigeria, 1900-1958 (University of Illinois Press, 2015)

• Nigeria, Nationalism, and Writing History (University of Rochester Press, 2010) 356pp. co-authored with Toyin Falola

For reviews of this book, see (1) Journal of West African History, 1, no. 1 (2015): 191-194 (2) Leeds African Studies Bulletin, no. 73 (2011/2012): 75-76 (3) International Journal of African Historical Studies, 45, no.1 (2012): 117-119 (4) African Studies Quarterly 13, nos. 1&2 (2012): 140-142 (5) H-Africa, H-Net Reviews. October, 2011 (6) Africa Today Vol. 58, no. 2 (2011):156-157

Edited • African Kingdoms: An Encyclopedia of Empires and Civilizations (Santa Barbara, CA: ABC-CLIO, forthcoming 2016)

• Children and Childhood in Colonial Nigerian Histories (New York: Palgrave Macmillan, 2015)

• The Third Wave of Historical Scholarship on Nigeria: Essays in Honor of Ayodeji Olukoju (Cambridge Scholars Publishing, 2012) 430pp. co-edited with Paul Osifodunrin

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Peer Reviewed Journal Articles • “Modernizing Love: Gender, Romantic Passion, and Youth Literary Culture in Colonial Nigeria,” Africa: The Journal of the International African Institute 85, no.3 (2015): 478-500

• “Journey to Work: Transnational Prostitution in Colonial British West Africa,” Journal of the History of Sexuality 24, no.1 (2015): 99-124

• ‘“O! Sir I Do Not Know Either to Kill Myself or to Stay’: Childhood Emotion, Poverty, and Literary Culture in Nigeria, 1900-1960,” Journal of the History of Childhood and Youth 8, no.2 (2015): 273-294

• “Where is the Boundary? Cocoa Conflict, Land Tenure, and Politics in Western Nigeria,” Journal of Social History 47, no.1 (2013), 176-195

• “‘The Problem of Nigeria is Slavery, Not White Slave Traffic’: Globalization and the Politicization of Prostitution in Southern Nigeria, 1921-1955,” Canadian Journal of African Studies 46, no.1 (2012): 1- 22

• “Of Gender, Race, and Class: The Politics of Prostitution in Lagos, Nigeria, 1923-1954,” Frontiers: A Journal of Women’s Studies 33, no. 3 (2012):71-92

• “Dangerous Aphrodisiac, Restless Sexuality: Venereal Disease, Biomedicine, and Protectionism in Colonial Lagos, Nigeria,” Journal of Colonialism and Colonial History 13, no.3 (2012). Project MUSE. Web. 3 Dec. 2012. • “Researching Colonial Childhoods: Images and Representations of Children in Nigerian Newspaper Press, 1925-1950,” History in Africa: A Journal of Method 39 (2012): 241-266

• “Cutting the Head of the Roaring Monster’: Homosexuality and Repression in Africa,” African Study Monographs 30, no.3 (2009): 121-135, co-authored with Kwame Essien

• “The Girls In Moral Danger”: Child Prostitution and Sexuality in Colonial Lagos, Nigeria, 1930s-1950,” Journal of Humanities and Social Sciences 1, no.2 (2007): 1-22

Book Chapters • “Introduction: Colonialism and the Invention of Modern Nigerian Childhood,” in Saheed Aderinto (ed.,) Children and Childhood in Colonial Nigerian Histories (New York: Palgrave Macmillan, 2015), 1-18

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• “Framing the Colonial Child: Childhood Memory and Self Representation in Autobiographical Writing,” in Saheed Aderinto (ed.,) Children and Childhood in Colonial Nigerian Histories (New York: Palgrave Macmillan, 2015), 169-199

• ‘“500 Children Are Missing in Lagos’: Child Kidnapping and Public Anxiety in Colonial Nigeria,” in Saheed Aderinto (ed.,) Children and Childhood in Colonial Nigerian Histories (New York: Palgrave Macmillan, 2015), 97-121, co-authored with Paul Osifodunrin

• Yakubu Gowon: The Challenge of Nation Building,” in Apollos O. Nwauwa and Julius O. Adekunle (eds.,) Nigerian Political Leaders: Visions, Actions, and Legacies (Glassboro, New Jersey: Goldline & Jacobs Publishing, 2015), 230-248

• “‘Youth of Awo-Omama Will Boycott Their Girls’: Men, Marriage, and Ethno-Cultural Nationalism in Southern Nigeria, 1920s-1956,” in Pablo Dominguez and Simon Wendt (eds.,) Masculinities and the Nation in the Modern World: Between Hegemony and Marginalization (New York: Palgrave Macmillan, 2015), 243-267

• “Isaac Fadoyebo at The Battle of Nyron: African Voices from the First and Second World Wars, c.1914-1945,” in Trevor Getz (ed.,) African Voices of the Global Past:1500 to the Present (Boulder, CO: Westview Press, 2014), 107-138

•“‘Sorrow, Tears, and Blood’: Fela Anikulapo Kuti and Protest in Nigeria,” in Jonathan C. Friedman (ed.,) The Routledge History of Social Protest in Popular Music (New York: Routledge, 2013), 319-330

• “Sex across the Border: Researching Transnational Prostitution in Colonial Nigeria,” in Saheed Aderinto and Paul Osifodunrin (eds.,) The Third Wave of Historical Scholarship on Nigeria: Essays in Honor of Ayodeji Olukoju (Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 2012), 76-94

• “Of Historical Visibility and Epistemology: History and Historians of Nigerian Women,” in Saheed Aderinto and Paul Osifodunrin (eds.,) The Third Wave of Historical Scholarship on Nigeria: Essays in Honor of Ayodeji Olukoju (Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 2012), 128-151

• “The Third Wave of Historical Writing on Nigeria,” in Saheed Aderinto and Paul Osifodunrin (eds.,) Emerging Frontiers in Nigerian History: Essays in Honor of Ayodeji Olukoju (Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 2012), 2-19, with Paul Osifodunrin

• “Treading the Uncharted Path in Nigerian History: The Intellectual World of Ayodeji Olukoju,” in Saheed Aderinto and Paul Osifodunrin (eds.,) The Third Wave of Historical Scholarship on Nigeria: Essays in Honor of Ayodeji Olukoju (Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 2012), 22-49, with Paul Osifodunrin

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• “Representing ‘Tradition’, Confusing ‘Modernity’: Love and Mental Illness in Yoruba (Nigerian) Video Films,” in Lawrence Rubin (ed.,) Mental Illness in Popular Media: Essays on the Representation of Disorders (Jefferson, NC: MacFarland, 2012), 256-269

• “Blacks in Britain,” in Hakeem Ibikunle Tijani (ed.,) The African Diaspora: Historical Analysis, Poetic Verses and Pedagogy (California: University Readers, 2011), 113-120

• “Domestic, Community, and State-Sponsored Violence in Nigeria,” in David Wingeate Pike (ed.,) Crimes against Women (Hauppauge, New York: Nova Publishers, 2011), 145-151, co-authored with J. Shola Omotola

• “Falola on Slave Trade and Slavery, and the Political Economy of Yorubaland in the Nineteenth Century,” in Niyi Afolabi, (ed.,) Toyin Falola: The Man, The Mask, The Muse (Durham, North Carolina: Carolina Academic Press, 2010), 367-384

• “Ijebu a b’eyan...?” (“Ijebu or a human being…?”): Nineteenth Century Origin of Discrimination against Ijebu Strangers in colonial Ibadan, Nigeria,” In Chima J. Korieh and Michael Mbanaso (eds.,) Minorities and the State in Africa (Amherst, New York: Cambria Press, 2010), 143-168

• “European Invasion and African Resistance,” in Hakeem Ibikunle Tijani, Tiffany Jones and Raphael Njoku (eds.,) Africa and the Wider World (Boston, MA: Pearson, 2010), 247-261

• “Through the Changing Scenes of Political Islam in Nigeria, 1903-2008”: Religion, Violence and Secular Ideologies in an Evolving Nation-State,” (Turkish translation) “Nijerya'da Siyasal Islam'in Bastan Sona Degisen Sahneleri, 1903-2008: Evrilen Bir Ulus-Devlette Din, Siddet ve Sekuler Ideolojiler” in Aysegul Komsuoglu and Gul M. Kurtoglu-Eskisar (eds.,) Different Faces of Political Islam (Turkish translation) Siyasal Islam'in Farkli Yuzleri (Istanbul, Turkey: Profil Yayincilik, 2009), 210-230, co-authored with J.Shola Omotola

• “Prostitution and Urban Social Relations,” in Hakeem Ibikunle Tijani (ed.,) Nigeria’s Urban History: Past and Present (Lanham, Maryland: University Press of America, 2006), 75-98

• “Policing Urban Prostitution: Prostitutes, Crime, Law and Reformers,” in Hakeem Ibikunle Tijani (ed.,) Nigeria’s Urban History: Past and Present (Lanham, Maryland: University Press of America), 99-118

• “Discrimination in an Urban Setting: The Experience of Ijebu Settlers in Colonial Ibadan, 1893-1960,” in Olayemi Akinwumi, Okpeh O. Okpeh Jr and Gwamna D. Je’adayibe (eds.,) Inter-group Relations in Nigeria during the 19th & 20th Centuries (Makurdi: Aboki Publishers, 2006), 356-386

Encyclopedia Entries 76

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• “Sex and Sexuality”, “Urbanization”, “Slave Narrative”, “Back to Africa”, Abolitionism”, “Initiation”, “Women’s Movement”, “Black Diaspora” in F. Abiola Irele and Biodun Jeyifo (eds.,) Oxford Encyclopedia of African Thought (New York: Oxford University Press, 2010), 329-331; 402-405; 337-339; 123-124; 1-5; 6-7; 434-437; 165-170

• “For Gold and Slaves: Africa’s Coaster Cities; and Slave Power Empires” in Alfred J. Andrea ed., ABC Encyclopedia of World History (Santa Barbara, CA: ABC-CLIO, 2010)

• “Slaves and Slavery in Africa Vol. IV”; “Family in Africa Vol. II”; “Crime and Punishment in Africa Vol. I” and “Law and Legal Codes in Africa Vol. IV” in Peter Bogucki (ed.,) Encyclopedia of Society and Culture in the Ancient World (New York: Facts on File, 2008), 985-986; 447-449; 296-297; 621-622

• “Songhai Empire” in Marsha E. Ackermann et al eds Encyclopedia of World History vol. III: The First Global Age, 1450-1750 (New York: Facts on File, 2008) 366-367

• “Ruhanga” in Molefi Kete Asante and Ama Mazama (eds.,) Encyclopedia of African Religion (OH: Sage Reference, 2008)

• “Cultural Interaction: Africa,” (German translation) “Kulturkontakt, globaler – Afrika” in Enzyklopaedie der Neuzeit 7 (Stuttgart/Weimar: J.B. Metzler Verlag, 2008), 290-294

• “Accident and Explosions” “Allada” “Bonny” “Crew” “Ethnicity” “Fort, St. Louis” “Indian Ocean” “Lagos” “Licensing” “Phillips, Thomas” “Regulations” “Seasons” “Shipyards” “Slave Merchants” “Smuggling” “Storms” “Taxes” “Windward Coast” in Toyin Falola and Amanda Warnock (eds.,) Encyclopedia of the Middle Passage (Westport, CT: Greenwood Press, 2007), 16-17; 33-34; 64; 120-121; 165-166; 179-180; 228-230; 250-151; 259- 260; 303; 320-321; 337; 343-344; 347-348; 357-358; 361-362; 367-368; 401-402

• “Colonialism and Prostitution in Africa, Vol. I” and “Mines, Vol. II” in Melissa Ditmore (ed.,) Encyclopedia of Prostitution and Sex Work (Westport, CT: Greenwood Press, 2006), 110-112; 315-317

Book Reviews • Review of Abosede A. George, Making Modern Girls: A History of Girlhood, Labor, and Social Development in Colonial Lagos (Athen, OH: Ohio University Press, 2014) American Historical Review (forthcoming)

• Review of Marc Matera, Misty L. Bastian, and Susan Kingsley. The Women’s War of 1929: Gender and Violence in Colonial Nigeria (New York: Palgrave Macmillan, 2011), African Studies Review 58, no.3 (August 2015)

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• Review of Emily Osborn, Our New Husbands Are Here: Households, Gender, and Politics in a West African State from the Slave Trade to Colonial Rule (Athens, OH: Ohio University Press, 2011), Journal of West African History 1, no.1 (2015)

• Review of Ogechi E. Anyanwu, The Politics of Access: University Education and Nation-Building in Nigeria, 1948-1960 (Calgary: University of Calgary Press, 2011), Journal of Retracing Africa: Vol. 1, Issue 1 (2014): 44- 46

• Review of Catherine M. Cole, Takyiwaa Manuh, and Stephan F. Miescher eds., Africa After Gender? (Bloomington/ Indianapolis: Indiana University Press, 2007) Ethnic and Third World Review of Books Vol. 9 (March 2009):21-22

• Review of Adegboyega Isaac Ajayi, The Military and the Nigerian State, 1966-1993: A Study of the Strategies of Political Power Control (Trenton, NJ: Africa World Press, 2007) African Affairs Vol. 107, No. 429 (2008): 665-666

• Review of Marc Epprecht, Heterosexual Africa? The History of an Idea from the Age of Exploration to the Age of AIDS (Athens, Ohio: Ohio University Press, 2008) Gender Forum Vol. 23, No. 4 (2008): online http://www.genderforum.uni-koeln.de/racing4/review_aderinto.html

• Review of Lahoucine Ouzgane and Robert Morrell eds., African Masculinities: Men in Africa from the late Nineteenth century to the Present (New York/Scottsville: Palgrave Macmillan/University of KwaZulu-Natal Press, 2005) Journal of Men, Masculinities and Spirituality Vol. 2, No.2 (2008): 142-144

• Review of Heidi J. Nast, Concubines and Power: Five Hundred Years in a Northern Nigerian Palace (Minneapolis/London: University of Minnesota Press, 2005) In-Spire: Journal of Law, Politics, and Societies Vol. 3, No.1 (June 2008): 55-57

• Review of Chima Korieh and Femi J. Kolapo eds., The Aftermath of Slavery: Transitions and Transformations in Southeastern Nigeria (Trenton, NJ: Africa World Press, 2007) Journal of Pan African Studies Vol. 2, No.4 (2008): 225-227

• Review of Gloria Chuku, Igbo Women and Economic Transformation in Southeastern Nigeria (New York/London: Routledge, 2005) Ethnic and Third World Review of Books Vol. 8 (2008): 14-15.

