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The State of University-Level Education Programs in China A The State of University-Level Education Programs in China A Group Project for CAPS 4030 Amanda Williams Cole DeVoy Sarah Harris Max Alaghband Matt McGee Cornell University China & Asia Pacific Studies May 2017 1 Table of Contents 1. Introduction 2 2. Semester Abroad Programs by Max Alaghband 3 3. Branch Campuses and Joint Institutes by Amanda Williams 9 4. Chinese-operated Graduate Programs by Cole DeVoy 13 5. Intensive Language Programs by Sarah Harris & Matt McGee 17 6. Conclusion 22 2 Introduction As Cornell’s China and Asia-Pacific Studies (CAPS) program moves forward after cele- brating its milestone tenth anniversary and looks to the years ahead, it is imperative that we take full advantage of the vibrant community of China scholars which surrounds us. Although CAPS is a unique program offering a combination of opportunities, world-renowned faculty, and a rig- orous, expansive curriculum, there is still a broader community at hand from which we have much to learn. This community of China hands and China-focused programs is at once an opportunity for growth and a call for self-reflection. Within it are similarities and differences, lessons and mistakes, as well as examples of excellent scholarship, vigor, and well-roundedness. As such, in an analysis of the programs that constitute this community, an important learning opportunity emerges which ought not be ignored. In the following pages, the authors will share examinations of peer university programs, stand-alone schools, Chinese-operated and foreigner-oriented gradu- ate programs, and programs for intensive Chinese language study. From these analyses, a number of suggestions will be put forward, and it is our hope that these suggestions will be heard and implemented. In other words, as graduating seniors in the Class of 2017, we now take our turn “feeling for stones.” 3 Semester Abroad Programs Introduction Though CAPS is not a traditional study abroad program, other semester abroad programs can serve as models to improve the Beijing semester experience and draw more students into the program (as minors at the very least). Compared to other Ivy League schools, Cornell is unique in being one of two universities that directly administers a study abroad program in China. Apart from Dartmouth, which administers a program on Beijing Normal University’s campus, other Ivy League schools either rely on outside programs (such as CET) or have students enroll directly at schools like Peking University and Tsinghua University as international students (as is the case at the University of Pennsylvania and Columbia University). I have drawn information from univer- sity programs based in Beijing at Dartmouth, Columbia, Syracuse University, the University of Chicago, and Stanford University, as well as from CET’s program in Shanghai, which more closely resembles the CAPS program than CET’s other programs (the others are mostly intensive language study). Curriculum The courses taken at Peking University allow CAPS students to learn about China’s inter- nal developments and relationship with the world through a Chinese lens. While rewarding, op- portunities for engagement with domestic students were slim and examining other programs’ cur- ricula may serve useful. 4 Faculty-in-Residence: Stanford, UChicago, Dartmouth, and Syracuse bring faculty to their Chi- nese host institutions to teach core courses. In the case of Stanford, having a professor from Stan- ford teach a course seemed to attract more domestic Chinese students than our course with Profes- sor Chen, a PKU professor. Additionally, Stanford students cited the presence of Stanford faculty as a core strength of Stanford’s program, as it ensured that quality and pedagogy met the standards of their home institution. Having a Cornell professor teach a course open to PKU students may attract more domestic students and thus allow CAPS students more opportunities to engage with Chinese students. Maybe co-teaching a course with a PKU professor would allow CAPS students to better engage with domestic students while still gaining exposure to Chinese pedagogy and perspectives, core strengths of the current curricular arrangement. Access to University Courses: CAPS restricts students to courses within the School of International Studies, while Stanford, Syracuse, and Columbia allow students to enroll in any course offered by the host institution. Liberalizing course enrollment would make obtaining completing double ma- jors and minors more feasible for CAPS majors. Additionally, improving student access to course listings would be very useful for students who need to plan ahead to complete coursework for other programs. Experiential Learning Trips One of the highlights of the CAPS Beijing semester is the weeklong trip included in the China in Transition course. The Fall 2016 trip took us to Shanxi province, where we explored a converted Maoist commune, many historical sites, and manifestations of China’s initiative to build an “ecological civilization” in urban-historical renewal projects and a newly built, tightly regulated 5 factory. Our experiences were framed by Professor Xu’s introduction of China’s current transi- tionary state and supported by him and the staff members and tour guide who accompanied us. While this trip was a fascinating and engaging way to introduce us to China and get us excited for the semester, these experiences could be more tightly integrated into the semester’s curriculum. Other programs provide similar opportunities within different curricular frameworks that are worth considering: Syracuse University: Syracuse takes students on a two-week “Signature Seminar” to areas such as Yunnan and Xian (depending on the semester) before the beginning of the academic semester. This seminar is treated as a standalone, 3-credit course, the former focusing on ethnic minorities and the environment and the latter on China’s economic development. Treating the trip as a standalone course separate from the China in Transition course and/or extending it to two weeks could allow for a more in-depth and focused experience. Dartmouth College: Dartmouth takes students on multiple trips, including a two-week trip in the middle of the semester with a specific research focus. Students travelled to Zhejiang, Tibet (the two-week trip), and Sichuan during the Fall 2016 semester and conducted research projects on culture and history in each locale for their Chinese languages courses. More school-organized travel opportunities, maybe centering on specific research topics, could help students who other- wise do not have many opportunities to travel see more remote parts of China (I understand that my cohort was an anomaly in the amount of trips we took) through a tightly focused, academically rewarding framework. Engagement with Local Students and Culture 6 The Beijing semester is jam packed with coursework and internships, making engagement with local students and culture difficult. While the CAPS program does a very good job of expos- ing students to heritage sites and local political organizations through field trips around Beijing and to Chengde, it can learn from other programs’ initiatives pairing students with local students and engaging them in cultural activities. Local Student Partners: The Stanford program pairs Stanford students with a PKU student buddy, chosen from a selective application process for their English language ability and enthusiasm and compensated for their assistance. Buddies are paired with students based on their common interests and help students with their Chinese language ability while showing them around the city. Dart- mouth pairs students with graduate students from BNU’s teaching college who are studying Chi- nese language teaching. The CET program pairs students with a local roommate, with whom they live and can practice their Chinese. Pairing CAPS students with a language buddy would help supplement our Chinese language coursework, as immersion outside of the classroom is tanta- mount to improving language ability and is not easy given our busy class and internship schedules. This could be a structured exchange, with CAPS students serving as English language buddies, in place of monetary compensation. Pairing students with a similarly interested Chinese student would also help form friendships and facilitate cultural exchange, exposing Cornellians to Beijing through the lens of their Chinese counterpart. Cultural/Extracurricular Activities: Stanford works with local instructors to offer semester-long classes in Tai Chi, calligraphy, and cooking to its students. Similarly, Dartmouth hosts periodic mandatory cultural classes in similar subjects. Bringing weekly cultural experiences into the “Chi- nese table” program would allow CAPS students to explore aspects of Chinese culture while 7 providing more opportunities to practice Chinese. This could be done through partnerships and planned collaboration with campus cultural organizations, which are difficult to access through the complex BBS system and make time for as busy students/part-time employees. Logistics and Amenities CAPS is fortunate to have wonderful and attentive full-time staff at PKU, who are instru- mental to the success of the Beijing semester, as well as comfortable living quarters and a student lounge. Still, there may be room to improve in terms of streamlining payments and improving on campus amenities. Expenses: The CAPS semester requires that students pay for room and board and a variety of services in cash – a very cumbersome
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