Program Review 2008/2009

Members of Political Science/International Relations Program Review Committee:

Jessica Clemente, Student, Political Science major. Kenneth Deutsch, Professor of Political Science and International Relations Edward Drachman, Professor of Political Science and International Relations (sabbatical Spring 2009) Victoria Farmer, Assistant Professor of Political Science and International Relations Jeremy Grace, Professor of Political Science and International Relations Marilyn Klotz, Assistant Professor of Political Science and International Relations Jeffrey Koch, Professor and Chair of Political Science and International Relations Peter Markulis, Professor of Strategic Management and Small Business Management Mary Mohan, Associate Professor of Communications Rebecca Root, Assistant Professor of Political Science Chad Salitan, Student, Political Science and International Relations Major.

Robert Goeckel, Professor of Political Science and International Relations (sabbatical during the 2008/2009 academic year).

External Reviewers:

Robert Spitzer, SUNY-Cortland John Ishiyama, North Texas University

Table of Contents

Geneseo’s Mission Statement 3 Introduction 3 Review of Previous Program Review 4 Recommendations 8 Structure and Resources of the Department of Political Science and IR 9 Political Science Curriculum 13 International Relations Curriculum 15 Political Science and International Relations Co-Curricular Activities 21 International Relations Career Outcomes 24 Political Science Career Outcomes 24 Political Science and International Relations Assessment 25 Political Science Focus Group 27 International Relations Focus Group 30 Survey of Political Science and International Relations Alumni 35 Survey of Political Science Majors 35 Survey of International Relations Majors 36

Appendix A: Faculty Resumes 37 Appendix B: Bulletin Description of International Relations and Political Science 75 Majors, and course descriptions

Appendix C: Career Outcomes of International Relations Majors 85 Appendix D: Career Outcomes of Political Science Majors 87 Appendix E: Survey Results for Political Science and International Relations Alumni 110 Appendix F: Survey Results for Political Science Majors 145 Appendix G: Survey Results for International Relations Majors. 154

Geneseo’s Mission Statement SUNY Geneseo, nationally recognized as a center of excellence in undergraduate education, is a public liberal arts college with selected professional and master's level programs. It combines a rigorous curriculum and a rich co-curricular life to create a learning-centered environment. The entire college community works together to develop socially responsible citizens with skills and values important to the pursuit of an enriched life and success in the world. Values Geneseo is distinguished by one overriding purpose: to achieve excellence in higher education. The College realizes this through a spirit of cooperation and collaboration among all members of the community. Geneseo Values Excellence, and upholds high standards for intellectual inquiry and scholarly achievement; Innovation, and affirms a spirit of exploration that fosters continued excellence; Community, and embraces the educational aspirations and interests that its members share; Diversity, and respects the unique contributions of each individual to the campus community; Integrity, and promotes the development of ethical citizens; Service to Society, and models the qualities it seeks to develop in its students; Tradition, and celebrates its long history of collaborative, learning-centered education.

Planning Goals 1. Provide every student the highest quality education through a rigorous, challenging, and active learning experience in close working relationships with faculty and staff that encourages intellectual engagement and personal growth. 2. Recruit, support, and foster the development of a diverse community of outstanding students, faculty, and staff. 3. Enrich the collegiate experience by strengthening the integration between curricular and co- curricular programs. 4. Cultivate relationships between the College and wider community that support College programs and serve the community. 5. Expand funding for institutional priorities and initiatives through public and private support, grants, and entrepreneurial activities. 6. Promote institutional effectiveness through ongoing assessment in every program. 7. Provide facilities, equipment, and a physical environment (of a quality) consistent with the College's aspirations for national recognition.

Introduction

The Department of Political Science and International Relations’ Program Review sought to assess its effectiveness in undergraduate education for the Political Science and International Relations majors. The Department contributes significantly to Genesoe’s mission, upholding academic excellence, affirming innovation, fosters community and a respect for diversity, promotes integrity, service to society, and recognizes Geneseos history of collaborative, learning-centered educational experience. The department reviewed the curriculum for both majors, attained opinion of current majors and alums, reviewed its co-curricular offerings, compared the Political Science curriculum with that at comparable schools, and reviewed the recommendations of the most recent program review. The department contributes to Geneseo’s

3 general education core requirements with the following courses: American Politics, Comparative Politics, and International Relations. The department offers several courses that enable students to complete Geneseo’s Nonwestern traditions requirement; and the Modern Political Analysis courses can be used to complete the Numeric and Symbolic Reasoning Requirement. The department also contributes to a number of minors at Geneseo: American Studies, Criminal Justice, Legal Studies, Environmental Studies, Latin American Studies, East European Studies, Asian Studies, and Public Administration.

Student and alumni satisfaction with the department is high; in fact, student opinion of the department is higher than that expressed in the 1997 and 2003 program reviews. The department supports numerous co-curricular activities, building strong relations between students and the department, as well as supplementing class room activities. Most, but not all, of the recommendations from the previous program review were implemented.

Geneseo’s Department of Political Science and International Relations has the highest student/faculty ratio of any SUNY college; and the highest student/faculty advisement load of any department at Geneseo. As will be revealed below, in each case the difference is large. In spite of the fact that the department was allocated an additional position in 2006 and Jeremy Grace became the student/faculty ratio has improved modestly due to the continued growth of the International Relations major. The department is a rigorous department, every course requires a significant amount of writing, and the department is known as being one of the “stingiest” for awarding As at Geneseo.1 As stated in the 1997 and 2003 program reviews, the Political Science major would be enhanced by the addition of a senior seminar/capstone course. Several attempts have been made devise a method to implement a capstone course for the Political Science major, but none of these have been approved. Additionally, the growing number of students in the International Relations major has is making it even more difficult to implement a capstone/senior seminar for the Political Science major.

Review of Previous Program Review

Below are the department’s recommendations—verbatim—from the 2003/2004 program review.

1. In light of the disparities in male and female’s appraisals of the department, faculty must convey, and take seriously, the intellectual development of all students. 2. There should be less reliance on adjuncts and visiting professors to teach courses. 3. The open American Politics position should be filled. 4. The department should offer a senior seminar/capstone course. Many other Political Science Departments and other majors in the social sciences at Geneseo offer a capstone/senior seminar-type course. The small number of Political Science faculty and

1 SUNY-Geneseo data reveals that Political Science/International Relations allocates the 2nd lowest proportion of As as a department. 4

the large enrollments in Political Science Courses has made it difficult to offer this option. 5. Given sufficient resources a course on Political Change and Democratization should be offered. 6. If resources are sufficient the department should be expanded to increase the range of courses offered. Courses on Asian Politics and South American Politics (both from a comparative perspective), Politics of the European Union, Rational Choice Theory, and an additional quantitative methods course would be welcome additions. 7. The department should delete courses listed in the Geneseo Bulletin that have not been offered recently and seem unlikely to be offered in the foreseeable future. 8. The opportunity for students to complete an Honors thesis in International Relations needs to be reviewed. While such an option currently exists on the books, administrative difficulties (calculation of IR Majors’ GPA) have prevented its implementation. The implementation of this option will increase the number of Honors Theses the department is asked to supervise, which may introduce a new problem. 9. The department should continue to offer colloquiums, approximately two per month. The department should pursue the development of an alumni lecture series. 10. The department will offer a course on “The Political Philosophy of the American Founders,” The Politics of Terrorism, and “Terrorism and International Security.” 11. The option and criteria for students to gain admittance to the department’s Honors Societies should be communicated to students in their freshmen year. 12. Communicate to students the rationale for the distinction between 200- and 300-level courses. 13. Career nights for majors should be held with greater regularity. 14. The department should review the option of providing local internship opportunities in the future.

Actions, or inactions, on these recommendations since the previous program review.

1. Current department faculty members who were on the previous review are well aware of the disparity. Survey results from the 2002/2003 review were suggestive of a gender disparity but by no means conclusive. To the best of our knowledge faculty members attempt to convey the seriousness with which they take the intellectual development of women students. It should be noted that the previous review did not establish that the gender disparity was unique to the department of Political Science and International Relations at Geneseo. The gender difference may be true of every department at Geneseo, and, indeed, every academic department in the United States. In the surveys and focus groups conducted during the Fall of 2008, no student made reference to gender as a concern. 2. Unfortunately, reliance on adjuncts to teach courses has remained high. In fact, with 4 faculty members on sabbaticals in recent years, a larger number of courses have been taught by adjuncts. 3. The American Politics position open at the time of the last review was filled the year subsequent to that review.

4. A capstone/senior seminar in Political Science has not been established. Offering a capstone/senior seminar for Political Science majors was included in the 1996 and 2003/2004 review. The failure to establish a capstone course for the Political Science major is not only painful because this recommendation was made in the two previous program goals, but because it would fulfill Geneseo’s commitment to academic excellence. This matter will be treated more extensively below. 5. A course on Democratization is currently offered. 6. Courses on South American Politics, the European Union, Failed States, and the Politics of Genocide, Social Welfare Politics, and South Asian Politics are currently offered, all are new additions to the curriculum. Additionally, courses on State and Society in the Nonwestern World, Civil War and Conflict Resolution, Democracy and International Relations are now part of the curriculum. No course on Rational Choice Theory or another Political Science research methods course is offered. No current faculty member possesses the expertise to teach a course on Rational Choice Theory; additionally, insufficient resources (faculty) prevent the department from offering an additional social science methods course. 7. Courses that had not been offered in the past 5 years have been deleted from the bulletin. 8. The Honors Thesis option has been extended to students in International Relations. 9. Several speakers have been brought to campus during the past 2 years. 10. Courses on Terrorism and National Security, and The American Founders are currently offered. 11. Information on the criteria and process for admittance to the Department’s Honors societies and attaining Honors in International Relations is available on the department web-site. 12. Information on the distinction between 200-level and 300-level courses is available on the department’s web site. 13. Several career events have been held, two “career nights” involving alumni have been held, two are planned for Spring 2009, one career night for Law was held last year, and several other alumni have returned to Geneseo to speak about careers—Constance Christakos, Andrew Otis, Bronwyn Irwin, Michael O’Sullivan, Jennifer Strazza-Flynn, ,Peter Weishaar, David Case, Cathy Tobin, Erica Delorenza, Stephanie Fichter, Edward Yuen, Greg Stoneberg, Jeff Clarke, Tom Shanahan, Kevin Lovecchio. 14. Local internship opportunities have been regularly provided since the last program review.

Summary: Twelve of the fourteen recommendations were attained. Recommendations 2 and 4 were not implemented. Continued, perhaps even enhanced, reliance upon adjuncts to teach courses is not under the department’s control. The department has relied on adjuncts to replace regular faculty members on sabbatical, and to teach sections of American Politics. Additionally, Professor Karla Cunningham was frequently on leave, necessitating use of adjuncts or visiting faculty to teach her courses. At the time of the previous program review the department numbered 6 full-time faculty and Jeremy Grace taught part-time; since the previous review an additional line was granted to the department and Jeremy Grace has

6 become full-time. As the number of students majoring in International Relations and Political Science remains high (in fact, it has increased significantly for the International major since the last review) resources remain strained. The faculty/student ratio remains high and the advising ratio is higher now higher than previously, in spite of the allocation of additional resources to the department.

Offering a capstone course in Political Science was recommended in the 1997 program review as well as the 2003/2004 program review. During the Fall of 2006 Professor Koch met with Provost Kate Conway-Turner to ask if PLSC 110 (American Politics), PLSC 120 (Comparative Politics), and PLSC 140 (International Relations) could not be used by Geneseo students to fulfill the Social Science Core requirement. Geneseo’s social science core courses require that students write approximately 1500 words, inclusive of writing on exams. By eliminating the writing requirement the size of the courses could be enlarged, requiring fewer sections of these courses, thereby enabling the department to provide a capstone course for the political science major. That proposal was rejected.

During the Fall of 2007 the department discussed a capstone/senior seminar option, and put forth a proposal to Dean Susan Bailey and Provost Katherine Conway-Turner. The proposal requested that the department not contribute to the teaching of INTD 105 (a required course on expository writing for Geneseo students). The department offers one section of this course each semester. By not offering the composition course two additional political science courses could be offered each year, perhaps enabling the department to offer a capstone course for Political Science majors. That proposal was not accepted by the Provost, who maintained the college needs the Political Science and International Relations department to contribute to the teaching of INTD 105. In each case the Provost concluded that the only way a capstone course could be offered by Political Science was for it to receive an additional line, and, at that time, there were none available.

It should be noted that several departments at Geneseo require a capstone course or senior seminar of their majors—Sociology, Psychology, Economics, Chemistry, Theater, Biochemistry, Philosophy, and History; in fact, the department offers a capstone course for the International Relations major.

Another possible curriculum revision that might allow adoption of a capstone/senior seminar for the Political Science major would be to designate three current 300-level courses as capstone/senior seminar courses (changing content to fit with the spirit of a capstone/senior seminar). The loss of spaces in these courses resulting from such a change would result higher enrollment in other Political Science courses, putting them at their cap, or, in fact, leading to enrollment above their cap. Another possible solution would be to require students to take two, rather than three, courses 300-level courses, each in a different sub-discipline. The problem with this approach is reduction in students’ exposure to the different sub-disciplines of political science. For example, with this approach a student may take courses only in American Politics and Political Theory, completely avoiding the Comparative Politics and International

Relations fields. For each of these possible solutions the cost in terms of student learning is quite high, diminishing enthusiasm for their implementation.

Additionally, all 300-level Political Science courses in the Comparative Politics and International Relations sub-disciplines contribute to the International Relations major. Eliminating these courses, or reducing the frequency with which they are taught, to provide a capstone/senior seminar for Political Science majors, or reducing the frequency that these courses are offered, would create problems for International Relations majors.

Given the fact that previous program reviews called for a capstone in Political Science, and a capstone is not in place for Political Science due to a paucity of resources, it is with great reluctance and trepidation that adoption of a capstone/senior seminar is again recommended. The department believes, as does the Political Science profession, that a capstone/senior seminar experience would enhance the quality of the undergraduate experience for the political science major. Hence, we must, (albeit with some pain), again recommend that a capstone/senior seminar course be added to the Political Science curriculum. Establishment of a capstone course for the Political Science major would provide students with more contact with faculty, enhance the academic excellence of Geneseo. The return on investment would be high and consistent with Geneseo’s mission statement.

Recommendations of Current Program Review

1. The Political Science major should require a capstone course or senior seminar. This recommendation was offered in the two previous program reviews, each time it was not implemented due to insufficient staff. Political Science is the only social science major at Geneseo that does not provide its students a capstone/senior seminar course. The Dean, Provost, and department should develop a plan to implement a capstone course/senior seminar for Political Science with a cap equivalent to that of other Geneseo research seminar courses. The plan should not increase the Student/faculty ratio in other Political Science courses. 2. If a future line is made available to the department consideration should be given to adding a social science statistics course for IR majors; or requiring IR majors to take PLSC 251. 3. Allow completion of Honors Theses in Political Science or International Relations during the Fall semester for students who intend to graduate in December. Students eligible for a senior thesis who do not intend to graduate in December should complete their thesis during the spring semester. The department will examine the feasibility of implementing this recommendation. 4. Students encounter problem completing the European Systems track for the IR major. The problem mostly results from insufficient course offerings outside of Political Science on European countries. In the event other departments do not increase—or worse yet, diminish— the number of courses on the European region, the track will need to be redefined or eliminated. The department has begun discussing the creation of a “developed nations” track for the International Relations major. Currently, many students need waivers to complete the European Systems Track. Departmental discussion on this topic should continue. 5. If the number of IR majors continues to grow, the department will need to offer an additional capstone course/section. Consideration should be given to offering a capstone course that is in the comparative field. Ideally, both the Political Science and International Relations major

would offer a capstone/senior seminar. Capstone courses in IR or Comparative could satisfy requirements for both majors. 6. Consider renaming the International Relations major the International Studies or International Affairs major to capture the importance of the comparative politics field for the major. 7. The department should consider developing an “U.S. Studies” track for International students who major in International Relations.

There are several courses that that Geneseo should consider offering in the event additional resources are allocated to the department:

1. East Asian Politics 2. Politics of Race, Ethnicity, and/or Class 3. Environmental Politics 4. Political Parties (currently there is a course on Political Parties and Interest Groups). 5. Strategic Studies 6. Southeast Asia 7. A course on sub-Saharan Africa 8. Social movements. 9. Nongovernmental organizations. 10. Politics of International Communications. 11. Qualitative methods course 12. Comparative Political Economy 13. Political Psychology 14. Economic Inequality and Democracy

Though the Geneseo department has a “Women and Politics” course listed, it has been offered sporadically and not by full-time faculty members. Hence, the department should consider hiring a faculty member to teach women and politics on a regular basis.

Structure and Resources of the Political Science and International Relations Department

The Department is responsible for two majors: political science and international relations. The International Relations Major began in 1995, and experienced rapid growth in the ensuing years. The International Relations major has increased every year except once since its inception. In the spring of 2003 the Political Science Department was renamed the Department of Political Science and International Relations. The addition of the International Relations major has increased the administrative and advisement responsibilities for the department. There are currently 205 International Relations Majors and 189 Political Science Majors. Since the last review, the number of International Relations majors has doubled and the number of Political Science majors has remained essentially the same

Recent trends for the number of Political Science and International Relations majors appear in Table 1. These data were supplied by the office of Institutional Research at Geneseo in November 2008.

Majors and Minors

Majors 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 Political Science 119 117 130 136 182 208 200 195 196 189

International 63 68 67 83 96 108 109 133 153 205 Relations

Minors Political Science 17 17 18 20 21 14 17 14 21 20 International 6 11 2 5 9 15 13 7 14 27 Relations

The adoption and growth of the International Relations Major has had several consequences for the department. Enrollment in the department’s International Relations and Comparative Politics courses soared as these courses fulfilled requirements for that major. During the 2003/2004 academic year the number of Political Science majors grew sharply. The number of Political Science majors has been constant, hovering between 190 and 200 per year since then. Most political science courses are enrolled to or near their capacity.

The department currently has 5 full-time members in the fields of International Relations or Comparative Politics (Professors Drachman, Farmer, Goeckel, Grace, and Root). Professor Deutsch teaches courses in both Political Theory and American Politics; Professor Klotz and Koch teach courses in the American Politics field. Additionally, Professor Koch teaches the research methods course. No department at Geneseo advises more students on a per faculty basis than the Department of Political Science and International Relations—49 students per faculty member. The Geneseo Advisement Task Forced noted that “smaller departments are better able to meet the advisement expectations of their students.” Advisement for Political Science and International Relations students would be improved by lowering the student/faculty ratio. To provide Political Science and International Relations faculty and students with the mean student/faculty ratio of other departments at Geneseo, the number of faculty would need to increase from 8 to 16.

In Table 2 are the number of Political Science faculty, Political Science and International Relations majors at the 10 SUNY Comprehensive Colleges.

Table 2 Faculty Size Number of Majors at 4-year SUNY Universities School Faculty PS Majors IR Majors Legal Total # of Studies Majors Brockport 7 166 98 264 Buffalo 7 97 97 Cortland 8 100 100 Fredonia 8 90 40 40 170 Geneseo 8 189 205 394 New Paltz 9 80 75 155 Oneonta 6 63 16 79 Oswego 6 106 50 156 Plattsburgh 7 100 100 Potsdamn 5 88 88

Mean (including 7.1 107.9 80.66 160.3 Geneseo) Mean (excluding 7.0 98.88 55.8* 134.33 Geneseo)

*Mean includes only departments with an International Relations, International Studies, or Global Studies (Oswego) major. Geneseo data supplied by registrar’s office, data for other SUNY Colleges were provided by the chair of the Political Science Department at the institution.

The department provides a coordinator for the Public Administration, Political Science, Legal Studies, and International Relations minors.

Exclusive of Geneseo, the nine SUNY Colleges have 19.19 students per faculty member; Geneseo’s Department of Political Science/IR has 49.25 students per faculty member. To provide Geneseo Political Science and International Relations majors with the faculty/student ratio (19.19) granted to students at other SUNY 4-year colleges, Geneseo’s Political Science Department would need to have 19.53 faculty members. Considering only Political Science majors, there are 14.12 students per faculty member at the other nine SUNY Colleges exclusive of Geneseo (IR majors are not counted); Geneseo’s student/faculty ratio for its Political Science majors is 23.62. Geneseo’s Political Science Department would need 13.38 faculty members to have a faculty/student ratio equal to that of the other SUNY-College Political Science Departments. Perhaps the most appropriate comparison is between Geneseo and the five SUNY colleges with both a Political Science major and International Relations major. The student/faculty ratio for the 5 programs with an IR and Political Science major is 22.48 (exclusive of Geneseo). Were Geneseo to provide students an identical faculty/student ratio, it would require 17.52 faculty members.

Geneseo’s Political Science and International Relations Department serves more majors, and by a considerable amount, than any SUNY College.

At Geneseo, a common measure of faculty/student contact is the S/F ratio. This measure takes account of the average number of students in a department’s courses, the number of credit hours for a course (1, 3, or 4), and a department’s full-time faculty. In Table 3 are the values for Geneseo’s 19 academic departments for the 2007/2008 academic year, the most recent period for which the office of institutional research could provide cleaned data. The values are arrayed from lowest to highest; low scores indicate few students per faculty member. Of the 19 departments at Geneseo, six have a higher student/student ratio than political science, 12 are lower.

Table 3

S/F Ratio for Geneseo Academic Departments, 2006/2007

Department Computer Science 10.8 School of the Arts 17.4 Biology 17.6 Geology 17.7 Physics 18 Mathematics 18.5 School of Education 18.9 Sociology 20.5 Geography 21 Chemistry 21.3 English 21.3 Communications 21.4 History 21.8 Political Science 22.3 Psychology 23.4 Philosophy 24.8 Foreign Language 25.5 School of Business 25.7 Anthropology 27 Communicative Disorders 27.9

Political Science Curriculum

Goals of the Political Science Major

1. Development of knowledge of political life in a variety of settings. 2. Development of analytic, quantitative, and research skills. 3. Development of expository skills. 4. Ability of to think critically about normative questions as they apply to political life. 5. Gain substantive knowledge in the four sub-disciplines of Political Science: American Politics, Comparative Politics, International Relations, and Political Theory. 6. Prepare students for citizen engagement.

T he curriculum for the Political Science major has recently under gone revision. The total credit requirements for the Political Science major was raised to 33, 36 when the related requirement is counted. Previously, students have been required to take four “basic requirements” for the Political Science major: PLSC 110 American Politics, PLSC 120 Comparative Politics, PLSC 140 World Politics, and PLSC 230 Political Theory. Now students will have a fifth basic requirement: PLSC 251 Modern Political Analysis. This course introduces students to the research methodology of Political Science. In addition to the basic requirements, students must complete three courses at the 200 or 300 level in any subfield, plus three 300-level (advanced) courses in the major, each from a different subfield (American, Comparative, International Relations, or Political Theory). Hence students will receive exposure to many parts of the discipline at both the introductory and advanced level. Finally students must complete one “related requirement” – either a foreign language course at the intermediate 202 level, or one course from the following list:

Econ 102 (Macroeconomics) Econ 330 (Government Finance) Comn 212 (Theory and Practice of Argument) Socl 212 (Sociological Research) Socl 265 (Classical Sociological Theory) Hist 220 (Interpretations in History) Hist 221 (Research in History) Phil 216 (Reasoning and the Law) Anth 228 (Research Methods in Applied Anthropology) Geog 295 (Introduction to Geographic Information Systems) Psyc 251 (Introduction to Behavioral Research Methods

All Political Science courses require significant writing. Specifically, students must complete at least 1500 words of writing (inclusive of exams) in 100-level courses (this is a Geneseo requirement for courses that fulfill the social science core requirement), students must complete 7 pages of writing for a 200-level course (exclusive of exams); and students must complete 15 pages of writing for 300-level

13 courses (exclusive of exams). The amount of writing for Political Science courses greatly adds to the rigor of Political Science courses.

Students with an overall GPA of 3.2 and a 3.5 in Political Science or International Relations, who have completed 21 credit hours of PLSC or IR requirements, with at least one 300-level course (all as of the beginning of the Fall Semester) are extended the offer of writing an Honors Thesis. Students who received a grade of A- or higher graduate with Honors in Political Science or International Relations. The department supervises approximately 10 honors theses per year.

A complete description of the Political Science major as contained in Geneseo’s college bulletin is presented in Appendix B.

Comparison with Non-SUNY-Colleges

We compared the Geneseo program with the programs at Colgate University, Truman State University, Hobart and William Smith Colleges, St Mary’s College of Maryland, and SUNY-Cortland. Increasing Geneseo’s course requirements has brought Geneseo into line with these five other programs; only two, St Mary’s and SUNY-Cortland, requires more than 33 credit hours for a Political Science major (36 for Cortland, 44 for St Mary’s). 2

As with Geneseo’s program, all five programs require the prospective political science student to be exposed to multiple sub-fields, as well as case studies, issues of globalization and normative political theory. While Hobart and Truman uses the four subfields we use, SUNY-Cortland and Colgate have three subfields and combine comparative politics and international relations into one subfield. Though all the programs in question require introductory courses across the subfields, St Mary’s does not require that advanced level courses be distributed across the subfields. Geneseo’s requirement resembles the practices of Hobart, Truman, Cortland, and Colgate.

Unlike Geneseo, in which prerequisites are necessary to enroll in 300 level course, the programs we examined had very few courses (except for capstones) that demanded prerequisites.

Only Cortland does not require a methods course. All six programs emphasize the importance of internship experience and research opportunities, as well as the challenging and rigorous nature of the political science discipline. All of the programs require a language through the intermediate level or advanced courses in math and statistics.

The Geneseo Political Science and International Relations department faculty (8) is smaller than Colgate’s (18 full-time faculty) and Hobart and William Smith’s (12) , but more comparable to Truman State (8), SUNY-Cortland (8) and St Mary’s (6). However, four of these five schools boast much lower faculty/student ratios than Geneseo: St Mary’s is 12-1; Colgate is 11-1; Hobart is 11-1. Geneseo’s website claims a 16-1 ratio, but actual class sizes are significantly larger. In Political Science, class sizes typically range between 25 and 50. Introductory level courses at Colgate have a maximum size of 15 and of 18-24 at St Mary’s, whereas at Geneseo these courses are currently capped at 50 students. Advanced

2 Geneseo increased its credit requirement from 30 to 33 effective the 2008/2009 academic year. 14

(300-level) courses in the Geneseo Political Science department are typically larger than any class offered in these other programs. The one exception is SUNY-Cortland, where introductory courses are capped at 60 students; they seem to have a comparable experience of large classes and few faculty relative to students.

Like Geneseo, these other departments typically offer students with high GPAs an opportunity to complete a thesis to earn Honors. Not all of these departments specify the required GPA for Honors, but it is noteworthy that at Truman State, eligible students must hold a 3.65 overall GPA and 3.75 GPA in their major. At Colgate, an overall GPA of 3.25 and major GPA of 3.5 is required. This is similar to the Geneseo Political Science department’s requirement of 3.2 overall and 3.5 major GPA. The Geneseo department has considered the possibility of raising the requirements for Honors eligibility in light of the large number of students seeking to complete theses relative to the number of faculty advisers available. The numbers should be closely tracked.

At Geneseo, a minor in Political Science requires 18 semester hours in departmental courses, including 12 semester hours above the 100-level and a minimum of three semester hours at the 300 level. This appears to be in line with what these other programs require.

International Relations Curriculum

History

The B.A. in International Relations is an interdisciplinary major administered under the auspices of the Department of Political Science and International Relations. Building upon the previously-existing minor in International Relations, the major was established in 1996 after consultation with related departments. Until 2002, the major was administered by an interdepartmental committee comprised of faculty members from Political Science (PLSC), Anthropology, Communications, Economics, Foreign Language, Geography, History, Management, Psychology, and Sociology departments. This structure allowed for communication between these departments regarding curricula offerings and information. It also proved unwieldy, as it was difficult to organize meetings and make timely decisions regarding program management. In order to bring about more effective management of the major, the interdepartmental committee was disbanded in 2002 and the renamed Department of Political Science and International Relations (PLSC/IR) assumed full responsibility for the major. This reorganization has allowed for better day to day management of the major under the direction of the IR Coordinator and PLSC/IR staff, but has resulted in weaker communications with other departments regarding course offerings and content.

Goals of the Major in International Relations

Students in International Relations should possess an understanding of the principles, the actors (state and non-state), structures and processes in the international system. They should demonstrate a familiarity with the key political, economic, social, and cultural-religious features of various political systems (western and non-western), particularly as they inform the roles and policies of international actors. A basic understanding of economics, particularly as it affects issues in international relations,

15 and an acquaintance with the historical development and key themes in US foreign policy are also essential. Students are expected to build on this foundation by developing expertise in one of the major subfields of international relations: political economy, security studies, development, and regional processes. Upon completion of the major, students should be able to critically analyze contemporary international relations, applying theoretical perspectives to substantive policy issues.

Structure of the IR Major

The major consists of a group of Basic Required Courses (24 credits) and a Thematic Cluster Track (15 credits), consisting of electives chosen by students from a menu of courses and reflecting the students’ interest and desired specialization. In addition, the International Relations major requires students to demonstrate proficiency in a foreign language at the 202-level and complete three credits in a study abroad, approved internship, or approved special project.

Both the basic requirements and the track lists are designed to reinforce the interdisciplinary nature of the field of International Relations. The basic requirements include:

• 3 hours: ECON 101, Introductory Microeconomics • 3 hours: ECON 102, Introductory Macroeconomics • 3 hours: PLSC 120, Comparative Politics • 3 hours: PLSC 140, International Politics • 3 hours: PLSC 246, U.S. Foreign Policy • 3 hours: DEVELOPING WORLD REQUIREMENT (Choice of one course selected from: HIST 103 (Intro. To Non-Western History); GEOG 123 (The Developing World); or SOCL 105 (Global Social Change). • 3 hours: WORLD CULTURES REQUIREMENT (Choice of one course selected from: PLSC/PHIL 202 World Religions & Contemporary Issues; PHIL 214 Chinese Philosophy; PHIL 215 Eastern Philosophy; ANTH 100 Intro to Cultural Anthropology; or ANTH 301 Religion, Society and Culture) • 3 hours: CAPSTONE COURSE (Choice of one course selected from: PLSC 345 Theories of International Relations; or PLSC 346 Global Issues).

The thematic cluster tracks require that students complete 15 credit hours selected from lists of courses in one of four areas, Global Political Economy, War and Peace Studies, European Systems, and the Developing World. Students must complete a minimum of three courses at the 300-level, and no more than one course at the 100-level. In addition, students must select no more than two courses with the same departmental prefix. The courses in each track are as follows:

• The Global Political Economy Track: ANTH 307 Third World Development; ECON 320 Comparative Economic systems; ECON 355 Economic Development and Growth; ECON 364 International Trade and Economic Policy; ECON 365 International Macroeconomics; FREN 313 Contemporary Civilization; FREN 335 Commercial French; GEOG 261 Geography of North America; GEOG 381 Economic Globalization; GERM 313 Contemporary Civilization; GERM 335 Commercial German; MGMT 316 International Finance; MGMT 370 International Business; PLSC 225 Politics of East Central Europe; PLSC 226 Politics of Western Europe; PLSC 228 S/M/Developing World Politics; PLSC 248 Politics of the European Union; PLSC 348 Politics of

International Economic Relations; SOCL 325 Social Change; SPAN 313 Contemporary Civilization; SPAN 314 Contemporary Spanish-American Civilization; SPAN 335 Commercial Spanish.

• War and Peace Studies Track: ANTH 208 Classics of Ethnography; COMN 362 International Mass Communication; FREN 313 Contemporary Civilization; FREN 325 Civilization; GERM 313 Contemporary Civilization; GERM 325 Civilization; GEOG 102 Human Geography; GEOG 365 Geography of Islam; GEOG 376 Political Geography; HIST 100 Topics in History: (appropriate subtitles); HIST 102 Revolutions; HIST 205 The World Since 1945; HIST 292 The Modern Middle East: 1800 to the Present; PLSC 220 Failed States; PLSC 227 Civil War and Conflict Resolution; PLSC 241 Politics of Genocide; PLSC 328 Politics of the Middle East; PLSC 340 International Law and Organization; PLSC 341 Democracy and International Relations; PLSC 342 Human Rights in a Global Perspective; PLSC 347 Terrorism and National Security; PSYC 121 Conflict Resolution; SPAN 313 Contemporary Civilization; SPAN 314 Contemporary Spanish-American Civilization; SPAN 325 Civilization.

• European Systems Track: FREN 313 Contemporary Civilization; FREN 325 Civilization; GERM 313 Contemporary Civilization; GERM 325 Civilization; HIST 106 Europe Since 1600; HIST 107 Ethnic Europe; HIST 205 The World Since 1945; HIST 214 British Isles: Four Nations in Contact and Conflict; HIST 230 Modern Ireland; HIST 238 European Social History in the 19th and 20th Centuries; HIST 335 Contemporary Europe; HIST 342 Imperial and Revolutionary Russia; HIST 344 20th Century Germany; HIST 349 The Holocaust in Historical Perspective; PLSC 225 Politics of East Central Europe; PLSC 226 Politics of Western Europe; PLSC/HIST 229 Politics of Germany; PLSC 248 The European Union; PLSC 320 Theories of Comparative Politics; PLSC 329 Politics of Russia and Eurasia; SPAN 313 Contemporary Civilization; SPAN 325 Civilization.

• Developing World Track: ANTH 208 Classics of Ethnography; ANTH 214 Ethnography of Southeast Asia; ANTH 224 Ethnography of Gender in Latin America; ANTH 232 S/M/China and Modernization; ANTH 307 Third World Development; ANTH 313 Global Health Issues; ECON 355 Economic Development and Growth; FREN 313 Contemporary Civilization; FREN 326 The French-Speaking World Outside Europe; GERM 313 Contemporary Civilization; GEOG 123 The Developing World (if not selected as a Basic Requirement); GEOG 362 Latin America; GEOG 365 Geography of Islam; GEOG 366 M/Geography of the Western Pacific Rim; HIST 103 Intro to Non- Western History (if not selected as a Basic Req); HIST 205 The World Since 1945; HIST 271 History of Latin America Since 1825; HIST 282 East Asian History Since 1600; HIST 292 The Modern Middle East: 1800 to Present; HIST 372 History of Modern Mexico; HIST 380 Studies in Non-Western History; HIST 382 Modern China; PLSC 220 Failed States; PLSC 222 Politics of East Asia; PLSC 223 Politics of South Asia; PLSC 224 Government and Politics in Africa; PLSC 221 Democratization; PLSC 227 Civil War and Conflict Resolution; PLSC 228 Developing World Politics; PLSC 240 Asia in the Global Setting; PLSC 320 Theories of Comparative Politics; PLSC 321 State and Society in the Nonwestern World; PLSC 325 Politics of Mexico, Central America, and Caribbean; PLSC 326 Politics and Government in South America; PLSC 328 Politics of the Middle East; PLSC 342 Human Rights in a Global Perspective; PLSC 348 Politics of International Economic Relations; SOCL 260 Population Studies; SOCL 337 Comparative Non-Western Social Institutions; SPAN 314 Contemporary Spanish-American Civilization; SPAN 326 Spanish-American Civilization.

Revisions in the Major During the academic year 2007-2008, several changes were made in the basic requirements and the track lists. The changes were primarily designed to accommodate new and deleted courses in various departments and also reflected the hiring of two new full time PLSC/IR faculty with regional specialties in Latin America and Asia and thematic specialties in democratization, civil war and human rights. In the case of the one change to the basic requirements, PLSC 228, Developing World Politics, was eliminated as an option to satisfy the Developing World requirement, and was added to three of the four tracks. The motivation for this change was to reinforce the interdisciplinary nature of the IR Major, and to strengthen several of the tracks. These changes are reflected in the 2008-2010 College Bulletin, and govern all students who declare the major during or after the Fall of 2008.