• Review of Victor Oguejiofor Okafor, A Roadmap for Understanding African Politics: Leadership and Political Integration in Nigeria (New York/London: Routledge, 2006) International Review of Politics and Development Vol. 6, No. 2 (2008): 106-108

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• Review of John Edward Philips, ed., Writing African History (Rochester, New York: University of Rochester Press, 2005) Journal of the Historical Society of Nigeria Vol. 17 (2007/2008): 201-203

• Review of Raphael Chijioke Njoku, African Cultural Values: Igbo Political Leadership in Colonial Nigeria, 1900- 1966. (New York/ London: Routledge, 2006) African and Asian Studies Vol. 6, Nos. 1/2 (2007): 201-203

• Review of Toyin Falola and Ann Genova eds., The Yoruba in Transition: History, Values and Modernity (Durham, North Carolina: Carolina Academic Press, 2006) Journal of Asian and African Studies Vol. 42, No. 6 (2007): 576-577

• Review of Joshua B. Forrest, Subnationalism in Africa: Ethnicity, Alliances and Politics (Boulder/London: Lynne Rienner Publishers, Inc., 2004) Ethnic and Third World Review of Books Vol. 7 (2007): 70-72

• Review of Hakeem Ibikunle Tijani, Britain, Leftist Nationalists, and the Transfer of Power in Nigeria, 1945- 1965 (New York/London: Routledge, 2005) IFRA Special Research Issue Vol. 2(2006): 119-121

Research Grants, Awards, Prizes and Honors 2015 Research Grant on Human Trafficking and Sexual Exploitation. Awarded by the French Foreign Ministry through the Nigerian Office of the French Institute for Research in Africa. 2013 Award of Excellence, given by the Students’ Historical Society of Nigeria, University of Lagos, June 17, 2013 2013 Summer Research Grant, Department of History, Western Carolina University 2013 Scholar in Residence, French Institute for Research in Africa, Ibadan, Nigeria (Summer) 2012 Scholar in Residence, French Institute for Research in Africa, Ibadan, Nigeria (Summer) 2012 Summer Research Grant, Department of History, Western Carolina University 2012 Senior Research Fellowship, French Institute for Research in Africa, Ibadan, Nigeria (Summer) 2009 Dissertation Writing Fellowship, University of Texas at Austin 2009 Warfield Center for African and African American Studies, Summer Research Grant 2008 The Patrice Lumumba Research Fellowship in African History 2008 Research Grant for Doctoral Dissertation, The University of Texas at Austin 2007 Warfield Center for African and African American Studies, Summer Research Grant 2007 Research Grant for Doctoral Dissertation, The University of Texas at Austin 2006 The Patrice Lumumba Research Fellowship in African History 2005 The Nalle Fellowship, University of Texas at Austin 2003 The Oba Lipede Prize in History, University of Ibadan

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Service to the Department, College, and University Institution • Member, 2015-17 Campus Interdisciplinary Theme, titled, “Africa! More than a Continent” • Visiting Scholar Committee, Fall 2014-present • International Festival, 2011-present • Open House, 2014-present

College • Member of International Studies Advisory Board, Fall 2012-present • Dean’s Advisory Board, Fall 2014-present • Student Appeal, Fall 2014-present

Department • Member of Undergraduate Committee, Fall 2015-present • Chair of Undergraduate Committee, 2014-2015 • Member of Task Force on Curriculum Revision, Fall 2014-present • Member of Early Modern European History Search Committee, 2013-2014 • Member of Undergraduate Committee, 2010-2012 and 2013/2014 • Editor of Department’s Newsletter, 2013-2015 • Department Secretary— 2012/2013 • Member of QEP Committee—2012/2013 • Member of Early America Search Committee—2012/2013 • Chair, Colloquy and Conversation—Fall 2011-present

Service to External Constituencies Membership of Journal Editorial Board since 2010 • Global Humanities: Studies in Histories, Cultures, and Societies • Nigeria Studies: IFRA-Nigeria Journal of Social Sciences, Humanities, and Peace Studies • Agidigbo: Journal of the Humanities • Consulting Editor of Contention: The Multidisciplinary Journal of Social Protest • Journal of Retracing Africa • Ibadan Journal of Peace and Development

External PhD Thesis Examiner • University of Cape Town, South Africa for PhD thesis titled, The Nigerian History Machine and the Production of Middle Belt Historiography by Mr. Samaila Suleiman. May/June 2015

Manuscript Evaluation for Journals, since 2010 • Canadian Journal of African Studies •African Studies Review 80

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• Social Dynamics: A Journal of African Studies • Journal of Asian and African Studies • Decolonization: Indigeneity, Education & Society • Journal of Colonialism and Colonial History • Journal of Lesbian Studies • Africa Today • History Compass • Journal of Commonwealth Literature • Cultural History: Journal of the International Society for Cultural History • OFO: Journal of Transatlantic Studies • International Social Science Review • Journal of Retracing Africa • Global South

Book Manuscript Evaluation for Publishers, 2010- • Oxford University Press • Palgrave Macmillan • Lexington Books • The French Institute for Research in Africa Professional Development Activities: Presentations Given on Campus, 2010-present • “Historical Perspectives on Wars and Conflict in Africa.” Guest Lecture presented to Dr. Jen Schiff’s “Introduction to International Studies” class. Western Carolina University, February 9, 2015 • “Education in Africa.” Guest Lecture presented to Dr. Russell Binkley's “Comparative Education” class. Western Carolina University, November 18, 2014 • “Teaching World History in the Age of the New Globalization.” Paper presented at the “International Education Week.” Western Carolina University, November 17, 2014 • “The Political Economy of Ebola Epidemic in West Africa.” Paper presented at the “Global Spotlight Series.” Western Carolina University, November 4, 2014 • “Fighting for the Empire: Africa and Africans in the WWII.” Paper presented at the Carolina Roundtable on the World Wars” Western Carolina University, Cullowhee NC, February 19, 2014

• “Teaching African History: Issues, Pedagogy, and Challenges.” Paper presented at the International Education Week, Western Carolina University, Cullowhee NC on November 19, 2013 • “Internationalizing WCU Curriculum through World History Courses.” Paper given at the International Education Week, Western Carolina University, November 12, 2012 • “Yoruba Dress in Time and Space.” Presentation given at the International Festival, Western Carolina University, April 2012 • “The First Lady “Pet Projects” and Poverty Alleviation in Nigeria.” Paper presented at the “Women and Poverty in Global Economy Conference” Western Carolina University March 15, 2012 81

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• “Panelist, Open Access Week.” Coulter Faculty Commons, Western Carolina University, October 26, 2011 • “Yoruba Dress Exhibition.” International Festival, Western Carolina University, April 16, 2011 • “Yoruba Religion in Africa and the Atlantic World.” Paper given at the Department of Philosophy and Religion, Western Carolina University, March 7, 2011

Professional Development Activities: Presentations given off Campus, 2010-present

• Book Lecture: “Writing Sexuality into Nigerian History.” Department of History and Strategic Studies, University of Lagos, Nigeria, May 28, 2015 • Book Lecture: “Sexualized Childhood: Children and the Narratives of Endangered Sexuality in Colonial Nigeria.” Invited Lecture given at Lehigh University, Pennsylvania, March 31, 2015 • “A Failed Promise: Prostitution Regulation and the Challenges of Nation-Building in Postcolonial Nigeria.” Paper presented at the “Lost Futures in the History of European Empires, II” University of North Carolina, Chapel Hill, September 11-14, 2014 • “Rape and Sexual Violence in Historical Perspective.” Paper presented to the “Humanist Association for Peace and Social Tolerance Advancement,” University of Ibadan, Nigeria, June 26, 2014 • “Engaging the History of Arms and Gun Control in Nigeria.” Paper presented at the Staff/Postgraduate Seminar, Department of History, Ahmadu Bello University, Zaria, Nigeria, June 11, 2014 • “Bridging the Gap between Research and Teaching.” Lead Paper presented at the “Workshop on Infusing Africa and Africans into the 324 Curriculum” University of North Carolina – Asheville, May 21, 2014 • “History and the Way Forward.” Guest Lecture presented at the Public Symposium organized by the University of Lagos Chapter of the Students’ Historical Society of Nigeria, June 17, 2013 • “Academic Publishing in the Global North.” Research seminar given to post-graduate students of the Institute of African Studies, University of Ibadan, organized by the Ibadan office of the French Institute for Research in Africa, June 7, 2013 • “Guns and Arms Control in Nigerian History.” Public Lecture presented at Afe Babalola University, Ado Ekiti, Nigeria on May 28, 2013 • “Where is the Boundary? Cocoa Conflict, Land Tenure, and Politics in Western Nigeria, 1890s-1960.” Paper given at the “Cutting-Edge Research Series” of the French Institute for Research in Africa, University of Ibadan, Nigeria, June 6, 2012 • “Of Eras, Events, and Production of Knowledge: The Three Waves of Historical Scholarship on Nigeria.” Ibadan Inter-disciplinary Discourse Department of Archaeology and Anthropology, University of Ibadan, Nigeria, June 4, 2012 • “Politics and Compromise in Boundary Dispute in Yorubaland (Nigeria).” Paper Presented at the “International Conference on Global Conflicts, Local Solutions: Indigenous Conflict Management Strategy,” Kennesaw State University, Kennesaw GA, April 20-21, 2012

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• “Nigeria’s Military Coup Culture, 1966-1993: Leadership and Social Engineering in Africa’s Most Populous Country.” Paper Presented at “Nigerian Studies Association Round Table,” African Studies Association Meeting, Washington DC, November 17, 2011 • “Human Trafficking in Post-Independent Nigeria.” Paper presented at the Roundtable on Nigeria at 50, African Studies Association Meeting, San Francisco November 18, 2010

Media and Outreach • Granted an interview titled, “Before they were Educators: Saheed Aderinto” to Western Carolinian. Published on March 3, 2014 • Granted interview to Monitor 360 (San Francisco, CA) on “Project on Nigerian Master Narratives” on April 3, 2012. Interview based on my first book, Nigeria, Nationalism and Writing History. • Granted an interview to the Reporter. Published on March 31, 2011. http://thereporter.wcu.edu/2011/03/from-the-breakroom-with-saheed-aderinto/

Membership of Professional Associations • African Studies Association • West Africa Research Association • BISA Africa and International Studies Working Group

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Appendix 8.4 CURRICULUM VITAE

Daryl L. Hale Associate Professor Department of Philosophy & 2206 Blanton Branch Road Religion, Western Carolina University Sylva, NC 28779 Stillwell 230 Cullowhee, NC 28723 Home: (828) 586-3993 Office: (828) 227-3853 ______EDUCATION Vanderbilt University (TN), Ph.D., Philosophy, 1991 Vanderbilt University, M.A., Philosophy, 1988 Calvin College (MI), B.A., Philosophy, 1976 Oakland City College (IN), B.S., Religious Studies, 1973

AREAS OF SPECIALIZATION Kant Neoplatonism Early Modern Philosophy, including Late Antiquity (Stoicism, Jefferson Epicureanism, early Christianity)

AREAS OF COMPETENCE Ancient Philosophy Philosophy of Religion Medieval Philosophy Ethics (Western Moral Traditions, John Rawls & Meta-Ethical Debates) Alasdair MacIntyre

TEACHING EXPERIENCE Associate Professor, Western Carolina University: Fall 1999- Assistant Professor, Western Carolina University: Fall 1994-Spring 1999 Visiting Assistant Professor, Western Carolina University: Fall 1993-Spring 1994; Fall 1992-Spring 1993. Instructor, Fisk University: Fall 1986. Instructor, Vanderbilt University: Fall 1983-Spring 1984. Teaching Assistant, Vanderbilt University: Spring 1982-Spring 1983.

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COURSES TAUGHT A. Vanderbilt University and Fisk University, Nashville, TN Introduction to Philosophy -- Vanderbilt University (2 sem.) Introduction to Logic -- Fisk University (1 sem.) Social & Political Philosophy -- Fisk University (1 sem.)

B. Western Carolina University, Cullowhee, NC Introduction to Philosophy -- Western Carolina U. (30 sections) FYS Seminar: Freedom, Culture, Utopia WCU (8 sem.) Ancient Philosophy -- WCU (18 sem.) Late Antiquity (Stoics, Epicureans) -- WCU (2 sem.) Medieval Philosophy -- WCU (8 sem.) Medieval & Reformation Theology -- WCU (4 sem.) Modern Philosophy -- WCU (20 sem.) Introduction to Ethics -- WCU (8 sem.) Kant Seminar -- WCU (5 sem.) Rousseau & Kant on History -- WCU (1 sem.; Topics course) Neoplatonism -- WCU (2 sem.; Topics course) Kierkegaard’s Phil. of Relig. -- WCU (2 sem.; Topics course) Contemporary Philosophy -- WCU (1 sem.) Enlightenment Phil. of Relig. -- WCU (2 sem.; Seminar) Philosophy of Law -- WCU (3 sem.) Philosophy of Religion -- WCU (1 sem.) Origins of Early Christian Traditions -- WCU (6 sem.) Religion and Science -- WCU (6 sem.) John Rawls Seminar -- WCU (2 sem.) Dietrich Bonhoeffer Seminar -- WCU (1 sem.) Alasdair MacIntyre -- WCU (2 sem.) The New Atheists and Critics -- WCU (1 sem.) Global Justice Seminar -- WCU (2 sem.)

C. Senior Seminar Projects Directed (30-page thesis paper; weekly meeting) Samantha Helms: ‘The Unjust Execution of Socrates’; Fall 2002 Daniel Lewis: ‘Augustine and the Problem of Evil’; Spring 2003 Rebecca Pace: ‘The New Republic: Defending Immanuel Kant’s Perpetual Peace’; Fall 2004

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Joseph Ross: ‘God Saw that it was Good: The Need for Theological Naturalism against Naturalism’; Fall 2004 Katie Arnold: ‘St. Anselm’s Cur Deus Homo: The Fittingness of Atonement’; Spring 2005 Brian Englert: ‘Plato’s Women’; Fall 2005 Frank Riddle: ‘Locke’s Individual’; Fall 2005 Zach Denton: ‘Aristotle on Happiness and the Good Life’; Fall 2006 Casey Zegilla: ‘Philosophy in the Church: Virtue and Christ’; Fall 2006 Amanda McLain: ‘Confronting Calvinism’; Fall 2006 Luis Frommer: ‘A Defender of the Christian Faith: The Role of Reason, Revelation, and Virtue in the Theology of John Locke’; Spring 2006 Ryan Norton: ‘All You Need to Know: Examining the Use of Plato’s Noble Lie in Modern Geopolitical Discourse’; Spring 2007 David Fox: ‘Athanasius: Savage or Saint?’; Spring 2007 Caleb Payne: ‘Origen: A Keeper of Christian Wisdom’; Summer 2007 Judy Gregory: ‘Private Impartiality, Public Neutrality: A Look at the Idea of the Separation of Church and State’; Fall 2007 Mark Huggins: ‘Sustainable Global Economics for Environmental Preservation’; Fall 2007 Katie Rath: ‘De-Gendering God: Examining the Relationships between Us and Him/Her/It/What?’; Spring 2008 Maleah Pusz: ‘Individuals, Persons and Community in Kierkegaard, Bonhoeffer, and Moltmann’; Spring 2008 Ryan Becknell: ‘Unbinding the Man in Chains: Examining the Social Contract’; Fall 2008 David Young: ‘Utilitarianism is a Humanism: In Defense of Mill’s Utilitarian Philosophy’; Fall 2008 Norman Brown: ‘The Moral Value of Tragedy in Relation to Living a Good Life’; Spring 2009 Marshall Solomon: ‘Alasdair MacIntyre’s Defense of Tradition, the Virtues, and the Narrative Unity of Human Life’; Spring 2010 Daniel Shuskey: ‘Augustine on the Problem of Evil’; Spring 2012 Bob McNeill: ‘How to Heal an Entire Race: A Progressive Democratic Prescription’; Fall 2013 Amanda Mitchell: ‘Resurrecting Deism’; Spring 2014 Hunter Waldrop: ‘The Beauty of Grace and Suffering in Simone Weil’; Spring 2014

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PUBLICATIONS Honoring the Rabble: Kant’s Copernican Vision for Reason & Nature; book manuscript, sending to Oxford, Cambridge U. Press, completed Dec. 2015 “Secular Christianity & Endless Humility”: Book Review of Debating Christian Theism, ed. J. P. Moreland, Chad Meister, Kharhoun Sweis (Oxford, 2013), in International Journal of Philosophy of Religion, Spring 2014 “Persons as Supra Pretium: Kant’s Neglected Argument for Personalism?”, given at 12th International Conference on Persons, U. of Lund (Sweden), Aug. 9, 2013; forthcoming article in The Pluralist “Finishing Touch of a Craftsman: Jefferson’s Epicurean Philosophical Vision”; article for Journal of History of Ideas; Spring 2016 “Thomas Jefferson: Sublime or Sublimated Philosopher?”; International Social Science Review, Vol. 72, Numbers 3 and 4 (Fall 1997) Manuscript “The Stoics and Epicureans”, written for Knowledge Products (Nashville, TN), Great Ideas in Philosophy audiocassette series; written June 1995; recorded by Lynn Redgrave, October 1995 “’Leading Geometry out of Calypso’s Arms’: Kant’s Neoplatonic Re-Visions of Knowing”, read at international conference of Neoplatonist scholars at Binghamton University, NY; pub. in The Journal of Neoplatonic Studies, Spring 1995

WORKS IN PROGRESS “Corrupting the Arts: Why Biblos and Didaskalos Need Technai”, read at Eleventh International Conference on Books and Publishing, Sept. 25, 2013 at U. of Regensburg (Germany); scouting for journal on Medieval Studies “Religion, Reason, & Reticence: Kant on Academic Freedom”, Ch. 5 of Restoring the Appearances "'Our Master Epicurus': Thomas Jefferson's Stoicurean Philosophical Vision" (sent to William & Mary Quarterly Fall 2003: editor and Jefferson scholar praised it, suggest sending it to Journal of History of Ideas); revised Fall 2008, Spring 2010, Spring 2014 for Journal of History of Ideas

HONORS AND AWARDS Certificate of Appreciation for Teaching First-Year Students, Spring 2013

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Nomination, College of Arts & Sciences Teaching Award, WCU, Spring 2010 Certificate of Appreciation, Dept. of Residential Living & Resident Student Success (Recognition of Teaching by First-Year Students); Nov. 19, 2009 Finalist for Chancellor’s Distinguished Teaching Award, Fall 2004 Scholarly Development Leave Assignment, Fall 2003 Integration of Learning Award, Student Affairs, WCU, 2003-4 for Humanities Program-Humanities House Proposal Invited Lecturer, Highlands (NC) Lecture Series, 1997; 1999; 2000; 2001; 2014 Listed in Who’s Who Among America’s Teachers, 1993; 2000; 2004 Finalist, College of Arts & Sciences Teaching Award, WCU, 1998 Teaching Fellowship, Vanderbilt University, Spring 1982-Spring 1984

PRESENTATIONS “Deists, Atheists, or Reluctant Theists: Two Doubting Thomases from America’s Enlightenment”; Highlands Lecture, Summer 2014 “Persons as Supra Pretium: Kant’s Neglected Argument for Personalism”; given at 12th International Conference on Persons, U. of Lund, Lund, Sweden; Aug. 9, 2013 “Corrupting the Arts: Why Biblos and Didaskalos Need Technai”, given at 11th International Conference on Books and Libraries, U. of Regensburg, Regensburg, Germany; Sept. 27, 2013 “Is Locke’s Proposal Modest? Must Religion by Guided by Reason rather than Enthusiasmos?” given at Wesleyan Philosophical Society conference, Trevecca Nazarene University, March 1, 2012 Presenter and Faculty Discussion Leader for Stephen Hawking’s The Grand Design, Fall 2010 Presenter and Faculty Discussion Leader for Susan Neiman’s Moral Clarity, Spring 2010 Presenter and Faculty Discussion Leader for Matthew Crawford’s Shopclass as Soulcraft: An Inquiry into the Value of Work, Nov. 13, 2009; 2nd session, Dec. 4, 2009 “(How) Can We Teach Virtue or Goodness?”, Leader of 4-day session on Teaching Ethics for Non-Philosophers at WCU, Summer Institute for Teaching and Learning, May 2008 “The Copernican Experiment in Science and Theology: Kant and Moltmann on Wisdom”, Wesleyan Theological Society, Duke Divinity School, Durham, NC, March 13-15, 2008 “The Iterative Development of Kant’s Ethics”; invited public lecture, Emory and Henry College, Emory VA; March 3, 2008 “The Invisible World in the Visible: John Lachs’ Praise for Ordinary Experience”, Panel Presentation for ‘John Lachs: Symposium and Retrospective’, at Tennessee Philosophical Association, Vanderbilt University, October 26-27, 2007 “Persons as Supra Pretium: Kant and Moltmann on Human Dignity”, International Forum on Persons, UNC-A, Asheville, NC, July 31-Aug 1, 2007 88

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“Religion, Reason & Reticence: Kant on Academic Freedom”, given at NC Religious Studies Conference, Fall 2004, Western Carolina University "Religion, Reticence, and Reason: Kant on Academic Freedom"' invited lecture at Highland Lecture Series, Highlands, NC; July 2001 "'The Corruptions of Christianity': Theological Reflections of John Adams and Thomas Jefferson"; invited lecture at Highlands Lecture Series, June 2000 “Well-ordered Crafts and Souls: Technai in Mark Twain and Plato’s Gorgias”, North Carolina Philosophical Society, University of South Carolina, Feb. 20, 1998. “The Long and Winding Road: Proclus’ Odyssean Journey Home”, Medieval and Renaissance Conference, Clinch Valley College, VA, Sept. 20, 1997. “Thomas Jefferson’s Epicurean Pleasures”; invited lecture at Highlands Lecture Series, Highlands, North Carolina, October 9, 1996 “Thomas Jefferson: Sublime or Sublimated Philosopher?; guest lecture for Dept. of Philosophy, Emory & Henry College (VA), March 20, 1996 “THE VIRTUE OF CRAFTS: Technai in Mark Twain and Gorgias”; presented to Tennessee Philosophical Association, Vanderbilt University, November 11, 1995 “’Leading Geometry Out of Calypso’s Arms’: Kant’s Neo-Platonic Re-Visions of Knowing”; presented to Institute of Global Cultural Studies, Binghamton University (SUNY-Binghamton, NY, October 15, 1994 “The Fall of Hyperion and the Rise of Mnemosyne: Keats and Kant on Moral Dogmatism”; presented to North Carolina Religious Studies Association, Appalachian State University, Boone, NC, October 7, 1994 “Restoring Integrity: The Wisdom of Humility”; invited response to Prof. Sam Schuman’s address to North Carolina Honors Association, Annual Meeting, Western Carolina University, September 30, 1994 “Despotisms and Petty Humiliation’: Bonhoeffer and Kant on Human Dignity”; presented to North Carolina Philosophical Society, Appalachian State University, Nov. 20, 1993 “‘That Noblest Enterprise of Antiquity’: Kant’s Restoration of the Socratic Moral Vision”; presented to the Inter-Mountain Philosophy Conference, Appalachian State University, April 22, 1993 “Kant and Keats on ‘Cold Philosophy’: Beyond Dogmatism and Scepticism”; presented to the North Carolina Philosophical Society, UNC-Charlotte, Feb. 27, 1993 “’A Shadow of a Magnitude’: Keats and Kant on the Art of Dying”; presented at the Annual Conference of the Southern Humanites Council, UA-Huntsville, Huntsville, Alabama, Feb. 11-14, 1993 Commentator on Susan Robbins’ paper “Kant on God and Science”, Tennessee Philosophical Association Annual Meeting, November 16, 1991 89

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“’Calling Forth Archimedes’: Geometrical and Moral Imperatives in Kant and Wordsworth”, presented to the Alabama Philosophical Society, October 27, 1990 “’A Shadow of a Magnitude’: Kant and Keats on Aesthetics”, presented to the Vanderbilt Philosophy Colloquium, April 14, 1989.

LANGUAGES Classical, New Testament Greek; German

GRADUATE COURSES AND SEMINARS AT VANDERBILT UNIVERSITY (1981-84) Immanuel Kant (Tlumak) Seminar: History of Ancient Philosophy (Teloh) Seminar: Philosophy of Hermeneutics (Scott) Medieval Philosophy (Teloh) Seminar: Rationalism (Tlumak) Seminar: Metaphysics (Post) Seminar: Wittgenstein (Hodges) God’s Law and Natural Law (Joy) Contemporary Philosophy (Tlumak) Seminar: Kant (Tlumak), audit Readings in Philosophy: Aristotle (Teloh), audit German Romanticism (Abbott), audit Seminar: 19th Century German Idealism (Lachs), audit Philosophical Readings in Classical Languages: Greek grammar, Plato, Aristotle (3 semesters; Teloh)

COURSES AND SEMINARS AT UNIVERSITY OF ROCHESTER (1980-81) Introductory Logic (Weirich) John Rawls Seminar (Weirich) Philosophy of Mind (Turbayne) Kant Seminar (Meerbote) Philosophy of Science (Weirich) Social Science and Social Action (Weirich)

UNIVERSITY SERVICE International Studies Advisory Board, 2010-14 Dean’s Advisory Committee, 2009-2011 Acting Dept Head, January – July 2008; chaired 2 searches (DH: completed; tenure- track in Environmental Ethics: completed as term position) Numerous consultations on Ethics course designs for non-Philosophy majors: Computer 90

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Science, Business Ethics, Communications Disorders, Media Ethics Outside Reader for TPR decisions in Math & Computer Science, Communications, 2007-9 Faculty Senate, 2000-3 Council on Instruction & Curriculum, 2001-4 Arts & Sciences College Curriculum Committee, 2001-3 Arts & Sciences College TPR Committee, 2001-4, 2004-6, 2010-2011 Head, Dept. of Philosophy & Religion, 2000-3; with colleague, helped save Philosophy major from elimination by university (restructured curriculum, offered new courses in Ethics & expanded Religion concentration; increased majors/graduates dramatically) Honors Dean Search Committee, 1999-2000 Biodiversity Task Force, 1999-2000 General Education Review Committee, 1996-9: produced new Liberal Studies proposal; LS program implemented Fall 2001 Faculty Advisor, League of Women Students, 1998 Conference Co-Chair Intermountain Philosophy Conference, Fall 1996 (at WCU) Program Chair, 1995 Intermountain Philosophy Conference Acting Department Head, Dept. of Philosophy & Religion, Summer School 1995 Co-Chair, 1994 Intermountain Philosophy Conference, September 23-4, Western Carolina University (first time held at WCU under my sponsorship) Council on Student Affairs, 1995-7 (I wrote arguments for & against changing to 12 point grading scale that were presented to Faculty Senate) Student Recruitment Committee, 1994-6 Co-Chair, Humanities Focus Group, W.C.U., 1993-6 (I wrote educational goals statement) Mentor, University Teaching Fellow, 1993-6; Faculty Mentor, 1999-2004 Sponsor, Philosophy Club, Western Carolina University, 1992-7 Guest Lecturer on interdisciplinary topics in Departments of English, Education, Psychology, Music, Honors Program

DISSERTATION Restoring the Appearances: Kant’s Copernican Experiment in Metaphysics Director: John Lachs Readers: Jeffery Tlumak, Charles Scott, John Compton, and Vereen Bell (English Department) Restoring the Appearances presents Kant’s ‘Copernican turn’ as a noteworthy departure from the metaphysical-epistemological systems of his predecessors. Many of the earlier inquirers had tended toward a philosophical idealism, wherein the world of appearances was considered to 91

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have a lesser degree (or kind) of reality than some (other) transcendent world. However, other systems, primarily sceptical in method or disposition, had arisen which took to task the dogmatic idealists. According to Kant, the history of philosophy was composed largely of disputes that had taken place between the dogmatists and sceptics, especially regarding the natures of God, human freedom, and the soul. With the advent of modern science, it was assumed that the new method employed in the sciences could be imitated by those disciplines, such as a philosophy and theology, that wished to be ‘set on the sure path of a science’. Accordingly, many commentators have insisted that the Copernican turn consisted in turning attention from the objects themselves to the appearances alone of those objects. Following the sceptics’ advice, metaphysical progress was to be obtained by attending only to the appearances while avoiding dogmatic adherence to the noumenal realm that grounded those appearances. This manuscript suggests that such a view gains plausibility only by ignoring Kant’s broader philosophical and cultural interests. Kant’s critique of human reason was to be the free and open examination of the human cognitive faculties of sensibility and understanding, as these were under the governance of Reason. Thus, Kant’s innovations rejected the endeavors of both dogmatists and sceptics to posit mere spontaneity or mere receptivity as constitutive of human subjects. Kant’s Copernican experiment invoked the necessity of a dialectical interaction between the spontaneous faculty (understanding) and the receptive faculty (sensibility), thereby enabling human beings to attain scientific knowledge while acknowledging the incompleteness of such cognition unless related to the ‘essential ends of human reason’. As complements to Kant’s positions on these matters, the manuscript draws heavily on the history of science (investigations of Copernicus and Galileo) to underline Kant’s notion of ‘experiment’ and his conception of scientific progress. Few scholars have examined the broad range of interests found in Kant’s thought, usually focusing on narrow epistemic, metaphysical, or even ethical strands. On the basis of historical research on Kant’s views in geometry, natural science, and philosophical theology, I am currently working on a book on Kant's overall sytematic thought in the areas of mathematics, natural science, and religion/philosophical theology.

CURRENT RESEARCH INTERESTS Research on the Stoics and Epicureans has led to research of Stoic influences in the Early Modern period. Philosophers from Descartes to Kant covertly rely upon Stoic and Epicurean philosophical positions: these influences have not been discussed very extensively in the literature; so, much of my research is oriented at producing books aimed at making accessible to a generally educated public this coherent and fascinating set of scientific, logical, and ethical influences. This background proved fundamental in my being able to write a book, Our Master Epicurus: Thomas Jefferson’s American Philosophical Vision on the philosophical interests of 92

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Thomas Jefferson, a topic long neglected by American philosophers. In the fall of 2014, I spent the semester doing research in Germany, and writing 8 chapters of my book on Kant, Honoring the Rabble; over summer 2015, I added another chapter, and the final chapter was written Fall 2015.

OTHER AREAS OF INTEREST Carpenter, with 30+ years experience remodeling, building and finishing conventional houses, timber frame homes, log cabin structures, barns, and other restoration projects, as well as cabinets, furniture, and decks. Member, the Wilderness Society, Sierra Club, and Defenders of Wildlife, with abiding interest in wise stewardship of old-growth timber forests.

REFERENCES Dr. John Lachs Dr. David Dorondo Department of Philosophy Department of History Vanderbilt University Western Carolina University Nashville, TN 37235 Cullowhee, NC 28723

Dr. Michael Hodges Dr. James M. McLachlan Dept. of Philosophy Dept. of Philosophy and Religion Vanderbilt University Western Carolina University Nashville, TN 37235 Cullowhee, NC 28723

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VITA Anthony Andrew Hickey

Office: Department of Anthropology and Sociology Home: 812 Safari Dr. 107B McKee Sylva, NC 28779 Western Carolina University (828) 507-6496 Cullowhee, NC 28723 (828) 227- 3832 / [email protected]

EDUCATION: Ph. D. Cornell University, Ithaca, New York, 1973-1975, - Major: Development Sociology - Minors: Research Methods and Community Service Education - Dissertation: "Inequality and Service Delivery: The Utilization of Medical Services."

M.S. Cornell University, Ithaca, New York, 1972-1973, - Major: Development Sociology - Minor: Rural Sociology - Thesis: "Level of Living: A Methodological Assessment."

B.S. Cornell University, Ithaca, New York, 1967-1971, - Major: Rural Sociology

PROFESSIONAL EXPERIENCE: Professor of Sociology 1986-present Western Carolina University Cullowhee, NC 28723

Dean, Research and Graduate Studies 1986-1997 Western Carolina University Cullowhee, NC 28723

Assistant; Associate Dean, Graduate School 1982-1986 George Mason University Fairfax, VA 22030

Associate Professor of Sociology 1979-1986 George Mason University Fairfax, VA 22030

Visiting Professor Summer 1978- Padagaogische Hochschule Hannover, Federal Republic of Germany

Acting Chair, Department of Sociology 1976-1977 George Mason University Fairfax, VA 22030

Assistant Professor of Sociology 1975-1979 George Mason University Fairfax, VA 22030

Research Associate 1974 Institute on Man and Science Rensselaerville, New York

HONORS AND FELLOWSHIPS: - Finalist, College of Arts and Sciences Teaching Award, Western Carolina University, 2000, 2001. -Governor’s Award for Outstanding Volunteer Service. 2000 - Honorary Professor, Guandong Management Cadre College, People's Republic of China, 1988. - Danforth Associate, 1978-1986. - Smith-Lever Fellowship, Cornell University, 1973-1974. - Dean's List, Cornell University, 1969-70; 1970-71.