A far more comprehensive revision of the IR major was completed in 2003. The major changes included:

• The addition of PLSC 120 (Comparative Politics) to the basic requirements, reflecting the faculty’s sense that students needed a better grounding in the study of various political systems in order to be prepared for the upper-level courses in the major. • The elimination of INTR 100 (Global Issues) as a basic requirement and the establishment of PLSC 346 Global Issues as one of two capstone options. • The establishment of the world cultures requirement in the Basic Required Courses based on the increased importance of these factors in understanding conflict and disorder in international relations. • The streamlining of the Thematic Cluster Tracks by eliminating two regional tracks, Asian Systems and Latin American Systems, and moving those courses into the single Developing World Track. This change simplified the administration of the major. Students with a specific regional focus can still take courses primarily from their preferred region within the track

Curriculum Issues for Further Consideration

The elimination of PLSC 228, Developing World Politics, from the basic requirements has generated some criticism from students. While appreciating the need to reinforce the interdisciplinary nature of the major, some students have expressed a view that they would appreciate the opportunity to take courses with the core PLSC/IR faculty.

The European Systems track remains difficult for students to complete, especially for students without the ability to complete 300-level courses in a foreign language. The college has lost several Europeanists from various departments over the past few years, and the range of courses within that track is increasingly thin (primarily PLSC, HIST, and Foreign Language courses remain). For the time being, the department has responded by providing waivers to the rule that no more than two track courses may be selected from any single department. We have also encouraged students to use the study abroad option to complete additional coursework in European issues. However, the apparent lack of commitment to

European issues in related departments is rather troubling and may require further modifications to support that track.

Completion of the language requirement at the 202-level remains problematic for those students selecting a language other than French, Spanish, Russian, Arabic, or German. Some of these languages are taught by adjunct faculty, and only one or two sections may be offered any particular semester. In the case of Arabic, students only have the opportunity to begin Arabic 101 -- and thus begin the cycle -- once every four semesters. Directed studies and study abroad cannot entirely compensate for inadequate course offerings through the 202-level. Students’ pursuit of non-traditional languages of growing significance in international relations, such as Chinese or Japanese, is thereby impeded.

Faculty Curricular Recommendations from the Previous Program Review

Recommendation: The option of an Honors Thesis (INTR 393) has not been widely utilized in the past, despite its existence in the catalog. Technical difficulties have impeded its implementation; few if any students have expressed an interest in doing such a thesis; and the Department has not solicited such proposals in the past. The Honors Thesis option should be implemented parallel to the option already available for Political Science majors. The Department process of Honors Theses in both majors should be made more uniform and coherent, keeping in mind limited resources.

Update: The department now streamlines IR majors into INTR 393 if they choose to pursue the Honors Thesis, and many of those who are eligible now utilize the INTR 393 Honors Thesis as the preferred designation.

Recommendation: In order to limit the potential of overlapping double-majors, the Department should require that that those double-majoring in Political Science AND International Relations complete BOTH a foreign language and PLSC 251, the quantitative courses (related requirements).

Update: The department did not initiate the proposed rule, and should again consider this recommendation. On a related point, the PLSC major now requires that all students complete PLSC 251 and the PLSC major now totals 33 credit hours, rather than 30.

Recommendation: The Global Issues capstone course in the International Relations major, taught initially by Prof. Drachman in Spring 2004, should be converted to a team-taught basis within the Department and possibly a interdepartmental basis in the future.

Update: This recommendation was not fully implemented. PLSC 346 continues to be taught once per year, but is not “team taught.” The department does not have the resources to transform this course as suggested.

Student Curricular Recommendations from the Previous Review

Recommendation: All courses that are listed in the catalog should be offered. Students complained that some courses are rarely or even never offered, which makes it hard to complete requirements in a timely fashion.

PLSC/IR faculty monitor the frequency of course offerings in other departments and note where courses are rarely offered or have been dropped altogether. These changes are reflected in the updating of track lists every two years. However, it is not always possible to monitor changing interests or retirements of faculty outside of PLSC or sabbatical or other scheduling issues in all the relevant departments.

Recommendation: Class sizes, especially at the 300-level, should be kept small. Instead, students complained, they are growing, which tends to diminish opportunities for oral presentations and close student-faculty contact—supposedly hallmarks of the Geneseo experience.

This problem appears to have grown worse, largely as a consequence of the continued growth in the number of IR majors combined with spending constraints in the SUNY system. The IR program needs more faculty.

Recommendation: There should be more variety of courses, especially on development and various regions of the world.

The addition of two new full time PLSC/IR faculty with expertise in Asia and Latin America has resulted in new course offerings in those areas.

Recommendation: Research skills should be stressed more in Intr 100, Plsc. 140, and other courses primarily for freshmen and sophomores.

100 level courses have research and writing requirements (5 pages minimum). Given 50-60 students per 100-level section, and a college mandated student load of 120 students per faculty per semester, it is not possible for faculty to assign longer papers or additional research projects at the 100 level.

Co-Curricular Activities

The Department of Political Science and International Relations sponsors a number of co- curricular activities that enhance and enrich the educational opportunities for students. These include an internship program, clubs, honor societies, and special programs.

Internship Program The Political Science and International Relations Department offers qualified majors, minors and students in other majors opportunities to earn college credit outside the classroom in these areas: Political Affairs, Public Administration, Public Policy, Legal Affairs, and International Relations. Professor Marilyn Klotz is the current supervisor of these internships.

Internships are considered an experiential learning opportunity for qualified junior and senior- level students. They combine academic requirements with practical field experience in placements both in the local and metropolitan Rochester areas, Washington, D.C. (especially the Washington Program), New York City, Albany, and a number of other locations both inside and outside the United States. The faculty supervisor and the field supervisor complete internship evaluations.

The department’s internship program provides placements in fall, spring, and summer semesters. Internships have been useful in assisting students in making career decisions in the law, public administration, political affairs, and international relations. Some of our most successful interns have moved into positions of responsibility in public service. Many have enrolled in law schools and graduate programs in public administration, public policy, and international affairs.

Out of Classroom Learning Activities The Political Science and International Relations Department supplements its course offerings with learning opportunities for students through sponsorship of the following clubs and activities.

The Model United Nations Faculty advisors for Model UN include Professors Drachman, Goeckel, Grace, Farmer and Root. There are three simulations per year. In the fall, the Club participates in a Model Security Council simulation sponsored by Georgetown University in Washington, D.C. About twelve students participate. In January, the Club participates in the Model UN simulation sponsored by McGill University in Montreal, Canada. About fifteen students participate each year. In February, the Club participates in the Model UN simulation sponsored by Harvard College in Boston, Massachusetts. Approximately twenty students participate each year. The Harvard simulation is the major Club activity.

The Model European Union Students participate in one simulation yearly. The site of the simulation alternates between Canisius College and Europe. About twelve students participate in the simulation in Canisius and about eight in the simulation in Europe. An important feature of this simulation is

21 the joint participation of American and European students. Due the addition of the McGill Model U.N., department support for the E.U. simulation when offered in Europe has been absent.

Faculty advisors help prepare students for their Model UN and Model European simulations; the department provides funding for the accompanying faculty member’s expenses. The faculty member accompanies the students in the actual simulations.

The International Relations Club The advisor for IRC is Professor Grace. The students plan and participate in college- wide conferences, (e.g. on the Iraq War), and host students in the annual program which brings to campus international students in local secondary schools.

Legal Affairs Club Presently, the advisor for the Legal Affairs Club is Professor Deutsch. The Club sponsors programs on law schools, career opportunities and related matters.

Political Affairs Club Professor Koch is currently the advisor to PAC. For the past couple of years, members of the Club have visited Washington, D.C. with visits the Dept. of Commerce, Supreme Court, Security Exchange Commission, a lobbying firm, a K Street Law Firm, State Department, Democratic National Committee, Democratic Leadership Forum, Development Finance International, in addition to connecting with several Geneseo alums who currently work in Washington.

Department Colloquia The department has sponsored lectures for the college community in the topics of women in politics, American elections, the political situation in Iraq, national security issues facing the President, civil rights in same sex marriage and the courts and other subjects relating to careers, study abroad and internships. Recent speakers have included Juan Cole (University of Michigan), Jeff Fischer, Gerald Rosenberg (University of Chicago), James Campbell (SUNY- Buffalo), Karen Beckwith (Case Western Reserve), Jeff Legro (University of Virginia), Jeff Stonecash (Syracuse University), Matt Cleary (Syracuse University), and Kelly Greenfield (Tufts University). During the Spring 2009 semester, Professor Peter Katzenstein (current President of the American Political Science Association), former New York Times correspondent an Pulitzer Prize recipient David Can Johnson, and Timothy Smeeding of the University of Wisconsin plan to visit.

National Honor Societies

POLITICAL SCIENCE Pi Sigma Alpha Currently, Professor Grace is the advisor. The main activity of this honor society is publication of The Political Realm. Under supervision of the faculty advisors, students in the honor society select papers nominated by every member of the department. This journal contains a collection of the best research papers written by students during the past year. Other activities of PSA include writing proposals for grants from the National Pi Sigma Alpha and arranging activities with the grant money.

Students are admitted to this honor society by department faculty vote based on the student meeting the national eligibility requirements, academic achievements, leadership and participation in department activities.

INTERNATIONAL RELATIONS Sigma Iota Rho Professor Root is the advisor to Sigma Iota Rho. The main activity for members of this honor society is mentoring and otherwise helping the growing number of international students in the International Relations and Political Science majors.

Students are admitted to this honor society based on the academic criteria established by the national program.

In spring of each year, an awards ceremony with a catered dinner is held to induct new members into these honor societies. Also honored at this time are students who have received departmental awards for scholarship, leadership, service activities, and internship performance. It is common for a prominent figure to speak and share in the celebration.

CAREERS OF GRADUATES OF THE INTERNATIONAL RELATIONS PROGRAM

SUNY Geneseo

October 28, 2008

The Department surveyed approximately two hundred graduates who majored in International Relations over the past eleven-year period (1997-2008). Ninety-two students reported their current employment.

Of these responses, broadly speaking sixteen were in the field of international relations. Of this number most were in the area of education, ranging from teachers of secondary school social studies and foreign languages to teaching assistants at colleges and universities. Other reported positions in the field of International Relations included director of a university international student office, two assistant directors of a university international admissions office, and an administrative assistant for the International Justice Mission. Two other students have been working for the federal government in the intelligence field. Of the reported positions outside the field of International Relations there were several attorneys and one each of the following: urban planner, social worker, sales associate and loan officer. A number of more recent graduates reported they were in graduate school or law school.

The Department considers the International Relations major as preparation for a wide range of professional positions; the goal is not necessarily preparation for a career in International Relations. The wide range of professional positions of its most recent graduates reflects this broad-based preparation.

A complete listing of careers in International Relations made available by the alumni office is presented in Appendix C .

Report on Political Science Careers

(1966-2008)

Submitted by: Kenneth L. Deutsch

The following is a listing of the career outcomes for political science majors from 1966-2008 highlighting a number of different categories:

(1) Law – There is no question that the legal profession is very well represented in such areas as major law firms in D.C. and Albany, solo practices in Livingston County and Judges and District Attorneys throughout the state. We should include Deputy Force Judge Advocate (Navy) and Chief of Legal Operations for War Crimes Tribunal Office of the Prosecutor.

(2) Educators – Our graduates teach social studies in large numbers, are college professors and administrators. There are numerous students in graduate programs preparing for college teaching (i.e. Catholic University, University of North Carolina and the University of Michigan).

(3) Government Service – There are a high number of students in government service serving as Legislative Assistants, Administrators (U.S. Environmental Protection Agency), Deputy Sheriff, Chief of Operations (West Point) and Senior Policy Analyst (U.S. General Accounting Office).

(4) Additional Positions – Some of the diverse positions include: Corporate Headhunter, Director of Community Affairs, Editor, Youth Program Specialist, President (Jean Moreau and Associates), Coordinator of Services for Students with Disabilities (SUNY at Old Westbury), Chiropractor, Colonel (Connecticut State Police), Social Welfare Examiner, Librarians, Contract Negotiator (Centers for Disease Control), Director, Administrative Services (The Salvation Army), Paramedic, Probation Officer, Main Anchor Newscast, and Investigator (NY State Tax Department).

A complete listing of careers of Political Science majors available from the Alumni office is contained in Appendix D

Geneseo Department of Political Science and International Relations Assessment Process

1. The department conducts annual assessments of department course offerings. Each year, at a minimum, an introductory (100-level) and advanced (300-level) course are selected for assessment. The course selection rotates across the four discipline subfields (American Politics, Comparative Politics, International Politics and Political Theory) and the level of the course selected for assessment also varies. For example, this academic year, the department will assess an introductory comparative politics course and an advanced American politics course. Last year, we assessed introductory international and American politics courses, and an advanced comparative politics course. 2. The assessment process for the introductory course involves a pre-test/post-test. Within the first two weeks of the beginning of the semester, students are given a short (approximately 10 questions) multiple choice pre-test. Later in the semester, usually during the midterm or final examination, students answer the same multiple choice questions. Scores for the class as a whole and for individual students are evaluated and the improvement in student knowledge is reported. 3. The assessment process for the advanced course involves a random selection of 3-5 student research papers. Each full-time faculty member (except the course instructor) reads the papers and rates them on a fixed scale. The rating criteria include: factual knowledge of the topic, research quality, quality of analysis, and effective written communication. The process identifies any papers that are not meeting minimum departmental standards of quality as measured by one or more faculty members awarding a rating below satisfactory for a paper. 4. The assessment results are reported at the end of each academic year to the entire full- time faculty and comments are solicited. The assessment results are also reported to the university and posted on the College’s wiki page for public viewing.

5. The department’s assessment results consistently indicate it is reaching its goals. 6. Most recent assessment results are contained in a separate document.

Focus Group for Political Science

Program Review for Political Science Focus Group with approximately 25 students Conducted, Wednesday, September 24

I. Curriculum Several students commented that the pre-requisites for 300-level classes should be strictly enforced and that pre-requisites should be added for 200-level courses. At least one student said he was able to get into a 300-level course last year and is only now taking the corresponding 100-level course. Although he said he did fine in the 300-level course, he said that clearly the pre-requisites were not enforced. Students felt that in many cases in 200 and 300-level courses, faculty spent too much time covering information that they considered basic knowledge because some students in the class had never taken a political science class before. They also felt that some 300-level courses spent too much time reviewing material that had already been covered at the 100- level, again because some students were not familiar with the basics of the field. As a result, these students stated, a section of the class that was prepared for more advanced study and debate was left somewhat bored and also did not get to take full advantage of the course and the professor’s knowledge. At least one student commented that there should be a standard curriculum at the 100-level so that certain knowledge can be assumed in upper-level courses and that students should either have a minimum grade in the 100-level course or pass a placement test in order to enroll in the corresponding 300-level course. In a related point, several students commented that there is too much repetition across classes. The same material is covered in both 200 and 300 level courses. Students commented that in Public Policy, there should be a greater focus on the issues. In the Legislative Politics course, Legsim is a lot of work, but is not fully utilized by most students. Several students commented that not every student made the most of the exercise. Some students commented that they would like the department to allow for a more narrow focus in political science. For example, if a student is interested in American Politics, they do not want to be required to take Comparative or International Politics courses. At least one student said that if a student wants to study comparative or international politics, they should enroll in the International Relations major, not the Political Science major. Several students who are double-majors in Political Science and History complained that there is considerable overlap between the two departments, yet courses can only count for one major, not both. II. Course Offerings III. Several students commented that the readings in Political Theory were too similar to the readings in the general education Humanities courses. They felt this overlap was a waste of time. Instead, they wanted a political theory class that was more specialized rather than a survey class. They suggested a course such as “Big Thinkers in American Political Theory”

There were also concerns that the Political Theory class fills with non-majors so that majors are not able to enroll. Similarly, students in the Legal Studies minor are required to take political science courses and take up seats in courses required for the political science major. Students did comment that access to 100-level course is better than it has been in the past and that they appreciate the multiple sections offered of intro courses. Several second year students commented that it was difficult to get into 100-level courses last year. It is better this year, but was still difficult in the fall to get into these courses. Overall, there was a concern that classes fill up very quickly and that often sophomores and even juniors have trouble getting into required classes. One way to address access to 100-level courses, students stated, was to have only adjuncts teach 100-level courses. They did not want full-time faculty to teach the introductory classes. Rather, they wanted full-time faculty to be able to teach more in their research areas. Almost all the students supported the idea of a senior seminar or a capstone course. They liked the idea of a class that was restricted to political science majors only. They also liked the idea of a course that all political science students would take. A few students suggested that the department offer a current events class that links what is being learned in the classroom to what is going on in politics currently. One student suggested that this be the capstone class. Students would like to see more political science classes being offered. They felt that there are not enough political science courses offered each semester. Particularly at the 300- level, there are only 2 classes offered in each subfield. In a related point, several students said they wanted smaller classes at the 300-level so that there could be more discussion. They felt that 300-level classes should be capped at 15-20 students. Classes with more students are too big for good discussions. They suggested that the department ask students what classes they would like to see offered. Several students requested that the department offer a writing course for political science students/majors. They felt that INTD 105 was too generic and that they wanted a course that would help specifically with writing political science papers. IV. Requirements for Degree Several students commented that the department should add an economics requirement and they recommended both micro and macro economics. This seemed like an important point for many of the students in attendance. They were not aware of the new requirements for the major, so this issue has already been partially addressed by the department. Students commented that Modern Political Analysis should not be used as a substitute for a language, in other words, that they are not interchangeable courses. Political science students also did not like the language requirement, arguing that it was not relevant to their areas of study. I received an email from one student, by his own admission currently struggling in a 202-level language, arguing that the language was not relevant to his area of

study and should not be a requirement for the degree. He felt that the general education requirement of completing a language through the 201-level was sufficient. At the focus group, a number of students said that the computer science course that accompanies Modern Political Analysis is not useful and should be dropped. However, they said Modern Political Analysis was very helpful. Again, they were not aware of the recent revisions that the department has already made. At least one student commented that an American History class should be a requirement for the degree. A number of students commented that the number of required hours for the major should be raised. They felt that with so few credits required, it reduced the prestige of the department and the major. Again, they were not aware of the changes that the department has already made. V. Social/Extracurricular/Co-curricular activities Students commented that they would like more interaction with faculty. They hoped that a senior capstone might partially serve this function. Other than these comments, the focus group did not have much to say regarding these topics. In talking with a few seniors after the formal focus group ended, they commented that as younger students they would have liked to have had more opportunities to meet other political science students and interact with faculty. There were also not many comments on the speakers that the department brings in over the course of the semester. Students may not have been aware of the presentations or may not have been aware of alternatives to the speakers that did visit campus. VI. Internships Students wanted to be able to do one-credit internships (which are available) and also wanted a less rigorous application process. At least a few students commented that they would like the opportunity to complete an internship over winter break for 1 credit. They felt there was too much paperwork involved in getting credit from Geneseo for an internship. In addition, they did not think that internships should be limited to juniors and seniors. Instead, they felt that an internship for credit should be available to any student. At least one student said that he would have liked the internship class to link to his specific internship. Instead, the readings were general political science readings rather than specifically about what he was doing in his internship. Students commented that the internship fulfills a requirement for International Relations majors and that it should also fulfill a requirement for political science majors. I also received an email from a student currently completing an internship. She feels that the internship has been extremely useful, especially in teaching her what the job prospects are for political science majors. She felt that internship opportunities should be advertised more and that students should be strongly encouraged to complete an internship prior to graduation. VII. Miscellaneous Several students stated that the Honors Thesis should be offered in both the fall and the spring. At least 2 seniors stated that they will graduate this fall and had wanted to complete

an honors thesis, but because they would not be enrolled in the spring, were not able to do so.

Report on Focus Group for International Relations Majors

Prepared for Political Science and International Relations Department Review,

Fall 2009, by Victoria L. Farmer, PhD.

Description of Focus Group:

A focus group of 13 IR majors was held on 30 October 2009. The students included ten men and three women, and by self-reporting most have relatively high GPAs (ranging from 3.0 to 3.88). The group was scheduled for one hour, and all students stayed that long. Most of the students remained for an extra half hour to finish their agendas; many had come with written notes. All of the students were well prepared and had given a great deal of thought to their comments. I structured the session by dividing the board into three sections, labeled “Commendations,” “Concerns,” and “Recommendations.” I then had the group elect a representative to record their main points on the board, grouped under the three headings, while I sat off to the side and took notes. I served as a resource for point-of-information questions, but otherwise did not participate in or steer the discussion, with the exception of asking for clarification of recommendations (such as making sure I had correct phrasing, or ascertaining whether a recommendation represented consensus or a minority view). Two students who were unable to attend provided me with detailed and well-considered written submissions that are consistent with the focus group discussion.

Major Findings:

Student concerns and recommendations were summarized in one clear statement:

“We need more faculty.” The students clearly articulated, at the beginning of and throughout the session, the fact that nearly all of their recommendations are predicated on hiring more faculty. There was also consensus—and pride—regarding the structure of the curriculum, particularly the major requirements and language and study abroad requirements; applicability of the degree to their career interests, with courses making “real-world” connections; and general reputation of the department. The department is considered by the students to be more organized, accessible, and efficient than many Geneseo departments, and they explicitly asked me to write in this report that “much of the credit for this goes to Diane Lounsbury,” department secretary. They also repeatedly stated that they think the department is doing the best it can do given severely limited resources. The students are deeply concerned, however, about large class sizes; paucity of course offerings; insufficient support for language training; and inconsistencies across course sections and professors, both in and outside of courses. They also expressed a strong need for department-sponsored career guidance and internship opportunities.

Detailed Findings:

Faculty Needed

Lack of faculty, and related to that paucity of course offerings, large course sizes, and shortage of opportunities for advising, career advice, honors theses, etc., is the major concern of the students. They feel that the faculty and department are doing the best job possible given these limitations, and were quite generous in their praise of the work of the standing faculty. They are fully aware of budgetary limitations. However, they feel that the growing number of majors has outpaced the ability of the faculty to meet departmental needs. Recommendations:

• Provide for full coverage of all courses for any faculty leave • Discourage multiple faculty from taking sabbatical simultaneously • Hire new faculty, specifically: o An Africanist (preferably in political science and international relations, but the students indicated that this position could be elsewhere in the IR curriculum) o A diplomacy/military studies specialist o An East Asianist (possibly with a political economy specialization) o A Middle East specialist o A national security/strategic studies specialist o Basic Requirements

The students expressed great pride in the basic major requirements, feeling that they provide a good grounding and overview of key areas in the field. They are particularly pleased that ECON 101 and 102 are required courses. Three specific suggestions arose:

• PLSC 228, Developing World Politics, should be made a basic requirement for all majors. If this cannot be done immediately, at minimum it should be returned to the list of courses fulfilling the developing-world requirement. Moving PLSC 228 to the developing world track makes it harder for students in the other concentrations to take our course, rather than those in other departments that they often consider to be less vital to their degrees. • The list of courses that fulfill the world cultures and religions requirement should be reconsidered. The students feel that there are more courses offered by the university that could fill the requirement than we currently have on the list. • The students are concerned that our requirements do not include enough quantitative studies to make them competitive for graduate programs. This is of particular concern for the Global Political Economy track. They suggest that a statistics course be added as a basic requirement, and that students be encouraged to take upper-level economics courses. They are not particularly concerned about adding more hours to the major, and some think the major has too few required hours as it stands.

Related Requirements

The students are committed to and proud of the requirements for language training and study abroad. However, they are deeply concerned about the difficulty they face in simply fulfilling their language requirement, let alone obtaining the expertise in languages that they will need for successful careers. This problem is viewed as a major obstacle and detriment, causing direct

and severe harm to the program and to its reputation. As one student wrote: “We have terrible language support in this school… Until we have a stronger language department, we have no credibility as an IR school.”

• More sections of languages currently taught should be offered • Introductory-level language courses should have fewer students in them • All language courses taught should be regularly offered through the 202 level, with options for advanced study • More languages should be offered, particularly those necessary for careers in national security

Track Requirements

The students are aware that the IR department cannot enforce course offerings by other departments, and is limited in its own offerings by a shortage of faculty. Nonetheless, they note that three of the tracks are severely limited in course offerings, making it difficult for the students to plan their degree programs. These are the European Systems, Global Political Economy, and War and Peace tracks.

• Offer more courses in the European Systems, Global Political Economy, and War and Peace tracks • Go through the entire Geneseo curriculum to update the list of courses for each track

Track Selections

The students like the four options they currently have, Developing World, European Systems, Global Political Economy, and War and Peace. They would like more options, however. Of particular concern are students interested in either Asian studies or national security studies; they fall between two tracks and end up having to take a significant number of courses as electives to meet their goals.

• Create a track in African Studies • Create a track in Asian Studies • Create a track in Environmental Policy • Create a track in National Security Studies

Quality of Courses and Professors

The students are proud of the perceived intellectual strengths and difficulty of the major. As one student noted, “a 300-level geography course is like a 100-level IR course.” The feel that the full- time faculty are well-qualified, and “some are hard graders, but students get so much more out of it.” However, the students are concerned about the quality of courses taught by adjuncts, and about consistency across professors in the quality of courses and outside activities such as academic and career advising. They also encourage more use of technology in the classrooms.

• Create faculty oversight of/or mentoring for adjuncts, part-timers, and temporary hires. The students do not object to the use of adjuncts per se, understanding that this is a budgetary necessity, but feel that there is great inconsistency and discrepancy in the quality of courses offered by those other than full-time faculty. Many are particularly troubled by the quality of the PLSC 120 comparative politics courses they took, feeling that the quality of the courses did not prepare them for their advanced coursework and careers. They hope that the hiring of two comparativists, and consistently having PLSC 120 taught by them, has remedied the problem, but cannot speak to the issue since they took PLSC 120 before these hires. • If use of adjuncts is necessary, limit them to lower-level courses. The students feel the department has been doing this and want to continue this prioritization. • Encourage coordination among full-time faculty teaching different sections of the same course. Students are particularly concerned about grade distributions and perceived difficulty of the courses. They emphasized that professors should be able teach as they think best, and do not want to interfere with academic freedom. However, they would like voluntary efforts made to reduce such discrepancies. Of particular concern are PLSC 140, PLSC 246, and the IR capstone. • Reconsider the conceptualization of 200- vs 300-level courses. This is of particular concern with respect to the courses based on world regions. • Offer more faculty time to students for non-course activities. In general, students are pleased with their interactions with their professors, but concerned about how little time the faculty have for them given the student-faculty ratio. They also note some disparities in the degree to which varying professors offer time for academic advising, career advice, directed studies, honors theses, and other activities outside of the core curriculum. • Encourage faculty training in use of technology in the classroom. Again, they do not want to interfere with academic freedom or individual teaching styles, but do feel that increased use of technology would enhance their courses. A minority, but a significant minority with strongly held views, feels that some minimal level of technology training should be mandated. They are pleased that all syllabi will now be available through the departmental website, but encourage (and some would mandate) faculty to make use of MyCourses. They also feel that more and better use of technology would make up for the lack of maps and other resources in the classrooms. • Create and better publicize opportunities to serve as research or course assistants • Create more seminar-style 300-level courses capped at 20 students • Provide more opportunities for discussion, debate, and other active participation opportunities in IR courses • Limit upper-level courses to IR students

IR Capstone and Honors Theses

The students think the capstone experience is an important and integral part of the IR degree. However, they are concerned about discrepancies in the level of difficulty and grading curves across sections. They also worry that “global issues” sounds more like a freshman seminar than a capstone, and may not convey the proper impression to graduate admissions committees. The students are happy with the general structure of the honors thesis program, though they are concerned about limitations imposed by the faculty-student/ratio.

• Hire more faculty, lest continued opportunities for IR capstone courses and honors theses be curtailed by the faculty-student ratio as the number of majors increases • Rename PLSC 346, Global Issues. The students feel this name is often used in other colleges as a name for a freshman seminar or introductory course, and do not feel it adequately conveys the purpose and level of the course. • Encourage coordination by professors teaching capstone courses to minimize discrepancies in grading curves and level of difficulty • Offer opportunities for honors theses in the fall semester. The presentation requirement could be met through a department-sponsored session, since there is no GREAT Day in the fall semester. • Allow/encourage students to do IR honors theses with faculty outside of the political science department

Career Development

The students are very concerned about career opportunities, and feel that the department should provide much more support in this regard.

• Offer many more career workshops, panels, and other opportunities • Offer more programs and explicit advice on applying to graduate schools; they feel that Grad School Night is completely inadequate for our IR majors, and would like programs sponsored by the department • Offer more panel sessions and networking opportunities with alumni who have careers related to their IR degrees • Encourage students to do internships in addition to study abroad • Create a departmental website/database of internship opportunities. Include categories for local, NY downstate, Washington DC, other domestic, international, and study-abroad related opportunities • Provide panel sessions with students newly returned from internships and study abroad

Alumni, Parent, and Community Relations

The students appear eager to have greater interaction with department alumni and to become active, engaged alumni themselves. Recommendations:

• Increase programming that includes alumni for career advice and networking • Increase interactions with alumni to increase department-specific donations • Encourage more community interaction through internships and volunteer opportunities • Facilitate increased activism by parents, community members, and alumni, including voting based on outcomes for SUNY, lobbying for increased funding, creating of internship and other career and educational opportunities, and donations for the IR department and programs ------

Alumni Survey During Fall of 2008 an email was sent to the 800 Political Science and International Relations graduates for whom Geneseo’s alumni office could provide an email address. Alums were directed to a web site to complete a survey. The results of the survey are contained in Appendix E. Here we briefly comment on the responses. As was the case in previous surveys of Geneseo Political Science Alums, graduates are extraordinarily positive about their experience with the department. For example, when queried as to how they would rate the quality of instruction in Political Science, 98% said it was excellent or good. When asked “How satisfied were you with the quality of academic advising from Political Science Professors?”, 81% said they were very satisfied or satisfied. When asked How well did the Political Science major develop your writing abilities?”, 86% said good or excellent. Finally, when asked to “Indicate the quality of education I received in Political Science courses.” 94% indicated it was excellent or good. Alumni’s evaluations of their educational experience with respect to the Political Science Department is extraordinarily positive, it is difficult. Survey of Current Political Science Majors

In late November through December all Political Science majors were sent an email asking them to complete a survey available on knightweb. Students were promised confidentiality; the survey was designed by Jeff Koch and Dr. Julie Rao, director of the office of institutional research at Geneseo. Dr. Rao administered the survey. Most questions were used in previous program reviews conducted by the Political Science Department; in some cases, in consultation with Ms. Rao, the question wording and responses were modified.

Student evaluation of the Political Science Program was exceptionally positive. For example, 94% of the respondents believe that political science courses are very challenging or somewhat challenging; 35% consider the courses excellent. Ninety-three percent of the students indicated they were satisfied or very satisfied with access to faculty to discuss course issues. Eight-eight percent of the students maintain that Political Science courses are excellent or good with respect to considering knowledge of the subject matter, arguably the most important purpose of the program.

Students were asked to name two areas where the Political Science Program is excellent, and offer two recommendations for improving the department. Of course, there is a substantial amount of variation. With respect to where Political Science faculty are excellent, students find Political Science Professors accessible, knowledgeable, engaged, and helpful. Students comment that the department for offering more lectures and co-curricular activities than other departments at Geneseo.

With respect to where the department can improve, one comment voiced with some frequency is that there is an over-emphasis on the International Relations at the expense of the study of American Politics. Due to the extraordinary growth of the IR major there are currently five faculty who teach in the IR/Comparative area. Drs. Deutsch, Klotz, and Koch teach in the American field. Dr Deutsch also teaches Political Theory courses, and Dr. Koch teaches the political methodology course. Students clearly perceive, and accurately, that there are rich offerings for Political Science majors interested in the International Relations/Comparative field, the study of American Politics pales in comparison. The results from the survey of current Political Science majors is presented in Appendix F.

Survey of Current International Relations Majors International Relations majors were also queried for their assessments of the department. The responses are as positive as those expressed by the Political Science majors. Professors, the department, and the program are routinely praised. The complete survey results are presented in Appendix G.

Appendix A

Curriculum Vitas for Political Science and International Relations Faculty

Kenneth L. Deutsch

ADDRESS: Department of Political Science and International Relations State University of New York at Geneseo Geneseo, New York 14454 Phone: (585) 245-5457

EDUCATION: B.A. (Social Science), St. John's University (1966) M.A. (Political Science), University of Massachusetts (1968) Ph.D. (Political Science), University of Massachusetts (1971) Dissertation Title: "The Political Ideology of Italian Christian Democracy"

HONORS: A. Honors at St. John's University B. University of Massachusetts Graduate Fellow and Doctoral Dissertation Fellow C. Phi Kappa Phi D. The Pennsylvania State University Faculty Research Grant on "Civil Disobedience in American Political Thought" (1972) E. SUNY Research Foundation Grant on "Existentialism and Democratic Theory" (1975) F. National Endowment for the Humanities Summer Grant at Princeton University on "Natural Law and Constitutionalism" (1975) G. Fulbright Senior Lectureship in Political Science in India (Spring, 1979) at the Universities of Rajasthan and M.S. Baroda. H. National Endowment for the Humanities Summer Grant on "Total Domination in Political Thought at CUNY Graduate Center (1981) I. Visiting Research Scholar, Pontifical Institute of Medieval Studies, Toronto, Fall, 1981, (Research on Aquinas' Political and Legal Thought) J. National Endowment for the Humanities Summer Grant on "Law, Virtue and the State in Medieval Jewish, Christian and Islamic Philosophy" at Yeshiva and Columbia Universities (1984) K. New York Council on the Humanities Lecture Series (3 lectures) on "Church and State in American Constitutional Democracy" (1988) L. National Endowment for the Humanities, Summer Grant on "Constitutional Rights in Comparative Perspective" at Notre Dame University (1989) M. Earhart Foundation Summer Fellowship (1998)

N. State University of New York Research Foundation Award for Exemplary Contributions to Research and Scholarship (2003) TEACHING EXPERIENCE: A. Instructor in Political Science, Saint Francis College, Maine, (1970- 1971) B. Assistant Professor of Political Science, Behrend College of the Pennsylvania State University (1971-1973) C. Associate Professor of Political Science, (1973-tenured appointment) and Chairperson SUNY at Geneseo (1979-1984) D. Professor of Political Science (1984- )

FIELDS OF TEACHING AND RESEARCH: A. Normative and Historical Political Theory B. Civil Liberties and the Judicial Process C. Religion and Political Theory D. Democratic Theory and Liberal Education E. Interdisciplinary Humanities courses on the "Great Books" F. Leo Strauss's Political Thought G. Comparative Civil Liberties (Freedom of Expression)

PUBLICATIONS: A. Co-author and co-editor, Political Obligation and Civil Disobedience, (New York: Thomas Y. Crowell, 1972). B. "Beyond Positivism", Review of Politics, July, 1974. C. "Existentialism and Liberal Democracy: Reflections on Individualism and Corruption in American Politics", Studies in Social Sciences, June, 1975. D. "The Denial of Community in American Liberalism: Critiques of American Liberalism", Polity, Fall, 1976. E. Chapter in A. Shank (ed.) American Politics: Policies and Priorities, Holbrook Press, 1977, second edition, entitled "Power and Participation in American Politics: Competing Perspectives", Revision of this chapter for third edition , 1980. F. Book Reviews in Western Political Quarterly (November, 1974) and The American Political Science Review (March, 1974 and June,1983) and Perspective (1989- ) G. Co-author, Constitutional Rights and Student Life, (West Publishing Co., 1979). H. "Social Existentialism and the Renewal of Community", Political Science Review (Rajasthan University), April, 1979. I. Review Article on V.R. Mehta's Beyond Marxism published in the Journal of Value Inquiry, 1983. J. Co-editor and Co-author, Political Thought in Modern India, India Sage Pub. Co., 1986. K. Co-editor and co-author, The Crisis of Liberal Democracy: A Straussian Perspective, (Albany: SUNY Press, 1987). L. Co-author and co-editor, Leo Strauss: Political Philosopher and Jewish Thinker, (Rowman and Littlefield, 1994.)