BOOKS: Statistical Techniques for Social Research. Random House, Inc., January, 1986.

Workbook for Statistical Techniques for Social Research (with Jo Ann S. Hickey). Random House, Inc., January, 1986.

Migration, Mobility and Borders: Lssues of Theory and Policy, Edited ( With Thomas Geisen and Allen Karcher), Frankfort, Germany: IKO-Verlag, 2004

ARTICLES: “Introduction” (Co-Author) in: Migration, Mobility and Borders: Issues of Theory and Policy, Geisen, Thomas, Anthony Andrew Hickey and Allen Karcher Eds. IKO-Verlag, Frankfort, 2004 “Gambling and the Economic Security of the American Indian: The Case of the Eastern Band of the Cherokees” in: Migration, Mobility and Borders: Issues of Theory and Policy, Geisen, Thomas, Anthony Andrew Hickey and Allen Karcher, Eds. IKO-Verlag, Frankfort, 2004. “ Community Attachment and Migration”, In: Mobilities and Mentalities, Thomas Geisen, Editor IKO-Verlag, Frankfurt, Germany March 2002. "School District Effectiveness and Academic Achievement: A Reanalysis." Sociological Focus, Vol. 21, No. 4, 1988 (with L. Kalof and T. Dietz). "A Model for Integrating Research Administration and Graduate School Operations at a Regional Comprehensive University." Research Management Review, Vol. 2, No. 1, Spring 1988 (with K. W. King).

Currículum Vitae 96

"Areal Differentiation in Virginia: A Research Note." Virginia Social Science Journal, Vol. 23, Winter 1988 (with A. S. Barna and L. Kalof).

"Development Activities by American Missionaries in Sub-Saharan Africa." Sociology and Social Research, Vol. 72, No. 1, October 1987 (with Jo Ann S. Hickey).

"Fieldwork in Swaziland: True Confessions and More." The Rural Sociologist, Vol. 7, No. 4, July 1987 (with Jo Ann S. Hickey).

"Black Farmers in Virginia, 1930-1978: An Analysis of the Social Organization of Agriculture." Rural Sociology, Vol. 52, No. 1, Spring 1987 (with Jo Ann S. Hickey).

"Network of Assistance: A Vertical Pattern of the Community." The Journal of the Community Development Society, Vol.13, No. 1, 1982.

"Recreational and Community Activities of Dentists." Social Science and Medicine, Vol. 15A, No. 7, December 1981 (with Thomasina Borkman and William Ayer).

"Changing Sex Roles: Married Women in the Labor Force." Information Der Arbeitsgemeinschaft Fur Interdisziplinare Angewandte Sozialforschung, Vol. 8, No. 3, 1980 (with Jo Ann S. Hickey).

"Inequality and Service Delivery: The Utilization of Medical Services." Journal of Social Service Research, Vol. 2, No. 3, Spring 1979.

"Children's Food Behavior Responses to Television Advertisements." Journal of Nutrition Education, Vol. 6, No. 3, July-September 1974 (with K. Clancy-Hepburn and G. Neville).

"Inequality and Service Access: Toward a Conceptual Framework." Paths Out of Poverty Working Paper Series, Northeast Regional Research Project NE-68, November 1974 (with J. W. Converse).

"Who Pays the Fuel Bill." Human Ecology Forum, Vol. 3, No. 3, Winter 1974 (with Randolph Cantrell, K. Clancy-Hepburn and J. Wright).

BOOK REVIEWS (SELECTED): Chippawa Lake: A Community in Search of an Identity. Cindy Hull, Michigan State Press, 2012

Confronting Ecological Crises in Appalachia and the South: University and Community Partnerships. Stephanie McSpirit et. al. (eds) Kentucky Press, 2012

Remaking the Heartland: Middle America Since the 1950s. Robert Wuthnow, Princeton University Press. 2011.

Critical Rural Theory: Structure, Space, and Culture. Alexander Thomas et. al., (eds) Lexington Books, 2011

Removing Mountains: Extracting Nature and Identity in the Appalachian Coalfields, University of Minnesota Press, 2010. Choice, 2011

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Habits of the Heartland: Small Town in Rural America, Lyn C. Macgregor. Cornell University Press, 2010. Choice, 2010

Out of the Dark: A History of Radio and Rural America, Steve Craig, University of Alabama Press, 2009. Choice, 2010

Technonatures: Environments, Technologies, Spaces, and Places in the Twenty-First Century. Damian F. White and Chris Wilbert Eds. Wilfred Laurier, 2009. Choice 2009

Survival of Rural America: Small Victories and Bitter Harvests. Richard E. Wood, University Press of Kansas, 2008. Choice 2009

Handbook of Emergent Methods. Sharlene Nagy Hesse-Biber and Patricia Leavy. Sage Publications 2008, Choice, 2008

After the Disaster: Re-Creating Community and Well-Being at Buffalo Creek sine the Notorious Coal Ming Disaster in 1972. T. P. Schwartz-Barcott, Cambria Press, 2008 Choice, 2009

Love Canal Revisted: Race, Class, and Gender in Environmental Activism. Elizabeth D. Blum. University Press of Kansas, 2008. Choice 2009

Resisting Global Toxics: Transnational Movements for Environmental Justice. David Naquib Pellow, MIT Press, 2007 Choice 2008

Daughters of the Mountain: Woman Coal Miners in Central Appalachia. Suzanne Tallichet.Penn State University Press, 2006, Choice 2007

Communities and Forests :Where People Meet the Land Robert G. Lee and Donald R. Field Eds. Oregon State, 2005. Choice 2006

Rooted in Place: Family and Belonging in a Southern Black Community, William W. Falk, Rutgers, 2004. Choice, 2005

Prairie Town: Redefining Rural Life in the Age of Globalization, Jacqueline Edmondson. Rowman and Littlefield, 2003, Choice Better Together:Restoring the American Community, Robert Putnam and Lewis Feldstein, Simon and Shuster, 2003, Choice Persistence and Change in Rural Communities: A 50 Year Follow Up to Six Classic Studies, Lulof, Al and Richard Krannich, Editors, Choice, 2003 The Silicon Valley of Dreams: Environmental Justice, Immigrant Workers and the High-Tech Global Economy, Pellow, David and Lisa Park, Choice, 2003 Handbook of Environmental Sociology, Dunlap. Riley and Wlliam Michelson, Editors, Choice, 2002 The UDF: A History of the United Democratic Front in South Africa, Seekings, Jeremy Choice, 2000. Principles of Research Design in the Social Sciences, Bechhofer, Frank and Lindsay Paterson. Choice, 2000.

Currículum Vitae 98

The Road to Poverty: The Making of Wealth and Hardship in Appalachia, Billings, Dwight B., and Kathleen M. Blee, Choice, 2000. The Tainted Desert: Environmental Ruin and the American West, Valerie L. Kuletz, Choice, 1998. Toward and End to Hunger in America, Eisinger, Peter K., Brookings Institution, Choice, 1998.

Community Development around the World: Practice, Theory, Research, Training, Hubert Campfens, Editor, Choice,1997.

Harvest of Hope: Family Farming/Farming Families, Lorraine Garkovitch, Janet L. Bokemeier and Barbara Foote, Choice, 1996.

Gender and Development: Rethinking Modernization and Dependency Theory, Catherine V. Scott, Choice, 1996

Against all Odds: Rural Community in the Information Age, John Allen and Don A. Dillman, Choice, 1995.

The Indigenous Voice in World Politics: Since Time Immemorial, Franke Wilmer, Choice, 1994.

Persistent Poverty in Rural America, by the Rural Sociological Sociey Task Force on Persistent Poverty, Choice, 1993.

Forgotten Places: Uneven Development in Rural America,Thomas A. Lyson and William W. Falk, Choice, 1993. The Future of Rural America: Anticipating Policies for Constructive Change, Kenneth E. Pigg, Editor, Choice 1992. Rural Policies for the 1990s, Cornelia Flora and James Christianson, Choice, 1992. The Community in Rural America, Kenneth P. Wilkinson, Choice, 1991 American Rural Communities, A.E. Luloff and Louis Swanson (eds.), Choice, 1990. New Seeds and Poor People, Michael Lipton with Richard Longhurst, Choice, 1989. Rural Sociology and the Environment, Donald R. Field and William R. Burch, Choice, 1989. Putting People First: Sociological Variables in Rural Development, Michael M. Gernea, Ed., Choice, 1987. Summing Up: The Science of Reviewing Research, Richard Light and David B. Pillemer, Choice, 1985. Technology and Rural Women, I. Ahmed, Editor, Choice, 1985. Rural Policy Problems: Changing Dimensions, William P. Browne and Don F. Hadwiger (eds.), Choice, 1983. Institutions of Rural Development for the Poor: Decentralization and Organizational Linkages, David K. Leonard and Dale Rogers Marshall (eds.), Choice, 1983.

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The Social Dimensions of Development: Social Policy and Planning in the Third World, Margaret Hardiman and James Midgley, Choice, 1982. Power and Influence in a Southern City, James B. Haugh, in Social Forces, Vol. 60, No. 1, September 1981. Ethical Dilemmas and Social Science Research, Paul Davidson Reynolds in Sociology: Reviews of New Books, Vol. 7, No. 5, July/August 1980. Community Development in America, James A. Christenson and Jerry W. Robinson (eds.), in Rural Sociology, Vol. 45, No. 4, Winter 1980. Dependent Development: The Alliance of Multinational, State and Local Capital in Brazil, Peter Evans in Sociology: Reviews of New Books, Vol. 6, No. 6, September/October 1979. Mail and Telephone Surveys: The Total Design Method, Don Dillman in Sociology: Reviews of New Books, Vol. 6, No. 3, March/April 1979. Correlation Procedures for Behavioral Science Research, Robert Thorndike in Sociology: Reviews of New Books, Vol. 6, No. 2, January/February 1979. Doing Sociological Research, Colin Bell and Howard Newby (eds.) in Sociology: Reviews of New Books, Vol. 5, No. 5, July/August 1978.

PAPERS PRESENTED:

“Conflict in Community Development: Has Conflict in a Small Appalachian Town in North Carolina from Development?” Southern Sociological Society, Charlotte, NC., April, 2014 (with Chasity Ledford)

“The Outsiders: An Analysis of Locality in Rural North Carolina” Southern Sociological Society, Atlanta, Ga., April 2013 (with Katharine Sudol)

“On Rural Sprawal and the Simulated: A Qualitative Study.” North central Socological Association, Pittsburgh, Pa.,April, 2012 (with Nicholas Weitzel)

“Post-Retirement Migration to Rural Areas in the United States: Cultural Conflict and Accommodation: 11th Annual Conference on Migration and Culture, Institute on Research on Migration. Klagenfurt, Austria, June, 2011

“Rural Sprawl: The Effects of Second Home Development and Tourism on a Small Appalachian Community”. Presented at the Rural Sociological Society Meetings, August, 2010 (with Morgan Childers)

“Social Capital and Second Home Development in Rural Communities” Mid-West Sociological Society Annual Meetings, April, 2010 (with Morgan Childers)

“Revitalization and Community Satisfaction”, I7 Futures Forum, Western Carolina University, April, 2003

“Economic Change and the Eastern Band of the Cherokee Indians: Casino Gambling and Development”, Rural Sociological Society Meetings, Montreal, August 2003

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“ Gambling and the Economic Security of the American Indian: The Case of the Eastern Band of the Cherokees”, Trier, Germany, Conference on Borders. July 2002

“Community Attachment and Migration”, Trier, Germany, Mobilities and Mentalities. July, . 2001

“Community Attachment and Use of Downtown Amenities,” Rural Sociological Society Meetings, Washington, D.C., August 2000.

“Community Attachment: A Survey of the Residents of a Rural County Toward the Revitalization of the County Seat,” Lexington, Kentucky, Southern Rural Sociological Association, February, 2000.

“The Regional Impact of a Gambling Casino in Cherokee, N.C.: A Preliminary Report,” with Fred Fisher and Tara Chadwick. Southern Rural Sociological Association, Memphis, Tennessee, February 1999.

"Market Issues and the Master's Degree," presented at the Council of Graduate Schools Annual Meeting, Washington, D.C., December 1991.

"Applied Research in Academia: Quality, Recognition and Faculty Development." invited paper, Annual Conference of the American Society of Allied Health Professions, New Orleans, Louisiana, November 1988.

"Development in Africa: Projects by Women for Women," presented at the Rural Sociological Society Meetings, Athens, Georgia, August 1988 (with Jo Ann S. Hickey).

"Development Roles of Missionaries in Swaziland," presented at the Rural Sociological Society Meetings, Madison, Wisconsin, August 1987 (with Jo Ann S. Hickey).

"Some Thoughts on Program Evaluation," presented at the Conference of Southern Graduate Schools, New Orleans, Louisiana, February 1987.

"Development Activities of American Missionaries in Sub-Saharan Africa," presented at the Rural Sociology Society Meetings, Salt Lake City, Utah, August 1986 (with Jo Ann S. Hickey).

"Black Farm Operators in Virginia, 1930-1978: An Analysis of Control Over Means of Production," presented at the Rural Sociological Society Meetings, Blacksburg, VA, August 1985 (with Jo Ann S. Hickey).

"Considerations of Sampling Design for the Study of Christian Missionaries in Africa," presented at the African Society of Social Sciences Workshop on Christianity in Africa: Missionaries and Change, Geneva, Switzerland, August 1984. "The Structure of Agriculture in Virginia: Correlates of Profitability and Plans to Continue Farming," presented at the Rural Sociological Society Meetings, San Francisco, CA, September 1982 (with Jo Ann S. Hickey).

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"Attitudes Toward Development Among Rural Leaders: A Partial Test of the Political Economy of Place Model," presented at the Rural Sociological Society Meetings, Toronto, Canada, August 1981. "An Evaluation of an Academic Advising System from the Point of View of Students," presented at the Association for Institutional Research Forum, Atlanta, GA, April 1980 (with Jo Ann S. Hickey), ERIC: HE 012-875. "Decision-Making and Extra-Community Assistance to Rural Local Officials," presented at the Rural Sociological Society Meetings, Burlington, VT, August 1979, ERIC: ED 175- 607.

"Community Participation in Voluntary Associations of Dentists," presented at the meetings of the International Association for Dental Research and the American Association for Dental Research, Atlanta, GA, March 1979 (with Thomasina Borkman and William A. Ayer).

"Comparative Survey of Stutterer's Self-Help Organizations and Their Community Relations," presented at the National Conference of the Association of Voluntary Action Scholars, Toronto, Canada, October 1978 (with Thomasina Borkman).

"Capacity-Building Needs in Rural Virginia: A Preliminary Report," presented at the Rural Sociological Society Meetings, San Francisco, August 1978.

“Changing Sex Roles: Married Women in the Labor Force," presented in the Series: New Contributions to Sociological Research, Padagogische Hochschule Niedersachsen, Hannover, Federal Republic of Germany, June 1978.

"The Concept of Region in Regional Development," presented at the Pennsylvania Sociological Society Meetings, Bloomsburg, PA, October 1976.

"Inequality and Service Delivery: The Utilization of Medical Services," presented at the Rural Sociological Society Meetings, New York, August 1976.

"Status Position and Adoption: Some Conceptual Caveats and Some Empirical Support Thereof," presented at the Rural Sociological Society Meeting, San Francisco, August 1975 (with J. W. Converse).

TECHNICAL REPORTS: “ A Report to the Stecoah Community” (with Morgan Childers) October, 2010

“A Needs Assessment: Cashiers, North Carolina: A Report to the Community Fund of Cashiers (With Alaina Werner) November, 1999

"Administration of University Athletic Programs: Internal Control and Excellence," Washington, D.C.: American Council on Education and George Mason University, 67 pp., August 1986 (with J. Wade Gilley), Executive Summary: ERIC Document ED 268 923.

"Organizational Commitment: A Secondary Analysis of the Army Officer Education and Training Survey," April 1978, Report to U.S. Army Research Institute for Behavioral and Social Sciences (with Thomas C. Wyatt and Jo Ann S. Hickey).

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"Capacity Building Needs for Rural Virginia," Final Report, National Science Foundation Grant ISP 76-20175, Richmond: Virginia Department of Agriculture and Consumer Services, 109 pp., September 1978 (with Berkwood Farmer, W. H. Hansen, I.W. Smith and M. H. Silverman).

"A Study of Water Resources Public Decision-Making," December 1971, Technical Report 37, Office of Water Resources Research, U.S. Dept. of the Interior, Washington, D.C. (with James R. Finley).

MAJOR RESEARCH PROJECTS:

2012-2014 Study of Hayesville, North Carolina

2009-2011 Study of Stecoah, North Carolina

2007-08 Needs Asseement for Cashiers, North Carolina, Funded by the Community Foundation of Cashiers. $7725.00

1999- present: Study of Community Attachment in Rural Small Towns in Western North Carolina.

1998-2006: Study of The Impact of a Casino on the Economic Development of a Rural, Regional Economy.

1986-89: Study of American Missionaries in Africa: Summer, fieldwork in Swaziland .

1981-82: National Council on Aging grant for development of position papers for the 1981 White House Conference on Aging. Responsible for sections dealing with the rural elderly. Also assisting NCOA on various research proposals in the area of research design.

1976-78 Fairfax Community Action Program of hidden poverty, assessment of needs and service availability in Fairfax County, Virginia.

1976-79 National Science Foundation Grant to Virginia Department of Agriculture and Commerce to study capacity-building needs of rural governments. Responsible for study design, survey instrument design, analysis of data and final report.

1974-75 Study of Attitudes Toward the Environment in the Catskill Region. Contracted by the Institute of Man and Science. Presented to the Catskill Regional Commission in 1975. Staff Consultant to the Project.

1973-75 Study of Human Resources and Service Delivery in New York. Funded jointly by the Flood Recovery Assistance Program (HUD), the Appalachian Regional Commission, and U.S. Department of Commerce (Economic Development District Planning Assistance Grant).

1973 Study of Manpower Development Through Service Delivery Affiliation with

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Cooperative Extension, Schoharie County, New York. Part of the National "Project Hitchhike," Department of Labor.

PROFESSIONAL SERVICE:

2003- present: Institute on Regional Migration, Trier, Germany: Advisory Council

2000-present Presenter to Leadership programs in Buncombe, Jackson, Haywood Counties

1997- present: Galway-Mayo Institute of Technology: Galway, Ireland: Consultation

1991-97: Workshop Presenter: Program Review. Council of Graduate Schools

1987-97 Conference of Southern Graduate Schools: - Workshop Coordinator (1987-88) - Publications Committee (1987-88) - Membership Committee (1988-90)

1987-88 Rural Sociological Society, Program Committee.

1987-89 Board of Directors, Mountain Aquaculture Research Center.

1987-97 North Carolina Conference of Graduate Schools, -President (1989-90) -Vice-President (1988-89)

1980-88 National Science Foundation. Science Education: Evaluation of research proposals and projects.

1981-83 National Endowment for the Humanities. Evaluation of proposals.

1980-87 National Institute for Alcohol and Alcohol Abuse. Evaluation of research needs, programs and proposals.

TEACHING EXPERIENCE: -Society and The Environment -Global Society -Statistics and Methods -Stratification and Inequality -Societal and Regional Development -Conflict and Conflict Resolution -Political and Social Change and the Community -Population Dynamics

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RESEARCH INTERESTS: -Environmental Sociology -Community Development - Political and Social Development of Rural Areas -Inequality and Social Policy -Third World Development -Methodological and Computer Applications to Social Research

PROFESSIONAL SOCIETIES: Rural Sociological Society Southern Sociological Society Phi Kappa Phi Sigma Xi

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Appendix 8.6

CURRICULUM VITAE CYNDY CARAVELIS HUGHES [email protected]

CURRENT POSITION Associate Professor Western Carolina University Department of Criminology and Criminal Justice Belk 410-N Cullowhee, NC 28723 EDUCATION Ph.D., Florida State University. Department of Criminology and Criminal Justice. M.S., Florida State University. Department of Criminology and Criminal Justice. B.A., Florida State University. Department of Criminology and Criminal Justice.

RESEARCH INTERESTS

 Social threat and social control  Race, ethnicity and crime  Social justice  Capital punishment  Theoretical criminology

PEER-REVIEWED PUBLICATIONS Caravelis, Cyndy and Matthew Robinson (2015). Social Justice: Criminal Justice. Routledge Press. Huff, Marie and Cyndy Caravelis Hughes (2015). “Student Perceptions of Capital Punishment: A Comparison of Undergraduate Social work and Criminal Justice Students.” Journal of Social Work Values and Ethics (Revised and resubmitted). Foster, Christina, Cyndy Caravelis, and Albert Kopak. (2014). "National College Health Assessment Measuring Negative Alcohol-Related Consequences among College Students." American Journal of Public Health Research 2.1, 1-5. Caravelis Hughes, Cynthia and Matthew Robinson. “Perceptions of Capital Punishment Among Law Enforcement Officers in North Carolina.” International Journal of Criminal Justice Sciences (forthcoming, 2013) Caravelis Hughes, Cynthia, Ted Chiricos and William Bales. (2013). “Race, Ethnicity, Threat and the Designation of Career Offenders.” Journal of Quantitative Criminology, 30, 5.

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Caravelis Hughes, Cynthia and Tom Johnson. (2012). “Crisis Management.” Administration and Finance of Postsecondary Education Institutions. Eds., Kristina Cragg and Patrick Schloss. Rutledge Press.

Caravelis Hughes, Cynthia, Ted Chiricos and William Bales. (2011). Static and Dynamic Indicators of Minority Threat in Sentencing Outcomes: A Multi-Level Analysis. Journal of Quantitative Criminology, 27,4.

Caravelis Hughes, Cynthia. “The Impact of Recent School Discipline Research on Racial Threat Theory.” Contemporary Issues in Criminological Theory and Research: The Role of Social Institutions. Eds., Richard Rosenfled, Kenna Quinet and Crystal Garcia. Wadsworth/Cengage. Nov. 2010

PROFESSIONAL PRESENTATIONS Caravelis, Cyndy and Mary Hannah Hughes (2014). Testing the Marshall Hypothesis Among College Students. Panel presentation at the annual meeting of the American Society of Criminology in San Francisco, California. Caravelis, Cyndy and Matt Robinson (2013). Examining Law Enforcement Attitudes about Capital Punishment.” Panel presentation at the annual meeting of the American Society of Criminology in Atlanta, Georgia. Tom Johnson, Albert Kopak and Cynthia Caravelis Hughes. (2012). “Bridging the Gap Between Researchers and Practitioners in North Carolina.” Annual Meeting of the North Carolina Criminal Justice Association. Raleigh, NC. D. Christina Foster and Cynthia Caravelis Hughes (2011). “Risk and Protective Factors in Self-Reported Alcohol Use among College Students.” Panel presentation at the annual meeting of the American Society of Criminology in Washington D.C. Caravelis Hughes, Cynthia and Joseph Shannon Kellerman (2010). “Race, Ethnicity and Capital Punishment in North Carolina.” Annual meeting of the American Society of Criminology in San Francisco, CA. D. Christina Foster and Cynthia Caravelis Hughes (2010). “Comparison of Self-Reported Crime and Official Crime Statistics at Western Carolina University.” Poster presentation at the annual meeting of the American Society of Criminology in San Francisco, CA. Caravelis Hughes, Cynthia, Ted Chiricos and William Bales (2009).“The Designation of Career Offenders: A Multi-level Analysis.” Annual Meeting of the American Society of Criminology in Philadelphia, PA. Caravelis Hughes, Cynthia, Ted Chiricos and William Bales (2009).“ An Examination of the Racial Threat Hypothesis: Comparing Static and Change Measures of Racial and Ethnic Composition of Place.” Annual Meeting of the Southern Criminal Justice Association in Charleston, SC. Caravelis Hughes, Cynthia, Ted Chiricos and William Bales (2008).“Racial and Ethnic Disparities in the Designation of Habitual Offenders in Florida.” Annual Meeting of the American Society of Criminology in St. Louis, Missouri.

Caravelis Hughes, Cynthia, Ted Chiricos and William Bales (2007). "A Multi-level Analysis of Race, Ethnicity and Habitual Offender Status" Annual Meeting of the American Society of Criminology in Atlanta, Georgia.

Caravelis, Cynthia, Jessamyn Tracy and Marc Gertz (2005). “The Real Threat of Terrorism: An Assault on Civil Liberties,” Annual Meeting of the Midwest Political Science Association in Chicago, Illinois.

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Lori Oxford

McKee 128B [email protected] Western Carolina University office: (828) 227-2769 Cullowhee, NC 28723

EDUCATION: 2002 – 2007: Ph.D. in Spanish, University of Georgia. Major field of concentration: Latin American literature. Minor: Latin American studies. Dissertation: “Utopian space(s) in the works of Pedro Juan Gutiérrez.” Director: Dr. José B. Álvarez, IV.

2000 – 2002: Master of Arts in Spanish, Georgia State University. Major field of concentration: 20th century Latin American literature. Thesis: “La futilidad de la utopía: Dos obras de Cristina Peri Rossi y María Luisa Bombal.”

1994 – 1998: Bachelor of Arts, University of South Carolina. Major: Spanish. Minor: Psychology.

PUBLICATIONS: Refereed/Peer-reviewed:

2015: Journal article. “Questionable Humanity: Degrees of Otherness in XXY and El niño pez.” Currently under consideration by Hispanic Studies Review.

2013: Book chapter. “Maldita Vecindad, Ritual and Memory, ‘paz y baile’” in The Sounds of Resistance, a two-volume set. Editors: Dr. Eunice Rojas and Dr. Lindsay Eades of Lynchburg University. New York: Praeger Press.

2012: Encyclopedia entries. As Contributing Editor, entries for the following topics: “Maldita Vecindad,” “Jíbara,” “Corridos.” Encyclopedia of Latin Music. Editor: Dr. Ilán Stavans. Westport, CT: Greenwood.

2011: Journal article. “No Pride in Prejudice.” In MountainRise, an international online journal for the Scholarship of Teaching and Learning. Co-authored with Dr. Jamie Davis, Western Carolina University. Vol. 6, No. 3.

2008: Essay in an edited volume. “Presence (and absence) of race in Cuban cinema.” Cine-Lit VI: Essays on Hispanic Film and Fiction. Ed. Dr. Guy H. Wood. Corvallis, OR: Cine-Lit Publications, 2008. 17-24.

2007: Film review. “Casi casi. Jaime Vallés.” Chasqui.

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2007: Interview. “Literatura, libertad y lo sagrado: Una conversación con Pedro Juan Gutiérrez.” Confluencia. 23.1: 146-156.

2006: Film review. “Lista de espera. Juan Carlos Tabío.” Chasqui. 35.2: 197-199.

2003: Film review. “De noche vienes, Esmeralda. Juan Jaime Hermosillo.” Chasqui. 22.2: 186-189.

Non-Traditionally Refereed:

2012: Article in conference proceedings. “Spain… and Everywhere Else: Revamping the Curriculum in Spanish at the Tertiary Level.” INTED2012 Proceedings (International Technology, Development, and Education), pp. 753-755.

CONFERENCE PRESENTATIONS: “Dark places, noir spaces: Intellectual heterotopia as escape in Padura’s detectivesca.” Conferencia Internacional de Literatura Detectivesca en Español (CILDE). Mexico City. September 2015.

“#AyotzinapaSomosTodos: Musical Responses to a Mexican Tragedy.” Carolina Conference on Romance Languages. University of North Carolina at Chapel Hill. April 2015.

“Mystical Escapes from Dystopian Havana: Spiritual Experiences in Works by Pedro Juan Gutiérrez and Daína Chaviano.” Southwest Council of Latin American Studies Conference, San José, Costa Rica. March 2015.

“Intersections of Time, Space, and Truth in Padura’s La neblina de ayer.” Carolina Conference on Romance Languages. University of North Carolina at Chapel Hill. April 2014.

“Desencanto, muerte y heterotopía en Animal tropical de Pedro Juan Gutiérrez.” Congreso Internacional de Literatura Hispánica. Cartagena, Colombia. March 2014.

“Deciding Not to Decide: Claiming Space for Intersex in XXY (2007).” Queering Spaces, Queering Borders, UNCA Queer Conference. Asheville, NC. April 2013.

“Intersecting Perspectives: Mirrors, Thresholds, Windows, and Peepholes in XXY.” Southwest Council of Latin American Studies Conference, Antigua, Guatemala. March 2013.

“Todos somos Arizona: a Concert in Response to SB 1070.” Transcending Borders: Latin American Music and Its Projection Onto the World Stage. Virginia Tech, Blacksburg, VA. February 2013.

“Café Tacuba and Maldita Vecindad: Mestizo bands Acknowledging Afro-Mexican Identity in Mexican Rock.” Kentucky Foreign Language Conference, Lexington, KY. March 2012.

“Spain… and Everywhere Else: Revamping the Curriculum in Spanish at the Tertiary Level.” INTED (International Technology, Development, and Education Conference), Valencia, Spain. March 2012.

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“Gender Recognition as Proof of Human Condition In Lucía Puenzo’s XXY.” Southwest Council of Latin American Studies Conference, San Juan, Puerto Rico. March 2011.

“Clearly Different but Ambiguously Queer: Intersex in Lucía Puenzo’s XXY.” Cine-Lit VII, Portland, OR. February 2011.

“Transformando la modernidad chilanga con la memoria colectiva rockera: Maldita Vecindad vis à vis García Canclini.” MIFLC (Mountain Interstate Foreign Language Conference), Radford University, Roanoke, VA. October 2010.

“An 'other' mother in 'another world': Mothering in Flores de otro mundo (Bollaín, 1999).” Mothering and Migration Conference, Association for Research on Mothering, San Juan, Puerto Rico. February 2010.

“Balsa or salsa? Musical Intertextualities as Escape Vehicle in Special Period Cuba.” MIFLC (Mountain Interstate Foreign Language Conference), Furman University, Greenville, SC. October 2009.

“(Mal)entendidos, or Transvestites in Literature and Film.” The Measure of a Revolution: Cuba 1959- 2009, Queen’s University, Kingston, Ontario, Canada. May 2009.

“Historical Fiction/Fictional History in Padura's La novela de mi vida. ” Carolina Conference on Romance Languages. University of North Carolina at Chapel Hill. March 2009.

“Presence (and Absence) of Race in Cuban Cinema.” Cine-Lit VI. Portland State University, Portland, OR. February 2007.

“Havana’s Opposing Spaces: Utopia/Dystopia in Two Novels by Pedro Juan Gutiérrez.” Conference at Cuban Research Institute. Florida International University, Miami, FL. February 2006.

“Deviant Discourses, Literary Landscapes: Cuban State-Supported Persecution and Reinaldo Arenas.” Cultural Encounters. Tulane University, New Orleans, LA. April 2004.