M. Co-author and co-editor, Leo Strauss, The Straussians and the Study of the American Regime, (Rowman and Littlefield, 1999). N. "Hannah Arendt, Leo Strauss and Eric Voegelin: The Influence of Three German-Speaking Émigrés on American Political Thought," The Political Science Review, 2000 (40 pages). O. Lincoln’s American Dream (Co-edited with Joseph Fornieri), Brassey’s Publishers, forthcoming, 2005. P. An Invitation to Political Thought (with Joseph Fornieri), Thomson Learning Publishers, 2008. Q. Chapter “Thomas Aquinas on “Magnanimous and Prudent Statesmanship”, Ethan Fishman (ed.), Tempered Strength, Lexington Books, 2002.

EDITORSHIPS: A. General Editor of a new series of books, “Provocations: Political Thought And Contemporary Issues”, the University Press of Kentucky. B. General Editor of a series of books on "Twentieth Century Political Thinkers" for Rowman and Littlefield Publishers, (14 books published so far).

PROFESSIONAL ACTIVITIES: A. Paper delivered at the New York Political Science Association Meeting (Albany, March, 1974), entitled "Existentialism and Liberal Democratic Values". B. Paper delivered at the Southern Political Science Association Meeting (New Orleans, November, 1974), entitled "Social Existentialism and the Renewal of Community". C. Discussant on a Panel at the Northeast Political Science Association Meeting (New Brunswick, November, 1975), on the topic "Empirical Political Theory and the Philosophy of Social Science". D. Paper delivered at the Midwest Political Science Association Meeting (Chicago, April, 1976), entitled "Existential Community as a Critique of Libertarian Individualism". E. Paper delivered at the Foundation of Political Theory Meeting (September, 1976), entitled "Coercion and Public Space in Liberal Democratic Society". F. Paper delivered at the American Political Science Association Meeting (September, 1977), entitled "Mind, Method, and Politics: Competing Approaches to Political Science". G. Paper delivered at the Conference on Value Inquiry entitled "The Poverty of Libertarianism: A Critique of Robert Nozick", (Geneseo, New York, April, 1978) and published in the Proceedings. H. Member of the Executive Council and Coordinator of the Political Theory and Public Law Panels of the New York Political Science Association (1974).

I. Critical Reviewer of Political Theory manuscripts for American Political Review, Journal of Politics, Polity, The Review of Politics and Western Political Quarterly. J. Co-Convenor of Conference on Value Inquiry on "Values and the Law", (Geneseo, New York, April 1979). K. Paper delivered at the American Political Science Association Meeting (September, 1982) entitled, "Aquinas on Democracy, Statesmanship and Prudence". L. Chair a panel at the Foundation of Political Theory panels at the American Political Science Association (September, 1983) entitled "Eric Voegelin's Thought". M. Co-Director of SUNY Conversations in the Discipline Conference on "The Crisis of Liberal Democracy: A Straussian Perspective" (Geneseo, New York, October 7-8, 1983). N. Paper delivered at the Claremont Panels of the American Political Science Association (September, 1985) entitled "The Statesman and Magnanimity in the Political Thought of Thomas Aquinas." O. Paper delivered at the American Political Science Association (September, 1987) entitled "Orestes Brownson and the American Republic". P. Paper delivered at Northeastern Political Science Association (November 1989) entitled "Leo Strauss on Liberal Democracy and Modern Political Science". Q. Guest Editor of The Review of Politics special issue on "Leo Strauss' Political Thought" in 1991. R. Paper delivered at the American Political Science Association Meeting (September, 1993) entitled "The Philosopher and the City as Presented in the Thought of Leo Strauss." S. Chaired a panel at the American Political Science Association Meeting (September, 1997) on "Leo Strauss and the American Regime." T. Chaired a panel at the American Political Science Association Meeting (September, 1998) on "Leo Strauss and the Founders."

DEPARTMENT AND UNIVERSITY ACTIVITIES: A. Chairperson, Department of Political Science (1979-1984) B. Chairman of the Department Search Committee for a new Chairperson (1975) C. Chairman of the Department's Curriculum Revision Committee (1975) D. Coordinator of Interdisciplinary Social Science Course Committee (1975) E. Member of the Faculty Senate (1976-78) (1981-83) F. Director of Pre-Law Advisory Program (1974-91), Pre-Law Club Advisor (1986-1992), Director of Legal Studies Minor (1988- ) G. Treasurer of the Faculty and Member of the College Executive Committee (1977-78)

H. Parliamentarian of the Faculty Senate (1978-80) I. Senior At-Large Member of the Faculty Senate (1978-81) (1987-89) J. Member, Social Science Core Committee (1978-81) K. Instructor in two "Synthesis" courses which served as experiments prior to the establishment of Geneseo's Humanities core curriculum (1976) L. Professor in the Interdisciplinary Humanities I and II courses (1980- ) M. Member, College Personnel Committee (1986-87) N. Member, Committee on Leaves and Sabbaticals (1986-87) O. Coordinator, Religious Studies Program (1986- ) P. Chair, Committee on Celebration of the Bicentennial of the Constitution at Geneseo (1986-88) Q. Member, Geneseo Research Council (1992-1996); Chair, Travel Committee (1993-1996). R. Member, Humanities Core Committee (1993-1997) S. Member, Committee on Scholarships and Fellowships (1988- ) REFERENCES: A. Gerard Braunthal (University of Massachusetts, Amherst) B. William C. Havard (formerly of Massachusetts, Department of Political Science, Vanderbilt University) C. Alan Shank, former Chairperson and colleague at SUNY Geneseo D. Specialists in my field of political philosophy: William T. Bluhm (University of Rochester), Walter Nicgorski (Notre Dame), John Gunnell (SUNY Albany), Jean Bethke Elshtain (University of Chicago)

EDWARD DRACHMAN

Home Address Business Address 49 Pine Brook Circle Political Science and Int. Relations Dept. Penfield, NY 14526 SUNY Geneseo, Geneseo, NY 14454 (585) 388-2041 (585) 245-5456 Email: [email protected]

EDUCATION

University of Pennsylvania Ph.D. International Relations 1968 Harvard Graduate School of Education M.A.T. Social Studies 1963 University of Pennsylvania M.A. Political Science 1962 Harvard College B.A. Government (cum laude) 1961

Additional Course Work: Boston University (alternative public schools) University of Hartford (teaching higher order thinking skills) Salem State College (teaching gifted and talented students) St. Mary’s College (improving thinking)

Public School Certification , Massachusetts (renewal pending): Superintendent of Schools; Secondary School Principal; Secondary Social Studies Teacher

COLLEGE TEACHING EXPERIENCE

PROFESSOR of Political Science and International Relations SUNY Geneseo (Associate Professor, 1991-August 1998)

Courses Taught Introduction to American Politics The President as World Leader Introduction to Comparative Politics Politics of Revolution Introduction to International Relations Asia in the Global Setting Politics of the Third World Politics of Central America Politics of the Middle East Politics of Western Europe U.S. Foreign Policy Politics of Genocide Political Power in American Cities Seminar on Global Issues

College and Community Awards • Selected for inclusion in Who’s Who among America’s Teachers? spring 2005 • Received outstanding teacher award from the College’s Teaching and Learning Committee, fall 2005 • Received Adult Volunteer of the Year Award, United Nations Association of Rochester, 2005 • Selected for membership in PHI ETA SIGMA National Honor Society, fall 2004 • Received GOLD faculty award for advising Model UN Club, spring 2003 • Received Presidential Fellowship for Curriculum, summer 1996: Developed course on Politics of Asia • Papers Presented at Professional Conferences

• AMERICAN POLITICAL SCIENCE ASSOCIATION: “President Eisenhower’s Decision to Oppose the British- French-Israeli Invasion of Suez: A Case Study”

• NORTHEAST POLITICAL SCIENCE ASSOCIATION: “Xenophobia, Racism, and Anti-Semitism as Factors in Right-Wing Extremism in Russia and Germany;” “President Clinton’s Decision to Restore President Aristide to Office in Haiti;” and “Exploitation of Child Labor in Asia: A Global Tragedy” • NEW YORK POLITICAL SCIENCE ASSOCIATION: “The Kurds: Pawns in the Middle East Chess game;” The Problem of Haitian Boat People;” and “Dealing with Saddam Hussein after the Gulf War” • INTERNATIONAL STUDIES ASSOCIATION: “New Perspectives on Teaching via the Case Study;” and “Military-Led Humanitarian Intervention: A Case Study of NATO’s War in Kosovo” • INSTITUTE OF COLLEGE STUDENT VALUES (Florida State University): “Understanding and Developing Values of College Students through Evaluation of Controversial Presidential Decisions;” “Ethical Dilemmas of U.S. Policy toward Haitian Refugees;” and Student and Faculty Perspectives on Academic Dishonesty: A Comparative Analysis” (with Prof. Alan Shank) • COUNCIL ON PUBLIC LIBERAL ARTS COLLEGES (College of Charleston): “The Advanced Placement Exams in Government and Politics: Interpretation of Exam Scores” • THE TOOR CUMMINGS CENTER FOR INTERNATIONAL STUDIES AND THE LIBERAL ARTS (Connecticut College): “Planning an International Studies Major” • 10th CONFERENCE OF NORTH AMERICAN AND CUBAN PHILOSOPHERS AND SOCIAL SCIENTISTS (University of Havana, Cuba): “Attitudes of U.S. and European College Students toward Castro’s Cuba: A Cross- National Comparison” th • 25 CONFERENCE OF THE THIRD WORLD: “Re-thinking U.S. Policy Toward Cuba” • INTERNATIONAL CONFERENCE: DEMOCRACY AND HUMAN RIGHTS: LATIN AMERICA AND THE WORLD. Middle Atlantic Council of Latin American Studies, XX1 Annual Meeting in Cooperation with the Institute for the Study of Human Rights, St. John Fisher College: “When Should the U.S. Drop its Trade Embargo against Cuba?” ST • CROSSING BORDERS: U.S./LATIN AMERICAN RELATIONS IN THE EARLY 21 CENTURY: “Should Illegal Immigrants be Eligible for In-state Tuition at Public Colleges and Universities?” • SECOND INTERNATIONAL CONFERENCE ON SOCIAL SCIENCE RESEARCH. “Equal Access to Higher Education for Undocumented Students”

Professional Activities • Consulted for Advanced Placement Program of the College Board (graded examination essays; wrote test questions; and presented workshops for secondary school Social Studies teachers). • Participated in Peace and World Security Studies (PAWSS) Faculty Institutes, Hampshire and Amherst Colleges (2 summers and 2 winter sessions). • Refereed journal articles and book proposals for possible publication. • Presented program on the Middle East to BOCES high school students (Mt. Morris, NY). • Interviewed on Rochester radio (WXXI, WHAM, WYSL) and television (WHEC, WROC, RNews), and WKXL radio (The Talk of New Hampshire) on international affairs. • Equity in Education delegate to Egypt, People to People Program • Department, College, and Community Service • Founder and First Director of International Relations Major • Department representative to Faculty Senate and Member of Faculty Affairs Committee • Director of OPTIONS, an outreach program to explain foreign policy issues to the public • Faculty advisor to the Model United Nations/ Model European Union Club • Faculty advisor to Sigma Iota Rho (Geneseo Chapter of International Relations Honor Society), and Pi Sigma Alpha (Geneseo Chapter of Political Science Honor Society) • Member of college committees on the Roemer Memorial Lecture Series on World Affairs; Scholarships and Fellowships; Non-Western Core Program; Minors in Latin American, Modern European, and Asian Studies; Diversity on Campus; and Summer Pathways program for at-risk middle school students in Rochester, NY

• Lecturer at Parents Weekend on U.S. policy toward Haiti • Organizer of college-wide teach-in on U.S. military intervention in Haiti • Chair of department committees on personnel and appointment of department chair • Volunteer discussion leader, Great Decisions Program, Woodland Senior Citizens home, Greece, NY • Lectured and led discussions in dinner series at Geneseo dorms (“The Palestinian Refugee Problem” and “Prospects for Obama’s Foreign Policy” • Spoke about my book, Presidents and Foreign Policy, at Border’s Book Store (Henrietta); and at Rochester Authors Day (Bausch & Lomb Public Library Building) • Reviewed books at Ecumenical Book Review luncheons, Central Presbyterian Church, Geneseo (e.g., My Life, by Bill Clinton) • Speaker on Militant Islam at the Monday Night Lecture Series, Geneseo; and on several topics on Middle East politics (e.g., “How Should Israel Deal with a Nuclear Iran,” “ The Influence of Christian Zionism,” and “Israeli-Palestinian Relations”) at Temple B’rith Kodesh, Brighton, NY • Invited speaker on “Controversial Presidential Decisions on U.S. Military Intervention in the Middle East,” Seminar Series on International Dimensions of the American Presidency, University of New Hampshire at Durham. • Volunteer tutor in reading for second, third and fourth grade students at School 45, Rochester, NY • Established and directed internship and volunteer tutoring program with the Puerto Rican Youth Development Center and Friendship Children’s Center for at-risk youngsters in Rochester, NY • Speaker on President George W. Bush’s policy in the Middle East at Rochester/Geneseo/Buffalo TORCH Club dinner • Speaker on illegal immigration, American Association of University Women, Rochester, NY • Volunteer discussion leader of the Foreign Policy Association’s Great Decisions Program, The Villages of Park Ridge Retirement Community, Rochester, NY

PROFESSOR of International Relations

Boston University Graduate Program in Europe

1988-1991

Courses Taught War and Conflict Resolution National Security Strategies Politics of the Middle East Soviet Foreign Policy The Superpowers and World Peace U.S. Foreign Policy The International Political Environment Comparative Foreign Policies

Professional Activities • Lectured on international affairs. • Presented paper (“Political Correctness on U.S. College Campuses”) before conference at Budapest Technical University, sponsored by the International Council for Innovation in Higher Education, 1991. • Participated in conferences on comparative national security strategies and NATO.

ASSOCIATE PROFESSOR of Government University of Hartford, West Hartford, CT 1981-1986

Courses Taught American Politics U.S. History, 1865-Present

American Political Thought Introduction to Political Science Comparative Politics International Relations

Papers Presented at Professional Conferences • New England Political Science Association: “The Soviet View of Human Rights” • National Conference on Soviet Jewry: “ Evgeny Lein: Profile in Courage” • New England Social Studies Conference: “ What Incoming College Freshmen Know and Think About the Vietnam War” • Improving University Teaching: “Cheating in Academe” (with Prof. Richard Saul, Boston University), Trinity College, Dublin, Ireland • Association of General and Liberal Studies: “Academic Dishonesty” (with Prof. Richard Saul)

University Service and Administration • Instituted and participated in forums on world affairs (e.g., the Arab-Israeli Conflict). • Initiated task force on improving services for learning disabled( LD) students: helped establish process for assisting LD students; served on Connecticut Advisory Board for LD programs in state colleges.

• Directed The Summer Place, a University program for Hartford area youngsters that combined academics and athletics. • Served on University curriculum, library, and judicial committees. • Organized and led three student groups to the Soviet Union; participated with students in follow-up programs in school and community forums. • Wrote plan for improvement and evaluation of college teaching (with Prof. Anne Fitzmaurice). • Lectured on international affairs to Elderhostel.

Community Service • Analyzed world affairs for Hartford radio (WPOP, KISS FM) and television (WVIT, WSFB) stations. • Lectured on world affairs before civic, educational, and religious organizations. • Chaired accreditation committees for curriculum for New England Association of Schools and Colleges. • Consulted on curriculum for Greater Hartford Magnet High School for Foreign Languages and International Studies. • Taught enrichment course on propaganda for honors students at Bloomfield Junior High School. • Served on South Windsor Task Force for school reorganization. • Served as Vice President of B’nai B’rith Chapter, Manchester, CT.

ASSISTANT PROFESSOR of Political Science (INSTRUCTOR, 1966-1968) Boston University, Boston, MA 1966-1972 Courses Taught U.S. Politics (freshman honors) Politics of South and Southeast Asia Comparative Politics (freshman honors) Communism in Asia International Relations U.S. Foreign Policy International Relations of the Far East European Integration Professional Activities • Lectured on Vietnam War as University Scholar in Hamilton Hall Lecture Series (Salem, MA.) • Lectured on Vietnam War before school, civic and religious groups.

• Taught two years in B.U. Graduate Program in International Relations in Europe (Berlin, Heidelberg and Brussels). • Delivered paper: “The U.S. Military Presence in Southeast Asia,” Free University of Brussels. • Led weekly discussion group on U.S. politics with German students in Berlin. University Service • Directed department freshman honors program. • Researched undergraduate major in International Relations at Brown and Clark Universities; designed and served as first Director of International Relations major. • Chaired department committee on graduate admissions and financial aid. • Served on committee that advised Alternative High School, Needham, MA. • Served on University Judiciary Committee.

STATE GOVERNMENT SERVICE COORDINATOR of the Lucretia Crocker Teacher Fellowship Program Massachusetts Department of Education, Quincy, MA 1987-1988 • Helped select Fellows from state-wide competition of public school teachers. • Helped design and found “Commonwealth Academy” of Fellows. • Identified exemplary, innovative school programs that could be replicated. • Established public school partnerships with 5 colleges and universities: (Boston College, Harvard, Lesley, Tufts and University of Massachusetts at Amherst).

FEDERAL GOVERNMENT SERVICE INTELLIGENCE ANALYST Central Intelligence Agency, Langley, VA 1963-1964 • Monitored and analyzed Soviet policy toward Far East, South Asia and Southeast Asia. • Prepared briefing papers. • Researched and presented special projects.

SECONDARY SCHOOL TEACHING AND ADMINISTRATION DEPARTMENT CHAIR, Social Studies Ipswich High School, Ipswich, MA 1972-1981 • Taught students of all abilities in all grades. • Supervised and evaluated teachers and curriculum. • Revised curriculum. • Interviewed and recommended hiring of teachers. • Selected curriculum materials based on reading and interest levels, content and relationship to departmental and school system goals. • Wrote and obtained grants for special programs from National Humanities Faculty and Massachusetts Department of Education. • Initiated, designed, and taught specialized courses: Political Science and History of non-Western cultures (required for graduation); Advanced Placement Modern European History; and U.S. History for students with special needs. • Arranged school and community forums on public affairs (e.g., Vietnam War, world hunger, fishing on George’s Bank). • Co-founded Educators Committee to Study the Holocaust.

• Chaired accreditation committees on curriculum for New England Association of Schools and Colleges. • Chaired Anti-Defamation League Committee, B’nai B’rith Chapter, Peabody, MA.

PUBLICATIONS

BOOKS

You Decide! Controversial Cases in American Politics (with Prof. Robert Langran, Villanova Universiity). Rowman & Littlefield, 2nd ed., 2008

You Decide! Controversial Cases in American Politics (with Prof. Alan Shank, SUNY Geneseo). Rowman & Littlefield, 1999

You Decide! Controversial Global Issues (with Prof. Alan Shank et al). Rowman & Littlefield, 2003

Presidents and Foreign Policy: Countdown to Ten Controversial Decisions (with Prof. Alan Shank). SUNY Press, 1997

Challenging the Kremlin. Paragon House Publishers, 1992

United States Policy Toward Vietnam, 1940-1945. Fairleigh Dickinson University Press, 1971

BOOK REVIEWS

Managing European Enlargement, by Helge Berger (ed.), in Perspectives on Political Science, Winter 2005

Presidential Decisions for War: Korea, Vietnam, and the Persian Gulf, by Gary R. Hess, in Presidential Studies Quarterly, September 2002

Global Europe: the European Union in World Affairs, by Christopher Piening, in Perspectives on Political Science, Fall 1998

Notes from the Minefield: United States Intervention in Lebanon and the Middle East, 1945-1958, by

Irene Gendzier, in Perspectives on Political Science, Summer 1998

The Iraq-Kuwait Conflict and its Implications, by Majid Khadduri, in Perspectives on Political Science, Winter, 1997-98

U.S. Hegemony and the Project of Universal Human Rights, by Tony Evans, in Perspectives on Political Science, Spring 1997

The Gates of November, by Chaim Potok, in Shofar, Summer 1998

Stalin Against the Jews, by Arkady Vaksberg, in Shofar, Summer 1995

Shcharansky, Hero of our Time, by Martin Gilbert, in World Review, Jan.-Feb. 1987

ARTICLES IN BOOKS, JOURNALS, AND CONFERENCE PROCEEDINGS

“How will the U.S. Respond to the Death of Fidel Castro?” Revuelta: No. 7, July 2007 (published in Spanish)

“Access to Higher Education for Undocumented Students,” Peace Review: Vol. 18, No. 1, January-March 2006

“Re-thinking U.S. Policy toward Fidel Castro: Can Implementation of Best Business Practices Better Promote Political and Economic Liberalization in Cuba?” in Richard S. Hillman, John A. Peeler, and Elsa Cardozo Da Silva (eds.), Democracy and Human Rights in Latin America. Praeger, 2002

“The Political and Social Responsibility of American Universities,” Proceedings of the Conference of the International Council for Innovation in Higher Education, Budapest Technical University, 1991

“The Cheating Crisis in Academe,” Proceedings of the Ninth International Conference on Improving University Teaching, National Institute for Higher Education, Dublin, Ireland, 1983

“Justice, Dialogue, and Debate,” in the Authority of Citizenship, National Humanities Faculty Question of Authority Project, University of New Hampshire at Durham, Summer 1974

“One Angle on Authority,” Concourse, fall 1973 (with Reginald MacDonald)

“Egypt as Recipient of Soviet Aid,” Zeitschrift fur die Gesamte Staatwissenschaft (Tubingen, Germany), January 1971 (with Prof. Karol Holbik, Boston University)

“Prospects for U.S. Military Disengagement from Southeast Asia,” Revue du Sud-est Asiatique (Brussels, Belgium), Summer 1970

“The United States Decision to Bomb North Vietnam,” in Andrew Gyorgy and Hubert Gibbs (eds.), Problems in International Relations, Prentice-Hall, 1970

“The U.S. and Vietnam in 1945,” Boston University Graduate Journal, Fall 1969

ARTICLES IN NEWSPAPERS “Turn to Left in Latin America Demands U.S. Focus, Action,” Rochester Democrat & Chronicle, January 26, 2007 “More to Schooling than Math, Science,” Rochester Democrat & Chronicle, February 21, 2006 “Volunteering to Teach Pays Dividends to Pupils, World,” Rochester Democrat & Chronicle, November 3, 2004 “Introduction to College 101,” Rochester Democrat & Chronicle, August 16, 1996 “Ghosts of Vietnam Haunt Clinton,” Clarion, November 4, 1993 “Soviet Education—Nuts and Bolts and Recitation,” Hartford Courant, February 27, 1986 “Boston Latin’s Rigors Relived,” Hartford Courant, April 15, 1985 “Pursuing Peace in a Uniquely Trivial Way,” Hartford Courant, January 28, 1985 “Few Jews in Jackson’s Rainbow,” Hartford Courant, September 8, 1984 “From Scientist to Stoker’s Apprentice,” Hartford Courant, January 29, 1984 “In the Pursuit of Excellence,” Ipswich Chronicle, May 8, 1975 “Careers in International Relations Exciting,” Boston Record American, May 1968

Victoria L. Farmer October 2008

Office: Residence: SUNY-Geneseo 9 Jacqueline Way Department of Political Science Apt. 3 and International Relations Geneseo, NY 14454 2 Welles Hall Telephone: 585/243-9572 Geneseo, NY 14454 Cell phone: 267/918-1857 (Individual office: 8a Wadsworth) E-mail: [email protected]

Telephone: 585/245-5445

Education:

Ph.D. University of Pennsylvania, 2004, Department of Political Science Fields: Comparative Politics, International Relations, South Asian Studies Dissertation: “Television, Governance and Social Change: Media Policy through India’s First Half-Century of Independence” Supervisor: Dr. Francine Frankel A.B. University of Chicago, 1983. Major: South Asian Civilizations, Social Science Collegiate Division. National Merit Scholar and Dean’s List, all four years; Graduated with Honors and Phi Beta Kappa

Academic Appointments: 2006-present: Assistant Professor of Political Science and International Relations, SUNY- Geneseo; Affiliated Faculty, Asian & Asian American Studies and Programs. 2005-2006: Visiting Assistant Professor of Political Science, Department of Political Science and Geography, Old Dominion University, Norfolk, Virginia. Affiliated faculty, Graduate Program in International Studies and the Institute of Asian Studies. 2005: Adjunct Assistant Professor of Government and Politics, Widener University. 2002-2003: Adjunct Assistant Professor of Government and Politics, Widener University. 1993-1995: Chimicles Teaching Fellow, University of Pennsylvania. Development and teaching of curriculum for a content- and discipline-based writing program in the College of Arts and Sciences. Supervisor of award winning “best essay in a writing-intensive course” each year. Summer 1994: Visiting Instructor, Drexel University, Department of History and Politics. Full-Time Positions in Academic Administration: 1996-98: Assistant Director, Center for the Advanced Study of India, University of Pennsylvania.

1995-96: South Asia Program Associate, Department of Contemporary Affairs, The Asia Society, Manhattan. Additional Academic, Research, and Publishing Experience:

2004-2005: Consultant, Annenberg School for Communications, University of Pennsylvania, Project for Global Communications Studies. 2004-2005: Social science tutoring for Ivy League students with learning disabilities.

2003-2004: Workshop and advising on “India’s International Relations” for Lauder Institute, University of Pennsylvania, series for graduate students planning to conduct research in India. 2003-2004: Editorial coordinator, “India’s Emerging Federal Processes,” Center for the Advanced Study of India, University of Pennsylvania, for publication of papers from conference on “Transforming a Federation: India’s Experience,” India International Centre, 13-16 February 2003. Published as special issue on “Emerging Federalism in India” of Publius: The Journal of Federalism (volume 34, number 1, Winter 2004). 2003-present: Publication style consultant, copyeditor, and proofreader for a number of social science journals published by the Taylor & Francis Group, including Comparative Strategy, Leadership and Policy in Schools, and Conflict Resolution and Peace Studies. 1992-1995: South Asia/Penn Press Liaison. Coordination of publication of volumes in the South Asia Seminar series of the University of Pennsylvania Press. 1991-1993: Center Coordinator, Center for Transnational Cultural Studies, Department of Anthropology, University of Pennsylvania. Center Co-Directors: Drs. Arjun Appadurai and Carol A. Breckenridge. Teaching Experience: College courses taught at Geneseo: INTD 105: Writing about Wealth and Poverty in International Politics PLSC 120: Comparative Politics PLSC 228: Developing World Politics PLSC 223: Politics of South Asia (developed for Geneseo) PLSC 321: State and Society in the Nonwestern World (developed for Geneseo) PLSC 341: Democracy and International Relations (developed for Geneseo) PLSC 347: Terrorism and National Security Other college courses taught: American Foreign Policy Contemporary South Asian Politics (writing intensive) Contemporary World Politics (writing intensive) European Government and Politics International Relations of South Asia (cross-listed, political science, history, and Asian studies) Introduction to Comparative Politics Introduction to Comparative Politics (honors) Introduction to International Politics Issues in Current International Affairs (development, environment, globalization) South Asia since Independence (cross-listed, political science, history, and Asian Studies) Wealth and Poverty in International Politics (writing intensive) Graduate courses taught: South Asian Politics (comparative and international, MA/PhD levels) Teaching Award:

1986: Dean's Award for Distinguished Graduate Student Teaching, School of Arts and Sciences, University of Pennsylvania, for excellence in teaching American Foreign Relations and Diplomacy.

Scholarly Activity: Publications:

2004: Editorial coordinator, “India’s Emerging Federal Processes,” Center for the Advanced Study of India, University of Pennsylvania, for publication of papers from conference on “Transforming a Federation: India’s Experience,” India International Centre, 13-16 February 2003. Published as special issue on “Emerging Federalism in India” of Publius: The Journal of Federalism (volume 34, number 1, Winter 2004). 2000: “Depicting the Nation: Media Politics in Independent India,” in Francine R. Frankel, Zoya Hasan, Rajeev Bhargava and Balveer Arora, Editors, Transforming India: Social and Political Dynamics of a Democracy (pp. 254-287). New Delhi: Oxford University Press. Paperback edition, 2002. Obituary: Ram B. Magal (1923-2000) The Journal of Asian Studies, Vol. 59, No. 3 (Aug., 2000), p. 807 1998: Editor, The Future of Nuclear Weapons: A US-India Dialogue, proceedings of a conference held at The Wharton Sinkler Conference Center, Philadelphia, Pennsylvania, May 5-8, 1997. Philadelphia: Center for the Advanced Study of India, University of Pennsylvania. 1997: “50 Years of Democracy: India in Transition,” The Philadelphia Inquirer, 15 August. Co-authored with Francine R. Frankel. Invited editorial for the fiftieth anniversary of India’s independence. 1996: “Mass Media, Images and Mobilization,” in David Ludden, Editor, Contesting the Nation: Religion, Community, and the Politics of Democracy in India (pp. 98- 115), Philadelphia: University of Pennsylvania Press. Simultaneously published as Making India Hindu: Democracy, Nationalism and Majoritarian Communalism, New Delhi: Oxford University Press. Second edition, 2004. 1992: Review of Conflicting Images: India and the United States, (Sulochana Raghavan Glazer and Nathan Glazer, Editors), published in South Asia News, Philadelphia: University of Pennsylvania, Spring. Research and Writing Projects in Progress: Preparation of proposal for a book on media and politics in the major states of South Asia, focusing on India Research on an article on media and politics in Pakistan, focusing on the political crisis ending the martial law of General Musharaff. Research for an article on constitutional issues related to freedom of information, regulation of mass media, and consumer protection in India. Research for a collection of primary source materials for the teaching of comparative politics. Preparation of a conference proposal, to result in an edited collection of revised conference papers, on the relationships between media and foreign policy in South Asia, focusing on the roles of ministries of information and broadcasting.

Presentations: 2008: “Regulating India’s Markets and Messages,” for panel on “India’s Drive to

Consume: Clarifying the Politics of Consumption in the Post-Liberalization Period,” 37 th Conference on South Asia, University of Wisconsin-Madison, 17-19 October. Also invited participant in preconference South Asian Legal Studies workshop, 16 October. 2007: “Indian, Citizen, Consumer: Media, Economic Reform, and Consumer Protection Law in Contemporary India, 36th Conference on South Asia, University of Wisconsin-Madison, 12-14 October. Also invited participant in preconference session on Legal Studies in South Asia, 11 October. 2007: “Locating Media Policies in South Asia,” New York Conference of Asian Scholars, Theme: “Decentering Asia,” 26-27 October. 2006: Presenter, Old Dominion University Film & Video Festival. Film: Masala (1991, Srinivas Krishna). Introductory comments on Indian diaspora, Canadian multiculturalism, Sikh separatism, and Hindi film genres. 2005: Invited speaker, “India’s Influence in South Asia and Beyond: Nationalism, Political Change, and the Construction of Media Policies,” American University School of International Service, International Communication Program, 28 November. 2005: Invited speaker, Old Dominion University Center for Regional and Global Studies, “Democracy, Media, and India’s Developmental State,” April 12. 2003: Invited speaker, “India’s International Relations,” Lauder Institute of Management and International Studies, University of Pennsylvania, November 24. 2001: Invited panelist, discussion on “The United States and Islam,” Friend’s Congregation Meeting, Bristol, Pennsylvania, 28 October. 1997: “Depicting the Nation: Media Politics in Independent India,” symposium on “Democracy and Transformation: India after Fifty Years of Independence,” cosponsored by the Center for the Advanced Study of India and the University of Pennsylvania Institute for the Advanced Study of India, New Delhi, November 23-26. 1996: Invited speaker, World Affairs Council of Philadelphia, series on “India: A Rising Star,” October-November. 1995: Discussant, University of Pennsylvania Ethnohistory Seminar on “Film in Histories and Cultures,” on the politics of cultural representation, January 27. 1994: “Politics and Airwaves: The Evolution of Television in India,” panel on “Mass Media and the Construction of the Indian Nation-State,” Association for Asian Studies Annual Meeting, Boston, March 27. 1994: “Communalism and Mass Media: Images, Mobilization and Conflict in India,” University of Pennsylvania South Asia Seminar Series on “Communalism in South Asia,” January 12. 1993: “Making Waves: Transnational Satellite Television in India,” 22nd Annual Conference on South Asia, University of Wisconsin-Madison, November 6. 1993: Discussant on politics of cultural production, conference on “Sangit: Studies in the Performing Arts,” sponsored by the Social Science Research Council / American Council of Learned Societies Joint Committee on South Asia,

University of Pennsylvania, September 23-26. 1990: “Television and the 1989 Parliamentary Election in India,” University of Pennsylvania, April 12. 1990: “The Limits of Image-Making: Doordarshan and the 1989 Lok Sabha Election,” conference on “Democracy and Development in South Asia,” Tufts University, April 20-22. Grants Received: 2008: Geneseo Foundation travel grant to deliver a presentation at the 37th Annual Conference on South Asia, University of Wisconsin–Madison, 17-19 October. 2007: Geneseo Foundation travel grant to deliver a presentation at the 36th Annual Conference on South Asia, University of Wisconsin–Madison, 12-14 October. 2006: First recipient, CC Faculty/Student Research Award, SUNY-Geneseo Department of Political Science and International Relations, for project on “Nationalism, Globalization, and the Construction of Media Policies in South Asia.” Selected research assistant and reward recipient: Sarah McDonald. Awards and Fellowships: 1993-95: Chimicles Teaching Fellowship, University of Pennsylvania. 1990-91: University of Pennsylvania School of Arts and Sciences Dissertation Fellowship. 1990: Dean's Scholar, University of Pennsylvania. 1989-90: American Institute of Indian Studies Junior Fellowship for Dissertation Research in India. 1988: Research Fellowship, Program for Assessing and Revitalizing the Social Sciences, Seminar on Cultural Studies, University of Pennsylvania. 1986: Dean's Award for Distinguished Graduate Student Teaching, School of Arts and Sciences, University of Pennsylvania, for excellence in teaching American Foreign Relations and Diplomacy. 1986-88: Outreach Associate Fellowship, Department of South Asia Regional Studies, University of Pennsylvania. 1983-85: Foreign Language and Area Studies fellowship. Language: Hindi. Membership in Professional Associations: American Political Science Association Association for Asian Studies New England Scholars of South Asia New York Conference of Asian Scholars South Asia Journalists Association Languages: Hindi, reading French

ROBERT F. GOECKEL

CURRENT P r o f e s s o r POSITION Department of Political Science State University of New York at Geneseo Geneseo, New York 14454 ( 5 8 5 ) 2 4 5 -5459 [email protected] HOME 340 Dorchester Road ADDRESS Rochester, New York 14610 ( 5 8 5 ) 4 8 2 -8142

EDUCATION Ph.D 1982 Harvard University, Government M.P.P. 1974 The University of Michigan, Public Policy A.B. 1973 The University of Michigan, Political Sci ence with High Honors

RELATED Director, Center for the Study of Russia WORK and the U.S., Moscow State University and SUNY, EXPERIENCE September 2000-July 2001. Planned and managed the opening, on June 6, 2001, of the Center on behalf of SUNY Central Administration. Worked with MSU faculties to develop academic exchanges. Liaison with US Embassy regarding grant implementation for the Center.

PUBLICATIONS “US-German Church Relations, 1968-1990: Changes in Actors, Priorities, and Power Relations," in Germany and the United States in the Era of the Cold War, 1945-1990. A Handbook, ed. Detlef Junker (Cambridge, UK: Cambridge University Press, 2004).

“The Relations between State and Church in the GDR: Ten Years of Anglo- American Studies,” in Staat und Kirchen in der DDR. Zum Standder zeithistorischen and sozialwissenschaftlichen Forschung [State and Churches in the GDR. On the Status of Contemporary History and Social Science Research], Horst Daehn and Joachim Heise, eds., Peter Lang Verlag, Frankfurt/M and Berlin, 2003

“American Church Advocacy of Religious Rights in East Germany: The Legacy of the Past for the Present” in Protecting the Human Ri g h t s o f Religious Minorities in Eastern Europe, ed. Peter Danchin and Elizabeth Cole (NY: Columbia University Press, 2002)

" C h u r c h -State Relations in the Post -Communist Era: The Case of East Germany," in Problems of Post -Communism ( J a n u a r y -F e b r u a r y 1 9 9 7 ) .

"Thesen zu Kontinuitaet und Wandel in der Kirchenpolitik der SED," in D i e Kirchenpolitik von SED und Staatssicherheit, ed. Clemens Vollnhals (Berlin: Christoph Links Verlag, 1996).

"Autonomiespielraum der Kirchen in der DDR," in Christen, Staat und Gesellschaft in der DDR, ed. Gert Kaiser and Ewald Frie (Frankfurt/M.: Campus Verlag, 1996).

"The Baltic Churches and the Liberalization Process," in The Politics of Religion in Russia and the New States of Eurasia, ed. Michael Bourdeaux (Armonk, NY: M.E. Sharpe, 1995).

Die Evangelische Kirche und die DDR. Konflikte, Gespraeche, Vereinbarungen unter Ulbricht und Honecker (Leipzig: Evangelische Verlagsanstalt, 1995).

"Der Weg der Kirchen in der DDR" in Kirchen in der Diktatur. Dritte s Reich und SED-S t a a t ed. Guenther Heydemann and Lothar Kettenacker (Goettingen: Vandenhoeck and Ruprecht, 1993).

"Soviet Policy Toward the Baltic Lutheran Churches and Their Role in the Liberalization Process" Kirchliche Zeitgeschichte v. 6, n. 1 (1993 ) .

"Die Rolle der CDU-Ost in der Kirchenpolitik der DDR," in Die Rolle der Kirchen in der DDR, ed. Horst Daehn (Munich: Olzog Verlog, 1993).

The Lutheran Church and the East German State: Political Conflict and Change Under Ulbricht and Honecker (Ithaca, NY: Cornell University Press, 1990).

"The Evangelical -Lutheran Church and the East German Revolution," Occasional Papers on Religion in Eastern Europe , v. 10, n. 6 (November 1990).

"The Catholic Church in German Democratic Republic," in C a t h olicism and Politics under Communism, ed. Pedro Ramet (Durham, NY: Duke University Press, 1990).

"Is the GDR the Future of Hungary and the Baltics? Dissent and the Lutheran Church in Eastern Europe," in East Germany in Comparative Perspective, eds. David Childs, Thomas A. Baylis, Marilyn Rueschemeyer (London and New York: Routledge, 1989).

"Christianity and Marxism in Eastern Europe," in Christianity and Marxism Worldwide: An Annotated Bibliography, ed. Mark Elliott (Wheaton, IL: Institute f o r t h e Study of Christianity and Marxism, 1988).

"Church and Society in the GDR: Historical Legacies and 'Mature Socialism'," in The Quality of Life in the German Democratic Republic, ed. Marilyn Rueschemeyer (Armonk, NY: M.E. Sharpe, 1988).

"Domestic Dissent in the GDR: The Role of the Evangelical Church," in E a s t Germany, West Germany and the Soviet Union: The Changing Relationship, ed. Thomas A. Baylis, Western Societies Program Occasional Paper no.18 (Ithaca, NY: Cornell University Press, 1986).

"The Luther Anniversary in East Germany," World Politics , v. 37, n. 1 (October 1984)

"Ein neuer Dialog hat begonnen," Kirche im Sozialismus (West Berlin), v. 9, n. 5 ( 1 9 8 3 ) .

"Der 6. Internationale Kongress fur Lutherforschung tagt in Erfurt," Report broadcast by Deutschlandfunk (East-West Service), 23 August 1983.

"Zehn Jahre Kirchenpolitik unter Honecker," Deutschland Archiv , v. 14, n. 9 (September 1981).

"The Kirchenpolitik of the German Democratic Republic and the Evangelical Churches, 1968-19 7 8 , " Studies in GDR Culture and Society , ed. Margy Gerber (Washington, DC: University Press of America, 1981).

RESEARCH Soviet Policy Toward the Baltic Lutheran Churches 1940-1991. IN A study of the church -state relationship and the process of PROGRESS of political change.

BOOK REVIEWS Book Review, Gareth Dale, Popular Protest in East Germany, 1945-1989 (London: Routledge, 2005), in Slavic Review, vol. 66, no. 3 (Fall 2007): 516-517.

Book Review, Matthew D. Hockeno s , A Church Divided: German Protestants Confront the Nazi Past (Bloomington, IN: Indiana University Press, 2004), in Journal of Modern History , vol. 79, No. 1 (March 2007): 217-219.

Book Review, Barbara Theriault, ‘Conservative Revolutiona r i e s ’ : Protestant and Catholic Churches in Germany after Radical Political Change in the 1990s (NY: Berghahn, 2004), in H -Net Review in The Humanities and Social Sciences, H-German (July 2006).

Book Review, Dirk Palm, “ Wir Sind doch B r u d e r ” : D e r Evangelische Kirchentag and die deutsche Frage, 1949 -1961 (Goettingen: Vandenhoeck and Ruprecht, 2002) in H -Net Review In the Humanities and Social Sciences, H-German (November 2004)

CONFERENCE “Political and Institutional Issue s of Lutheran Churches in Communist Systems: The Legacy of Luther with Particular Reference to the GDR Churches”, paper presented at ‘Spurenlese’: The Effects of the Reformation Conference sponsored by University of Halle -Wittenberg, October 2008, Wittenberg, Germany.

` “Destalinization and Political Change under Khrushchev: The Case of Religious Policy in the Baltics, 1953 -1964,” paper presented at the American Association for the Advancement of Slavic Studies Annual Meeting, November 2007, New Orleans.

“Sovietizing Religious Policy in the Baltics, 1945-1953,” paper presented at the American Association for the Advancement of Slavic Studies Annual Meeting, November 2006, Washington, DC.

"The Churches in the Baltics and Movement, " paper presented at the 7th Berlin Church -State Colloquium: The World Council of Churches and

Eastern Europe, May 1998.

"The Churches and Collaboration with the Secret Police: The Case of East Germany," presented at American Association for the Advancement of Slavic Studies Annual Meeting, November 1996, Boston.

"Soviet Policy Toward the Lithuanian Catholic Church, 1940-1949," presented at conference of the Institute for Comparative Church -State Research, Berlin, May 18- 20, 1995.

"Continuity and Change in the Religious Policy of the SED," keynote address at the scientific conference sponsored by the Archive of the former East German Stasi, "The Policy of the SED and the Stasi towards the Churches," January 19 -21, 1995, Berlin.

"The Baltic Churches and the Liberalization Process," paper presented at conference of the Russian Littoral Project, University of Maryland -SAIS, "Religion and Politics in the Former Soviet Union," November 11, 1993.

"Protestant Opposition to Nazism and the SED-Regime: A Comparison," presentation at conference sponsored by the German Historical Institute of London, December 10-13, 1992, Erfurt, Germany.

"The Legacy of the Protestant Church in the Opposition in the Former GDR," presentation at Americ an Institute for Contemporary German Studies, October 13, 1992, Washington, DC.

"The Relationship of Church and State in the 1960s: From the Mitzenheimpolitik to the Recognition of the Kirchenbund," paper presented at the scientific colloquium, " S t a t e Policy Toward the Churches and Churches in 'Real Existing Socialism' of the GDR," sponsored by the

University of Mannheim and Evangelical Academy of Berlin, October 1-3, 1992, B e r l i n .

"Die Sowjetische Kirchenpolitik im Bezug auf die Baltisch -Lutherische Kirchen und ihre Rolle im Liberalisierungsprozess," paper presented at the annual conference of Kirchliche Zeitgeschichte , J u l y 8 -11, 1992, Vienna.

"Soviet Policy Toward the Baltic Lutheran Churches and Their Role in the Liberalization Process," pa per presented at Association for the Advancement of Baltic Studies, June 9 -11, 1992, Toronto and at conference on "Church, State and Society in the Twentieth Century," sponsored by Institute of History, Academy of Sciences of the USSR, October 21 -27, 1991, M o s c o w .

Chair and Organizer, "Church Responses in Eastern Europe to Gorbachev's Reforms," panel at the American Association for the Advancement of Slavic Studies Annual Meeting, November 3-6, 1989, Chicago.

"Gorbachev, Glasnost, and East Germany: T he Case of Church-State Relations," paper presented at the American Association for the Advancement of Slavic Studies Annual Meeting, November 18-21, 1988, Honolulu.

Respondent, panel on Religion and Nationalism under Communism, American Association for the Advancement of Slavic Studies Annual Meeting, November 5-8, 1987, Boston.

University of Illinois Summer Research Laboratory on Russia and Eastern Europe, J u n e 2 2 -July 2, 1987.

"The German Democratic Republic," participant, Roundtable, Domestic a nd External Factors in Political Development in Eastern Europe, Northeastern Political Science Association, November 15, 1984.

HONORS AND SUNY Chancellor’s Award for Internationalization, 2004 GRANTS Fulbright Research Fellowship, Moscow, 2000-2001 Fulbright Research Fellowship, Berlin, 1995-96 Hoover Institution, Visiting Scholar Post-Doctoral Fellowship, 1992 -1993 SUNY-Moscow State University Faculty Exchange, 1992 International Research and Exchanges Board, USSR Long-Term Exchange of Advanced Researchers, 1990 -91 President's Award for Excellence in Academic Advising, SUNY Geneseo, 1990 German Marshall Fund of the United States, Travel Grant for observing East German elections, 1990

National Endowment for the Humanities Summer Seminar on the Russian Orthodox Church, Dr. Gregory Freeze, Brandeis University, 1989 International Research and Exchanges Board Developmental Fellowship for Russian Language Study, 1985-86 SUNY University Awards Program Fellowship, 1983 International Research and Exchanges Board Fellowship, German Democratic Republic Program, 1979 Free University of Berlin Direct Fellowship, 1978-1979 Center for European Studies, Harvard University, Summer Fellowship, 1977 German Academic Exchange Service P r e -Dissertation Fellowship, 1976 TEACHING Harvard University, Department of Government, 1976 -82. EXPERIENCE Introduction to Comparative Politics; Introduction to International Relations; Politics and Society in Eastern Europe

State University of New York, Geneseo, Department of Political Science, 1982- present Politics of Russia and Eurasia Politics of Eastern and Central Europe Religion in Communist Systems West European Politics Introduction to International Politics Theories of International Politics International Political Economy American Foreign Policy Comparative Public Policy German Society and Politics since 1945 The European Union Freshman Writing Seminar

COLLEGE Organizer, “Geneseo in Moscow” Study Abroad Program, May -J u n e SERVICE 2004, 2006, and 2008

Coordinator, Major in International Relations, 2002 -2006 Organizer and Advisor, Geneseo Model United Nations Club, 1988 -p r e s e n t Proposer and coordinator, minor in International Relations, 1985-present

PROFESSIONAL Member, Advisory Board, Center for the Study of Russia and the US, Moscow State University and SUNY, 2003 -p r e s e n t Thesis Advisor, Bruce Hall, SUNY Buffalo 2003 Member, Study Group, "Christians, State a n d Society in the GDR," Science Center North Rhine -Westphalia, Minister President Johannes Rau, Chair, 1992-1995 Treasurer, GDR Studies Association of the US, 1989-1995 Book manuscript review, Cornell University Press, Duke University Press, Evangelische Verlagsanstalt REFERENCES Ambassador Robert Gosende, Associate Vice- Chancellor for International Programs, SUNY Central Administration, Albany, NY Professor Gregory Freeze, Department of History, Brandeis Un iversity Professor Zvi Gitelman, Department of Political Science, The University of M i c h i g a n Professor Norman Naimark, Center for Russian and East European Studies, Stanford University Professor Michael Sodaro, Department of Political Science, George Washington University

Jeremy Grace 1 College Circle, Welles 3F [email protected] Geneseo, NY 14454, [email protected] (585) 245-5455

PROFESSIONAL HISTORY

2000 - Present State University of New York (SUNY), Geneseo, NY: Lecturer of International Relations and Coordinator of the International Relations Program. Courses Taught: International Law and Organization; Failed States, African Politics, International Economic Relations; Theories of International Relations; and Politics of Central and Eastern Europe. Joseph C. O’Brien Award for Excellence in Part Time Teaching, 2005.

2005 - 2007 International Organization for Migration (IOM): Senior Advisor, Political Rights and Enfranchisement Systems Strengthening Project. USAID funded initiative to support international capacity to help enfranchise conflict-forced migrants. Re p o rts and analysis of protection-gaps for refugees and internally displaced populations under international human rights law. Field assessments and technical assistance to election management bodies and international organizations.

2002 - 2004 IOM: Research Coordinator, Participatory Elections Project. USAID funded initiative examining the political rights of refugees and internally displaced persons. Outputs include case studies on state practice and proposed international standards to ensure that displaced persons do not lose their inherent electoral rights during a peace- building process. Responsibility for research design, and written outputs.

1999 IOM, Indonesia: Deputy-Country Representative, External Voting for East Timor Program. Organized voter registration and polling of East Timorese Displaced Persons in Indonesia for the September 1999 referendum on autonomy. Negotiated mission status agreements with the Government of Indonesia, trained elections personnel, monitored and reported on political developments for the United Nations Assistance Mission in East Timor (UNAMET), and identified projects for a permanent IOM Mission.

1998 IOM, Croatia: Country Representative, Out of Country Voting. Directed the refugee voting program for Bosnian refugees residing in Croatia. Designed electoral structures, rules, and procedures for registration and polling as implemented by the Croatian Government’s Office for Displaced Persons and Refugees and the Organization for Security and Cooperation in Europe (OSCE). Administered budget and coordinated a public information campaign.

1996 – 1997 Organization for Security and Cooperation in Europe (OSCE), Bosnia and Herzegovina: Operations Officer. Implemented logistical aspects of multiple elections. Organized deployment and training of short-term supervisors. Investigated electoral irregularities and fraud. Trained election staff on rules and procedures.

1996 United Nations War-torn Societies Project, Washington, DC: Research Assistant. Project examined linkages between development and conflict prevention.

1994 – 1995 Overseas Development Council, Washington, DC: Research Assistant. Research for a book on private sector development in the World Bank Group.

PROJECTS AND CONSULTANCIES

2007 IOM Brussels: Delivered IOM training module, “Enfranchising Displaced Electorates” at session organized for European Commission.

2007 Brookings Institution: Co-authored chapter on voting rights of Internally Displaced Persons for publication in a Legislator’s Manual. Contributed to “Legislator’s manual” on protection of Human Rights of IDPs.

2006 IOM, Nepal: Electoral assessment of voting rights of displaced populations.

2005 IOM, Sri Lanka: Electoral assessment of voting rights of displaced populations.

2005 IOM, Uganda: Electoral assessment of voting rights of displaced populations in conjunction with USAID IDP assessment mission.

2004 International Foundation for Election Systems (IFES), Liberia: Technical Assistance to Liberian Election Commission on displaced person and refugee voting. 2004 IFES, Afghanistan and Pakistan: Assistance to UN Assistance Mission in Afghanistan (UNAMA) and Afghan government to establish refugee voting in Pakistan and Iran for the 2004 presidential elections.

2004 IFES: Desk research and paper on election standards and external voting.

2004 IOM, Liberia and Guinea: Analysis of early intervention strategies to ensure that Liberian refugees and IDPs are able to register and vote in the 2005 national elections.

2004 IFES: Case study chapters examining best practices and standards for electoral boundary delimitation for the Delimitation Equity Project.

2003 IFES, Kosovo: Technical assistance to civil society groups on external voting.

2001 IOM, Kosovo and Serbia & Montenegro: Evaluation of IOM’s effectiveness in implementing refugee and internally-displaced person voting programs and these programs contribution to peace-building operations in Bosnia, Kosovo, and East Timor.

2000 Organization for Security and Cooperation in Europe (OSCE), Kosovo: Organized logistics and developed procedures for displaced persons to participate in the 2000 Kosovo Municipal Elections.

2000 The World Bank Group, Washington, DC: Authored studies on the role of information and communications technologies in economic development.

PAPERS & PUBLICATIONS

Jeremy Grace and Erin Mooney, “Democracy and the Displaced: Political Participation Rights, in Particular the Right to Vote and to be Elected,” forthcoming joint publication by the Brookings- Bern Project and the American Society of International Law, 2009.

Jeremy Grace and Jeff Fischer, “Seeking electoral equality for IDP voters,” forthcoming in special issue of Forced Migration Review, “Ten Years of the Guiding Principles of Internal Displacement,” December 2008.

Jeremy Grace, “Nepal: Supporting the Democratic Transition through the Participation of Internally Displaced Persons and Migrants in Constituent Assembly Elections.” IOM/PRESS Action Plan VI. June, 2006.

------“Malaysia: Malapportioned Districts and Over-Representation of Rural Communities,” and Singapore: Drawing Districts to Ensure Super-Majorities in the Parliament,” in Lisa Handley et al., Delimitation Equity project: Resource Guide. Washington DC: IFES Center for Transitional and Post-Conflict Governance, May 2006).

------“Sri Lanka Voting Rights of IDPs, Refugees, and Economic Migrants.” IOM/PRESS Action Plan V. April 2006.

------“Uganda: Internally Displaced Persons in the 2006 National Elections,” IOM/PRESS Action Plan IV. June, 2005.

------“Promoting the Participation of Conflict-forced Migrants in the Liberian Electoral Process: Issues and Options for the National Elections Commission.” IFES Technical Assistance Paper. August 2004.

------“External and Absentee Voting: Issues for the Standards Challenge Project.” IFES Discussion Paper, May, 2004.

------“Liberia: Refugees and Internally Displaced Persons in the October 2005 Elections,” USAID/IOM/PEP Action Plan III. April, 2004. Jeremy Grace, Charles Kenny and Christine Qiang, Information and Communication Technologies and Broad-Based Development: A Partial Review of the Evidence. Washington DC: World Bank Working Paper No. 12. January 2004. Jeremy Grace and Jeff Fischer, “Enfranchising Conflict-forced Migrants: Issues, Standards, and Best Practices.” IOM/PEP Discussion Paper No. 2. November 2003. Jeremy Grace and Charles Kenny, “A Short Review of Information and Communications Technologies and Basic Education in LDCs ---What is Useful, What is Sustainable?” International Journal of Educational Development. Volume 23 No. 6. November 2003.

Jeff Fischer, Bruce Hatch and Jeremy Grace, “Electoral Displacement in the Caucuses: Georgia and Azerbaijan.” IOM/PEP Action Plan II, September 2003.

Jeremy Grace, “The Electoral Rights of Conflict-forced Migrants: A Review of Relevant Legal Norms and Instruments.” USAID/IOM/PEP Discussion Paper No. 1, March 2003. Jeff Fischer, Bruce Hatch and Jeremy Grace, “Angolan Elections: Promoting Reconciliation through Participation of Conflict Forced Migrants.” IOM/PEP Action Plan I, January 2003

Emmanuel Forestier, Jeremy Grace and Charles Kenny “Can Information and Communication Technologies be Pro-Poor?” Telecommunications Policy No. 26 (Winter, 2002): 623 – 646. Draft version presented at 2001 “World Bank Economists’ Forum”, April 2001. Jeremy Grace, “How Should Countries Respond to Acts of Terrorism?” and “What Role Should International Financial Institutions Play in Globalization?” Chapters in Drachmann, et al., You Decide: Controversial Global Issues, (Boulder: Rowman & Littlefield, 2003). ------“Evaluation of External Voting Programmes: An Analysis of IOM's Role in Kosovo.” Geneva: International Organization for Migration, Operations Evaluation Department, October 2001.

EDUCATION

M.A. American University, Washington D.C., 1995 International • Focus on International Law; Second Field in Political Economy Affairs • GPA 3.9/4.0; Merit Award Fellowship (1995) • Comprehensive Exams passed with Distinction

B.Sc. Northern Arizona University, Flagstaff AZ., 1992

Political Science • Major in International and Comparative Politics; Minor in History • Summa Cum Laude

• Outstanding Student Award 1992 in Comparative and International Politics.

COMMUNITY SERVICE

 Board Member, Northern Livingston County Chapter of the American Red-Cross  Certified Instructor, International Humanitarian Law, American Red Cross  Member, Geneseo Comprehensive Master Plan Committee (2003 – 2004)

JEFFREY W. KOCH Of f ice H o m e Department of Political Science 20 Brandywine Lane State University of N ew York@Geneseo Rochester, New York Geneseo, New York 14454 14618 ( 5 8 5 ) 2 4 5 -5371 ( 5 8 5 ) 2 4 5 -5454 ( 5 8 5 ) 2 7 1 -5697 email:[email protected]

Academic Background University of Michigan: Ph.D., December 1987. Political Science University of Connecticut: A.M., 1978. Political Science Indiana University of Pennsylvania: A.B. 1977. Political Science

Employment: Visiting Assistant Professor, University of California, Riverside. 1987 -1989. Assistant Professor, SUNY@Geneseo, 1989-1996. As so cia te Professor, SUNY@Geneseo, 1997-2002. Full Professor, SUNY@Geneseo, 2002. Fu ll Pr of essor and Chair, September 2003 to present. Dissertation:

"Electoral Context and Political Preference: A Perspective from Reference Group Theory." Chair: Philip E. Converse.

Publications:

“Campaign Advertisements Impact on Voter Certainty and Knowledge of House Candidates’ Ideological Positions.” Political Research Quarterly. December 2008.

"Being Certain versus Being Right: Cost-Benefit and Cognitivist Theories of Citizen Certainty of Candidates’ Ideological Orientations." Political Behavior, September 2003.

"Does Individual-Level Political Cynicism lead to Third Party Support," January 2003, American Politics Research.

"Follow the Leader?: The Effects of Presidential Support on Representatives’ Electoral Fortunes," with Paul Gronke and Matt Wilson, August 2003, Journal of Politics.

"Candidate Gender and Citizens' Perceptions of House Candidates' Ideological Orientations" American Journal of Political Science, April 2002.

“When Parties and Candidates Collide: Citizen Perception of House Candidates’ Positions on Abortion.” Spring 2001, Public Opinion Quarterly.

“Do Voters’ Apply Ideological Gend er Stereotypes to Senate Candidates? May, 2000. Journal of Politics .

“Candidate Status, Assessments of Presidential Performance, and Voting for the U.S. Senate,” December 2000, Electoral Studies.

“Electoral Competitiveness and the Voting Decision,” December 1998, Political Behavior.

“Political Rhetoric and Political Persuasion: The Changing Structure of Citizens’ Preferences on Health Insurance during Policy Debate.” Summer 1998. Public Opinion Quar t e r l y .

“The Perot Candidacy and Attitudes toward Government and Politics,” Political Research Quarterly , M a r c h 1998.

“Attitudes Toward Government, Partisan Dispositions, and the Rise of Ross Perot in 1992 and 1996.” in Ted G. Jelen (editor) Ross for Boss: The Perot Phenomenon and Beyond. Albany: State University Press of New York, 2001).

“Candidate Gender and Assessments of U.S. Senate Candidates,” Social Science Quarterly. December, 1998.

“Gender Issues, Candidate Gender, and Women’s Psychological In volvement in Politics.” American Politics Q u a r t e r l y . January, 1997.

"Explanations of Group Economic Outcomes: Determinants and Consequences." American Politics Q u a r t e r l y . April, 1991.

"Is Group Membership a Prerequisite for Group Identification?" Polit ic al Behavior, March, 1993.

"Group Efficacy, Personal Efficacy, and Collective Action," Political Behavior . December, 1993.

"Group Identification in Political Context" Political Psychology December, 1994.

Social Reference Groups and Political Life. Universit y Press of American, 1995.

Manuscripts in progress :

“Why has the Personal Vote Declined for House Incumbents.” “Economic Mobility and Partisanship through the Life-Cycle.” “The Determinants and Consequences of Voting Correctly.”.

A w a r d s :

2002-2003 Fulbright Lecturer in American Politics at East China Normal University in Shanghai, China.

May/June 2005, Senior Specialist at Royal Academy of Cambodia, delivered lectures and seminars on democracy, elections, and political parties.

Participati on in American Studies Seminar in Athens, Greece, coordinator Paul Levine, University of Copenhagen.

Teaching Fields American Politics Elections, Public Opinion, and the Media

Methodology Congress Political Parties Research Interests Elections and Pu blic Opinion Research Methodology

Professional Activities

"Environmental Conditions and the Effects of Group Identifications on Political Evaluations."Paper presented at the 1985 American Political Science Association Annual Meeting, New Orleans, Louisiana.

"Electoral Context and Political Preference: A Perspective from Reference Group Theory." Paper presented at the 1987 American Political Science Association Annual Meeting in Chicago, Illinois.

"Citizens' Explanations for Group and Personal Econo mic Outcomes." Delivered at the 1989 Midwest Political Science Association Annual Meeting in Chicago, Illinois.

"Understanding Republican Gains Among the Young During the Reagan Years." Delivered at the 1989 American Political Science Association Annual Meeting, Atlanta, Georgia.

Discussant at the 1990 Midwest Political Science Association, on "Dimensions of Citizenship in Western Democracies" panel, Chicago, Illinois.

"Group Efficacy, Internal Efficacy, and Collective Action," presented at the 1990 American Political Science Association's Annual Meeting, San Francisco, California.

"What do they know and why do they Know it: Group Identification Schemas and information acquisition," to be presented at the 1992 MWPS Annual Meeting in Chicago, Illinois.

" P r e s ident Bush, Public Opinion and the Persian Gulf War: The Limits of Leadership," presented at the 1992 APSA Meeting in Chicago, Illinois.

“Candidate Gender and Women’s Psychological Engagement in Politics”, presented at the Annual Meeting of the Midwest Political Science Association, Chicago, Illinois. April, 1994.

“Candidate Gender and Candidate Evaluation”, presented at the Annual Meeting of the American Political Science Association, New York, New York. September, 1994.

“Electoral Competitiveness and th e Voting Decision”, presented at the Annual Meeting of the Southern Political Science Association, Tampa, FL. 1995. November 2-4.

“Perot Voters Before and After the 1992 Election”, presented at the Annual Meeting of the Midwest Political Science Associat ion, Chicago, Illinois. April, 1996.

Candidate Status and Voting for U.S. Senator,” presented at the Annual Meeting of the American Political Science Association, San Francisco, California. September, 1996.

“Change and Stability in Citizens’ Preferences on National Health Care, 1970-1994,” presented at the Annual Meeting of the Midwest Political Science Association, Chicago, Illinois. April, 1997.

“Do Citizens Apply Gender Stereotypes to Infer Candidates’ Ideological Orientations?” presented at Southern Political Science Association’s Annual Meeting, Norfolk, Virginia, November, 1997.

“Follow the Leader?: The Effects of Presidential Support on Representatives’ Electoral Fortunes”, presented at the Midwest Political Science Association’s Annual Meeting, Chicago, Illinois, 1998. Coauthors are Paul Gronke and Matt Wilson.

"Citizens' Perception, Knowledge, and Certainty of 1998 House Candidates' Positions on Abortion" Presented at the 1998 American Political Science Association's Annual Meeting, Boston, Massachusetts.

"Change and Stability in Citizens Impressions of a Presidents' Character Traits," Presented at the 1998 the Midwest Political Science Association’s Annual Meeting, Chicago, Illinois.

"Candidates' Ideological Positions as a Determinant of Citizen Certainty of Candidates' Ideological Positions.” Presented at the 1999 American Political Science Association's Annual Meeting, Atlanta, Georgia.

"Candidate Gender and Citizens' Perceptions of House Candidates' Ideological Orientations" Presented at the 2000 Midwest Political Science Association's Annual Meeting, Chicago, Illinois.

"Being Certain versus Being Right: Comparing Cost-Benefit and Cognitivist Theories of Citizen Certainty of Candidates’ Ideological Orientations." Presented at the 2000 American Political Science Association's Annual Meeting, Washington, D.C.

"Are Voters More Certain of the Ideological Positions of Ideologically Extreme Candidates." Presented at the Annual Meeting of the Midwest Political Science Association's Annual Meeting, Chicago, Illinois, April 19-22, 2001.

"The Economy and Bill Clinton in the 2000 Presidential Election." Presented at the Annual Meeting of the American Association for Public Opinion Research, Montreal, Quebec, Canada. April 17-20, 2001.

"Issue Ownership in Presidential Elections from 1980 through 2000" Presented at the 2001 American Political Science Association's Annual Meeting, San Francisco, California, August 30- September 2, 2001.

“Candidate Ideology and Citizen Certainty of Candidates’ Ideological Positions,” presented at the 2002 Midwest Political Science Association’s Annual Meeting.

“Campaign Advertisements’ Impact on Voter Certainty and Knowledge of House Candidates’ Ideological Positions.” Presented at the 2003 American Political Science Association's Annual Meeting, Philadelphia, Pennsylvania.

“Beautiful Losers: Explaining House Challengers Ideological Orientations.” Presented at the 2004 Annual Meeting of the Midwest Political Science Association, Chicago, Illinois. 67

“The Changing Black and White Divide on Americans’ Attitudes toward Gays.” Presented at the 2004 American Political Science Association's Annual Meeting, Chicago, Illinois.

“The Determinants of Voting Correctly” Presented at the 2005 American Political Science Association's Annual Meeting, Washington, D.C.

“Has the Incumbency Advantage Decline.” Presented at the 2006 American Political Science Association’s Annual Meeting, Philadelphia, Pennsylvania.

“The Impact of Marital Status and Economic Mobility on Party Identification.” Presented at the 2007 Annual Meeting of the American Political Science Association, Chicago, Illinois.

Referee for American Political Science Review American Journal of Political Science, Journal of Politics, Political Psychology, Political Behavior, American Politics Quarterly, Public Opinion Quarterly, Social Science Quarterly, Southeastern Political Science Review, Political Communications, Political Research Q u a r t e r l y , Women and Politics, Reviewed textbooks or textbook proposals for Wesley Addison Press, Westview Press, and Congressional Quarterly Press.

R e f e r e n c e s

Barbara Sinclair, Hoffenberg Professor Charles H. Franklin University of California, Los Angeles 1050 Bascom Mall Department of Political Scien c e Department of Political Science Box 951472 University of Wisconsin, Madison Los Angeles, CA 90095-1472 Madison, Wisconsin 53706-1878 (310) 267-2027 (608) 263-2022 [email protected] [email protected]

Leonie Huddy Department of Political Science SUNY at Stony Brook Stony Brook, N.Y. 11794-4392 (631) 632-7672 [email protected]

Rebecca K. Root, Ph.D. 1 College Circle, Welles 3D, Geneseo, NY 14454 (585) 413-0076 [email protected] EMPLOYMENT State University of New York, Geneseo, NY Fall 2007-Current Department of Political Science and International Relations Assistant Professor • Courses: Comparative Politics, Human Rights, Freshman Writing Seminar, South American Politics, Democratization, Civil War and Conflict Resolution, US Foreign Policy Iona College, New Rochelle, NY Fall 2006-Spring 2007 Department of Political Science Adjunct Professor • Courses: Understanding Government and Politics, U.S. Foreign Policy and Film University of Massachusetts, Amherst, MA Fall 2005-Spring 2006 Department of Political Science Visiting Lecturer • Courses: Government and Politics of Latin America, American Foreign Policy University of Massachusetts, Amherst, MA Fall 2001-Fall 2004 Department of Political Science Teaching Assistant • Courses: Introduction to Comparative Politics, World Politics, American Foreign Policy, American Politics Through Film, International Environmental Policy, Global and World Orders Smith College, Northampton, MA Spring 2002 Department of Women’s Studies Reader/Grader • Course: Women and the Law EDUCATION University of Massachusetts, Amherst, MA February 2007 PhD in Political Science • Dissertation: “The Sticking Point: Human Rights and Civil-Military Relations in Latin America” • Committee: Howard Wiarda (Chair), Peter Haas, David Mednicoff • Comprehensive Exams: Comparative Politics (Passed with Distinction, September 2003) International Relations (Passed with Distinction, February 2004) Eckerd College, St Petersburg, FL May 2000 Bachelor of Arts in Literature • Minors in Philosophy and International Relations PUBLICATIONS

Root, Rebecca K. 2009. “Through the Window of Opportunity: The Transitional Justice Network in Peru.” Human Rights Quarterly, May. Root, Rebecca K. 2006. “Book Review: Fujimori’s Peru: Deception in the Public Sphere.” Comparative Political Studies, August. Root, Rebecca K. 2004. Entries on The Grapes of Wrath, How the Other Half Lives, The Jungle, Vocational Education, Indentured Servitude, Agency for International Development, AmeriCorps, Operation Breadbasket, Vista, Dillingham Commission Report, Teacher Corps. In

Gwendolyn Mink and Alice O’Connor, eds. Poverty in the United States: An Encyclopedia of History, Politics, and Policy. Santa Barbara, CA: ABC-CLIO.

CONFERENCE PAPERS AND PUBLIC TALKS “From Landmines to Cluster Munitions: The Influence of International Treaties on Their Most Important Non-Participant.” Paper to be presented at the International Studies Association conference in New York, New York, February 2009. “Lies, Damn Lies and Comparative Public Opinion Polling Data in South America.” Paper to be presented at the Northeastern Political Science Association conference in Boston, MA, November 2008. “Human Rights Trials: Opportunities and Challenges.” Guest lecture at SUNY-Geneseo, NY, October 2008. “A U.S. Perspective on Teaching Comparative Politics.” Guest lecture at the Institute on American Politics and Political Thought at the University of Massachusetts, Amherst, MA, July 2008. “Women’s Rights in International Perspective.” Guest lecture at SUNY-Geneseo, NY, March 2008. “Outsiders In: Transitional Justice Networks and State Transformation.” Paper presented at the International Studies Association conference in Chicago, IL, March 2007. “The Sticking Point: Human Rights and Civil-Military Relations in Latin America.” Paper presented at the Northeastern Political Science Association conference in Boston, MA, November 2006. “Human Rights Accountability in Transitioning Democracies: Negotiating Transitional Justice in Peru.” Paper presented at the American Political Science Association conference in Washington DC, September 2005. “Negotiating Truth: Transitional Justice in Peru.” Paper presented at the New England Political Science Association conference in Portland, ME, April 2005. “Truth and Reconciliation?” Guest lecture at the University of Massachusetts, Amherst, MA, May 2004. OTHER RESEARCH EXPERIENCE University of Massachusetts, Amherst, MA Spring 2004-Fall 2004 Research Assistant for Prof. Peter Haas ● Conducted research on regimes, epistemic communities, and international environmental law. ● Assisted in developing a National Science Foundation Grant Application. The Carter Center, Atlanta, GA Summer 2004

Graduate Assistant to Ashley Barr, Senior Program Associate for Human Rights • Prepared funding proposals and grant narratives to be sent to several institutions, including the European Union and USAID. • Developed programming for future Carter Center projects in Guatemala and Liberia. This involved preparing internal documentation for approval by President Carter and Carter Center staff, assisting in budget development processes, and extensive background research. • Had primary responsibility for developing a new initiative on Transitional Justice and Rule of Law. In addition to compiling a comprehensive bibliography and obtaining research materials for the office, I also updated information on the work of other organizations in this area and drafted plans for future Carter Center engagement with these issues. University of Massachusetts, Amherst, MA Spring 2002

Horowitz Chair Research Assistant for Prof. Howard Wiarda

• Assisted in editing and manuscript preparation for Wiarda, Howard J., ed. 2004. Corporatism and Authoritarianism in Latin America – Revisited. Gainesville, FL: University of Florida. • Compiled Annotated Bibliography included in Wiarda, Howard J. 2002. Policy Passages: Career

Choices for Policy Wonks. Westport, CT: Praeger. ● Conducted additional research on civil society, Latin American politics, and developments in the Comparative Politics field.