“La función de la tradición oral y la memoria en Fronterizas de Roberta Fernández.” Latino/a Literature and Culture: A Student Symposium. University of Georgia. April 2003.

“Elementos del pensamiento nahua en Primero sueño de Sor Juana Inés de la Cruz.” Women’s Studies Student Symposium. University of Georgia. March 2003.

“Una Re-invención de quién YoSoy: re-escritura musical en Avalancha de éxitos de Café Tacuba.” Southeastern Council on Latin American Studies. University of North Carolina at Chapel Hill. March 2003.

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SERVICE: Service to the institution:

 Search Committee for Associate Director of the Writing and Learning Commons. Committee member. Fall 2013.

 Search Committee for Associate Director of the Writing and Learning Commons. Focus group member. Fall 2012.

 Steering Committee for Global Poverty Project. Member of committee to coordinate multimedia presentation, resulting in engaged teaching, learning, service, and creative and scholarly opportunities centered on poverty, both locally and globally. Fall 2011-Spring 2012.

 University Council of Diversity and Inclusion. Member. Spring 2011-Spring 2013.

 Faculty Marshal. Fall 2010-present.

 Writing and Learning Commons / Catamount Academic Tutoring Center Advisory Board. Member. Fall 2010-present.

 Intercultural Diversity Week. Co-organized and presented at session “The State of Immigration Affairs: Media and Politics” with Dr. Jamie Davis and Dr. Mark Couture. September 2011.

 WOW (Week of Welcome) @ WCU. Participated in “welcome events” and assisted incoming freshmen in moving into their dorms on move-in day. August 2011.

Service to the college:

 Dean’s Advisory Board. Member. Fall 2014-present.

 International Studies Advisory Board. Member. Fall 2010-present.

Service to the department:

 Spanish Language Film Series. Coordinated series of five films in Spanish. September-October 2015.

 Coordinator for the Spanish BA Program. September 2014-present. Responsibilities include: facilitating creation and implementation of Spanish BA program, including proposals for all changes in Curriculog; organizing course schedules for all Spanish classes in the BA; coordinating representation of Spanish faculty at all relevant events; coordinating Spanish section of yearly Foreign Language Contest; maintaining social media presence for Spanish program; creating event flyers and monthly program newsletters, coordinating weekly tertulias (Spanish conversation hour), etc.

 Dean’s Outstanding Students Awards Ceremony. Presented the Department of Modern Foreign Languages - Most Outstanding Student in Spanish award to Bryce Payne. April 2015.

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 Cine en español Film Festival. Coordinated series of five films in Spanish. September-October 2014.

 Dean’s Outstanding Students Awards Ceremony. Presented the Department of Modern Foreign Languages - Most Outstanding Student in Spanish award to Mattie Horine. April 2014.

 Search Committee for full time faculty member in Spanish. Member. Spring 2014.

 Search Committee for Assistant Professor in Japanese. Member. Spring 2011.

 Liaison for the Department of Modern Foreign Languages for Western Carolina University’s Quality Enhancement Plan Initiative. Fall 2009-present.

 Cine en español Film Festival. Coordinated series of four films in Spanish. Presented and led thematic discussion for Whisky. September-October 2013.

 Open House. Represented Modern Foreign Languages at WCU Open House to recruit incoming freshmen. Spring 2015 (twice), Spring 2014, Fall 2013, Spring 2013, Fall 2012, Spring 2012, Fall 2011, Spring 2011, Fall 2010, Spring 2010, Fall 2009.

 Intercultural Dialogues. Initiated a series of presentations by Modern Foreign Languages faculty to interested students. I coordinate all the dialogues (April 2015, October 2014, April 2014, December 2013, and April 2013) and have presented research at four of them (April 2015, October 2014, April and December 2013).

 WCU Foreign Language Contest. Served as judge for annual competition of regional high school students. March 2015, March 2014, March 2013, March 2012, March 2010, March 2009.

 @SpanishWCU. Manage twitter account for Spanish Program. January 2013-present.

 Cine en español Film Festival. Coordinated series of five films in Spanish. Presented and led thematic discussion for El secreto de sus ojos and Juan de los muertos. September-October 2012.

 Spanish and Latin American Film Festival. Presented and conducted thematic discussion for Which Way Home. October 2011.

 Dean’s Outstanding Students Awards Ceremony. Presented the Department of Modern Foreign Languages - Most Outstanding Student in Spanish award to Kassie McKie. April 2011.

 Spanish and Latin American Film Festival. Presented and conducted thematic discussion for Suite Habana. November 2010.

 Spanish and Latin American Film Festival. Presented and conducted thematic discussion for Palabras encadenadas. Western Carolina University, November 2009.

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 Spanish and Latin American Film Festival. Presented and conducted thematic discussion for Nueba Yol. Western Carolina University, September 2008.

Service to the community:

 Volunteering at Candler Elementary School. Served as a proctor for fourth grade End of Grade testing. May 2015.

 Vecinos Farmworker Clinic. Interpreted for patients and care providers at a health clinic for local farmworkers, organized by Vecinos. Two sessions, March 2015 and April 2015

 Volunteering at Candler Elementary School. Volunteer in classrooms on a weekly/biweekly basis during the school year reading aloud to students and helping them read on their own. Fall 2014- Spring 2015.

 Vecinos Farmworker Clinic. Interpreted for patients and care providers at a health clinic for local farmworkers, organized by Vecinos. Two sessions, April 2014.

 Volunteering at Candler Elementary School. Volunteer in classrooms on a weekly/biweekly basis during the school year helping ELL students expand vocabulary in English and Spanish and assisting teachers with tasks. Fall 2013-Spring 2014.

 Service Learning at Cullowhee Valley School. Co-organizer with Dr. Jamie Davis of a program pairing students of Spanish at Western Carolina University with local elementary students identified as having limited English proficiency. Fall 2008-Fall 2009.

 Big Brothers Big Sisters of Western North Carolina. Served as a “Big Sister” to a local high school student. July 2008-September 2010.

SPONSORED UNDERGRADUATE RESEARCH PRESENTATIONS/PUBLICATIONS:  Jessica McLamb, presentation: “El sistema nacional de salud de España: Spain’s National Healthcare System.” National Council on Undergraduate Research (NCUR), March 2014.

 Jessica McLamb, presentation: “El sistema nacional de salud de España: Spain’s National Healthcare System.” WCU Undergraduate Expo, March 2014.

 Angelette Stevens, presentation: “Cuban Healthcare and the Fight Against AIDS.” WCU Undergraduate Expo, March 2014.

 Jessica McLamb, presentation: “North Carolina’s Harvest of Shame.” National Conference on Undergraduate Research (NCUR), March 2013.

 Corey Atten, presentation: “Our Habanos: Elucidating the Phenomenon of Cuban Cigars.” National Conference on Undergraduate Research (NCUR), March 2012.

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 Mary-Beth Fallin, presentation: “Framing Liberation in Latin American Social Movements.” Accepted for presentation at National Conference on Undergraduate Research (NCUR), March 2011.

 Paul R. Brotherton, publication: “Narcocorridos,” “Irakere,” “Los Yonics.” Entries accepted for publication in Encyclopedia of Latin Music, accepted 2010. Published 2014.

 Mary-Beth Fallin, presentation: “Rigoberta Menchú y la guerra sucia: El poder contra la veracidad en testimonio.” Presented at Southern Regional Honors Council (SRHC), Greenville, SC. March 2010.

 Christine M. Weathers, presentation: “ESL: The Good, the Bad, and the Ugly.” Presented at WCU Undergraduate Expo, March 2010 and at National Conference on Undergraduate Research (NCUR), February 2010.

COURSES TAUGHT: The Feminine in the Spanish-speaking World Cuban Culture Cuban Film U.S. Latino/a Literature and Culture South American Literature and Culture Latin American Literature – 20th and 21st centuries North American and Caribbean Literature and Culture Latin American Cultures and Civilizations Advanced Grammar and Stylistics (taught in Spain) Introduction to Literature in Spanish All levels of Conversation and Composition in Spanish All levels of Spanish language instruction, including accelerated classes.

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Independent Studies taught at WCU:  The Rassias Method and Other Communicative Exercises (Fall 2014 – Cola Williamson)  Neo-Colonialist Hegemonies in Latin American Literature (Spring 2014 – Eugene McNabbs- Friedman)  The Communicative Approach in Teaching Spanish (Spring 2013 – Brittany Mastromatteo)  Post-colonialism in Caribbean Literature (Fall 2012 – Jessica Jaqua)  Latin American Immigration: Effects on the American Political Spectrum (Spring 2012 – Edson Parra Ramos)  Revolutionary Ideology and Rhetoric (Fall 2010 – Mary Beth Fallin)  Contemporary Hispanophone Caribbean Literature (Spring 2010 – Marysa Burchett)  Subversive Groups in Latin America (Spring 2010 – Thomas Havilland-Pabst)  Narcocorridos (Spring 2010 – Paul Brotherton).

Each of these students presented the findings of their research in a forum open to the public at the end of the semester in which they conducted their projects.

TRAVEL COURSES COORDINATED WITH STUDENTS: As of October 2015 I have taken 71 students on faculty led travel courses to two countries.

WCU en La Habana – 2015. Coordinated a week-long trip to Havana, Cuba for four students as part of SPAN 493 (Cuban culture) class. Trip included lectures and presentations by Cuban intellectuals. October 8-16, 2015.

WCU en Valencia – 2015. Coordinated a faculty-led study abroad program in Valencia, Spain for twelve WCU students and one UNCA student in Summer 2015, along with Dr. Alberto Centeno-Pulido. Students took SPAN 481 and SPAN 493, totalling six hours of credit.

WCU en Valencia – 2014. Coordinated a faculty-led study abroad program in Valencia, Spain for eleven WCU students and one UNCA student in Summer 2014, along with Dr. Alberto Centeno-Pulido. Students took SPAN 481 and SPAN 493, totalling six hours of credit.

WCU en La Habana – 2013. Coordinated a week-long trip to Havana, Cuba for eight students as part of SPAN 493 (Cuban culture) class. Trip included lectures and presentations by a leading Cuban intellectual. October 4-11, 2013.

WCU en Valencia – 2013. Coordinated a faculty-led study abroad program in Valencia, Spain for eight WCU students, May 1-June 5, 2013, along with Dr. Alberto Centeno-Pulido. Students took SPAN 481 and SPAN 493, totalling six hours of credit.

WCU en Valencia – 2012. Coordinated a faculty-led study abroad program in Valencia, Spain for eight WCU students, June 3-25, 2012, along with Dr. Alberto Centeno-Pulido. Students took SPAN 481 and SPAN 493, totalling six hours of credit.

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WCU en La Habana – 2011. Coordinated a week-long trip to Havana, Cuba for seven students as part of SPAN 493 (Cuban culture) class. Trip included lectures and presentations by a leading Cuban intellectual. October 11-18, 2011.

WCU en Valencia – 2011. Coordinated and directed a faculty-led study abroad program in Valencia, Spain for eleven WCU students, June 5-28, 2011, along with Dr. Alberto Centeno-Pulido. Students took SPAN 481 and SPAN 493, totalling six hours of credit.

WCU en Valencia – 2010. Coordinated and directed a faculty-led study abroad program in Valencia, Spain for eight WCU students, June 14-July 5, 2010, along with Dr. Alberto Centeno-Pulido. Students took SPAN 481 and SPAN 493, totalling six hours of credit.

OTHER ACTIVITIES: Invited talks:

“A Changing Cuba.” Invited speaker for Global Spotlight, an event organized by WCU’s International Studies Program to focus on how recent diplomatic developments between Cuba and the US have changed life on the island. October 2015.

“How Cuts Hurt Foreign Languages.” Invited speaker for Cuts Hurt forum, an initiative developed by UNC Association of Student Governments to raise awareness of how statewide budget cuts directly affect quality of education. WCU. December 2011.

“WCU in Cuba.” Keynote speaker for Induction Ceremony for Phi Beta Delta chapter on WCU campus. November 2011.

“Immigration, the Dream Act, and Education in North Carolina.” Invited speaker at Immigration and the Dream Act, a session organized by L.A.S.O. (Latino Appreciation Student Organization) at WCU. April 2011.

“Race in Cuban Cinema.” Invited speaker at University of North Carolina at Asheville. Invited by Dr. Elena Adell. April 2007.

Other professional involvement:

Visiting scholar invitation. Coordinated visit from prominent Cuban intellectual Juan Nicolás Padrón to WCU and facilitated his visits to five other institutions during stay in USA. Served as official host and contact during activities at WCU. USA visit: October 2015 to December 2015.

FACE group – Internationalizing Curriculum. Participant in a Faculty Associates for Campus Engagement group on bringing a more global focus to curriculum. Joined August 2015.

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Assisted in research for Masters Thesis. Evaluated content of spoken Spanish in recordings of students studying speech language pathology for Claire Wofford, M.A. student in Communication Sciences and Disorders. Thesis submitted Spring 2015.

Reader for Masters Thesis. Reader on thesis committee of Rachel Adams, M.A. student in English. Thesis submitted Spring 2014.

MSO (Master Symphony Orchestra): Performed Spanish-to-English translation of text and provided narration for promotional video for the MSO of Valencia, Spain. January 2012.

High school outreach. Conducted activities in Spanish with Mrs. Meredith White’s students of all levels via skype at Benedictine Military School in Savannah, Georgia. (Fall 2010-Fall 2011)

Spanish Film Series. “Spanish film in the 21st century.” Joint coordinator with Dr. Alberto Centeno- Pulido. Lebanon Valley College, March-April 2008.

Latin American Film Series. “Latin American film in the 21st century.” Sole coordinator. Provided introduction and conducted thematic discussion for Habana Blues (Zambrano, 2005), Nueve reinas (Bielinsky, 2001), Casi casi (Vallés y Vallés, 2006), and Carandiru (Babenco, 2002). Lebanon Valley College, September-October 2007.

Spanish Film Series. “Representations of childhood and adolescence in Spanish film.” Sole coordinator. Opened series, introduced film and conducted thematic discussion for La lengua de las mariposas (José Luis Cuerda, 1999). Univ. of Georgia, March-April 2007.

Reader for Undergraduate Honors Thesis for William Michael Lynch. Member of honors thesis committee with Dr. José B. Álvarez, IV (director) and Dr. Elena Adell, Univ. of Georgia, Spring 2006.

Spanish Film Festival. Introduced film and conducted thematic discussion for Flores de otro mundo (Icíar Bollaín, 1999). Univ. of Georgia, Mar. 2006.

Latin@ and Latin American literature reading group, Athens, Georgia community. Coordinated and organized a semimonthly discussion group for Latin@ and Latin American literature and immigration issues after receiving requests from University students interested in studying the topic beyond what UGA’s classes offered. Jan. 2006 – Dec. 2006.

Latin American Film Festival. Collaborated with organizer Dr. José B. Álvarez, IV. Opened festival, introduced film and conducted thematic discussion for Memorias del subdesarrollo (Tomás Gutiérrez Alea, 1968). Univ. of Georgia, Sept. 2005.

Spanish Film Festival. Collaborated with organizer Dr. José B. Álvarez, IV. Opened festival, introduced film and conducted thematic discussion for Héctor (Gracia Querejeta, 2004). Univ. of Georgia, Mar. 2005.

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Latin American Film Festival. Collaborated with organizer Dr. José B. Álvarez, IV. Opened festival, introduced film and conducted thematic discussion for Suite Habana (Fernando Pérez, 2003). Univ. of Georgia, Sept. 2004.

Graduate and Professional Student Council. Representative of graduate students of Dept. of Romance Languages in university-wide council. Univ. of Georgia. Fall 2004.