Eckerd College, St Petersburg, FL 1998-2000

Ford Foundation Scholar with Prof. Jewel Spears Brooker ● Conducted archival research at the Library of Congress. ● Assisted in the research for and editing of: Brooker, Jewel Spears, ed. 1998. Conversations with Denise Levertov. University Press of Mississippi. Brooker, Jewel Spears, ed. 2001. T. S. Eliot and Our Turning World. Palgrave Macmillan. Brooker, Jewel Spears, ed. 2004. T. S. Eliot: The Contemporary Reviews. Cambridge University Press. OTHER CONTRIBUTIONS TO THE DISCIPLINE Book Review Editor. H-Human Rights (part of the interdisciplinary online discussion forum H-Net). October 2008-2010. Panel Discussant. “Security Challenges in South America.” International Studies Association conference in New York, New York, February 2009. Panel Discussant. “Protecting the Individual in International Law.” International Studies Association conference in New York, New York, February 2009. Panel Chair and Discussant. “Democratization and Its Challenges in Latin America.” Northeastern Political Science Association conference in Boston, MA, November 2008. Panel Discussant. “Transitional Justice: The Role of Truth Commissions and Reparations.” American Political Science Association conference in Boston, MA, August 2008. Panel Chair and Discussant. “Contested Ideas of State and Nation in Turkey.” New England Political Science Association conference in Portsmouth, NH, May 2006. Reviewed papers submitted to the American Academy of Political and Social Science in competition for the Academy's Undergraduate Research Award, 2005.

HONORS AND AWARDS Constance Christakos Fellowship, 2008 Graduate Fellow of the American Academy of Political and Social Science, 2005 REFERENCES

Prof. Howard J. Wiarda (Prof Emeritus of University of MA) Prof. Jeffrey Koch, Chair Dean Rusk Professor of International Relations Department of Pol Science and Int’l Relations Head of Department of International Affairs Welles 2, 1 College Circle 308 Candler Hall, University of Georgia SUNY-Geneseo Athens, Georgia 30606 Geneseo, NY 14454 (706) 542-9659 (585) 245-5371 [email protected] [email protected]

Prof. Peter M. Haas Prof. Jeanne Zaino, Chair Department of Political Science Department of Political Science Thompson Hall, 200 Hicks Way 715 North Avenue University of Massachusetts Iona College Amherst, MA 01003 New Rochelle, NY 10801 (413) 545-6174 (914) 633-2697 [email protected] [email protected]

Dr. Marilyn E. Klotz 286 Cromwell Drive

Rochester, NY 14610 (585) 248-3669 e-mail:[email protected]

Education School of Public and Environmental Affairs, Indiana University, Bloomington, IN 1/08 Joint PhD in Public Policy, Concentrations in American Politics, Public Policy and Urban Affairs. Swarthmore College, Swarthmore, PA 5/92 BA in Political Science. Graduated with honors. Minor in History.

Employment and Research Experience State University of New York at Geneseo, Geneseo, NY 9/05-present Instructor Teach three courses in American politics and public policy to approximately 120 undergraduates each semester. Center for Governmental Research (CGR), Rochester, NY 8/01-8/04

Research Associate Design and conduct research for non-profit organizations, local and state government clients focusing on program design, planning and evaluation. Experience conducting both qualitative and quantitative analysis using a variety of methods including personal interviews, focus groups, web-based Internet surveys, and mail surveys. Major accomplishments: Designed and conducted a 9-month study of a one- stop social service delivery system in a large urban high school. Conducted research for Balance of Revenue and Expenditure Among NYS Regions, which received the Government Research Association's Distinguished Research Award for 2004 and for Transforming Medicaid, which received the Government Research Association's Best Public Education Award for 2004.

Institute on Family and Social Responsibility, Indiana University, Bloomington, IN 9/96-8/01

Research Associate

Designed mail survey, arranged and conducted interviews, managed three large databases, oversaw township trustee component of three part study: Impacts of Welfare Reforms on Community Social Services in Indiana. Conducted 60 interviews and wrote field report for community social service provider component of three-part study: Impacts of Welfare Reforms on Community Social Services in Indiana. Experience with both qualitative and quantitative data collection, organization and analysis. Wrote grant applications for external funding for the Institute, policy briefs for state legislators and agency officials, and reviewed articles submitted for publication to Family Relations, and Youth and Society. Major accomplishment: Student team leader on one component of $750,000 grant project.

Economic and Social Research Institute, Washington, D.C. 5/96-8/96

Research Assistant

Co-authored Welfare-to-Work in Indianapolis: A Preliminary Evaluation under contract with the City of Indianapolis, a primarily qualitative assessment of the success of private contractors in moving welfare recipients into paid employment prior to national welfare reform. Wrote a literature review on inner city health care for inclusion in a report for the American College of Physicians. Major accomplishment: Published report.

Selected Publications

Klotz, Marilyn E., 2008. “Local Government Professionalism: Township Trustees in Indiana “ Journal of Policy Practice (in press)

Klotz, Marilyn E., 2008. “Neighbor Helping Neighbor: Local Government, Community Resources and Poor Relief Generosity in Indiana Townships”, Public Policy and Administration (under review)

Klotz, Marilyn E., 2003, “Local Government and Community Social Service Providers as the Social Safety Net in Six Case Studies in a Midwestern State” in Innovation and Entrepreneurship in State and Local Government, eds. Michael Harris and Rhonda Kinney, Lexington Books.

Sugioka, H., Bahamonde, C., Brackman, R., Hadley, K. and Klotz, M. 1999. “Final Report: 1998 Needs Analysis of Four Community Agencies serving the Poor in Bloomington, Indiana.” Small City Conference Proceedings, 13, 3-12.

Pirog, Maureen A., Marilyn E. Klotz and Katharine V. Byers, 1998. “Interstate Comparisons of Child Support Awards Using State Guidelines”, Family Relations, Vol. 47, No.3.

Pirog, Maureen, Marilyn E. Klotz and Katharine V. Byers. 1997. “Interstate Comparisons of Child Support Awards Using State Guidelines”, Working Paper of the Institute for Family and Social Responsibility, Indiana University. Cited in 1997 Green Book of the Ways and Means Committee for the U. S. House of Representatives.

Meyer, Jack A., Nancy Bagby and Marilyn E. Klotz, 1996. "Welfare-To-Work in Indianapolis: A Preliminary Evaluation." Economic and Social Research Institute, October.

Professional Association Presentations

Midwest Political Science Association (Spring, 2008) “Neighborhood Effects: The Case of General Assistance in Indiana Townships”, Marilyn E. Klotz Urban Affairs Association (Spring, 2006) “You Say You Want a Devolution: Poor Relief Generosity in Indiana Townships”, Marilyn E. Klotz National Association of Welfare Research and Statistics (Summer, 2003) “Variations in Medicaid Cost-Containment Strategies Among New York State Counties” Marilyn E. Klotz, Glenn Gravino, Anne Wilder, and James Fatula. Association for Research on Nonprofit Organizations and Voluntary Action (Winter, 2001) “How Welfare Families and Community Social Service Providers View Local Government Poor Relief Providers in Indiana” Marilyn E. Klotz American Political Science Association (Fall, 2001) “Local Poor Relief Caseload and Spending Trends in Indiana, 1995-1998" Marilyn E. Klotz Midwest Political Science Association (Spring, 2001)

Professionalization of Local Government Poor Relief Providers” Marilyn E. Klotz Association for Public Policy Analysis and Management (Fall, 2000) “Local Government Responses to Welfare Reform”, Katharine V. Byers, Maureen A. Pirog, Marilyn E. Klotz and Paul B. Kirby.

Honors and Awards Geneseo Foundation Grant, Received $800 to support paper presentation at the Urban Affairs Association conference. United University Professions, Individual Development Award, Received $300 to support Urban Affairs Association conference presentation. SUNY- Geneseo Department of Political Science and International Relations, Received $300 to support paper presentation at the Urban Affairs Association conference. Presidential Management Internship Program, Finalist, Received and declined job opportunity with Census Bureau. Center on Philanthropy, Indiana University, Received $6,000 Dissertation Grant Future Faculty Teaching Award, Received $9,000 stipend to teach two courses at Indiana University- Southeast.

Appendix B

International Relations and Political Science Curriculum

International Relations Curriculum

Jeremy Grace Director (Welles Hall 2) Faculty: Interdepartmental advisory committee representing the departments of Anthropology, Economics, Foreign Language, Geography, History, Management, Political Science, and Sociology.

Bachelor of Arts Degree Total Credits in Major Required for Degree: 39-51 Basic Requirements 39 semester hours ECON 101 Introductory Microeconomics 3 ECON 102 Introductory Macroeconomics 3 PLSC 120 Comparative Politics 3 PLSC 140 International Politics 3 PLSC 246 U.S. Foreign Policy 3 One course on the Developing World from HIST 103 Intro. to Non-Western History OR GEOG 123 The Developing World OR SOCL 105 Intro. to the Sociology of the Third World 3 One course on World Culture from PLSC/PHIL 202 M/World Religions & Contemporary Issues OR PHIL 214 Chinese Philosophy OR PHIL 215 Eastern Philosophy OR ANTH 100 Intro to Cultural Anthropology OR ANTH 301 Religion, Society and Culture 3 One Capstone course from PLSC 345 Theories of International Relations OR PLSC 346 Global Issues. 3 Thematic Cluster Track - five courses from one of the tracks listed below (Distribution of course-levels in the thematic cluster track must meet the following conditions: at least 9 hours at the 300 level; at least 3 of the remaining 6 hours at the 200 level; and a maximum of 6 hours with the same department prefix.) 15

Students must complete at least 3 credits in study abroad, an approved internship, or an approved special project. Information can be obtained from the Political Science Department and faculty advisors in the International Relations program. If appropriate in content, three credits may be applied to the Thematic Cluster Track. Related Requirements 0 - 12 semester hours Foreign language through the intermediate level or its equivalent is required.* The foreign language requirement may be satisfied by one of the following: satisfactory completion of course w 1. ork through the 202-level 2. satisfactory score on the Foreign Language Placement Test 3. a score of 4 or 5 on the Advanced Placement ETS Examination *(Notes: Geneseo offers Spanish, French, and German through the 202 level each year. Other languages are offered when demand is sufficient. Consult Department of Foreign Languages listings. Additional advanced foreign language study, whether at Geneseo or overseas, is strongly encouraged for International Relations majors.) 244

M i n i m u m Competence Requirement A grade of C- or better is required for all courses used in fulfillment of the major including required related courses. Note: Majors in International Relations should contact the International Relations Director, for information on the writing requirement.

Thematic Cluster Tracks The Global Political Economy Track** ANTH 307 Third World Development ECON 320 Comparative Economic systems* ECON 355 Economic Development and Growth* ECON 364 International Trade and Economic Policy** ECON 365 International Macroeconomics* FREN 313 Contemporary Civilization* FREN 335 Commercial French* GEOG 261 Geography of North America GEOG 381 Economic Globalization GERM 313 Contemporary Civilization* GERM 335 Commercial German* MGMT 316 International Finance* MGMT 370 International Business* (Senior standing only) PLSC 225 Politics of East Central Europe PLSC 226 Politics of Western Europe PLSC 228 S/M/Developing World Politics PLSC 248 Politics of the European Union PLSC 348 Politics of International Economic Relations SOCL 325 Social Change SPAN 313 Contemporary Civilization* SPAN 314 Contemporary Spanish-American Civilization* SPAN 335 Commercial Spanish* *Indicates prerequisite courses, other than the Basic Required Courses, are necessary. **Those students interested in an International Business focus should seriously consider majoring in Management, Economics, or Accounting, with a minor in International Relations. War and Peace Studies Track ANTH 208 Classics of Ethnography* COMN 362 International Mass Communication* FREN 313 Contemporary Civilization* FREN 325 Civilization* GERM 313 Contemporary Civilization* GERM 325 Civilization* GEOG 102 Human Geography GEOG 365 Geography of Islam GEOG 376 Political Geography HIST 100 Topics in History: (appropriate subtitles) HIST 102 Revolutions HIST 205 The World Since 1945 HIST 292 The Modern Middle East: 1800 to the Present PLSC 220 Failed States PLSC 227 Civil War and Conflict Resolution 245 PLSC 241 Politics of Genocide PLSC 328 Politics of the Middle East PLSC 340 International Law and Organization PLSC 341 Democracy and International Relations PLSC 342 Human Rights in a Global Perspective PLSC 347 Terrorism and National Security PSYC 121 Conflict Resolution SPAN 313 Contemporary Civilization* SPAN 314 Contemporary Spanish-American Civilization* SPAN 325 Civilization* *Indicates prerequisite courses, other than the Basic Required Courses, are necessary. Regional Systems Track A. European Systems Track FREN 313 Contemporary Civilization* FREN 325 Civilization* GERM 313 Contemporary Civilization* GERM 325 Civilization* 76

HIST 106 Europe Since 1600 HIST 107 Ethnic Europe HIST 205 The World Since 1945 HIST 214 British Isles: Four Nations in Contact and Conflict HIST 230 Modern Ireland HIST 238 European Social History in the 19th and 20th Centuries HIST 335 Contemporary Europe* HIST 342 Imperial and Revolutionary Russia* HIST 344 20th Century Germany* HIST 349 The Holocaust in Historical Perspective* PLSC 225 Politics of East Central Europe PLSC 226 Politics of Western Europe PLSC/HIST 229 Politics of Germany PLSC 248 The European Union PLSC 320 Theories of Comparative Politics PLSC 329 Politics of Russia and Eurasia* SPAN 313 Contemporary Civilization* SPAN 325 Civilization* *Indicates prerequisite courses, other than the Basic Required Courses, are necessary. B. Developing World Track ANTH 208 Classics of Ethnography* ANTH 214 Ethnography of Southeast Asia ANTH 224 Ethnography of Gender in Latin America ANTH 232 S/M/China and Modernization ANTH 307 Third World Development ANTH 313 Global Health Issues ECON 355 Economic Development and Growth FREN 313 Contemporary Civilization* FREN 326 The French-Speaking World Outside Europe* GERM 313 Contemporary Civilization* GEOG 123 The Developing World (if not selected as a Basic Requirement) GEOG 362 Latin America 246 GEOG 365 Geography of Islam GEOG 366 M/Geography of the Western Pacific Rim HIST 103 Intro to Non-Western History (if not selected as a Basic Req) HIST 205 The World Since 1945 HIST 271 History of Latin America Since 1825 HIST 282 East Asian History Since 1600 HIST 292 The Modern Middle East: 1800 to Present HIST 372 History of Modern Mexico* HIST 380 Studies in Non-Western History* HIST 382 Modern China* PLSC 220 Failed States PLSC 222 Politics of East Asia PLSC 223 Politics of South Asia PLSC 224 Government and Politics in Africa PLSC 221 Democratization PLSC 227 Civil War and Conflict Resolution PLSC 228 Developing World Politics PLSC 240 Asia in the Global Setting PLSC 320 Theories of Comparative Politics PLSC 321 State and Society in the Nonwestern World PLSC 325 Politics of Mexico, Central America, and Caribbean PLSC 326 Politics and Government in South America PLSC 328 Politics of the Middle East PLSC 342 Human Rights in a Global Perspective PLSC 348 Politics of International Economic Relations SOCL 260 Population Studies SOCL 337 Comparative Non-Western Social Institutions SPAN 314 Contemporary Spanish-American Civilization* SPAN 326 Spanish-American Civilization

*Indicates prerequisite courses, other than the Basic Required Courses, are necessary.

Political Science Major

Total credit hours required to complete major: 33-36 Basic Requirements 33 semester hours PLSC 110 American Politics 3 PLSC 120 Comparative Politics 3 PLSC 140 International Politics 3 PLSC 230 Political Theory 3 PLSC 251 Modern Political Analysis 3* Three courses at the 300-level (one in each of three subfields studied at the 100-level or in PLSC 230) 9 Three additional course at the 200 or 300 level 9 Related Requirements 3 semester hours Foreign language through the intermediate level (i.e., through 202 or demonstrated competence at that level) OR one of the following courses:.

Econ 1 • 02 (Macroeconomics) • Econ 330 (Government Finance) • Comn 212 (Theory and Practice of Argument) • Socl 212 (Sociological Research) • Socl 265 (Classical Sociological Theory) • Hist 220 (Interpretations in History) • Hist 221 (Research in History) • Phil 216 (Reasoning and the Law) • Anth 228 (Research Methods in Applied Anthropology) • Geog 295 (Introduction to Geographic Information Systems) • Psyc 251 (Introduction to Behavioral Research Methods. Foreign language through 202-level may be satisfied by one of the following: satisfactory completion of course work through the 202-level satisfactory score on the Foreign Language Placement Test a score of 4 or 5 on the Advanced Placement ETS Examination (Note: Geneseo offers Spanish, French, and German through the 202 level each year. Other languages are offered when demand is sufficient. See Department of Foreign Languages listings.) *Students taking Math 242, Econ 202, Psyc 250, or Socl 211 will satisfy the Plsc 251 requirement but must take an additional 3 credit Plsc course to satisfy the 33 semester hours of Plsc courses needed for basic requirements.

NOTE: Currently, to graduate with Honors in Political Science, a student must receive 33 credits in Political Science, including completion of Plsc 393. Of course, students must meet department requirements for Honors Thesis eligibility. In the future, to graduate with Honors in Political Science a student will need to attain 36 credit hours.

Minimum Competence Requirement A grade of C– or better is required for all courses submitted in fulfillment of the Political Science major (including 30 hours in PLSC and required related courses). 278 Political Science Curriculum and Courses Department Writing Requirement Political Science majors are evaluated on the basis of substantive content and the quality of exposition in 300-level courses. Faculty assign writing projects of 15 pages or more including term papers, reports, etc. Faculty have discretion in determining assignments. Grades are reported to the Department Chair at the end of each semester and recorded on the pregraduation form. A grade of C- or better is required to fulfill the writing requirement. For further information, please contact your advisor or Dr. Koch, the Political Science Chair. For information on writing requirements for “double” or “triple” majors consult the Undergraduate Bulletin under “Multiple Majors” or the Office of the Dean of the College.

Minor in Political Science 18 semester hours in political science, with a minimum of 12 semester hours above the 100- level and a minimum of three semester hours at the 300-level. Minors in International Relations, Legal Studies, Public Administration, and Religious Studies are directed by members of the department. See additional information in this Bulletin. Internships Political Affairs, Legal Affairs, or other specially designed internships are available for qualified majors and other students for Political Science or Interdepartmental credit. Additional information may be obtained from the

Department Chair, and for information on the Albany Semester, State Legislative, or Washington Center programs, see the section on Political and Legal Affairs Internships in this bulletin. requirements are met. Refer to School of Education section of this Bulletin.

PLSC 110 S/U/American Politics An analysis of the American system of government, focusing on the relationships among national government institutions and on intergovernmental relations among the nation, the states, and the cities. Credits: 3(3-0)

PLSC 120 S/Comparative Politics An introduction to the comparative study of political behavior and institutions. Brief consideration of individual cases suggests concepts and insights which will facilitate the study and criteria for judgment of differing types of political systems in differing environments and at different stages of development. Includes elementary explanation of “types,” “environments,” and the concepts of “development.” Prepares the entering student for more intensive studies of particular geographical and institutional areas. Major examples considered are drawn from areas other than the United States; however, students are encouraged to apply newly introduced concepts to the politics of the United States. Credits: 3(3-0)

PLSC 140 S/International Politics An introduction to the concepts and relationships characterizing the modern international system. Based on a review of historical and contemporary developments, students will be challenged to evaluate issues of continuity and change, states and non-state 279 actors, conflict and cooperation, and power and principles. Approaches to international order, such as international law and organizations, the balance of power, and integration will be addressed, along with contemporary problems in the post-Cold War world. Credits: 3(3-0) PLSC 202 M/World Religions & Contemporary Issues The insights and teachings of major living religions will be analyzed by a study of their basic texts and teachers: Buddhism, Hinduism, Confucianism, Taoism, Judaism, Christianity, and Islam. Comparison of how their teachings apply to such contemporary issues as war and peace, the environment, gender, race, sexual orientation, and economic justice. (Cross listed with PHIL 202.) Credits: 3(3-0) Offered once a year PLSC 211 U/Political Parties and Interest Groups An analysis of the changing role and function of parties and the expanding influence of interest groups in American politics. Topics to be covered include the role of political parties in a democratic society, the development of parties in the United States, and the role of interest groups with particular emphasis on Political Action Committee . Credits: 3(3- 0) Offered when demand is sufficient PLSC 213 Political Participation and American National Elections Analysis of presidential and congressional elections, including nomination processes. Analysis of the behavior of candidates, voters, parties, and campaign contributorsin the American electoral system. Causesand consequences of variation in electoral rules in developed democracies will also be conducted. The implications of the American electoral system for American democracy will be explored. Also, examination of the variety, determinants, and causes of different forms of participation in American politics. Hence, variations in voter participation, protest activity, letter- writing, associational activity, and financial contributions are considered. Addresses question of why some Americans participate while others do not, as well as the political consequences of these variations in participation for American Democracy.Credits: 3(3-0) Offered when demand is sufficient PLSC 215 Community, State, and Regional Politics A survey of the interrelationships between local governments, states, and metropolitan regions. Particular emphasis is focused on the key political and policy problems affecting intergovernmental cooperation and conflict, how such problems are developed into issues of national interest, and what alternatives are available for solutions. Also focuses upon specific policy issues such as taxation, environment, land use, structural reform, and transportation, which require interdisciplinary solutions in the federal system. Credits: 3(3-0) Offered when demand is sufficient PLSC 216 Presidential Politics A study of contemporary presidential performance within the American political system. Particular attention is given to alternative chief executive choices and values in selecting appropriate courses of action in response to perceived public needs. Topics include political selection processes, political leadership, the presidential advisory system, the public policy presidency, the role of the press, and evaluating presidential power. Credits: 3(3-0) Offered when demand is sufficient PLSC 217 Public Administration A general survey of public administration, including a comparative perspective on theories of bureaucracy, organization, and responsibility. Theories and principles are applied to functions of governmental agencies in implementing public policy with reference to management, personnel, budgeting, and reorganization. Credits: 3(3-0) Offered once yearly

PLSC 218 Politics of Judicial Process An analysis and evaluation of the administration of justice as an integral part of the American political process. The legal system, adjudicatory processes, the roles and behavior of the participants involved in litigation, the influence of judicial decision-making, and the impact of judicial decisions are studied. Credits: 3(3-0) Offered once yearly PLSC 220 Failed States State failure presents serious problems for the international community. Failed states generate destabilizing refugee flows, contribute to regional instability, damage prospects for economic development, and can become harbors for terrorists and other international criminal organizations. This course surveys the literature on state formation and collapse, with particular emphasis on causes and consequences, detailed examinations of individual cases, and the international community’s response. A case study approach will be employed, focusing on four states (possibilities include Rwanda, Somalia, Congo, Afghanistan, Yugoslavia, Sri Lanka, Colombia, and other states should events warrant). By examining the various processes at work in failed states, the international response, and the tools for reconstruction, we will draw conclusions regarding the potential for early warning systems and appropriate policy remedies. Prerequisites: PLSC 120 or permission of instructor. Credits: 3(3- 0) Offered once every four semesters PLSC 221 Democratization Democracy as both a political ideal and institutionalized system is relatively new in historical terms: the eighteenth century counted only three such polities (The US, the French Republic, and the Swiss Cantons). This number has increased steadily over time, even leading some to predict a trend toward near-total democratization globally. In what is termed the third wave of democratization, over 80 countries around the world have moved from authoritarian to democratic systems, albeit sometimes slowly and in partial measure, just since the mid- 1970s. However, there is no single clear path toward democratization, and the methods for - or even possibility of - assisting countries toward democratic goals remains a topic of acute political controversy. Credits: 3(3- 0) Offered every fall PLSC 222 Politics of East Asia This course examines the domestic and international politics of East Asia. How have historical and political factors shaped such varied polities, including a communist country contending with massive socioeconomic and political change and a constitutional monarchy with a parliamentary system? How successful have the countries of the region been in addressing the political and socioeconomic aspirations of their populations? Which countries have emerged as regional or global powers, and with what effect on the international system? Two major Asian powers, China and Japan, are studied in detail, and the considerable diversity of the region is explored through additional country studies. In addition, each student has the opportunity to pursue study of a pertinent topic of special interest throughout the individual project requirement. The course does not presuppose prior knowledge of East Asian history and politics. Credits: 3(3-0) Offered fall, odd years PLSC 223 Politics of South Asia This course explores the major political and socioeconomic forces shaping contemporary South Asia. We begin with an overview of South Asia (India, Pakistan, Bangladesh, Sri Lanka, the Maldives, Nepal, and Afghanistan), emphasizing subcontinental factors such as the impact of colonization and anticolonial freedom struggles; international relations; and regional conflicts such as Kashmir and the nuclearization of the Indo- Pakistani relationship. We then turn to the ways in which newly independent states have contended with challenges of governance, national unity, and socioeconomic development, through case studies of the states of the region. The major focus of the course is the evolution and nature of democratic and authoritarian regimes in the region. Credits: 3(3-0) Offered every fall PLSC 224 Government and Politics in Africa The course analyzes the major determinants of social and political change and conflict in the states of Sub-Saharan Africa (i.e. the countries of the region south of the North African Arab-Islamic Region, including South Africa). Focus is directed to the nature and effects of the pre-colonial and post-colonial economic, social, and political institutions on contemporary politics. Credits: 3(3-0) Offered when demand is sufficient PLSC 225 Politics of East Central Europe A comparative examination of the establishment and development of the former Communist systems in East Central Europe, including the revolutions which brought political change to these regimes. Topics considered include changes in the role of the Communist party and bureaucracy, the economic problems associated with marketization, issues of nationalism and political fragmentation, and the international context of democratization. Credits: 3(3-0) Offered when demand is sufficient PLSC 226 Politics of Western Europe A comparative analysis of political, economic, social, and foreign policy issues of countries in Western Europe. Special attention is given to the growing importance of the European Union. Credits: 3(3-0) Offered when demand is sufficient PLSC 227 Civil War and Conflict Resolution This course examines the phenomenon of civil war using a range of philosophical and theoretical approaches, as well as an abundance of empirical data about the incidence, characteristics, causes, duration, and cessation of civil war. We will focus our analysis on a few key questions: What are the major causes of civil war today? What comparative approaches best help us explain the prevalence of civil war? What special obstacles do civil wars present for conflict

80 resolution? What means exist for countries caught in civil war to reach acceptable resolutions, reassert the rule of law and accountability, and allow their societies to overcome divisions and reconcile? Credits: 3(3-0) PLSC 228 S/M/Developing World Politics A survey of conditions and politics in areas of the world generally referred to as “developing.” Why is political instability so common? How does chronic poverty affect politics in the developing world? What are the prospects for change? A variety of historical models, theoretical approaches to political development, and contemporary cases will be used to examine these and similar questions. Credits: 3(3-0) Offered once yearly PLSC 229 German Society and Politics Since 1945 This course will describe and evaluate the historical legacy of Weimar and Nazi Germany, the development of domestic and foreign policies of the two Germanies during the Cold War, and the causes and process of the East German revolution in 1989. Based on this background, the course will address and analyze various policy problems-- political, social economic, and foreign--facing contemporary Germany. Themes of continuity and change, coming to terms with the past, and comparisons and relations with the U.S. will highlight the course. (Crossed listed with HIST 229)Credits: 3(3-0) Offered when demand is sufficient PLSC 230 Political Theory An examination of the methodological and normative assumptions of the major competing schools of political theory. Particular stress is placed on the modes of analysis employed by these schools concerning such issues as the relation between freedom and equality, the problem of history, the status of politics as a science, the distinction between philosophy and ideology, the relation between theory and practice, the question of value-free political analysis, and the problems concerning revolution and political change. Prerequisites: one 100-level course in political science. Credits: 3(3-0) Offered three semesters out of four PLSC 240 M/Asia in the Global Setting This course covers controversial issues of diplomacy, politics, and economics faced by the regions of East Asia, South Asia and Southeast Asia. Countries emphasized include the People’s Republic of China, Japan, North and South Korea, India, Pakistan, Indonesia and Singapore. Special attention is given to problems of development, regional cooperation, the relationships between domestic and foreign policy and Asia’s role in world politics. Credits: 3(3-0) Offered when demand is sufficient PLSC 241 Politics of Genocide This course investigates the main causes and roots of evil and cruelty that are examined through learning about genocide in the twentieth and twenty-first centuries. Students will use the case method to study genocides and mass murders including the Armenia Genocide, the Holocaust, the Cambodian \\Credits: 3(3-0) PLSC 246 S/U.S. Foreign Policy An examination of the international and domestic setting of US foreign policy, placing contemporary policy in the context of US traditions. The role of actors in the policymaking process will be analyzed, along with problems and choices confronting the US in the post-Cold War world. Individual crises and case studies may be used to illustrate decision-making processes. Credits: 3(3- 0) Offered once yearly PLSC 248 The European Union This course will review the origins and historical development of the European Union after World War II, describe the roles and functions of the EU institutions, and analyze the impact of the EU on various policy areas, domestic and foreign, of the European space. Theoretical perspectives on the process of regional integration will be incorporated in analyzing the prospects for European integration. Prerequisites: PLSC 120 or PLSC140. Credits: 3(3-0) Offered once a year PLSC 250 Women and Politics Sex (like class, race, ethnic identity, religion, or nationality) is treated as a fundamental factor, crucial to political analysis. Explores the politics of male-female relations in individual and social dimensions and in geographically and historically comparative perspective. Examines the political behavior of women in the context of formal, political institutions. Also analyzes the impact of male-dominated structures and culture upon women’s consciousness and actions. In short, represents an aspect of the politics of inequality and the mechanisms of dominance and dependence. Credits: 3(3-0) Offered when demand is sufficient PLSC 251 R/Modern Political Analysis The purpose of this course is to introduce Political Science majors to the methods of modern political science research. The course will include a presentation of the scientific approach as practiced by Political Scientists, focusing on both theoretical and methodological issues. The purposes of research, measurement problems, and other data management problems in political science research will be discussed. Students will be introduced to basic statistical techniques of data analysis including: dispersion and central tendency, correlation coefficients, hypothesis testing, confidence intervals, Chi-Square tests, student t-tests, and simple regression analysis. (Students may not receive credit for more than one 200-level statistics course, including credit for more than one of the following courses: ECON 202, MATH 242, PLSC 251, PSYC 250, and SOCL 211.) Prerequisites: PLSC 110, PLSC 120, or PLSC 140. Credits: 3(3-0) Offered three semesters out of four PLSC 291 Enduring Issues in Comparative and International Politics: (subtitle)

Topics may cover a wide spectrum of issues, problems, themes, ideas, and areas related to international and comparative politics. Incorporates knowledge and materials from other disciplines within a political science framework. (May be taken for credit no more than twice.) Credits: 3(3-0) Offered when demand is sufficient PLSC 311 Public Opinion and the Mass Media An examination of American political attitudes and opinions relevant to the functioning of democratic government. Consideration will be given to the extent that the American public fulfills the requirements of democratic theory. Topics include mass media and public opinion, American tolerance for dissent, trust in government, survey research, political efficacy, presidential approval ratings, political ideologies, and partisan change. The determinants of political attitudes and important trends in public opinion will be examined. Prerequisites: PLSC 110 or permission of instructor. Credits: 3(3-0) Offered when demand is sufficient PLSC 312 American Social Welfare Policy This course presents an analysis of U.S. policy responses to poverty within the framework of the public policy process. The course will examine how definitions of the deserving and undeserving poor and Americans’ attitudes toward the causes of poverty influence the types of public policy implemented. Income maintenance programs, policies to encourage work, health insurance for low-income and elderly Americans, programs to meet basic needs, and how U.S. policy provides for children being raised in poverty will be examined. The course will also consider the changing relationship between the national and state governments and a comparison of the U.S. social safety net to that available to residents of the European nations. Prerequisites: PLSC 110 or permission of the instructor. Credits: 3(3-0) Offered spring, odd years PLSC 313 Political Leadership A study of different varieties and approaches to political leadership in governmental systems, with special consideration given to the structures, origins, and accomplishments of specific political leaders serving under different social conditions. Case studies of selected political leaders will be included, drawing upon a variety of biographical and interdisciplinary sources. Prerequisites: PLSC 110 or permission of the instructor. Credits: 3(3-0) Offered when demand is sufficient PLSC 314 American Public Policy An introduction to the policy-making process in American government with special emphasis on the development of national domestic and defense policies from World War II together with the analysis of decision approaches taken by the President, Cabinet, Congress, various federal agencies, and pressure groups. The reordering of national priorities is considered within the context of selected policy decisions, the participation of groups affected, and the implications for national goals. Prerequisites: PLSC 110 or PLSC 217 or permission of instructor. Credits:3(3-0) Offered once yearly PLSC 315 Legislative Process An appraisal of the legislative process in the United States emphasizing the origin, passage, and administration of American public policy. The influence of public and private participants -- Congress, the President, the Courts, bureaucracy, political parties, interest groups, and the press -- in the legislative process is studied. Prerequisites: PLSC 110 or permission of the instructor. Credits: 3(3- 0) Offered when demand is sufficient PLSC 316 Political Power in American Cities A study of American city politics from administrative, social, and political perspectives. Emphasis is placed on the relationships between local government institutions and urban change, the nature of political decisions and leadership in cities, and resolution of conflicts resulting from the urban crisis, including civil disorders, poverty, welfare, housing, and education. Prerequisites: PLSC110 or permission of the instructor. Credits:3(3-0) Offered when demand is sufficient PLSC 318 Constitutional Law A study of the character and implications of American constitutional principles as developed by the United States Supreme Court, with emphasis on the development of judicial review and its impact on our political system, principles of the separation of powers, the problems of federalism, and the powers of Congress and the President. Prerequisites: PLSC 110 or permission of the instructor. Credits: 3(3-0) Offered when demandis sufficient PLSC 319 Constitutional Rights and Liberties A study of the nature and scope of American constitutional rights and liberties, their development, their limits, and the issues and problems surrounding their application. Particular attention is given to due process of law, equal protection of the laws, rights of the accused, and the First Amendment freedoms. Prerequisites: PLSC 110 or permission of the instructor. Credits: 3(3-0) Offered once yearly PLSC 320 Theories of Comparative Politics An exploration of the theoretical approaches to understanding comparative politics. The course addresses the dimensions and requirements of good theory as well as emphasizing the comparative politics research methodologies. Theoretical issues explored will include classical theory, institutional, cultural, and rational choice approaches, social movements, political change (including democratization), the state, and civil society. Prerequisites: PLSC 120. Credits: 3(3-0) Offered once every two to three semesters, based upon demand. PLSC 321 State and Society in the Nonwestern World This course examines state-society relations in comparative politics, focusing on the interplay among ideologies, institutions, interests, and identities in the nonwestern world. Readings include both theoretical works exploring these