Dept. of Romance Languages. Graduate Student Representative for students of Spanish. Univ. of Georgia. Spring 2003 – 2005.

Scholarly translation. Participated in unofficial capacity in Spanish to English translation of selected chapters of Rockin’ Las Américas: The Global Politics of Rock in Latin America, ed. Deborah Pacini Hernández, Héctor Fernández L’Hoeste, and Eric Zolov (2004). (Listed in Acknowledgements.)

HONORS AND AWARDS: Nominee, Board of Governors Award for Excellence in Teaching. Western Carolina University. Fall 2015.

Nominee, First Year Experience Advocate Award. Western Carolina University. Spring 2015.

Nominee, Board of Governors Award for Excellence in Teaching. Western Carolina University. Fall 2014.

Winner, College of Arts and Sciences Teaching Award. Western Carolina University. Spring 2014.

Nominee, First Year Experience Advocate Award. Western Carolina University. Spring 2014.

Semi-finalist, Excellence in Teaching Liberal Studies Award. Western Carolina University. Spring 2014.

Nominee, First Year Experience Advocate Award. Western Carolina University. Spring 2013.

Finalist, College of Arts and Sciences Teaching Award. Western Carolina University. Spring 2013.

Semi-finalist, College of Arts and Sciences Teaching Award. Western Carolina University. Spring 2012.

Dolores Artau Award. Given to two graduate students as recognition for academic excellence. Dept. of Romance Languages. Univ. of Georgia. Spring 2006.

Dean’s Award. Monetary award given to ten outstanding graduate students in order to assist them in carrying out research for the dissertation. Graduate School, Univ. of Georgia. Spring 2005.

Outstanding Teaching Assistant Award. Given to the outstanding teaching assistants of the year within Dept. of Romance Languages, Univ. of Georgia. Spring 2004.

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Tinker Grant. Travel award for conducting dissertation research in Cuba. Center for Latin American and Caribbean Studies, Univ. of Georgia. Awarded twice: Spring 2004 and Spring 2005.

Francis W. Bradley Romance Language Award. Given to the outstanding undergraduate in Spanish or French of the year. Univ. of South Carolina. Spring 1997.

National Dean’s List. 1994-1998.

Other recognition: Chancellor’s List, Invited Faculty. Chosen by Brittany Garber as her guest faculty member at a reception to honor students who earned a spot on the Chancellor’s List (GPA of 3.8 or higher). September 2015.

Alpha Chi Omega Professor Potluck. Invited by a member to recognize professors’ impact on the WCU experience. March 2015.

Chancellor’s List, Invited Faculty. Chosen by Thomas Allison as his guest faculty member at a reception to honor students who earned a spot on the Chancellor’s List (GPA of 3.8 or higher). February 2015.

4.0 Banquet, Invited Faculty. Chosen by Bryce Payne as faculty member that most inspired and supported her in her achievement of a 4.0 GPA. September 2014.

Alpha Chi Omega Professor Potluck. Invited by Sara Furr, member, to recognize professors’ impact on the WCU experience. April 2014.

4.0 Banquet, Invited Faculty. Chosen by Jessica McLamb as faculty member that most inspired and supported her in her achievement of a 4.0 GPA. February 2014.

4.0 Banquet, Invited Faculty. Chosen by Jessica McLamb as faculty member that most inspired and supported her in her achievement of a 4.0 GPA. January 2013.

GRANTS FUNDED: Internal grant. Visiting Scholar Fund. Awarded $1200 to invite Juan Nicolás Padrón from Havana, Cuba for classes, a poetry reading, a film presentation, and participation in a Global Spotlight event (International Studies Program). October 2015.

Internal grant. Chancellor’s Travel Fund. Awarded $1200 for travel to Mexico City conference. October 2015.

EXPERIENCE: Associate Professor of Spanish. Department of Modern Foreign Languages, Western Carolina University, Cullowhee, NC. 2014-present.

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Assistant Professor of Spanish. Department of Modern Foreign Languages, Western Carolina University, Cullowhee, NC. 2009-2014.

Lecturer. Department of Modern Foreign Languages, Western Carolina University, Cullowhee, NC. 2008- 2009.

Assistant Professor of Spanish. Department of Foreign Languages, Lebanon Valley College, Annville, PA. 2007-2008.

Graduate Teaching Assistant. Department of Romance Languages, University of Georgia, Athens, GA. 2002-2007.

Instructor/Graduate Teaching Assistant. Department of Modern and Classical Languages, Georgia State University, Atlanta, GA. 2000-2002.

Graduate Teaching Assistant. Department of Spanish, Italian, and Portuguese, University of South Carolina, Columbia, SC. 1998-1999.

MEMBERSHIPS IN ORGANIZATIONS: American Association for University Women. (AAUW) Association for Research on Mothering. (ARM – currently defunct for lack of funding)

LANGUAGES: English—native. Spanish—near native. Italian—proficient in reading.

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Appendix 8.7 Jennifer S. Schiff

Department of Political Science and Public Affairs Office: Stillwell 350 Western Carolina University Telephone: 828.227.3860 Cullowhee, NC 28723 Email: [email protected]

EMPLOYMENT

Assistant Professor of Political Science and Public Affairs August 2010-Present Western Carolina University Cullowhee, NC

Secondary Appointment August 2015-Present Faculty Fellow for Internationalization, Joint appointment with Coulter Faculty Commons and International Programs and Services

EDUCATION

Old Dominion University 2004-2010 Ph.D., International Studies Fields of Concentration: international political economy, transnationalism and interdependence

Dissertation Title: “Integrated Water Resources Management – A Theoretical Exploration of the Implementation Gap between the Developed and Developing Worlds.” Committee: Dr. David Earnest (chair), Dr. Kurt Taylor Gaubatz, and Dr. Glen Sussman.

Cleveland State University 2000-2001 M.A., History

University of Virginia 1993-1997 B.A., History TEACHING EXPERIENCE

Western Carolina University Global Issues

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Global Issues – Honors Politics of Ethnic Conflict International Political Economy International Environmental Politics Model United Nations Politics of Asia Introduction to International Studies International Studies Capstone Simulations in Diplomacy (online)

Old Dominion University Introduction to International Politics World Politics – Writing Intensive New Portals to Appreciating the Global Environment

RESEARCH

Peer-Refereed Publications

Jennifer S. Schiff, “Masquerading as Compliance: Tracing Canada’s Policy Implementation of the Human Right to Water,” accepted to the Journal of Human Rights Practice for publication in the spring of 2016.

H. Gibbs Knotts and Jennifer Schiff (2015) “Major Competition? Exploring Perceptions of International Studies Programs Among Political Science Department Chairs,” PS: Political Science and Politics, 48:01, 142-148, DOI: 10.1017/S1049096514001681. 2015 JCR Impact Factor: .789.

J. Michael Despeaux, H. Gibbs Knotts, and Jennifer S. Schiff (2014) The Power of Partnerships: Exploring the Relationship between Campus Career Centers and Political Science Departments, Journal of Political Science Education, 10:1, 37-47, DOI: 10.1080/15512169.2013.860877.

Jennifer S. Schiff (2014) Silencing the Opposition: The State v. Civil Society in India’s Ganges River Basin, International Studies Perspectives, 15:2, 229-242, DOI: 10.1111/insp.12039. 2015 JCR Impact Factor: .652.

Todd Collins, H. Gibbs Knotts, and Jen Schiff (2012) Career Preparation and the Political Science Major: Evidence from Departments, PS: Political Science and Politics, 45:1, 87-92, DOI: 10.1017/S1049096511001764. 2015 JCR Impact Factor: .789.

Newspaper Op-Eds

David Dorondo, Niall Michelsen, and Jennifer Schiff, “Russia, Ukraine, and the Absence of a Simple Solution,” published in the Asheville Citizen Times (April 27, 2014).

Jennifer Schiff, “Mitt Romney and the Foreign Policy Doldrums,” published in the Asheville Citizen-Times (June 10, 2012).

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Conference Papers and Presentations

“Marginalizing the Norm Entrepreneur: Tracing Canada’s Implementation of the Human Right to Water,” 2015 International Studies Association Convention (New Orleans, LA: February 2015).

“The Democratization of Water: Malaysian Water Policy and the Oppositional Dynamics of Norm Diffusion,” 2014 International Studies Association Convention (Toronto, Canada: March 2014).

“Social Equity and the Legacy of Apartheid: South Africa’s Struggle with the Decentralization of Water Management,” 2013 International Studies Association-South Conference (Charlotte, NC: October 2013).

“The Compatibility between Consumption and Conservation: Evolving Economic Approaches for Mitigating Water Scarcity,” 2012 International Studies Association-South Conference (Atlanta, GA: October 2012).

“Silencing the Opposition: The State v. Civil Society in India’s Ganges River Basin,” 2012 International Studies Association Convention (San Diego, CA: April 2012).

“The Political Economy of the British Slave Trade: The Royal African Company and the Convergence and Confrontation between Private and Public Interests,” 4th Annual Crossing Over Symposium (Cleveland, OH: October 2011).

“Stasis in the Evolution of Water Governance: Integrated Water Resources Management in Australia’s Murray-Darling River Basin,” 2011 International Studies Association Convention (Montreal, Canada: March 2011).

SERVICE Discipline Peer Referee. PS: Political Science and Politics. Summer 2015. Peer Referee. International Studies Review. Fall 2014. Chair/Discussant. International Studies Association – South Conference, Charlotte, NC. Fall 2013. Discussant. International Studies Association Convention, Montreal, Canada. Spring 2012. Peer Referee. Journal of Political Science. Fall 2010. University Member, Liberal Studies Committee, Fall 2015-present. Member, International Programs and Services Strategic Planning Process Committee, Fall 2015 – present. Member, Faculty Awards Committee, Fall 2015-present. Member, Majors Fair Committee, Spring 2015-present. Member, Paul A. Reid Service Award Committee, Spring 2015. Member, Excellence in Teaching Liberal Studies Committee, Spring 2015. Member, Majors Fair Committee, Spring 2015-present. Member, Search Committee for Assistant/Associate Vice-Chancellor for International and Extended Programs. Spring/Summer 2013. WCU Faculty Representative, UNC-India Summit at UNC General Administration, Chapel Hill, NC, January 30, 2013.

College of Arts and Sciences Member, International Studies Advisory Board. Fall 2010-present.

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Department of Political Science and Public Affairs Member, Teaching Review Committee. Spring 2012 – Spring 2013, and Fall 2014 to present. Member, IR/Comparative Politics Search Committee. Fall 2013. Chair, Student Awards and Events Committee. Fall 2012 – Spring 2014. Member, Comparative Politics Search Committee. Fall 2010. Faculty Advisor, College Democrats. Fall 2011-Spring 2014. Faculty Advisor, Phi Beta Delta. Spring 2011-Spring 2012. Faculty Advisor, Model United Nations. Fall 2010-Spring 2011.

Campus/Student/Community Outreach Panelist, Global Spotlight Series on Climate Change Policy, Western Carolina University, March 6, 2015. Panelist, Global Spotlight Series on the Ebola Crisis, Western Carolina University, November 4, 2014. Organizer, Catamount Global Challenge Event for International Education Week, Fall 2014. Panelist, Global Spotlight Series on Iraq, Western Carolina University, September 2, 2014. Facilitator, Global Spotlight Series of Panel Discussions, Western Carolina University, Fall 2014-present. Media Appearance on WLOS/Channel 13 News, July 18, 2014. Faculty Sponsor, Marian Drane Graham Scholars Program 2014, for student Breanna Moe, Summer 2014. Panelist, Russia/Ukraine Crisis Academic Discussion, Western Carolina University, April 2014. Guest Presenter, Carolina Roundtable on the World Wars, September 2013. Media Appearance on WLOS/Channel 13 News, September 10, 2013. Media Appearance on WLOS/Channel 13 News, August 31, 2013. Guest Speaker, Freshman Convocation, Western Carolina University, August 2012. Panelist, Scholarship of Teaching and Learning Conference, Western Carolina University, May 2012.

TEACHING AWARDS/NOMINATIONS

Finalist, 2014, Chancellor’s Distinguished Teaching Award, Western Carolina University Recipient, 2013, College of Arts and Sciences Teaching Award, Western Carolina University. Recipient, 2012, Excellence in the Teaching of Liberal Studies Award, Western Carolina University. Recipient, 2008 Old Dominion University Graduate Teaching Assistant of the Year Award.

OTHER AWARDS/NOMINATIONS

Nominee, 2015, First Year Advocate Award, Office of Undergraduate Studies, Western Carolina University. Nominee, 2014, First Year Advocate Award, Office of Undergraduate Studies, Western Carolina University. Nominee, 2013, First Year Advocate Award, Office of Undergraduate Studies, Western Carolina University. Finalist, 2012 First Year Advocate Award, Office of Undergraduate Studies, Western Carolina University. Recipient, 2009 Grand Prize Award – Graduate Student Paper Competition -International Studies Association/South. Recipient, 2009 Best Graduate Research Paper Award -National Technology and Social Science Conference. Recipient, 2009 Best Research Paper Award – Old Dominion University Graduate Research Conference. Recipient, 2001 Cleveland State University Graduate Student of the Year Award/College of Arts and Sciences

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PROFESSIONAL DEVELOPMENT

Japan Studies Institute (JSI) – San Diego State University, San Diego, California (June 9-20-2015) I was awarded a fellowship to attend the JSI 2015, a two-week residential and interdisciplinary institute co- sponsored by the American Association of State Colleges and Universities and San Diego State University. The theme of JSI 2015 was “Incorporating Japanese Studies into the Undergraduate Curriculum,” and as a participant, I spent 12 hours a day immersed in all things Japanese. Topic seminars included Japanese history, literature, music, film, geography, anime, foreign policy, brush painting, Ikebana, architecture, Buddhism, Shinto, economics, and Kendo. Additionally, as a Fellow, I attended daily Japanese language classes. As a final project, I submitted and presented a curriculum plan to the San Diego State community detailing the ways in which I plan to integrate further Japan-related information into my undergraduate classes.

Coulter Faculty Commons – Teaching and Learning Workshops (Fall 2014) As a corollary to the independent study class I taught in Fall 2014, I attended three half-day workshops at the Coulter Faculty Commons. The topics covered by each workshop included 1) Backward Course Design (September 9, 2014), Assessment (October 7, 2014), and Classroom Management (November 4, 2014).

2013 Marine Corps Educators' and Key Leaders' Workshop – Quantico, Virginia (June 24-28, 2013) This workshop highlighted the education and training men and women undergo to become Marine Officers capable of leading Marines in combat. Activities included combat leadership skills, collaboration with faculty at Marine Corps University, and participation in training at the Officer Candidates School.

Joint Forces Staff College/National Defense University, Purple Lightning Exercise, Norfolk, Virginia (March – September 2007 and 2008; multiple exercises) Purple Lightening is a training exercise that simulates a humanitarian crisis and then calls for active duty military personnel to react and address that crisis. During my time with Purple Lightning, I role-played both a United Nations Ambassador and an NGO representative within the simulations in order to help train service members how to respond to the challenges inherent in situations calling for civil society/military cooperation.

ASSOCIATION MEMBERSHIPS

American Political Science Association and International Studies Association

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Appendix 8.8 Katerina Spasovska Assistant Professor Department of Communication College of Arts and Sciences Western Carolina University 109 Old Student Union Cullowhee, NC 28723 828-227-2730 [email protected] ______EDUCATION University of Tennessee, Knoxville, TN Ph.D. in Communication and Information, School of Journalism and Electronic Media, 2011 Dissertation: Journalism Under Siege: An Investigation into How Journalists in Macedonia Understand Professionalism and Their Role in the Development of Democracy Chair: Dr. Peter Gross University of Missouri, Columbia, MO Master of Arts in Journalism, 2000 Project topic: Case Study of Postnet.com: Practicing Civic Journalism Online Chair: Dr. Byron Scott University of Ss. Cyril and Methodius, Skopje, Macedonia Bachelor of Arts in Journalism, December 1995

TEACHING EXPERIENCE Western Carolina University Assistant Professor Fall 2010 – present

 Courses taught: News Reporting I; News Reporting II; Writing for Broadcast; News Practicum; International Media and Reporting; Public Affairs Reporting; Travel Writing; Investigative Reporting; Feature Writing; Introduction to Professional Development and Professional Development Seminar

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 Work with students and advise The Western Carolina Journalist, student online news publishing platform. The site has around 1000 stories/multimedia content produced by over 120 authors (students).