82 concepts and critical case studies. We begin with exploration of the adoption and adaptation of various political ideologies, sometimes arising from Western traditions and interactions with Western powers, that resulted in extremely varied political institutions throughout the nonwestern world. For example, parliamentary democracies have emerged in countries with remarkably different histories, including formerly fascist Japan and a number of former colonies. And yet other newly independent countries facing similar initial conditions adopted political systems as dissimilar as communism, democracy, and military authoritarianism. Prerequisites: PLSC 120. Credits: 3(3-0) Offered every spring PLSC 325 Politics of Mexico, Central America, and the Caribbean Examines the profound changes (political, economic, and social) which are presently shaking and transforming these nations. Examines the various routes (military-authoritarian, civil-democratic, capitalistic, Marxist, revolutionary) to modernization undertaken by several of the Latin American nations north of South America, and assesses the implications of the choices for these nations and for U.S. foreign policy. Emphasizes the overwhelming role of the U.S. in this part of the world, the dependency relationship that this implies, and the response of the U.S. to accelerating revolutionary pressures. Also examines Latin American political economy and economic development. Prerequisites: PLSC 120 or permission of the instructor. Credits: 3(3-0) Offered once yearly PLSC 326 Government and Politics of South America This course introduces students to the comparative political study of South America as well as the political development, political institutions, political economy, and political culture in several South American states. The course explores broad themes that are characteristic of the region\\\’s politics such as authoritarianism, economic development and underdevelopment, political institutions, the impact and role of the United States, armed conflict, and democratization. The course examines why democracy struggled to take root in South America until the late twentieth century and how democracy across the continent reflect the types of democratic transitions each state underwent. The course also examines individual \\ Prerequisites: PLSC 120. Credits: 3(3-0) Offered Once every 2 or 3 semesters based upon demand PLSC 328 Politics of the Middle East This course examines key issues in the domestic politics and international relations of major countries of the Middle East. These include intra-Arab conflicts, the Arab-Israeli dispute, and religious conflicts. Prerequisites: PLSC 120 or permission of the instructor. Credits: 3(3-0) Offered once yearly PLSC 329 Politics of Russia and Eurasia A survey of political, economic, and social change in the former Soviet Union as a world superpower of major significance to the United States. Attention is paid to the historical, cultural, ideological, and political inheritance of the former Soviet system, focusing on the reform process. Prerequisites: PLSC 120 or permission of the instructor. Credits: 3(3-0) Offered once every four semesters PLSC 336 The American Founders An examination of the political and constitutional thought of four of the principal American founders: Jefferson, Madison, Adams, and Hamilton. Such issues as liberty, consent, union, federalism, basic rights and separation of powers will be explored. Prerequisites: PLSC 110. Credits: 3(3-0) PLSC 337 Major Political Philosophers This course focuses on a single political philosopher or pair of philosophers (e.g. Plato, Aristotle, Aquinas, Machiavelli, Rousseau, Marx, Strauss, Arendt, Voegelin, Bay). Political philosophers to be studied will vary from term to term. Student presentations of commentaries on the texts comprise a significant part of the course. Credits: 3(3-0) Offered once every four semesters PLSC 338 Twentieth Century Political Criticism An analysis of the literature of contemporary political criticism. Materials to be analyzed deal with critiques of bureaucratic sociopolitical structures, mechanisms and processes of political change, political atomization and alienation, and visions of alternative political futures. Specific works examined include samples from neo-Marxian, libertarian, elitist, neo-Freudian, behaviorist, humanist, existentialist, anarchist, and utopian and counter-utopian political evaluation and criticism. An attempt is made to use an interdisciplinary approach to understanding the contemporary political imagination. Prerequisites: PLSC 230 or permission of the instructor. Credits: 3(3-0) Offered when demand is sufficient PLSC 340 International Law and Organization The course examines the development, structure, legal basis, and politics of international organizations, with particular emphasis on the United Nations and the principal regional organizations such as the European Union, the Organization of American States, the Organization of African Unity and the Association of Southeast Asian Nations. Prerequisites: PLSC 120, PLSC 140 or permission of instructor. Credits: 3(3-0) PLSC 341 Democracy and International Relations What is the connection between democracy and international politics? Would a more democratic world be a more peaceful world? Are democracies inherently more peaceful than nondemocracies? This course examines the concept of the democratic peace, beginning with Kant’s notion of the democratic pacific union. We then examine major contemporary works on democratic peace theory, arguments modifying our understanding of the democratic peace, and important critiques of this concept. Prerequisites: PLSC 140. Credits: 3(3-0) Offered every fall PLSC 342 Human Rights in a Global Perspective

A study of the philosophical, cultural and theoretical bases of human rights institutions, practices, problems, and problems at the international and domestic levels with special focus on the Third World. The course will define and analyze the causes of human rights violations in Africa, Asia, and Latin America and assess the efficacy of such international and regional organizations as the United Nations, the Organization of American States, and the Organization of African Unity in protecting and promoting these rights. Prerequisites: PLSC 140 or permission of the instructor. Credits: 3(3-0). PLSC 345 Theories of International Relations An exploration of the theoretical approaches to understanding international relations and to explaining outcomes in international relations. The course addresses the dimensions and requirements of good theory. Theoretical approaches employed include realism, interdependence and integration, national values and domestic structure, bureaucratic politics and transnational relations, dependency and Marxist approaches, and psychological approaches. These theoretical approaches address historical and contemporary cases. Prerequisites: PLSC 140 or permission of the instructor. Credits: 3(3- 0) Offered when demand is sufficient. PLSC 346 Global Issues The course will focus on selected problems which face the global community such as AIDS, terrorism, and land mines. Students will analyze the background of these problems and debate options for dealing with them. Prerequisites: PLSC 140 and PLSC 246. Credits: 3(3-0) Offered every other semester. PLSC 347 Terrorism and National Security This course is designed to introduce students to the study of terrorism’s past, present, and future. Students will explore numerous features of the subject including, but not limited to: definitional dilemmas; the origins and evolution of terrorism; tactical and targeting innovation; the psychology and characteristics of terrorist actors, including women; case studies; and counter-terrorism strategies. Prerequisites: PLSC 140. Credits: 3(3- 0) Offered once every two to three semesters, based upon demand. PLSC 348 Politics of International Economic Relations A survey of the international economy, exploring particularly the interrelationship with politics. The course introduces major theoretical perspectives in international political economy; discusses the historical development of the modern international economy; and examines the functioning of the trade, monetary, and investment systems in the post- World War II period. Challenges to the liberal international order from competition among Western economic powers, the developing world, the process of marketization in centrally-planned economies, and technological change are addressed, as well as scenarios for the future. Prerequisites: PLSC 140 or permission of the instructor. Credits: 3(3- 0) Offered when demand is sufficient. PLSC 393 Honors Thesis A major structured research project in Political Science that will cap a student’s experience in the major. Students will work with an individual faculty member and complete a major research paper of 30-40 typed pages (on average). An oral report of the paper will be presented in a public form that is approved by the thesis advisor. Enrollment by invitation of the Department. Credits: 3(3- 0) Offered by individual arrangement. PLSC 395 Political Affairs or Legal Affairs Internship The Political Affairs Internship and Legal Affairs Internship are designed to provide students at the College an opportunity to broaden their educational background in a wide range of public agency or legal-related work situations. Such experiences as working in Rochester City and Livingston and Monroe County government, the District Attorney’s Office, and regional and local state legislators’ offices have been examples of student placements for this internship. The intern will spend an appropriate amount of time with the agency, participate in a seminar, and submit a major paper related to the experience. (Note: Students may present no more than 15 hours of internship credit toward the baccalaureate degree.) 3 to 6 semester hours. PLSC 399 Directed Study Intensive reading and/or research on a political subject mutually agreed upon by the student and a faculty member. May be taken for 1, 2, or 3 credits. Prerequisites: Any 100- level Political Science course and permission of the instructor. Offered by individual arrangement

Appendix C

Career Outcomes of International Relations Majors

Securities Compliance Examiner Grad Student Development Specialist Admissions Counselor Administrator Waitress Manager of Recruitment and Business French Tchr., Secondary Educ. Development B-1B Instructor Weapon System Officer Tax pay Specialist Director, International Student & Scholar Office Grad Student HR Dev. Trainee High School History Teacher Attorney High School History Teacher Proj. Mgr. Spanish Teacher Unknown Grad Student Teacher Associate, Audit Graduate Student Docent Coordinator Staffing Specialist Letters Copy Editor Ofc. Mgr. Assistant Dir. of International Admissions Internet Security Engr. grad student Intern grad student - Law Attorney Executive Assistant Rsch. Asst. Executive Assistant Quality Assurance Co-ordinator grad student - Peace & conflict resolution Social Worker Associate Attorney History and Spanish Teacher Import Specialist Social Studies Teacher Grad Student - Law Student Exec. Support Ofcr. consultant Rsch. Asst./Paralegal Grad Student - S e c u r i t y Policy Studies Grad Student customer Service Representative Sr. Program Associate Senior Teller Underwriter Program Assistant Teacher/Dean of Students Sales Assitant Program Coodinator Urban Planner/ Economic Analyst Graduate Student Sales Associate Assistant Director of International Student Services Financial Management Program Loan Officer Receptionist Sales Associate Research Assistant Graduate Student Project Assistant Flight Instructor Administrative Assistant, Human Resources

AmeriCorps*VISTA Volunteer Grad Student Administrative Assistant- Real Estate Secretary/Law Student Teaching Assistant Inside Sales Research Assistant Grad Student Law Student Grad Student Budget Examiner Admissions Intern Community Health Educator in Sub-Saharan Africa Grad. Student Second Lieutenant Grad Student Managment Trainee Grad Student Analyst Grad Student (International Public Service

Appendix D Claim Exec. Real Estate Broker Public Admin. Retired 3rd Grade Teacher/Grade Level Chair Portfolio Manager Attorney/Partner Retired Retired For. Service Officer Attorney Clerk & Exec. Ofcr. - Retired Retired Housing Developer History Teacher Co-Owner Unknown Corporate Headhunter Facilities Mgr., Chef Director of Research Programming and Comunity Affairs Retired Chiropractor Assistant Attorney General Atty. Editor VP Claims Svc. Rep. 2 Chairman & CEO unknown Owner/Broker Director Car Service Coordinator of Services for Students with Disabilities Legislative Librarian vice president for legislative affairs Community Affairs Director Youth Prog. Spec. Executive Vice President and Chief Financial Officer Attorney/Partner Claims Representative Administrator Director of Materials Management Div. Pres. Shift Support Supv. Coord. of Plng. & Devel. Owner Dir. Community Affairs Pres. Hairdresser Loan Ofcr. 87

Superintendent Administrative Law Judge Inspector Store Mgr. Vice President Editor Owner Legislative Counsel Minister Owner Asst. Chief Maternal Child Health Branch Dept Chair Fine Arts-Theater Arts-Broadcast Comm. Pres. Computer Prog./Bookkeeper Sr. Systs. Analyst Deputy Dir. Owner Atty. Communications Director Attorney Chiropractor Attorney/Partner Dir. of Retail Operations Attorney/Partner Paralegal General Manager/Chief Sourcing Officer HS Social Studies Tchr. Psychology Professor Sr. Managing Dir./Managing Member Mosaique Capital Mental Health Cnslt. Assistant District Attorney Recording Artist/Musician Claims Supervisor. Principal Manager of Human Resource Chief-Budget & Mgmt. Analysis Staff Atty-at-Law Postmaster 7th/8th Grade Tchr. Mktg. Spec. Senior Vice President & Chief Regulatory Officer President Disaster Volunteer Coordinator Librarian Unknown District Attorney Public Affairs Consultant Software Devel. Mgr. Elem. Tchr. Insurance Agent

Atty. Atty. Dist. Sales Mgr. Adoption Caseworker Attorney Computer Support Director,Legislative and Public Affairs, NSPS Sales Promotion Director Dir. of Curriculum & Instr. Govt. Relations/Business Mgmt. Cnslt. Exec. Dir. Owner Attorney VP/CFO Principal Manager Director of Policy Development Dir. of Christian Educ. Gen. Mgr. Financial Advisor Sr. Research Assoc. Gm Pres. & CEO Sr. Assoc. Atty. Quality Inspector Partner/Attorney Documentary Filmmaker, Flying Tigers Author Financial Rep. president and chief operating officer Librarian Attorney Atty. Community Resource Development Director Dir. of Operations Housing Administrator Self-Employed Mkt. Devel. Dir. Asst Dir of Capital Facilities Services Tchr. HS Retired Property Mgr. unknown Dir. Non Profit Org. President Executive Director Director of Development and Annual Giving Director; Division of Air Resources Paralegal President Colonel Chief of Legal Operations

Senior Technician Social Service Worker Attorney Attorney Chief of Acquisitions, Ethics/Fiscal Law Police Capt./Dir. of Trng. Pres. & CEO Retired Tchr./Web Designer Exec. Dir. Owner Attorney/Deputy General Counsel Pres. APAC Regional Director of the Beijing Office Vice President-Administration Regional Counsel (China, Japan & Korea) Regional Compliance Manager Counsel in Corporate Group Atty. Dir.-Arts Foundation Criminal Defense Atty. Sr. Mgr. Prof. Chief Legal Counsel CPA President's Malaria Initiative Zambia Coordinator Partner/Attorney Administrative Asst. Assoc. Business Owner Several Entities Calender/Special Sections Editor Publishers Representative Principal State Government Relations Manager Tchr. & Nurse Software Engr. Testing Coord. Retail Mgr. Chairman of the Board Budget Analyst President Attorney MPLSM Clerk Partner, Litigation and Banking Practice Grp. Partner/Attorney Partner/Attorney Retired - Senior Advisor for Defense Trade Business Analyst Lawyer teacher Toner Development Technician Vice President, Public Information & Development

Counselor, Access Opportunity Programs Deputy Mayor Executive VP, Human Resources and President, Asia Pacific Atty-at-Law, Criminal & Real Estate Librarian Managing Partner/Attorney Buyer/Mgr. Retired Homemaker/Weaver Senior Underwriter Social Welfare Examiner Sr. Programmer Vice President, Associate General Counsel Director of Legal Research Fire-Safety Dir. Partner/Atty. Legislator Sales Manager Attorney RN Directing Atty. Legal Assistant project manager Periodicals Librarian H o m e m a k e r Attorney/Partner Pres. Assistant Attorney General Detective Sergeant Ret. Attorney/Partner Pres. Atty. Prog. Dir. Unknown H o m e m a k e r Attorney Product Service Manager Regional Atty. H o m e m a k e r Executive Director Assistant City Attorney Principal Law Clerk to Monroe County Court judge Alex Renzi H o m e m a k e r Sales Pres. & CEO Student for MA in National Security Studies Attorney Dir. Human Resources senior academic advisor Workers Compensation Examiner Atty.

Director of Budget & Financial Analysis Rsch. Assoc. Assistant District Attorney Pres. & CEO Veterans Claims Examiner Lawyer-Partner Exec. Admin. Atty./partner Contract Negotiator Advt. Dir. Pres. Northeast Reg. Mkt. Mgr. Owner/Manager Director of Human Resources Sec. Tchr. Chief Court Attorney Trial A t t y . Video Editor Rsch. & Writing Spec., Atty. Atty. Surrogate's Court Judge Attorney Transition Manager (Ops Mgr) oversees licensing & certification CDR Attorney Salesman IEP Chmn. Vice President of Information Technology Agt. Investor Purchasing Dir. Sr. Legislative Analyst/Cong Relations Sr. Applications Developer Assistant Director Mgr.-Access Mgmt. Assistant DA Dir. of Business Dev. Acct. Exec. Computer Programmer Attorney Retired Insurance Agent Principal Court Analyst Legal Counsel Vice President of Research & Development Attorney / Partner Atty. President, Planning Services Health Educator

Atty. Caseworker Atty. Homemaker/Home Tchr. Communications Dir. Designer Senior Analyst Administrator, Dept of Medicine Administrative Secretary Senior Vice President Atty./Computer Cnslt. Attorney Assistant Director Counter Sales Unknown S e c y . Military Policeman H o m e m a k e r Mktg. Coord. Attorney VP/Owner Vice President/ Branch Manager Store Manager H o m e m a k e r President/ Owner Budget Analyst Partner/Atty. Sales Manager Regional Rep. Deputy Atty. Gen. Institutional research analyst CFO Attorney-Legal Editor Lawyer Asst. DA Attorney Mgr. Vice President - Lobbyist Estate & Tax Paralegal VP-Operations Captain V.P. Free-lance photographer / Owner VP, Chief Appraiser Director, Administrative Services Attorney Dist. Mgr. Partner/Attorney Litigation Specialist Director, Office Management and Budget

Director of Financial and Technical Services Attorney Program Supervisor Sr. Software Cnslt. Tchr. Atty. Atty. Assoc. Counsel Assistant to the Director of Admissions Health Law Department Associate Shareholder Vice President, International Trade Finance Director, Global Market Research & Analysis Atty. Paramedic Sr. Rsch. Assoc. Atty. Programmer Deputy Force Judge Advocate NYS Public Property Adjuster Claims Atty. Recruiting Admin. Associate Director, IT Social Studies Tchr. Pres. Prog. Analyst Director of Operations, Ctr. for Public Health & Preparednes Financial Mgr. General Dir. Probation Ofcr. Ofcr. Lead Procurement Specialist Atty. M a y o r Chemung County Public Advocate Analyst Treasury Social Studies Teacher Attorney Vice President/Environmental Consultant Sales Mgr. Atty. H o m e m a k e r Imagery Analyst Atty. Naval Officer Principal, CEO Elem. Tchr. 2nd Grade Vice President, Sales Sr. Audit Mgr.

Computer Cnslt. Intelligence Analyst. Ins. Adjuster Sales Representative Probation Officer Director of Constituent Services Publications Technician Clg. Prof. of Political Sci. Vice President, Marketing Strategy and Execution Owner Community Publishing Editor Asst. VP for Admissions Laborer M e m b e r Services H o m e m a k e r Supervisor in Fulfillment Department Exec. Dir. Red Cross Tchr. Secondary Market Manager Vice President National Accounts Claims Representative Managing Director Elected Trustee Social Studies Teacher, Owner Free-lance Editor/Private Chef Budget Analyst Assistant Director of Corporation/Foundation Relations Librarian Exec. Branch Mgr. Atty. Assistant Director of Admissions Mgr. Asst. Vice President Assistant Bursar Regional Vice President Asst. Dir. of Residential Life Legal Assistant Atty. Branch Manger VP of Institutional Sales Newspaper Editor Corporate Paralegal & Subsidiary Analyst Political science professor Free-lance Columnist Associate Director Engr. As A 2nd Language Adjunct Professor Customer Service Representative Social Studies Teacher Deputy Sheriff Title Examiner

Ins. Agt. President/ VP of infrastructure services Atty. Cnslt. Investigator Chief of Operations, US Military Academy, West Point Unknown Public Relations Officer Deputy Chief Financial Officer H o m e m a k e r Social StudiesTeacher-8th grade Clerk Editor Svc. & Sales Trng. Spec. Sch. Psychologist Data Analyst Researcher Dir., Constr. Plans/Programs Sales Mgr. Regional Atty. Partner Dean of the Fifth Form Police Officer Senior Manager, Performance Management Main Anchor, 5 & 6 Newscast Supervisor Title Examiner Instructor Sr. Policy Analyst Territory Account Mgr. Atty./Landlord Sales Coordinator Claims Supervisor AVP Controllers Sales Reporting H o m e m a k e r French Translator Customer Service Representative, Money Management Property Adjuster Pres. & Owner Owner-Gen. Practice Assistant Manager Atty. Atty. Sr. Network Admin. Professional Medical Representative Bank Recoverer Vice President of Front End Operations for Upland Mortgage Pres. Dir. for State & Local Policy CEO Dir. of Operations & Ofc. Administration

Sales Manager Pres. Deputy Counsel Trade Operations Rep. Vice President Lead Systs. Analyst VP Atty. Director of Business Development Telemarketing Representative Sales Agent Administrative Assistant Asst. Director fo Labor Relations Social Studies Educator Ofc. Mgr. Investment Specialist Director IT Paralegal Profn. Developer Store Mgr. Editor/Writer H o m e m a k e r Information Research Manager Section Chief Atty. Paralegal Compliance Spec. Paralegal Partner Director Transplant Coordinator HRIS/Retiree Benefits Manager Associate Attorney Managing Director of Business Development Attorney Dist. Organizing Coordinator Atty. Teacher Agent Kitchen Manager Atty. Sr. Technical Analyst Associate Budget Examiner Asst. Dean for Personnel and Budget Director of Personel Home Day Care Provider & Homemaker unknown Dir. Gov. Relations Membership Spec. Grad. Student

Operations Trainer Superintendent of Schools Pres. Probation Officer Inside Sales Representative Staff Attorney Police Ofcr. 8th Grade Tchr. Health Hazard Cnslt. Prof. of Political Sci. Maj. Account Exec. Financial Advisor Paralegal Proj. Analyst Reference Librarian Social Studies Tchr. Attorney H o m e m a k e r Owner/Gen. Mgr. Process & Quality Manager Direct Care Counselor Sr. HRIS Analyst III Legal Asst. Judge Asset Mgr. Social Studies Teacher Imagry Analyst Tchr. Territory Sales Mgr. Medical Assistant Vice President VP-Glabal Wealth Management Attorney Sr. Trainer Trooper/Investigator Deputy Press Secretary Real Estate Appraiser Atty. Partner Atty. Partner Acct. Exec. Registered Nurse Teacher Law Clerk Court Clerk Audience Coord./Production Asst. Elem. Tchr. Attorney Registered Nurse

Certified Social Worker Attorney Partner, Attorney-at-Law Atty. In-house Counsel Child Advocate Grad. Student partner Asst. Professor of Sociology Operations Supv. Student Ministry Atty./Associate Teacher Aide Abstractor Area Mgr. chamber choir director Staff Acct. Res. Mgr. Actuarial Assistant Deputy Director of Teaching American History Evaluation Sales & Marketing Administrator Sales & Mktg. Associate General Counsel Asst. Dir. Account Manager Homemaker & Retailer Teacher Unknown Program Manager, National Conference Series Publishing Assistant Staff Atty. Partner Assistant Administrator Attorney Budget Officer Partner Student Asst. Cnty. Atty. Teacher Director of Community Programs Mgmt. Supv. H o m e m a k e r Partner deputy chief of staff Counsel Sr. Proj. Assoc. Legislative Assistant Counsel eCommerce Mgr.

Unknown Owner, Computer Business Benefits Specialist Executive Underwriter Grad. Student Chief Financial Officer Bakery Clerk Deputy Attorney General Tchr. Sergeant/Stantion Commander attorney Customer Service Representative Manager Atty. Atty. Asst. Press Secy. to the Senate Majority Attorney Assoc. Dean of Academic Prog./Special Asst. to the Dean Student Mgmt. Anyst. Lease Sales Rep. Attorney Social Studies Tchr. Legal Search Consultant Trademark Analyst Securities trader Special Education Teacher Education Services Librarian Assistant Trader, Wall Street Sales Associate Partner Atty. Senior Analyst Social Studies Tchr. Sr. Policy Analyst Atty. Director of Compliance Sales Rep. Physical Therapist Atty. Atty.-Corporate & Business Law Assistant to the Dean for Academic Standards Paralegal Lieutenant Attorney/Partner 7th Grade Teacher Prog. Assoc. Criminal Attorney Svc. Volunteer Religion Teacher

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Special Agt. Claims Specialist Mgmt. & Policy Analyst Retired Associate Atty. IT Leader Attorney Atty. Law Student Social Studies Teacher Atty. Associate Counsel Atty. Syst. Admin. Attorney- litigation associate Cnslt. Acupuncturist Human Resources within Global Purchasing Systems Analyst Owner Asst. Brand Manager Co-owner Financial Analyst Senior Assoc. Attorney Sch. Counselor Asst. City Admin. Attorney Director of Research & Information Services Associate Publishing Coord. Benefits Consultant Paralegal Control Analyst Public Relations Contractor Atty. Staff Assistant Associate Atty. Communications Assistant General Counsel Research Assoc,Post Baccalaureate Accreditation & Stud. Serv Transport. Logistics Student-Indep. Cnslt. Writer student Securities Compliance Examiner Securities Compliance Examiner Associate in the Litigation Group Musician Social Studies Teacher

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President/Owner Graduate Student attorney Equestrian Manager and Trainer Profn. Hockey Player Atty. Development Specialist Senior Associate Atty.-Admiralty & Maritime Law Art Dir. Atty. at Law IT Support Assistant Professor, Political Science attourney Project Manager Global Sales Organization Library Section Supervisor, Rush Rhees Library Senior Counsel Associate Sales Asst. Associate Director/Strategic Analyst-Institutional Research Associate Attorney Assistant District Attorney Instructional Designer Finance manager Administrator Systs. Analyst Chief Advancement Officer - School of Nursing Attorney Associate French Tchr., Secondary Educ. Executive Assistant B-1B Instructor Weapon System Officer Customer Support Tchr. Proj. Mgr. Attorney Pension Administrator Devel. Dir. Senior Transportation Planner Asst. Atty. Atty. Civil Litigation Graduate Student Doctoral Student/Rsch. Graduate Student Coordinator of disability services Counselor / Full time Phd student at NYU Attorney 12th Grade Teacher Program Analyst

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Interior Designer Assistant District Attorney Graduate Student Campus Staff Associate, Eastman School of Music Student/Journalist Reporter Director, International Student & Scholar Office Artist HR Dev. Trainee Client Support Svcs. Mgr. doctorate Student Law Student Atty. Naval Aviator Atty. District Executive Paralegal Tchr. Grad Student Prog. Analyst PhD Candidate in Political Sci. Attorney Graduate Student attorney Student Teacher Proj. Mgr. Unknown teacher Graduate Student Staffing Specialist Grant Coord. Attorney Counselor Student attorney Grad. Student Atty. Ofc. Mgr. Graduate Student Chief data tax clerk Unknown Attorney Children's Librarian Credentials Specialist Internet Security Engr. Student/Photo Editor Law Student Staff Attorney Law Student Captain

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Unknown Intern Budget Analyst Principal Ofc. Asst. Campaign Assistant Customer Svc. Rep. Attorney Rsch. Asst. Quality Assurance Co-ordinator attorney Human resources Social Worker Staff Assistant Law Student Law Student Constituent Svc. Assistant Unknown Grad Student Legal Analyst Associate Program Evaluator Associate for the Life and Asset Planning Practice Group Merchandiser Associate Attorney Prog. Inst. History and Spanish Teacher Social Studies Teacher Social Studies Teacher Law Student Outdoor Education Teacher HS Social Studies Tchr. Grad Student Purchasing/Pricing Support Law Student Exec. Support Ofcr. Rsch. Analyst Division Controller Law Student Legal Transcriptionist/ Office manager Associate NYS Assembly Educ. Committee Producer Rsch. Asst./Paralegal Law Student HS Tchr. Grad Student Grad Student Sr. Program Associate Assistant to the President Underwriter Law Student

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Policy Analyst Emergency Medical technician teacher Teacher/Dean of Students Program Coodinator Program Coodinator Product Development Grad Student Grad Student Admissions Counselor Waitress Associate Court Attorney 9th and 10th Grade Global Studies Teacher Grad Student Graduate Student Manager of Recruitment and Business Development Grad Student Tax pay Specialist Administrative Assistance Grad Student Public Relations Manager High School History Teacher High School History Teacher Spanish Teacher Grad Student Grad Student Telmarketer Grad student Student Associate, Audit Senior Budget Examiner Docent Coordinator Grad Student Lieutentant, Attny. with JAG Corps Customer Service Rep. Letters Copy Editor Assistant Dir. of International Admissions law student Substitute teacher Vocational Counselor / Case Manager Operations Assistant grad student grad student grad student - Law grad student - Law Analyst Executive Assistant Executive Assistant grad student - Peace & conflict resolution

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Associate Associate Attorney Import Specialist law student law student Pharmacy Service Team Leader law student grad student Grad Student - Law Student Graduate Student Speech Writer consultant Grad Student - Security Policy Studies grad student Law Student customer Service Representative Senior Teller Lieutenant/Security Coordinator senior production assistant Grassroots and Policy Manager Program Assistant Sales Assitant Urban Planner/ Economic Analyst Administrative Assistant Graduate Student Graduate Student Graduate Student Admin. Asst/PAC Asst. Intern Reporter; The Signal Sales Associate Research Associate Graduate Student Assistant Director of International Student Services representitive Doctorial Student - History writer Program Manager Graduate Student Financial Management Program Financial Management Program Loan Officer Librarian Sales Associate Graduate Student Graduate Student Teacher, NYC Teaching Fellow Flight Instructor Flight Instructor Grad. Student

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Intelligence Officer Public Relations Consultant Graduate Student Veterinary Technican No-fault adjuster Grad Student Disaster Preparedness Educator Grad. Student Grad Student AmeriCorps*VISTA Volunteer Unknown Unknown Staff Assistant Law Student Teaching Assistant for English Law Student Administrative Assistant- Real Estate Office Manager Teaching Assistant Lifeguard Research Assistant Court Office Assistant Sales Executive Law Student Grad Student 11th Grade U.S. History Teacher Case Assistant Budget Examiner Legislative Correspondent Administrative Assistant Receptionist Special Asst./Special Projects aide to C.Scott Vanderhoef Analyst Management Intern Unknown Teacher Aide Manager Executive Research Assistant Associate Management Analyst Law Student Customer Service Rep. Trust & Estate Associate Project Assistant Administrative Assistant, Human Resources Grad Student Grad Student Grad Student Job Placement Specialist

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Unknown Secretary/Law Student Canvass Director Supervisor Inside Sales Administrative Assistant Financial Representative field organizer Law Student Law Student Law Student Grad Student Law Student Law Student Rochester Youth Year Fellow Community Health Educator in Sub-Saharan Africa Law Student Asst. Project Manager Law Student Unknown Unknown Farmers Market/Law Student Law Student Grad Student Naval Flight Officer Gift Shop Attendant/Team Leader Support Staff/Phone Rep. Legal Secretary Youth Minister Grad. Student Program Associate Assistant Paralegal Grad Student Preschool Teacher Law School Grad Student Associate Account Specialist Law School Law Student Grad Student Advisory Grad Student Grad Student Grad Student Volunteer Commercial Lines Underwriter Tax Sale Rep./Researcher Grad Student Worker Grad Student

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Admissions Intern Grad Student Construction Worker Legislative Assistant Grad Student Eligibility Analyst Teacher Grad Student (International Public Service) Second Lieutenant Grad Student Field Organizer Account Manager Managment Trainee Grad Student Analyst

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Appendix E

Alumni Survey Data What year did you graduate from Geneseo?

Year Freq. Percent 1966 1 0.27 1968 4 1.08 1969 1 0.27 1970 1 0.27 1971 6 1.61 1972 4 1.08 1973 1 0.27 1974 8 2.15 1975 9 2.42 1976 4 1.08 1977 7 1.88 1978 5 1.34 1979 9 2.42 1980 8 2.15 1981 3 0.81 1982 8 2.15 1983 6 1.61 1984 4 1.08 1985 12 3.23 1986 6 1.61 1987 16 4.30 1988 8 2.15 1989 8 2.15 1990 10 2.69 1991 6 1.61 1992 7 1.88 1993 5 1.34 1994 14 3.76 1995 13 3.49 1996 9 2.42 1997 12 3.23 1998 8 2.15

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1999 8 2.15 2000 13 3.49 2001 17 4.57 2002 21 5.65 2003 9 2.42 2004 17 4.57 2005 22 5.91 2006 22 5.91 2007 14 3.76 2008 6 1.61 Total 372

Gender Freq. Percent

Female 171 44.65

Male 212 55.35

Total 383 100.00

How intellectually challenging would you rate Political Science courses?

Freq. Percent

Not Very Challenging 7 1.81

Somewhat Challenging 209 54.15

Very challenging 170 44.04

Total 386 100.00

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How would you rate the workload of Political Science courses? Freq. Percent Heavy workload 73 19.16 Moderate Workload 299 78.48 Light Workload 9 2.36 Total 381 100.00

How would you rate the quality of instruction in Political Science?

Freq. Percent Excellent 190 49.35 Good 184 47.79 Fair 11 2.86 Total 385 100.00

How satisfied were you with the accessibility of Political Science professors?

Freq. Percent Moderately satisfied 56 14.55 Not very satisfied 7 1.82 Satisfied 111 28.83 Very Satisfied 211 54.81 Total 385 100.00 How satisfied were you with the quality of academic advising by the faculty?

Freq. Percent Very Satisfied 92 24.02 Satisfied 220 57.44 Dissatisfied 54 14.10 Very Dissatisfied 17 4.44 Total 383 100.00

How would you rate the range of courses offered by the Political Science Department?

Freq. Percent Excellent 108 27.98 Good 231 59.84 Fair 44 11.40 Poor 3 0.78 Total 386 100.00

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How well did courses in Political Science improve your appreciation of diversity?

Freq. Percent Not at all 73 19.06 Somewhat 194 50.65 Very Much 116 30.29 Total 383 100.00

How would you rate Political Science courses in terms of the appropriateness of the evaluation methods (exams, papers, group projects, etc.)?

Freq. Percent Excellent 133 34.55 Good 221 57.40 Fair 30 7.79 Poor 1 0.26 Total 385 100.00

How would you rate Political Science courses in terms of how well they deepened your knowledge about the subject matter?

Freq. Percent Excellent 210 54.12 Good 167 43.04 Fair 11 2.84 Total 388 100.00

What is the highest level of education you have attained?

Freq. Percent B.A. 93 24.03 J.D. 100 25.84 M.A.,MBA, or M.S. or M.F.A, etc. 120 31.01 PhD 9 2.33 Other degree(s) 3 0.78 Some graduate courses completed 62 16.02 Total 387 100.00

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How well did the Political Science major develop your writing abilities? Freq. Percent Excellent 139 36.01 Good 196 50.78 Fair 45 11.66 Poor 6 1.55 Total 386 100.00

How well did the Political Science major develop your speaking abilities? Freq. Percent Excellent 64 16.62 Good 195 50.65 Fair 104 27.01 Poor 22 5.71 Total 385 100.00

How well did the Political Science major develop knowledge of subject matter? Freq. Percent Excellent 181 47.14 Good 188 48.96 Fair 14 3.65 Poor 1 0.26 Total 384 100.00

How well did the Political Science major develop your analytic abilities? Freq. Percent Excellent 155 40.26 Good 184 47.79 Fair 44 11.43 Poor 2 0.52 Total 385 100.00

The education I received in Political Science courses was: Freq. Percent Excellent 170 44.39 Good 194 50.65 Fair 19 4.96 Total 383 100.00

The preparation I received for my career was: Freq. Percent

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Excellent 100 26.11 Good 190 49.61 Fair 74 19.32 Poor 19 4.96 Total 383 100.00 The department’s concern for my intellectual development was: Freq. Percent Excellent 123 32.20 Good 175 45.81 Fair 67 17.54 Poor 17 4.45 Total 382 100.00

The preparation I received for my graduate/professional studies was: Freq. Percent Excellent 113 30.87 Good 179 48.91 Fair 64 17.49 Poor 10 2.73 Total 366 100.00

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Below are responses to the open-ended questions contained on the surveys. Alums frequently cite memorable professors as being most important and valuable to them.