University of Tennessee, Knoxville Teaching Associate, School of Journalism and Electronic Media Fall 2007 – Summer 2010

 Course taught: Introduction to News Writing

SCHOLARSHIP Publications (external peer reviewed) Radovic, I., Spasovska, K. & Imre, I. (forthcoming). “The Truth Between the Lines: Conceptualization of Trust in News Media in Serbia, Macedonia, and Croatia.” Mass Communication and Society. Spasovska, K. & Imre, I. (2015). “Transformation of the Public Broadcasting Systems in

Croatia and Macedonia as Indicators of Democratic Transition.” International Journal of Digital Television, 6 (3) pp. 275–292. Spasovska, K. & Rusi, I. (2015). “From ‘Chaos’ to ‘Order’: The Transition of the Media in Macedonia from 1989 to 2014.” Southeastern Europe. 39(1), pp. 35-65 Rusi, I. & Spasovska, K. (2013). “Uncertain Future: The Albanian-language Media in Macedonia.” In Sabrina P. Ramet, Ola Listhaug and Albert Simkus (Eds.) Civic and Uncivic Values in Macedonia. Palgrave Macmillan, Chapter 13, pp. 235-257. Gross, P. & Spasovska, K. (2011). “Aiding Integration and Identity: The Unfulfilled Roles and Functions of the Romani Media in Eastern Europe.” In Miklos Sukosd and Karol Jakubowicz (Eds.) Media, Nationalism and European Identities. Budapest, Hungary: Central European University Press, 2011, Chapter 5, pp. 153-170. Spasovska, K. (2006). “Minority Media Landscape in Macedonia.” In Oliver Vujovic and Thomas Bauer (Eds.) Media and Minorities in Southeast Europe, Vienna: SEEMO/IPI, pp. 248-258. Spasovska, K. (2005). “Computer Assisted Reporting and Use of Numbers in the Newsroom.” In Workbook: Writing for electronic media, Skopje, Macedonia: Macedonian Institute for Media, pp. 109-125.

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Manuscripts under review/ in progress Radovic, I., Spasovska, K. & Imre, I. (research in progress) “What is the Perception of News Media Corruption among Serbians, Macedonians and Croatians?” Paper will be submitted for 2016 International Communication Association (ICA) annual conference. Deadline Nov.1, 2015.

Spasovska, K., Imre, I & Radovic, I. (research in progress) “Friend or foe? Perception and Trust in Public Broadcasting Systems in Macedonia, Croatia and Serbia.” Paper will be submitted to the Broadcast Education Association Convention in 2016. Deadline Dec. 1, 2015.

Spasovska, K. & Imre, I. (data collection in progress). “Journalism Students in Macedonia and Croatia: Professionalization, Identity and Challenges in a Changing Environment.”

Conference presentations (peer reviewed)

Spasovska, K. and Imre, I. (2014, November). “Transformation of the Public Broadcasting Systems in Croatia and Macedonia as Indicators of Democratic Transition.” Paper presented at the 25 Years After: The Challenges of Building the Post-Communist Media and Communication Industries in Prague, Czech Republic.

Radovic, I. & Spasovska, K. (2014, May) “The Truth Between the Lines: Conceptualizing Trust in News Media in Serbia and Macedonia.” Paper presented at the 2014 InternationalCommunication Association (ICA) annual conference, Seattle, WA.

Spasovska, K. (2013, July). “How Journalists in Macedonia View Journalism Education in the Country.” Paper presented at the 3rd World Journalism Education Conference in Mechelen, Belgium.

Spasovska, K. (2012, June). “Journalism Under Siege: How Journalists in Macedonia Understand Professionalism and Their Role in the Development of Democracy.” Paper presented at the 1st International Journalism Studies Conference, Santiago, Chile.

Spasovska, K. (2010, November). “Journalism Under Siege: Macedonian Journalists and Their Perception of Professionalism.” Poster presentation at the W.K. McClure Scholarship for the Study of World Affairs Symposium, Knoxville, TN.

Spasovska, K. (2010, March). “Macedonian Journalists and Their Understanding of

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Professionalism (preliminary findings).” Paper presented at the Open Society Institute NSP Global Supplementary Grant Program & Doctoral Fellows Program, Spring Conference, New York.

Spasovska, K. (2007, April). “Minority Media in Macedonia: The State of a Dying Breed.” Paper presented in a program panel, Minority Media in Macedonia, at the meeting of editors-in chief and media executives of Roma and other minority media representatives in Southeast/Central Europe, organized by South East European Media Organization (SEEMO), Belgrade, Serbia.

Panels (peer reviewed) Panel discussion “Supporting New Platforms While Maintaining Quality and Ethics: A look Inside the Classroom” at the Popular Culture Association/ American Culture Association (PCA/ACA) National Annual Conference, April 1-3, 2015, New Orleans.

Participated on the panel with the following panelists: Dr. Emma Wertz, Kennesaw State University; Dr. Charles Gee, Duquesne University; Dr. Alla Kushniryk, Mount Saint Vincent University, Canada; Dr. Nurhaya Muchtar, University of Indiana, Pennsylvania; and Dr. Glenn T. Hubbard, East Carolina University. Panel discussion “Envisioning the Future of the New Entrepreneurial Journalism Through the Lens of Strategic Public Relations” at the Southern States Communication Association (SSCA) Convention in New Orleans, LA, April 3-5, 2014.

Participated on the panel with the following panelists: Dr. Bernardo H. Motta, Bridgewater College; Dr. Charles Gee, Duquesne University; Dr. Emma Wertz, Kennesaw State University; Dr. Alla Kushniryk, Mount Saint Vincent University, Canada; Dr. Sora Kim, University of Florida; Dr. Nurhaya Muchtar, University of Indiana, Pennsylvania.

Consulting (pro bono) International Research and Exchange Board (IREX) Eurasia Partnership Program (EPP) University partnership program, March 7-15, 2015

 Visited School of Journalism at the South Ural State University and School of Journalism at Lomonosov Moscow State University.  Taught master classes to the journalism students at the universities in multimedia journalism and social media with an emphasis on the importance of freedom of expression and international standards of high-quality journalism.  Presented and led discussion sessions with faculties on best practices from U.S. and Western Carolina University to help journalism educators redesign their journalism curriculum.

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RELATED TEACHING/PROFESSIONAL EXPERIENCE Belgian Association for Professional Journalists (AJPro), Brussels, Belgium July 13, 2013

 Workshop leader: Using Fusion Tables for Data Visualization.

School of Journalism and Public Relations, Skopje, Macedonia. September-December, 2012

 Instructor on record for online class “Multimedia and Public Relations” in their Masters of Strategic Communication Program.

Communication Instructor, Project GRAD Summer Institute, Knoxville, TN June 2008, 2009, and 2010

 Worked with students from two Knoxville high schools involved in Project GRAD on basic communication and writing skills.

Trainer and mentor at the Training Program for Young Roma Journalists Fall 2005 – Summer 2007 The program, supported by the Open Society Institute, Budapest, Hungary, was for inclusion of aspiring Roma journalists to work in the Macedonian language mainstream media. It consisted of basic journalism training and a four month internship with a media outlet that partnered in the program.

 Served as an instructor in basic news writing and writing for print modules.  Mentored during students’ internships.

The Macedonian Institute for Media - Trainer at the One-Year Diploma Course Program (OYDCP) Fall 2004 – Summer 2007 The program was designed as a non-degree training program for young journalists, with different modules throughout the year and followed by practical training.

 Served as one of the core trainers in designing the program in coordination with Danish School of Journalism.  Instructor for Basic News Writing and Computer-Assisted Reporting Seminar.

Computer-Assisted Reporting Trainer (CAR)

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2003-2007

 Designed and conducted twice-a-year intensive five days training in computer-assisted reporting for journalists in Macedonia

Trainer and participant at the first Investigative Reporting conference in Southeast Europe, Budapest, Hungary, October 2005. Participant and co-trainer in CAR session at the 2nd Global Investigative and CAR conference in Copenhagen, Denmark, April 2003.

PROFESSIONAL EXPERIENCE National Coordinator for SCOOP & South East Europe Investigative Reporters Network, May 2005 - January 2008 SCOOP is a project of the Danish Association of Investigative Reporters and the SEE Network of investigative reporters supports investigative stories on the local and regional level.

 Approved and coordinated national and regional investigative projects whose stories were published in various print media in Macedonia and the region.  Coordinated an investigation on the fake diplomas in Macedonia, Albania, Kosovo and Bulgaria. That story received an award from the Macedonian Institute for Media (with support from IREX and Press Now) for best investigative story in 2006.

Online Editor, LOBI, a weekly political magazine, and the tri-lingual online magazine Pressonline (currently inactive), Skopje, Macedonia, May 2003 – August 2007

 Responsibilities included: organizing and overseeing the functioning of the site, coordinating with the Albanian language weekly LOBI on story production and publishing, as well as writing stories for the weekly and the site.  Editor of an award-winning series on Sex Trafficking in Macedonia in 2003/04, with support from U.S. Embassy in Macedonia. The series won The Best Investigative Story award from the Macedonian Institute for Media in 2003.

Local Media Coordinator, IREX ProMedia, USAID-supported Media Development Project, Skopje, Macedonia, August 2000 – May 2003

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 Assisted the resident adviser in implementing the IREX ProMedia work plan for Macedonia, and assisted in the day-to-day running of the various projects – training, audience /readership research for media; maintained and developed contacts with the media, local and international non-governmental organizations.  Represented IREX in their projects with the Journalism Program in Skopje on their changes of the curriculum; developed the longer training programs at the Macedonian Institute for Media; and worked with the Association of Journalists of Macedonia on the new code of ethics and reform of the Association.

Web producer, St. Louis Post Dispatch, St. Louis, MO January – April, 2000 Reporter/Anchor, Voice of America, Washington D.C. May – August, 1999 Reporter, Daily Dnevnik, Skopje, Macedonia, February 1996 - December 1997 Reporter/ anchor in local radio stations Libertas and Noma, A1 TV and News Agency Tanjug, 1992- 1994

SERVICE To the University

 Member of the Chancellor’s Distinguished Teaching Award Committee, 2015 - present.  Finish Line coach, WCU grant-funded project, ongoing.  Member of the WCU 2012-13 interdisciplinary learning theme “Citizenship and Civility” steering committee, which allowed me to involve my students in various activities during the 2012 elections. I also organized a panel discussion on the access to public documents as part of the “Civil Discussions on___” series.  Member of the Swain Senior Advisory Board working with the Center for Service Learning on assessing the needs of seniors living in Swain County as well as the resources currently available to them.  Liaison between the School of Journalism and Public Relations from Macedonia and WCU in establishing a formal cooperation. The agreement was signed and implement in 2012. I am helping to establish similar cooperation between WCU and the Institute for Communication Studies, Skopje, Macedonia.

To the College

 Member of the Faculty Senate, 2015 (3-year position).  Member of the Arts and Sciences Dean’s Advisory Committee, 2014 – present.  Member of the International Studies Advisory Board, 2012 – present. As part of the Board I participated in the International Education Week 2014 in a panel discussion on “25 years after

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the fall of the Berlin Wall” with Dr. Niall Michelsen, Political Science, and Dr. David Dorondo, History.

To the Communication Department

 Chair of the Curriculum Review Committee, Summer 2013 – present. The Communication program was revised and with the new catalog from Fall 2015 implemented. Under the changes the program remains 40 credit hours; with less communication classes (19 hours) and more hours toward each concentration (21 hours).  Chair of the committee for review of the Communication Department website, 2011- present. The site was redesigned in 2013 with the new CMS and is regularly maintained. The committee started and maintains the department’s social media accounts on Facebook, Twitter and LinkedIn, with assistance from the Communication students and the department head for the LinkedIn.  Member of the Assessment Report Committee for 2013-2014 producing the annual report for the communication department.  Chair of the 2020 Vision Committee to align the Communication Department’s strategic plan with WCU 2020 Vision, Fall 2012.  Served on search committees for tenure –track positions in broadcasting and public relations concentrations, Spring 2013 and 2014.  Member of the AFE committee in 2012 and 2013.  Member of space committee, Fall 2011.  I have participated in commencement ceremonies and open house events at least once per semester since 2010.

To WCU students

 I serve as an adviser to 25 to 30 communication students per semester.  I am the adviser of the Western Carolina University Society of Professional Journalists (WCU SPJ) student chapter. The chapter was established April, 2013 and since then students have attended SPJ Region 2 conference in Washington, D.C., March 2014; the Excellence in Journalism conferences in 2014 and 2015. Two of the chapter leaders have attended Howard Scripts Leadership Institute in 2013 and 2014. WCU SPJ each year has many events and workshops open to all WCU students.  Adviser for The Western Carolina Journalist, working with students on establishing and implementing the editorial policy of the site; continuing maintenance and production of content. 2010 – Present.  Students participated in the Public Records Workshops organized in 2011/2012/2013 by the Carolina Public Press.  Students participated in the conferences of the Intercollegiate Online News Network (ICONN) conference in Nashville, TN, (March 2012) and Athens, GA, (March 2011).

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To outside community  Reviewer for Association for Education in Journalism and Mass Communication (AEJMC) International Communication Division (ICD) paper competition for the annual conferences in San Francisco (2015), Montreal (2014) and Washington D.C. (2013).  Discussant for AEJMC International Communication Division (CD) poster and paper presentation on AEJMC conference in 2015 and 2013.  Member of the AEJMC Future of News Audience Engagement Committee, August 2013 – present  Reviewer for 2013 AEJMC International Communication mid-winter 2013 conference in Norman, OK.  Judge from the Region 2 for the Green Eyeshade Awards with the Oklahoma Chapter of SPJ, Spring 2015.  Communication department representative in the Open WNC Partnership with Carolina Public Press (CPP), 2014 – present. This is a new project that involves several communication and journalism programs in the region and other community partners.  Workshop leader: Using Fusion Tables for Data Visualization for Belgian Association for Professional Journalists (AJPro), Brussels, Belgium, July 13, 2013. Invited to hold the workshop after consultations with the AJPro program coordinator Dr. Amandine Degand.  Board member of the e-Journal of Research in Social Sciences and Humanities of the Institute for Sociological, Political and Judicial Research, University of Ss. Cyril and Methodius, Skopje, Macedonia, November 2012 – present.  Instructor of the online class “Multimedia and Public Relations” for the School of Journalism and Public Relations, Skopje, Master Program of Strategic Communication, September-November, 2012.  Panelist on the discussion “Ethics and the Media in the 21st Century,” with representatives from local media organizations WLOS and WCQS. The discussion was organized by Leadership Asheville, community leadership development program, April, 2013.  Member of the PTA at Cullowhee Valley School, Jackson County, in the organizing committee to the Fall Festival 2014, biggest fundraising event for the school.  Volunteered time at the local organization Spectrum Farm, 2014  Worked with Vet to Vet organization to help promote their activities, 2014 and 2015.

MEMBERSHIPS

 Society of Professional Journalists (SPJ), 1996 – present.  Association for Education in Journalism & Mass Communication (AEJMC), 2009 – present.  Global Investigative Journalism Network, 2003 – present.

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