What do you remember as the most beneficial aspects of your educational experience in Political Science? Plsc 246 Being more aware of global affairs Dr. Ken Deutsch was excellent! Class discussions. The availability of faculty - like Drs. Shank and Goeckel to meet with students to continue class discussion or assist with specific problems. The Externships with Rochester area politicians Dr. Deutsch pushing his students to do their best work - I remember his classes as very challenging. However, one on one he was a great listener and his opinions were honest. Dr. Shank's classes were very interesting and he was very helpful in getting internships for his students Comparative law course was very good. I have been very well prepared for law school. The higher level courses mandating papers and cumulative finals is very concurrent with my experience in law school thus far The most beneficial aspect of my educational experience in Political Science were classes taught by Professor Deutsch because I feel they most prepared me for law school type classes and were the most rigorous. The interaction with faculty. Faculty were always available and they truly kept their doors open. Willingness of professors to foster debate on issues presented in class and guidance on how to effectively convey opinions, structure an arguement etc. Excellent relationships with faculty. Size was key here. Believe it or not, it was how small the department was. I had an excellent relationship with most of the professors (there were some professors I never had) and the students within the department were always willing to help one another out. I also had the opportunity to TA for a professor in the department and study abroad, which were fantastic learning experiences even though I wasn't in the classroom. Learning to research and analyze a topic from many different viewpoints. Washington Semester experience. I found that the professors who challenged their students the most (Prof. Goeckel for example) and as a result received a reputation as 'hard' were actually the best professors. I learned more in one class with them than with several with the more 'easier' professors. Loved learning about the Soviet Union. Dr. Deutsch and Public Interest Intership Prof. Deutsch's class offerings and his mentorship were a very memorable part of the Geneseo experience for me. His concern and interest in my future goals and education was remarkable. He, along with Prof. Savellos, provided important insight and encouragement regarding continuing education and the practice of law. The amount and quality of information conveyed was consistently high and each course worked on a different set of issues, which kept things interesting and new. I feel that between my coursework, involvement in clubs and internship I could not have picked a more interesting and informative major.

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Opportunity to learn about a variety of fields of study within Political Science. Greater understanding about geopolitical issues. Learning about international affairs The rigorous academic coursework provided by Dr. Kenneth Deutsch. I learned more from this man than all other professors combined.

The staff at Geneseo was excellent and I was able to take courses in many areas of poli.sci.: US, foreign policy, human rights, etc. I learned to think outside the box when it came to politics.

There were a myriad of beneficial aspects. First, the relationships I had with my professors and the rigor of my political theory/legal studies classes really stand out as highlights of my poli sci studies. I could candidly talk with professors about issues or future plans and know that they were giving me not only good advice but advice that was suited for ME. The small class sizes were crucial in allowing relationships with professors to deepen and become more substantial. The challenge of my political theory/legal studies classes in particular made me a terrific student and equipped me incredibly well for grad school and beyond. Geneseo students are smart and it is a shame that they are not often challenged by professors who use the Socratic method. Geneseo students can and should be able to perform well in classes like this. We should not expect our 95 average students to sit back and never participate in class lecture. Another thing that was incredibly beneficial was the diversity of the my professors' backgrounds. Having both academics and practitioners in a field like poli sci is so crucial to getting a well-rounded view of the theory and practice of the field. Also, the fact that my professors demanded an incredibly high level of writing and analysis became incredibly helpful to me in work and grad school. I became a much better communicator by having professors who were critical of my writing on a frequent basis. Basically, ensuring that the major is challenging is the best thing to do for your students. An easy major helps no one out after they leave college.

My internship at the NYS Department of State. The challenge. Great preparation of law school. The extensive writing of term papers etc. were of great assistance in law school. The accessibility of professors was excellent as was their enthusiasm for the curriculum they taught. The range of classes was very diverse and I generally felt that hard work was truly rewarded. The small upper level courses were challenging and engaging. The most beneficial things for me were the opportunities to conduct independent research while working closely with a faculty member. These one on one relationships and research opportunities were definitely what set Geneseo apart from larger universities. The involvement of the faculty, particularly Koch and Drachman were excellent. For example, I had the opportunity to participate in the model UN in Europe and that was due to the advice of Drachman. The adjuncts were of excellent quality also. It was so long ago, I can't remember what was most beneficial. I do recall that my writing improved dramatically while at Geneseo. Internships my internship at the public defenders' office broadening my knowledge about international politics specifically India and China.

117 practicing writing and presenting arguments I was satisfied with the advising, and the professors were always available and eager to meet with students outside of class. All of my professors took the time to learn my name and track my progress, and that is certainly not the case in all departments. The Poli Sci department is/was a very welcoming place for students. An exceptionel connection to local politics and the opportunity to work with Jimmy Carter, John Lindsey, Liz Holztman. Internship The SUNY Brockport Washington Semester Program. It gave me excellent work experience and knowledge about the federal government that I highly value. Research assistantship, honor's thesis, small classes, class discussions

I was a member of the original graduating class but my recollections are still crystal clear. We had excellent professors, Virgina Kemp and Phil Hassman were terrific. In my senior year Dr. Janosek arrived on the scene as the new Chairman of the Department. While I know he contributed greatly to the program and retired from Geneseo, he had limited or no respect for our program or professors. That was very frustrating to me because I felt disrespected as a student. We had several clashes during that year! Many of our classes were independent study programs because there were only 6 of us in the class. That was a great opportunity to interact with the staff, cooperatively design courses specific to our interests, and gain in depth knowledge of areas with direct assistance and supervision of staff. Mr. Hassman was a retired military lawyer and designed a legal research course for me that I still recall (thinks have changed slightly since that time, ofcourse!) I enjoyed and still remember the wide exposure to governmental studies, foreign affairs intermingled with history and diplomacy. It was a terrific learning experience that I still draw upon today. The professors were tremendous. Very knowledgeable, the classes were informative and method of instruction useful. Dr. Goeckel and Dr. Goodyear both spent time with me in an effort to improve my writing skills. The time and effort spent by these professors paid off as I received much praise in graduate school and in my professional life for my writing. I wish I had the opportunity to tell both of them how appreciative I am for their efforts. Great faculty that were very warm and knowledgeable about the subject matter. The breadth of educational courses and specializations, along with the tracks that allow for students to pursue a particular focus in their field. Real life case studies of public policy issues Access to internships to get real-world experience. always being challanged and given the freedom to think and forum opinions. There was a wide variety of offerings, from Machiavellian politics to international studies, so no matter what your interest, there were options.

Addressed salient issues of the day. Strong IR staff at the time (Dr. Goeckel, Dr. Gentlemen). exposure to many different perspectives on political issues I thought the Pre law course suggestion form,was fatastic. I took many of these courses. I thought Dr. deutsch's course were great. i thought Dr. Janosik's field trips were fatastic and the Washington Semester Program invaluable. I thought the Urban Policy Game prepared by Dr. shanks was a very effective learning tool. Courses taught by Professor Deutsch Variety of courses required for the major forced me to branch out of comfort zones, extracurricular

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(Model UN, College Dems) gave me some great experience. My internship in Albany

My classes and advise from Dr. Cunningham and Professor Grace. I really honed my writing skills, something was very valuable once I was past law school, where writing is not emphasized. It has also helped me understand -- and explain to non-American clients- the American political process as it unfolds

Helping to develop critical thinking skills. This was particularly the case in Dr. Deutsch's classes.

The most beneficial aspects of the educational experience was being able to get to know the professors very well and being able to approach them about a variety of issues. As for class experience, one of my favorite class experiences was participating in a mock UN assignment for Professor Grace where students divided up amongst the class and had to work together to get a joint resolution passed through the General Assembly. Dr. Deutsch was extremely challenging to students...even to the point that you had to "study" just to be ready to be interogated during class. I found this beneficial because I carried over the study habits formed from Dr. Deutch's class to other classes which resulted in improved grades across the board. I thought the professors, for the most part, were open minded and knowledgeable. I appreciated the variety in the work assigned and valued the internship opportunities. Helped me to realize the depth of my interest and the direction that I needed to take. Without a doubt, the most beneficial aspect of my Political Science education was my experience in Dr. Deutsch's classes. The rigor of his classes had me better prepared for law school than most of my peers. Dr. Deutsch's teaching style of challenging the student has enormous benefits: it encourages the student to work hard, be prepared, be intellectually honest, and put forth sound arguments. I believe the analytical skills I attained in his class would benefit any student, no matter the major or career path. Critical writing and reading, Political Theory was challenging but rewarding. Courses using statiscial databases also very good and useful. One part-time instructor, Richard Hale, Esq., (an administrator at the College) was a superb teacher, and provided very valuable career insights. Political Philosophy and Philosophers - Middle Eastern Study - from fantastic professors- wide variety of courses, good teachers How little it helped me to obtain a meaningful career after graduation. I really enjoyed working in small groups on class projects. Additionally, I think all students (or as many as posssible) should be encouraged to do a semester or summer program in Washington DC. The hands-on educational experience students get in DC is invaluable and can not be matched in the traditional educational setting. Philosophy courses, American Politics, Clinton sex scandal (as politics and how it shaped perceptions). Washington Semester Study Program 1. Dr. J. 2. Dr. Deutsch Both the best-of-the-best.

Comparative Government and the notion of different systems that apply to differing peoples and circumstances. The professors.

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Professor Goeckel was my favorite professor at Geneseo. Extremely intelligent, well spoken, kind man. I switched majors a few times and I can tell you that no professor had his grasp of the subject matter he taught. Thank you, Dr. Goeckel, I may not be able to see you in person to tell you, but you really influenced my life and my standard for an ideal professor. Certain professors: Dr. J-Very passionate, knowledgeable Dr. Shank- Very encouraging, also very knowledgeable Dr. Deutsch-Quite brilliant, American Constitutional Law was my favorite class Dr. Gentleman-Very discouraging Dr. Geockle-Very knowledgeable, but somewhat unapproachable How to think critically from Dr. Kenneth Deutsch's political theory courses (and analyze a court decision)and the raw politics learned with Dr. J (often on an election night or at someone's home for a Presidential debate. Learning how to analyze current world events The challenge provided by Dr. Deutsch's courses.

Overall the course work was interesting and challenging. Several professors’ help to increase my ablity to express my opinion, reason, write, and read critically all which have benefited my chosen career Good mix of class work and faculty It was a long time ago. I'm now an RNC in labor and delivery and have nothing to do with poli sci.

I appreciated the opportunities for experiential learning. Model UN/Model EU, and the use of study abroad/internships really allowed me to engage directly with the learning. It really came alive. GREAT, KNOWLEDGABLE FACULTY The most beneficial of my educational experience in Political Science was the size of the classes. The classes were small to moderate which allowed all students to be active participants in discussion. The presentations in several courses were particularly helpful because it gave me experience in preparing information to present orally. One class even featured debates of current events which was also very helpful. Sharpened by knowledge of world affairs. Very early Political Science Graduate from Geneseo - ended up taking 'directed studies' classes from professors - nice one to one! Department at that time was just beginning! Excellent and knowledgeable professors. I especially enjoyed by Independent Study with Prof. Grace. Professors expect high quality work and treat students like adults. My B.A. has prepared me VERY well for the intensity and challenge of law school.

The difficulty of the Political Science Program and being able to graduate with a Political Science Degree from Geneseo has given me a great deal of pride and satisfaction.

Being able to work with Dr. Goeckel - I wish I had taken more classes with him.

The close relationships I was able to develop with professors. This provided me with excellent opportunities to discuss careers and furture prospects. What I remember best from long ago, and still appreciate, was the friendship of Ginny Kemp and Phil Hassman. I learned as much from them outside class as in and especially from Ginny during my stint in student government for which she was the advisor. I hope that openness is still not only one of the goals of the current faculty but is actually practiced. I really enjoyed my courses with Anthony Leahy and Jeff Koch. They were interesting and accessible, and I learned a lot in their courses that I felt was useful, both as a professional and as a citizen.

120 having professors that were accessible and responsive outside of class and assisted w/ career/education planning

The professors were very accesible and interested in my studies. I participated in the Washington DC internship which I found very educational. I was also able to create my own internship with the Livingston County planning board that was instrumental in helping my decide to be a land use attorney. The open discussions with professors. A setting where students were made to review their own politcal understandings form a classical historical perspective and be prepared to discuss/debate those concepts in an intelligent manner. the professors Excellent professors. They were all extremely knowledgeable and also dedicated to teaching. I learned a lot....it was a great experience. My critical reasoning skills were developed significantly as a result of my coursework. Working with professors to gain a broader understanding of the discipline. In-class exercises (ex. debate, peer-to-peer instruction) I actually remember a project Professor Koch did with us where our class acted as a mock Congress. It has stuck in my mind for a long time, and I would love to do something like that with my high school students.

Communication skills development. Learning about the way our own government functions

Met a good network of future lawyers/friends. Lots of reading and writing! It helped me think critically. The one one one interactions with the professors and the class discussions were the most beneficial. I took the majority of my courses from two professors, Dr. Drachman and Dr. Goeckel, both of whom were very helpful in and out of class. When I look back on my Geneseo experience I always reflect on how much I took away from those classes especially now that I do business all over the world and encounter first hand many of the issues that we discussed in class. A broad exposure to international events, and a framework with which to digest and/or assess them. Model UN Outside of class conversations with professors Challenging discussions in class The coursework established a good base in the issue area to use as a springboard to launch into experiential education. I think the experiential education was where the real useful learning was done to prepare for employment. However the coursework base was necessary or else the intern would be lost and unprepared. The heavy emphasis on writing forced me to unpack what I was learning and come to my own conclusions. Nailing down my thesis forced me to have an opinion and helped me find my voice. Jeremy Grace The opportunity to learn from the diverse opinions of other students in the courses, and the rigorous debate that resulted. extracurricular activities to include the Model UN program Applying political thought to action by participating in student political organizations and activities (debates, protests, meetings, etc.)

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Accessibility of professors.

Having classes with Dr. Goeckel The most beneficial aspect was the semester I spent in the SUNY Washington Semester Program. Absolutely the best experience. Discussions with Dr. Deutsch. He really got into my brain and rewired it. He developed in me an intellectual thirst for political theory I have yet to sate. I am forever thankful for his deeply illuminating and insightful lectures. He set my feet upon a course I am still walking. He has had a tremendously motivating, driving effect on my life. I wish I could resume a course of study under his supervision.

Teaching me to be a critical thinker. Professor Deutsch got the most out of me and his mock trial on the 1st Amendment sticks in my mind as most beneficial.

Professor in Constitutional Law interested me in pursuing law school. Ken Deutch asking hard questions and expecting good answers. I found that the course reading and teaching style prepared me well for law school and increasing my knowledge base in general.

I remember the knowledge of the professors in their content area was excellent. The faculty - I could not have asked for better professors. The faculty were genuinely interested in both the students and the subject matter, passionate about their work, and always available and eager to help. Drs. Koch, Drachman, and Cunningham and Professor Grace were particularly exceptional - they fostered my interest and passion for the field and provided me with an amazing three years. Accessable faculty, demonstrated personal interest in our success and in our success in an area utilizing our education. Dr. Janosik Classes that emphasized discussion. However, on in classes in which the discussion was carefully mediated by the professor as to not have an overwhelming amount of input from a select group of individuals. The Washington Semester Program changed my future. I thought I was going to be a teacher, but my internship in Washington led to a career in government. I am very grateful to this program. access to professors in both academic and social settings

Working with professor Goeckel and Drachman. Very fuzzy on the 80s as I was taking in the whole Geneseo experience along with my poli sci major! Ken Deutsch was a great teacher.

There were some wonderful courses, but others were disappointing because of the professors who taught them.

The courses and professors which stand out in mind encourged me to use my own mind to come to my own conclusions rather than regurgitate information. Also, I felt very prepared for grad school and my career with regard to writing, which is so important. Learning how political the real Congressional process world is from Dr. Janosik, who taught American

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Politics in the 1970s and 1980s. Also Dr Shank's public administration courses were very good at presenting case studies of real world situations. As a result, I was prepared for the political world of the Department of Commerce, where I work with Appropriations staffers, the Office of Management and Budget and budget staff here in the International Trade Administration. Geneseo's courses on the Federal Government prepared me well for the Maxwell School's MPA program as well. Political Philosophy is a class I still reference a lot today. All professors had an open door and were usually willing to talk to students if they came in looking for advice. I learned just as much outside of the classroom as I did inside Everything is political. The most beneficial aspects of my experience were those relating to real life experience - the application of what we were learning and how students could live life after college and into their careers applying this education. Ideas alone are interested, but lead nowhere without application.

Class discussions Working on independent studies with professors Working with professors on book projects Washington DC internship Instructors were available, willing to help set up internships and work through any problems that developed. Great at exploring law school or grad school options. Exams were fair and objective, papers were fair and instructors were always available to help you improve. internship The classes that were taught using the socratic method were exceptional preparation for law school. The personal time that Dr. Virginia Kemp spent menotoring me through the four year program. Dr. Duetsch - I still remember his Consitutional Law class, he challenged the class every day. These challenges eventually gave me the confidence in my intellectual ability and enabled me to become a sound public speaker. I thought the instruction helped me in my various careers, 23 years in the militay (currently in Afghanistan) and 20 years as a teacher. Although my career field became electonics and computer systems I find the Poli Sci courses diversified my view of the world. As an Army National Guard Officer now serving in a war zone this has served me in many ways. small class discussions and group projects

The most beneficial aspect of my experience was the interaction with my classmates. The political science program was fairly small by college standards and I felt this intimate atmosphere facilitated open dialougue between the students and faculty. In most cases, you were not just classmates with your fellow students but also friends, which allowed for a foundation of mutual respect between students. I felt people were comfortable in voicing and arguing their viewpoints, while conversely everyone was open and willing to listen to someone's respective viewpoint. Middle Eastern Politics The accesibility of the professors. Internship opportunities The interaction with faculty and students, and the knowledge gained in all areas of political science. Although it was scary at the time, I remember Dr. Deutsch questioning random people during class and telling people when they did not have a helpful answer. You really had to think and be alert during his class. I remember lots of papers and I think those definitely helped improve my writing skills. And, I remember a few supportive professors, who were very accessible, like Dr. Koch - thank you. I enjoyed meeting individuals in class and through group work with similar career interests as me. small group at the time, assisted me in setting up pre-law program

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The combination of solid professors and other students who were both motivated but willing to collaborate on projects and in studying. Smaller class sizes at 200 and 300 levels were also very good for discussions. The ability to apply critical thought and reasoning to any situation you confront in life, in order to understand both sides of the story and make informed decisions. The opportunities that were offered to me, most notably my Junior Year Abroad and an Urban Internship. These opportunities really helped launch my working life. Also, the staff really cared about the students! I still stay in touch with my advisor, Dr. Ed Janosik. I found my educational experience at Geneseo to be very valuable overall. The Political Science department provided a diverse range of subject matter that afforded me a comprehensive foundation upon which to build my career.

The Faculty. The Professors were great. the Dept. was small enough for Faculty to know you by name, but large enough to offer a broad range of knowledge. I also loved the historic buildings we were learning in. Ivy league style on a SUNY budget.

I remember the international relations classes being for the time very current and intellectually stimulating. I also remember going with my political science professor to hear Jimmy Carter speak in Rochester. I remember my educational experience at Geneseo very fondly, even though I graduated almost 20 years ago. The Political Science Department provided outstanding opportunities to participate in academic activities beyond traditional classes, including a seminar series sponsored by the National Endowment for the Humanities celebrating the Bicentennial of the US Constition. Additionally, I have very fond memories of the support and mentorship that was provided by my academic advisor Dr. Ken Deutsch. Dr. Deutsch challenged and inspired me in a way no professor has since then. Attending Geneseo was a wonderful experience, which contributed greatly to the success I had later in life. The faculty in the Political Science Department are/were outstanding!

LegSim with Professor Koch was fun, challenging and I learned a lot from it. Papers written for Dr. Drachman were always based on interesting topics and helped deepen my knowledge. The well roundness of the Political Science program allowed me to study essential interdisciplinary courses as well as complete a very important "real life" internship with the New York State Department of En Con. Dr. Shank was a great Professor and advisor who helped me each step of the way. My experiences at Geneseo provided growth and learning. Because of this I was able to pursue successful graduate studies in Business and work successfully with many diverse people thoughout my career. During my senior year (Fall 2001), I took a course entitled Middle East Politics. A large part of the class involved participating in a mock Middle East and North Africa (MENA) Congress on a resolution regarding 9/11. The professor adjusted the course to reflect the current reality and the discussions/debates are ones I still remember. The professors were all very knowledgeable and conveyed their enthusiasm for the subject matter. The level of instruction was very challenging, yet not overwhelming. The internship opportunities were very worthwhile as well. The wide range of classes offered, and being "forced" to take classes in international and comparative politics to ensure that I received a wide range experience (without the requirements, I probably would have stuck with only American politics)

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Appreciation of other system's of government. A "true" democracy is not always the best system for certain moments and times in history Great teacher and great students spurring discussion. good analyyical and writing skills small class sizes excellent faculty real faculty interest in the students and the course content The department was large enough to offer a good variety of courses but small enough to develop a good relationship with faculty. The most beneficial aspects were the SUNY Washington internship program, the small class sizes and having the opportunity to meet with my professors for career counseling. Study abroad experience, the one on one discussions with my professors, the variety of course areas to round out perspective The range of courses offered & the excellence of the political science professors at Geneseo I came to understand what the new pluralism of the early 19th century has meant to our way of life and governance in America. We are a unique nation to be sure. A graduate level experience in all aspects of the political science field, taught by accessible professors. Learning to write well and analyze information The research papers were always challenging and I definitely honed my writing and research skills. The work load and difficulty level of the courses made me well-prepared for graduate school. Ken Deutsch's Constitutional Law class rocked. I found Judy Gentlemen to be sexist and destructive to relationships within the Poli Sci space and that turned me off to the department and Geneseo. In addition, the obvious liberal leanings of the faculty--Alan Shank in particular--caused me to be adversarial with the department and resulted, I beleive, in lower grades for me compared to my counterparts who shared similar political beliefs. The one or two professors that made the course work interesting and the one or two that demanded so much that it was mandatory to learn the material and some.

Internships I met my future wife while working on a political campaign! I also greatly enjoyed, and got a lot out of, the lively, rigorous give and take interaction with a few professors and with fellow students. the Washington semester program The quality of professors, small classes, scheduling flexibility (unlike some of the other departments), choice of textbooks, accessibility and approachability of faculty Taking Political Philosophy with Dr. Deutsch. He challenged me to think. to apply critIcal reasoning to all situations...both personal and professional. Concentration on thr basics. Professor Deutsch's style of teach really prepared me for my first year at Law School. It seemed I had a leg up on most of my peers because I already knew how to brief cases and was familiar with the socratic method. small class sizes in the upper level classes Dr Deutsch was challenging, fair and illuminating. The courses familarized me with political science topics and methods of discourse. I found my comparative politics and international politics to be the more useful because they introduced new topics and discussion. pre-law classes

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Breadth of courses offered. Small class sizes in upper level courses

I really enjoyed a lot of the professors. I think they made the program. The richness of their knowledge and the ability to convey material that could have been dry in a manner that was interesting, and keeps me interested in the amterial to this day in this changing world really is great. Exposure to faculty from very different backgrounds that presented a diverse range of information in classes I had a great mentor in Dr. Robert Goeckel

Debating, crafting detailed thesis papers, & repeated emphasis on core themes

The wide range of expeience of the professors. Developing relationships with professors who gave insight into the professional world The ability to shape common discourse among fellow man. The best classes were always those with a smaller number of students. It allowed for better class discussions and more face time with the professors. Rather rigorous courses -- lots of work but also deep understanding of the subject matter.

The experiences of the professors involved. It was a while ago, but I remember that the professors actually had a good deal of experience in local and international politics.

Ken Duetch taught me to brief cases - I was a step ahead of my law school classmates when I started. Overall, the analytic approach of the professors was great preparation for graduate school. The faculty upholding rigourous standards and demanding that students apply themselves to their fullest ability. I gained an appreciation of fragile the Soviet satellite system and the Communist Soviet state really was, I honestly was not at all surprised by the events of 1989 Professors were very accessible. Early introduction to computers and SPSS (research).

Preparation for law school. My experience was very positive - but was also a long time ago. I currently have college age children as well as one in High School - and overall would say that I would not hesitate in suggesting they consider Geneseo if especially if they were thinking of majoring in Political Science.

The professors! Also, the opportunity to meet Supreme court Justice Kennedy and to see cases tried in the Supreme Court.

The debates that happened during my Consitutional Law classes- it gave me the confidence to present myself and my opinions to my peers. Small class size and excellent access to the professors. Excellent internship options

It was a long time ago, but I remember a wide variety of courses. One of my professors was not thrilled with having females in the class, and also did not think much of transfer students. I felt I had received a great start at Jamestown Community College. His attitude make me work harder to show

126 him how wrong he was, and I ended up really enjoying the other classes and professors. Discussions in class about pertinent topics. My work in medicine in New Mexico on the Navajo Reservation, at the Tennessee Department of Health and now working with the Ministry of Health in Zambia have all been helped by my political science training at Geneseo. Internship in DA's office Accessibility of faculty. The diversity of course offerings, seminar-style lectures, variety of track-listings

Dr. Shank was an excellent professor and advisor who steered me into an internship with the Division of Human Rights, which solidified my interest in public interest law, which I now practice. Internship Perseverance Broadening of perspective, exposure to ideas Small class sizes--allowing for more discussion Class discussion of issued encouraged us to examine issues from different angles.

All the Professors, and the classes made me think about places in the world that I otherwise might not have. participation in Model UN and EU Truthfully, I don't really remember too much of 20 years ago... have trouble remembering last week! I do know my education opened my mind to different thoughts and beliefs. classes with dr koch and dr goeckel! The major gave me the opportunity to take a number of courses in different subfields. I also developed good relationships with the faculty during my time at the college, which was helpful in my continuing study.

The greatest experience I had as a Poli Sci major at Geneseo was representing the school at an international issues forum held at West Point in 1984. It was my participation in that program which led me to pursue an MA in International Affairs (concentration in economics) at The George Washington University. l Dr. Shank

The opportunity to develop intellectual curiosity. The passion of a few of the professors really helped fuel a passion to learn about the subject matter. All of my professors were helpful and cared, especially when it came to dealing with issues concerning the course. Studying the concepts of political philosophers was probably the most beneficial aspect of the Political Science major. The out of classsroom discussons with faculty at their homes or at the Fraternity House.

Customizability of the program via electives, class sizes in 200+-level courses, practical applicability of Professor Koch's public opinion and the mass media course, well-thought-out reading lists in many courses Dr. Deutsch's high expectations

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I was able to do a semester abroad at the College of Europe in Bruges, Belgium which tied in nicely with the international courses I took at Geneseo. The most beneficial aspect of my experience was not academic...it was the knowledge that I could define a path for myself, by myself.

The courses I took with Dr. Deutsch. He challenged me to fully apply myself. I learned a lot from his classes. The range of courses that were available was also a positive.

Improvement of my analytical skills and learning about Middle East politics.

The relatively small size of the department allowed for easy access to faculty members. It was much easy to discuss anything with the faculty at Geneseo than at the larger graduate school I attended. Having professors that were very knowledgeable and passionate about the subject. Model UN club

The professors were always willing to assist in further enhancing my knowledge of various subject areas. The quality of instruction was excellent. The educational experience in Political Science fostered skills in research, deep thinking, and writing. Diversity of courses and ability within each course to research different issues/ areas. Close relationships with Professors, demands for excellence, small class size relevance of subject matter

The openness and availability of the faculty...the passion of the department...the events outside of the classroom (lectures, dinners, etc.)...internships The challenging and intriguing coursework presented by Professors Deutsch and Drachman. Also, the learning environment was excellent - collegiality and intellectual challenge were apparent. i have a very deep understanding of political events and issues that most people don't have. Lecture series when we had quest speakers invited to the college like Jack Kemp. It was required that we attend and we had a 20-30 min. class discussion about his presentation. Class discussions were vital to deepen my understanding of Political Science as seen through the lens of current events and case studies. The importance of staying current was stressed, as well as looking at developing situations with a eye toward history.

Gaining a broad base of knowledge that allows for a greater understanding of complex and diverse issues. The emphasis on writing skills will prove invaluable if I intend to pursue a different career in the future. It opened up a world that I did not know existed as I was born and raised in a small village in remote Upstate New York The International Relations minor Major group projects that required extensive research with a paper and presentation. Geneseo Poly Sci courses assisted me in becoming more of a philosophical/analytical thinker-which has taken me through several different roads to where I am today. Incrased my community involvment locally and beyond.

Dr. deutsch's classes excellent & challenging

128 small classes and the opportunity to talk to professors the emphasi, within the higher level courses, on critical thinking

Courses from Profs. e.g. A, Shank and K. Deutsch were first-rate. They covered areas I enjoyed so they were for me the most interesting/beneficial. Washington Semester Program there were some very good professorsat the time,ken deutsch,in particular, Two of the most beneficial aspects of my educational experience were the internship requirement of the IR major, as it pushed me to complete an internship abroad, and the opportunity to write an honors thesis, as this was great preparation for the type of papers I need to write at the graduate level.

Prof. Kenneth Deutsch's courses and career guidance - I differed with him idealogically, but have tremendously fond memories of his Con Law and Political Theory courses. They have stuck with me for 12 years as a lawyer in Florida. Thought provoking, challenging assignments that were meaningful and interesting. Excellent class discussions. Washington Semester program

The intensive study/research required to complete my honors thesis. Additionally, the requirement to give participations was very helpful in developing skills necessary for the real world.

Being required to read many different outlets of media and discussing the accurracy of the material.

Small class sizes and one-on-one interaction with professors. Everyone in the department was very knowledgeable on the subject matter that they taught. I really enjoyed the courses that I took and they broadened my knowledge of government in other countries. Most of the professors that I took courses from seemed to really enjoy their job and were very approachable (Dr. Shank, Dr. Janosik and Dr. Gentleman). The Model UN/EU programs gave me great insight into research, speaking, and debating. The large amount of research and writing required helped with studying in law school and taking the bar. My experience in the Washington Semester program that gave me first hand experience with government and politics. A general broadening of knowledge, a need to "tighten up" my writing and argumentation in general, how to fully dive into a topic. Really prepared mr for law school

Could you please list suggestions for how the educational experience for Political Science majors could be improved?

Do not show politial preference and try to push liberal views onto students.

Not hiring judgmental, sexist teachers like Dr. Deutsch. I was told that I didn't have "what it takes" to make it through law school and pass the bar. He was wrong. His courses are the reason I cannot check

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"excellent" for some of the questions.

Externships were a big help. More diversified course selection a few more pre-law classes

Professors are not always available, they sometimes have attitude to students, and are not very respectful of students with disabilities. Advising was very weak, sometimes confusing to figure out what courses were needed etc. It would be great if the major was broadened and the numbers of professors increased. It was hard to gain a wide variety of opinions if you had the same 1 or 2 professors over and over again. Rigourous course instruction is very important for all classes. Too many of my non-political science classes could be considered "fluff" and do very little for engaging in discussion and intellect. I felt that my Political Science classes taught by Drachman, Koch and Deutsch were the most stimulating. I cannot think of any suggestions as a whole. I think professors did a good job at balancing lecture and student participation, and I think that is very important in a political science education. I would suggest an increased emphasis on the semester in Washington program (or Albany) and the alumni network. I would be very happy to assist in this effort in any way that I can. More courses based on developing world, perhaps mandatory coursework related to China, India, Africa, South America. By choice, my coursework tended to be Euro-centric Many students think that being a political science or IR major is an excellent way to groom yourself, academically, for law school. I thought this. Within the first week of law school (I graduated this May) I realized that this was not the case, AT ALL. Not that the professors I had did a bad job, because they didn't. It's just that studying the law is very different, specifically with respect to the writing courses, than any class I took as a poli sci major. It may be beneficial to work with other departments (such as history, philosophy, business and even the hard sciences) to "beef up" the pre-law program by offering actual law classes, taught by lawyers. At Syracuse (where I went to law school) there were MANY local practitioners who were also adjunct at the law school. With the economy in the tank going to law school is becoming more and more popular among college graduates and getting in is very competitive. Having a strong and structured pre-law program would not only be a beneficial educational program to have, but could, down the road, be an excellent tool to be used by Geneseo students in applying for post-undergraduate degree opportunities. Encourage internships in career-field. People use Pol. Science as a preparation for law school or PhD program. I would have liked to have had more work and a higher degree of accountability if the students did not follow the material. Tests containing multiple choice questions should be strictly for 100-level classes and essay based tests for 200 and up.

More internship/externship-related opportunities

I was very happy with my IR advising, however, some professors might benefit from reviewing information about core courses and academic requirements on a regular basis, especially when working with underclassmen.

This may already exist and I just didn't take those courses, but classes the focus on practical applications such as policy analysis, the connection between economics and public policy, and policy

130 research would have all been helpful to me

1) More emphasis on the business of politics -- lobbying, government affairs, polling, campaign management, 2) more emphasis on practical internships, more alumni speakers coming back to Geneseo to share their experiences.

I think a better understanding of how a poli.sci major can be translated into "real life" would have helped me, but I'm not sure that that wasn't a failing on my own part as a student...

More internship opportunities. More class offerings, more required real-world experience like internships, consulting simulations, etc, more classes on actual functioning of government (prepare students to be public servants!). More specifically, none of my professors ever told me about the option of pursuing a Masters of Public Administration. I left Geneseo without even knowing what one was or that the very best school for an MPA in the country was right down the thruway. I know that many Geneseo poli sci majors would be very well-suited for an MPA instead of say, a JD. The school should really do a better job of showcasing this option. I strongly suggest the professors in the department schedule mandatory meetings with the poli sci majors. I gradudated a long time ago, but I distinctly recall there was scant opportunity to discuss career plans or post-graduate with anyone from the department. Things have certainly changed, no doubt. I'm more aware of this need to reach beyond the classroom because I've started teaching at the University at Albany. Many of the students (juniors and seniors) are desperate for help in navigating their future. I've learned students are not concerned with just the coursework.

That the Wall Street Journal editorial pages be mandatory reading instead of the New York Times. One major component lacking in the major was the community around the political science department in general. I was not involved in Model UN, IR club, or any outside group so interaction with fellow PoliSci majors outside of class was limited. I feel like a general activity/mixer/party! once a semester organized by students would be very beneficial for both students, faculty, and staff. More career counseling and assistance with career placement would have been nice. As a senior in college I didn't have a clear directio for my major and didn't feel there were a lot of opportunities for career development. One of the areas in which Geneseo lags behind private colleges is in connecting graduating seniors with jobs and connected alum. A greater focus on networking would serve students well. I don't know where the department is now, but it would be great to see the program expanded. I'm not sure my suggestions would be accurate for current students, but continue to stress the importance of writing. Providing more information and experiences for the students int he day to day political processes that exist in our nation. Greater diversity in department. Increased requirements for public speaking. i have no clue as to what is going on in the department, so i am in no position to comment. It seems there are wildly different standards for the major, for writing papers, for group projects, etc. depending on the professor you have. It doesn't seem like a "department", it's more like a collection of professors teaching their own interest areas. In my other courses, and with other departments, the professors were able to relate knowledge and skills learned in other courses so that we were always

131 building on the same foundation. That isn't the case with the Poli Sci department right now. I have be gone for nearly 30 years, and I teach @ a local college in Massachusetts. It would be unfair to comment on what would be the pre-internet days. The more opportunities you can give students to apply their knowledge through practical experiences, the richer their studies will be. better advisement Established opportunities for internships, TA opportunities, connections with alumni, concentration tracks for international relations to be more accessible, career forums, more practical experiences

I am afraid that my knowledge of the current program and curricula is so limited as to be virtually useless in forming a response. It would have been helpful to have more guidance on career options. Once I graduated, I had no idea what to do. In retrospect, there were so many options out there that I did not know about. Also, I received my MPA from San Diego State University. The program invovled a great deal of presentations and class participation. Although I felt that most Geneseo professors required a good deal of class participation, it might be helpful to further encourage this aspect of teaching. More course choices and additional help with job and internship placement. Provide a thesis option that ties in all components of the curriculum (maybe this is already provided - if so, I was unaware). More hands on research on up to date issues and public speaking requirements Offer course credit for working/volunteering on political campaigns. This may have changed since I graduated but I do not remember getting much as to what a ps major might do after graduating. If you dont go on to law school (I didn't)it is sometime difficult to imagine what you might do with your degree. I would have appreciated classes that focused more on current events than the more 'philosophical' or technical poly sci (or a better connection between past and present), and more opportunities for group interactions/discussion in class and less lecturing by professors.

For those interested in teaching, more emphasis was (at the time) needed regarding how to pursue the career (what is the best graduate school, etc). This may already be improved.

Keep the focus on writing. Have the students write and rewrite their papers. engage students in peer review of papers. In my opinion, this genreation does not grasp the importance of writing fundamentals. I would say to challenge students more and make topics more theoretical. Practical knowledge comes with experience, but theory can only really be taught. A Poli Sci career counselor who genuinely wants students to succeed and move on to bigger, better programs would help a lot. For example, in my day, Dr. Drachman told me I’d never make it through law school and tried to steer me towards secretarial work (I graduated top 1/4 of my class at a top 20 school and have a rewarding career as a lawyer).

Career planning, networking, etc While I was there, there was very little available in terms of course work on American politics I'm adjunct faculty at my law school, and I see that you are sending graduates into law school at a much higher rate than in my time. I'm not sure what you are doing, but I hope that you are counseling them about laws as a career. For many people a JD is merely the terminal liberal arts degree, and they

132 are bound for disappointment and debt. I love my career, but I think it is important to explain to prospective law students that they have other options.

As has already been stated by the department, increasing the number of professors and specialties of associated professors would be an asset. Also, adding some more practical based, hands-on opportunties to gain credit would be great.

I felt that most professors were high advocates of post-graduate work and weren't great resources for employment choices. I am not in a position to make that evaluation sine I graduated so long ago. I do wish we would have had more exsposure to the political and legal process first hand. I generally found the classes in which the student was graded solely upon one or two papers, or one or two presentations, to be of little value. The student learns about his or her particular topic, but does not retain information about much else. To me, these classes lacked a certain rigor that would have made the classes much more useful. Forget worrying about "diversity", which is a bunch of nonsense in my opinion. Perhaps "diversity of thought" would be more useful in a PolySci Department Take out the PC talk in the classroom- focus on factual and historical political times and results. I am not aware of the current educational programs, and my own personal experiences are more than 35 years in the past. Try and tie the philosophies of Plato - NeoCon/ world government vs Aristotle/Thomas Jefferson into the global adminstration of history and late, ie Blair, Brown, Rabin, Clinton, Bush, Ragan, Eishower, FDR. Study the personal writings - diaries of past leaders on the executive and legislative branches and look at how it alligns or differs from written history- Check and Balance on History. more theoretical, more rigorous, more presentations Make career/job placement a department goal. People shouldn't major on a subject matter that isn't career oriented. The political science department should encourage professors to assign more research papers. The research and writing intensive papers assigned by several professors are a good way to develop research and writing skills that will be used in post-college careers or in law school. Additionally, the department should be concerned with specific teaching styles used in the classroom setting. I remember one professor in particular that used fear as his main teaching tool. In order to get students to attend class, arrive to class on time, participate in class, etc. this professor enstilled fear of ridicule in his students. Instead of learning in a negatively enforced environment, I believe teaching is more effecive in a positive environment where students do not have to fear being singled out in front of their peers. More practical work related experience vs. course work and theory More practical experience. Cognizance that the guy wearing the beer-stained fraternity football jersey dozing in the back row might actually turn out to graduate top of his class at law school and end up retired at age 47. I suspect the aforementioned professors may have suspected it.

Field experience, real life government and politics. Learn what Acquinace taught us, not what wwe think we know but what really is. Could have received more guidance regarding possible careers. Some of the professors were unrealistic in their work expectations. The more experienced professors

133 such as Goeckel, Drachman, Koch, etc. were my favorite (and everyone else's favorite) professors due to their mature approach to the subject matter. My minor in criminal justice was much more beneficial, there were more internships available. My father was a politician, county legislature, that is why I chose my major. Always interested in politics, history.

The biggest thing would be not having adjuncts for American and Comparative politics. Having three 100-level requirements feels a little excessive in a 30-credit major. This is particularly the case because most of the real skills and basic info are better learned in 200-level regional courses.

More department sponsored activates and trips More internships more diversity in class offerings

The only suggestion I would offer is the availability of internships. While I was there (1993-1995), there did not seem to be a strong emphasis on internships. I would suggest greater awareness and encouragement from faculty. I think more presentations would be helpful. It's a skill that translates into many different fields. More assistance in choosing internships. I felt like I had no guidance and felt a bit lost. I really feel the professors at the time with a few exceptions were incredibly boring. They also tended to be incredibly hard graders. Hopefully, today the faculty is younger and more energized. The best political science professor at the time for me was Dr. J. He was a great teacher.

Better academic advisement. As a transfer student I was a bit lost at times, and my advisor changed three times over the course of my stay at Geneseo. More information on practical applications for the field. Better opportunity for internships.

Have the professors devote more of their time and curriculum toward the average or run of the mill students in an effort to bring them up to the level of the exceptional students instead of gearing every thing toward the exceptional students.

I can't think of anything that could be improved that you aren't already doing. Poli Sci at Geneseo is now very different so I cannot make any suggestions based on what is currently going on in the department. What I can say is that I believe a university education is most effective when teachers clearly love their subject matter, are open to challenge, are more Socratic than Germanic in teaching style, and ensure theory and practice contend in the classroom. I didn't get a very personable feeling from my professors. It's not that they were outright rude or mean, but they weren't particularly warm, and I didn't really get the sense that they cared about me as an individual. In terms of curriculum, I didn't feel like we focused enough on current events, which seems like it would be a key component of political science courses. offering courses that are more relevant to the current state of affairs both in the united states and abroad, as well as classes that deal w/ future trends in political science and international relations.

Since I graduated in 1983 - I have no idea what the program currently includes but the internships were great. Also - I was particiapted in a field trip to Ottawa in a course in Canandian politics that was

134 very enriching.

My fond memories of poli sci involve generally involved Professor Deutsch. He challenged us and made students perform at our ability rather than merely pass his courses. I did not appreciate his teaching style initially. However, with time I came to value what he shared. more course topics It seemed that there could be stronger variety in courses, but it was a long time ago and my memory is faded. Also, some long-standing professors seem to choose particular students as favorites (and most others as not) based on unclear criteria, and grade according to those conclusions and therefore unfairly. Conversations with recent PoliSci alumni confirm that his grading patterns continue to the present day.

It would be nicer if there was a wider selection of courses each semester, but it is hard with a small campus and department. Maybe things have changed since I was there, but I don't ever remember a teaching method other than lecture and discussion. I think more information would have stayed with me had I been taught in a variety of ways - debate, self-discovery research, demonstrations, even videos, guest speakers. I'm a teacher myself (albeit catering to a different age and maturity level), but I would be kidding myself if I thought the students were going to retain a fraction of the information if I lecture at them daily. All declared political science majors should be on a track for post-graduate studies, whether or not they plan on doing so right after Geneseo. Work the LSAT/GRE, recommendation letters etc into the plan from the beginning. I entered the workforce because I was not on track to pursue further education- not due to intellectual inability but due to lack of a plan. When I was a senior I sought out advice on future career possibilities, specifically in the nonprofit sector, and was told to "search on yahoo." I am currently 1 1/2 years into a doctorate in physical therapy program since I was never able to find an appropriate career having to do with my political science degree.

It's been a long time and I am sure things have changed but the faculty lacked any moderates/consevatives. Respect for different point of views wasn't always respected by faculty. I absolutely think that there needs to be an elective course to help folks prepare for work after receiving a B.A. I felt very unprepared based on the work I had done in college, despite the internship requirement, and the only thing on my resume that was of interest to potential employers was my work outside of school. For Third World Minors, there needs to be a course on project donors, the project life cycle, USAID regulations, contracting, etc. THIS information is going to make sure that Geneseo Alums have both theory and the practical experience that will allow them to walk into an office environment. The study of political science is applicable across a broad range of industries, but I don't think it is viewed that way and the department does little to advertise that fact. Bringing some more of the real world applications of political science would be very beneficial particularly for those students that do not strive to be political scientists. Perhaps this was simply lost upon me, but I did not feel pushed to think critically. To ask questions that were open ended. Since my graduation (notably with the events of Sept 11), the relevance of international events has been underscored. Along with that, we have seen that a "good vs evil" perspective on the world is just too simplistic to be effective. I suppose I would have appreciated being pushed to appreciate nuance better. Of course, this is easier to ask for than to deliver. More economics and quantitative/statistics requirements are ESSENTIAL. As much as people will

135 complain about taking those classes, they are FUNDAMENTAL in giving value to the degree in Polisci/IR. Those same people will come back to thank you about those requirements later, whether they go on to the job market, or grad school. Broaden course offerings, increase frequency classes are offered Does Geneseo participate in a Washington semester program? That would be essential to gain entry to congressional, administration, and interest group employment. help students realize the wide range of employment possibilities relative to poli sci major Get rid of Kenneth Deutsch if you haven't already greater emphasis on work experiences such as internship/externship possibilities Make more and deeper connections between the academic and practical side of politics. This can be done in terms of showing the politics going on within the campus, the surrounding community and on up to the global scale. Also by encouraging civil engagement by political science students through requiring forms of participation - going to activities and events, encouraging student reading groups, offering extra credit for forms of participation, linking to other departments to encourage interdisciplinary thought and action, encourage a holistic educational philosophy that makes connections amongst all these different elements and thus brings political concepts and ideas "to life." Also, it would be nice if faculty took the lead on bridging the gap between classroom and academic learning and extracurricular political/cultural events and activities. For example, a professor could host a screening of "Rendition" or "Enron: The Smartest Guys in the Room" to bring students together to discuss, learn and socialize.

Find qualifies adjuncts get students thinking earlier about non-academic activities, such as internships/volunteer experiences, and get students thinking earlier about how to plan their time after graduation I was an International Relations Major and think that this major in particular could use a little revamping. I always took classes with Dr. Goeckel because he was one of the few professors I felt really enhanced my knowledge (even though hes such a hard grader! :) You should consider having students study more then one language. I thought the importance of foreign language skills to international relations is slightly ignored.

Its been 34 yrs. Im sure its changed/ I choose Poli Sci because I was interested in politics. I worked in the political field for 15 yrs as an advance person for presidential candidates. Most students I believe want to go to law school. I had no interest. Offer courses in national security studies so that graduates might be competitive for positions in the Military Intelligence Civilian Excepted Career Program.

Reading the New York Times on a daily basis was a worthwhile experience. In depth class discussions were of most value to me. I'm not sure if the classes were offered at the time and I just did not enroll but I wish I had broadened my knowledge of public administration while getting my degree. Classes in HR, budgeting, computer modeling etc... more internships

I wish I had more advising in terms of course and curriculum choices and outside the classroom opportunities.

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Greater variety of courses A different time.....but a more direct examination of diversity focusing on international diversity issues.

More guidance for different career avenues one may pursue with a political science degree. It has been awhile, so I am confident Geneseo has made the changes. I am very proud of the reputation of Geneseo. more writing with emphasis on analysis, not just at the 300 level

Make the grading in the major much harder. Force students to read all the material of they will get a D. It makes it more rewarding in the end.

keep consistent faculty for courses- there were too many one time adjuncts. Also panel discussions would be great. keynote speakers too!

More impartiality by some of the professors. The political leanings of some were quite obvious. I used to say that you had to make sure the kids really knew how to use statistics software, and this still applies, but more importantly today.... Please make the students write, write, and then write some more. Edit their papers for content, style, spelling and grammar. Federal employees have to write many short error free e-mails, talking points, case studies, situation reports, meeting reports and policy papers -- often in a format that is less than 2 pages in length. Far too many kids have trouble with this short clear writing requirement. This is nothing new, and has not changed in 25 years, but kids who can write well have a major leg up on those that don't. Those who write well also don't have to be heavily edited and have more credibility. Get them to take a writing course taught by someone with a newspaper or technical writing background who will edit the garbage out of their writing.

Increase their opportunities to get out of the classroom and learn about what is outside of Geneseo. Field trips to Albany, DC, the UN, Think Tanks, etc... Invite more outisde experts to lecture and hold debates in class. Challenge them in other ways beside tests and papers. Academic writing often places minimum page requirements, but most professions seek page maximums.

A mandatory career counseling session or course for seniors in the poly sci or IR major.

Maybe a basics cumulative exam after years, very basic concepts/history seems to get lost, basic foreign policy and American history that you should have a better hold of after graduating with a degree in Political Science.

It's been too many years since my graduation in 1971 to offer meaningful suggestions. more science and technology courses linked with the core courses.

At the time I was involved with the Political Science program I felt their needed to be more concentration on transnational actors. Now, in the wake of 9/11 this might have already changed, but if it hasn't, I feel courses on the role and impact of terrorist organizations, drug cartels, and other stateless actors would be valuable and essential to any good political science program. Additionally, I would like to see more classes on the RISKS of diversity, rather than the benefits of it. As a matter of

137 fact, question number 11 took me off guard. I happen to beleive that multiculturalism is in fact dangerous at times and not always something to be embraced. The former Yugoslavia, ongoing problems in Iraq, the break-up of the Soviet Union, and various other examples throughout history illustrate the fissures that can be created through a multiculturalism. I feel that liberal academia does a poor job of discussing the negatives associated with diversity. Possibly push internships opportunities and promote classes Better career services information specific to the interests of Political Science majors - separate and apart from the college's career services department.

I believe more research opportunites particularly with faculty members and the opportunity to take more statistics courses if desired. Honestly, do not remember much about workload, etc., but know that paper writing, presentations, group projects, and internships are the work that has the most beneficial impact on a student's future career. Developing research skills, being comfortable speaking in front of an audience, and being able to discern key facts are all very important skills. Learning how to work with others and having experience in an actual workplace are also keys to success. It would be nice if some of the required courses in the major were taught by more than one professor. Also, I think events with political science alumni/mentors could have been better advertised--I see many of these events advertised now as an alumni, and never knew they existed while I was a student. no idea, my experience was a long time ago. Since 1994, I understand the number and selection of courses has increased, which would be my recommendation. The bringing of speakers to campus (alumni and other experts) is also great. Ensure PoliSci majors have opportunity to gain expertise outside Political Science in order to be prepared for career and/or further education. Independent studies are also helpful for some students - mine with Dr.Goeckel (as well as a 2nd independent study with Dr.Lougeay)was a highlight of undergrad. In todays global economy, there is a need today,to understand international politics and relationships like never before. Attention to cultual norms in different countries would be a plus.

In my experience,(albeit 20 years ago)I didn't find the Political Science faculty particularly approachable. They presented to those of us who were not "political" by nature as being aloof and unwelcoming. My hope is that the faculty view each student as a valuable asset of the department and to provide some investment in the abilities of each student. I found the faculty of other departments to be much more approachable and willing to build relationships with students.

Maintain a program that is academically rigorous, but still friendly enough to foster personal relationships between faculty and students. Also, reaching out to Alumni mentors in the field is important too. I cannot recall coursework with enough specificity to opine, however I do recall Profs Shank (& Janosic to some extent) wanting merely regurgitation of their materials, putting little if any value on discussion or discourse which should be fostered in a poli sci program.

Perhaps students could receive a course by which they can explore the various career opportunities for BAs in Political Science. Also, the program could better integrate public speaking.

Increase writing expectations Some of the advanced courses could focus less on theory and more on practical application of basic

138 principals learned in the first two years. Especially now that our country is going through change and struggling to keep up with the rest of the world. We should be focusing on designing and executing strategies that will help our country become respected, powerful, and prosperous once again.

The club on campus was not very active at the time I was there. It would be very beneficial to have a more active club for students to get involved in. More workshops, especially regarding career development

Require interning in either a political office - they can always use help - or overseas in a plotical system. More economics should be mandatory.

More internships more study of methodology capstone course in pol sci more information on graduate school opportunities

I think as long as the Department continues to offer internships and a variety of courses and research opportunities the students will have positive experiences.

I think it would be valuable to include a bit more public policy discussion in the curriculum. My legal internship was a life changing event, but not because it was a positive experience. The PS department might have had more oversight in that program. Perhaps in the many years since my experience this has already been addressed. A stronger link to other disciplines, particularly econmics and business. A team taught Business & Society course would add depth to both majors.

One component that may be valuable would be an internship requirement to give undergrads some experience working in an area related to their career goals - law firm, state agency, local government, etc. At the very least, students could get a taste of what these positions entail and may provide some professional connections as well. I also think that some emphasis on career/grad school counseling is important. Given the fairly general nature of a degree in Political Science, I think that students may need some direction. more interships in politics with less of a focus on grades and more of a focus on passion and soft skills. Because of my 2.7 GPA (while working 20 hours a week) I could not apply for the Semester in Albany-- this was a great disappointment and one this I have not forgotten 20 years later. I went on to serve as an Assistant Commissioner of Public Affairs at 4 state agencies appointed by Governor Pataki as well as Press Secretary to two State Senators--yet was unnaceptable for the Albany intership program becasue of my GPA--what a shame. It is necessary for people to see what their major is, what they can do with it, and where they're going with it. Get more speakers, plan classes around interactive politically driven issues, demand more than written work and reading books from your students.

I think immersion learning and real-life experiences, such as internships and externships, involvement in political campaigns, etc., when complementing classroom instruction, greatly enhance the overall educational experience. More real world exposer to the political process. Mandate an internship or study abroad requirement for graduating, would create an added incentive

139 to pursue external professional development and experience, more availability for programs like the semester in Washington, perhaps more job shadowing activities Geneseo should have it's own Semester Studies program whereby a student may spend a semester abroad or in Washington, D.C. learning about how Government works. more courses geared towards women, politics and diversity. Present more fair and balanced points of view. perhaps more focus on what can be done with a political science degree outside of teaching or law

When I was a senior, I wanted fold my sociology/poli sci majors in with a common paper because I was selected for a poli sci honors paper if I so wanted. The dept. was not open to the idea and not willing to hear me out. The dept. should work with students on paper topics and interdisciplinary work.

Incorporating policy debates into the curriculum. I think the understanding that is needed to appear competent in a debate is pretty deep, and it challenges people to have a rich understanding of the issues. It also makes more apparent the fallacies so often committed by our leaders and the media. I am not sure if it is practical, but i think a program like an international business or finance program with political science and the business/economics programs working together would be an excellent practical major for student coming out of school into the current environment, Wider access to the range of classes offered Require more quantitative research methods.

Better range of course offering along with increased investment in the quality of instruction

As students take more advanced courses in the department, they tend to be taught the same basic background material (key dates, events, and issues). While this emphasises the importance of the material, it takes valuable time away from a deeper understanding of these issues. The result at the 300 level is a kind of stereotyping of major issues/events. The department currently has a minimum number of texts professors must include in the course (I believe it is 3 text books) in an effort to broaden student understanding. Most professors requre 4-6 texts for the course, in addition to scholarly and news articles. This reading load becomes hard to bear for IR and POLISCI majors who take multiple courses within the department, and impedes student ability to read outside the course material on issues of interest. Perhaps it would be possible to plan for future courses with this in mind.

Keep class sizes small, encourage a lot of reading writing. Make sure to balance out class lectures with in-class activities that require everyone to get involved. More application of coursework to 'real world' situations and, in particular, preparation for careers after Geneseo.

I really enjoyed the trip i took to see local government in action for the state and local government courses. Students should always have chances to see what they may eventually do.

Smaller classes beyond the intro level were most beneficial...unfortunately, too many of the 200+ level classes were larger than 35 students.

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I could have used more guidence as to the available graduate/professional programs but I did not seek it at the time.

I've been gone almost a quarter century, couldn't tell you anything relevant Emphasize practical applications of B.A. in Political Science.

When I was there (fall 1996-spring 2000), there was pretty high turnover among the faculty. I think that more consistency in who was teaching in the department throughout my four years could have helped.

Many opportunities to study abroad at various locations would be beneficial.

Too many years since I have graduated to make a valid suggestion. It has been many years so but I beleive the more interactive classes can be the addtional benefit to all. no more grade inflations

Larger faculty and course offerings. Mandatory Forensics course Smaller classes at the lower/introductory level to encourage more critical thinking

Diversify courses offered and be cognizant of current issues and the market condition. Tailor your program so that it provides competitive edge in the market. Provide analytical writing akin to that required by law schools for those students intending to go to law school.

I feel I am too removed from the experience to make worthwhile suggestions.

More emphasis on social justice More access to women in politics courses and women instructors Mora acknowledgement that there are political science majors preparing for social studies teacher certification and less assumption that everyone was going to law school The department would do well to emphasize methods/quantitative courses, especially for students planning to go on to graduate school. I was never strongly urged to take these classes, but once in grad school I realized how nice it would've been to have that foundation. I have a poly sci degree now what do I do? Real world application was non existent when I was there. Make an internship a requirement for all Poli Sci majors.

I feel that I could have benefited from more exposure to the practical applications of political science. While there were "practical" political science courses offered, no one really explained to me how someone with a political science degree would use these in the real world, so I steered away from them. More instruction in research sources and methods would have been helpful. Have more debatepro and con discussions in class, force students to take a position they disagree with and argue for it. Internships, even at a local level.

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More pratical experience More student participation in the local school government Allowing more student involvement on campus Department members (except Dr. Koch) generally were indifferent to my needs associated with/decision to pursue the secondary social studies teacher education program simultaneously, perhaps offer a course/improved advisement experiences specifically for pre-service teachers in the Political Science program, in coordination with folks in the School of Education Better faculty outreach to students who are not fulfilling their potential

I graduated so long ago I don't think my suggestions would be terribly relevant to the current students. It was a long time ago...I do not recall anyone reaching out and discussing any sort of options...I was a first generation college student, there was not much discussion at home nor reaching out at school.

It's really been too long since I graduated to offer suggestions here.

I believe a speaker series of former Political Science students coming back to talk to current Political Science students. More opportunities for internships in DC and Albany.

When I attended I would have said more specialty focused courses beyond the basic domestic, comparative, and international theory areas. I have noticed that there are many more course titles available now. I would suggest that the Department do more to encourage study-abroad programs.

Additional internship opportunities would be beneficial. I am not sure I can think of any. It is difficult to rate everything, as some professors I felt had poorer evaluation methods than others, or helped me more than others. I am rating on my overall thoughts and feelings of my experience, which was excellent. It has been too long. there ought to be a daily discussion of current events especially as they relate to the substance of a particular course

It's hard to improve on what I felt was a dynamic and passionate department. The only thing that I can think of is perhaps more course offerings - but that may already be in place since it's been 20 years since I graduated.

need to have a much better career path developed for poli sci majors. i had/have a deep love of politics and it came very easily to me, but was unable to secure a decent paying job in the field. i would have liked to see more clearly defined options, advice, and career paths laid out. i have a great level of understanding and interest in political science but didn't see a way to make a decent living in the field. really wish i had been shown different options on how to make a living in the field (whether as a consultant, professor, or lawyer, the latter being the only obvious path). i ended up getting into the private sector (sales) after earning my BA, but wish i had become a professor, consultant, or lawyer. i make a pretty good living now and with 3 kids, bills, and lack of time it would be nearly impossible to change directions now. if i had chose a different path at 22 years old it would have been

142 much easier to get my advanced degrees or get involved in government. some days i feel like i missed my natural calling (as many people are amazed at the knowledge i possess on the subject). Encourage or require an independent studies course in the final year on half a dozen selected topics. The intent is for research and independent thinking. Quality papers having an(A.plus)could be posted online in the department website. I was an International Relations major, so I did not necessarily have the broad spectrum of Political Science coursework as others, but I would state that the IR major needs more course offerings (or at least offer current courses more often). Also, while theory is important, good writing skills, public speaking, and relevant research are invaluable tools in the "real world" of politics.

Have more debates as part of graded course work. While many student involved in the Model UN are very familiar with this style, the critical and analytical thinking involved in preparing for a debate can only benefit polisci and IR majors. As it has been so long ago and so far away, I do not feel there is any contribution I can offer Encourage students to open their minds to the diverity of careers - not just jobs with "politics" or "political" in the job title. Student created power point presentations and encouraging more independent research either with professors or a group of students. Increased real-life "role playing" - debates/elections/pros and cons. Get into the world for more live interactions. Thinkers and doers via Poly Sci are what the world needs more of. more experiences that involved people from outside the campus better variety of courses incorporate technology It may be beneficial to institute a mandatory application of knowledge to possible career paths, especially opportunities outside of law. When I was there we had a high turnover of adjunct professors. I would also like to see more focus on international security and global issues due to recent post 9/11 events (I graduated only a few years after the attack). I'm sure much has changed since '79 - '83. Not being familiar with today's courses, I hope they have a more international slant. Summer Political Internships more involvement,or encouragement to be involved in actual political campaigns,broader access to internships. I personally felt I was not served as well as I might have been,but the much revered Prof.Janosik had too much on his plate at the time to be worried about some underachieving junior transfer,such is life.No sour grapes,just my experience. As I am currently a grad student, I wish I would have had more opportunity to write very large, heavily empirically supported papers as an undergrad to prepare for the expectations at the grad level.

More course choices. REQUIRED and MEANINGFUL career and educational guidance by professors.

More inter-disciplinary and inter-departmental offerings to overlap political science with areas such as literature, media and communications, economics and business, arts and culture, etc set aside time to discuss career opportunities in class and link them to the material being discussed

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I think it is important to make sure that all students not only have a course load path, but a career path. What will the student be able to do with this degree? Can they secure a job with a four year degree or will this degree require further degrees in order to become gainfully employed? I loved my major, but did not find it to be very marketable after graduation. I had planned to go on to paralegal school, which I did do, but have found that a degree in political science is somewhat limiting to changing careers. A degree from SUNY Geneseo has always helped me get my foot in the door for interviews, etc. I did not receive much in the way of advice for my future while at Geneseo, though I did already have a plan in place in my mind. I did feel that one professor in particular was not in favor of giving women the same opportunities as men (and actually said, in class, that he firmly believed a woman's place was in the home), though I hope through the passage of time, this problem has ceased to exist.

More practical experience. Directed studies on operation of courts, local legislative bodies, internships with elected representatives. Perhaps some more direct tie-ins with other areas of study. Keep up the good work!

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Appendix F Survey Results for Current Political Science Majors

Gender Cumulative Frequency Percent Valid Percent Percent Valid Female 33 40.2 40.2 40.2 M a l e 49 59.8 59.8 100.0 Total 82 100.0 100.0

Class Rank Cumulative Frequency Percent Valid Percent Percent Fresh 9 11.0 11.0 11.0 Sophomore 14 17.1 17.1 28.0 Junior 17 20.7 20.7 48.8 Senior 42 51.2 51.2 100.0 Total 82 100.0 100.0

How rate workload of Pol Sci courses? Cumulative Frequency Percent Valid Percent Percent Valid Heavy Workload 36 43.9 43.9 43.9 Moderate Workload 42 51.2 51.2 95.1 Light Workload 4 4.9 4.9 100.0 Total 82 100.0 100.0

How Intellectually Challenging are Pol Sci courses? Cumulative Frequency Percent Valid Percent Percent Valid Very Challenging 29 35.4 35.4 35.4 Somewhat Challenging 48 58.5 58.5 93.9 Not Very Challenging 5 6.1 6.1 100.0 Total 82 100.0 100.0

Satisfaction with access to Pol Sci prof to discuss course issues Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 36 43.9 43.9 43.9 Satisfied 40 48.8 48.8 92.7 Dissatisfied 6 7.3 7.3 100.0

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Satisfaction with access to Pol Sci prof to discuss education issues Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 26 31.7 31.7 31.7 Satisfied 46 56.1 56.1 87.8 Dissatisfied 9 11.0 11.0 98.8 Very Dissatisfied 1 1.2 1.2 100.0 Total 82 100.0 100.0

How Rate Range of Courses Offered in Pol Sci Major?

Frequency Percent Valid Percent Cumulative Percent Valid Excellent 13 15.9 15.9 15.9 Good 37 45.1 45.1 61.0 Fair 23 28.0 28.0 89.0 Poor 9 11.0 11.0 100.0 Total 82 100.0 100.0

How Rate Quality of Academic Advising?

Frequency Percent Valid Percent Cumulative Percent Valid Excellent 20 24.4 24.4 24.4 Good 26 31.7 31.7 56.1 Fair 20 24.4 24.4 80.5 Poor 10 12.2 12.2 92.7 Not Applicable 6 7.3 7.3 100.0 Total 82 100.0 100.0

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How Rate Appropriateness of Evaluation Methods in Pol Sci Courses? Cumulative Frequency Percent Valid Percent Percent Valid Excellent 21 25.6 25.6 25.6 Good 45 54.9 54.9 80.5 Fair 14 17.1 17.1 97.6 Poor 2 2.4 2.4 100.0 Total 82 100.0 100.0

How Rate Pol Sci Course Increase Knowledge of Subject Matter? Cumulative Frequency Percent Valid Percent Percent Valid Excellent 35 42.7 42.7 42.7 Good 37 45.1 45.1 87.8 Fair 10 12.2 12.2 100.0 Total 82 100.0 100.0

Contribution of Pol Sci Major to Development of Writing Skills Cumulative Frequency Percent Valid Percent Percent Valid Excellent 30 36.6 36.6 36.6 Good 31 37.8 37.8 74.4 Fair 17 20.7 20.7 95.1 Poor 4 4.9 4.9 100.0 Total 82 100.0 100.0

Contribution of Pol Sci Major to Development of Speaking Ability Cumulative Frequency Percent Valid Percent Percent Valid Excellent 11 13.4 13.4 13.4 Good 34 41.5 41.5 54.9 Fair 28 34.1 34.1 89.0 Poor 9 11.0 11.0 100.0 Total 82 100.0 100.0

Rating of Education Received thru Pol Sci Courses Cumulative Frequency Percent Valid Percent Percent Valid Excellent 24 29.3 29.3 29.3 Good 50 61.0 61.0 90.2 Fair 7 8.5 8.5 98.8 Poor 1 1.2 1.2 100.0

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Rating of Education Received thru Pol Sci Courses Cumulative Frequency Percent Valid Percent Percent Valid Excellent 24 29.3 29.3 29.3 Good 50 61.0 61.0 90.2 Fair 7 8.5 8.5 98.8 Poor 1 1.2 1.2 100.0 Total 82 100.0 100.0

Rating of Library Holdings in Pol Sci Cumulative Frequency Percent Valid Percent Percent Valid Excellent 12 14.6 14.6 14.6 Good 40 48.8 48.8 63.4 Fair 24 29.3 29.3 92.7 Poor 6 7.3 7.3 100.0 Total 82 100.0 100.0

Contribution of Pol Sci Major to Development of Analytic Skills Cumulative Frequency Percent Valid Percent Percent Valid Excellent 23 28.0 28.0 28.0 Good 42 51.2 51.2 79.3 Fair 16 19.5 19.5 98.8 Poor 1 1.2 1.2 100.0 Total 82 100.0 100.0

Contribution to Development of Pol Sci Knowledge Cumulative Frequency Percent Valid Percent Percent Valid Excellent 50 61.0 61.0 61.0 Good 29 35.4 35.4 96.3 Fair 3 3.7 3.7 100.0 Total 82 100.0 100.0

Name two areas where the Political Science Program does an excellent job. - Accessible Faculty - Development of research skills -advising -availability of professors for office hours -professors being available to speak to students and being very receptive to having discussions outside the classroom -if a student asks any professor for advice on their career paths or questions in general they are more than willing to guide you 1. Keeping books cheap. 2. Having the best secretary on campus.

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1. Accessability 2. Faculty-student events and mixers 1. Extra-cirricular student involvement. 2. Emphasis on writing 1. Good flow of information between the department-- including both the students and the faculty. 2. Because the department is pretty small, it is very easy to be on a first name basis with faculty members, which allows for students to have the opportunity to talk to multiple professors for academic 1. The political science department is good at getting speakers who are both diverse in terms of partisanship and background 2. The political science program is good at getting students involved outside of class in political science. 1. The professors do a very good job of teaching the courses and increase knowledge on the subject, and always able to give good feedbacks. 2. The Department does a good job of assisiting and accomodating the students. 1) Responding to students questions in class 2) Establishing a relationship with students both inside and outside of the classroom. I had two majors, and this major felt more tight knit because of the close relationship students had with their professors, such as meeting them at a get together nigh Academic advising has been excellent. For the most part, faculty instruction has been very good. accessibility engaging lectures Advising and having faculty almost always available for student assistance. Assigning papers and requiring public speaking in courses. At the end of the semester, I am always knowledgeable about the course that I have taken. development of writing skills development of analytical skills Discussion Accessability Diversity of classes offered availability of resources Educating students in the political science field. Some professors provide in-depth analysis. Exceptional job in the area of testing me knowledge either through tests, papers and or presentations. Not many Faculty help and support and interesting courses Great Professors Courses are intellectually challenging great professors, offers great classes I do not have enough information to base a valid opinion on because I have only taken one political science course. I think the professors are across the board nice, fun, and interested in their students and in political affairs. The office has a nice vibe and feels inviting, and I enjoy the presence of other majors walking about and hanging out in the hallway. Keep it up, and even do more to encourage it as a ha I think there is a variety of classes to take with a variety of teaching styles. I just would prefer to take classes that best suit me! And i have not been guided to do that thus far. Improving writing ability and deepening global knowledge Information on internships Helpful professors interacting with students overall coursework International Issues, Legislative Process International Politics-lots of class opportunities and great professors. Integration of current topics into class-all of my classes have done a good job at incorporating current events internships and education Knowledge of subject matter Availability to see both sides of an issue/conflict regardless of popularity Most of the professors in the Political Science department are very open to meeting students out of class not only during office hours but on their own time as well. All of the Political Science courses I have taken have been intellectually challenging and have increased my knowledge of the subject

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My experience here at Geneseo has been strengthened by the variety of guest speakers and fascinating panels held throughout the semester, as well as the variety of courses at my disposal. It is great to have the opportunity to learn both about domestic and international political systems. One on one time with professors. Challenging coursework. Poli Sci professors seem very engaged in their areas of study Professors are always available and are helpful during office hours There are classes in almost every subfield I can think of Terrorism Human Rights The department does well in keeping students informed about things going on within it through emails. The department teaches political history with excellent consistency, and offers pretty good extracurricular activities when compared to other majors. the emphasis on writing is, no doubt, challenging but necessary for students. also i find that most professors have found a working system to keep students involved in the readings and subject matter, why assessing their improvement and effort. (quizzes, more tests more often, participation grade) The faculty are top notch and know their stuff. The offered 100 level courses are very good bases to begin with. The faculty are very knowledgeable and are very good at sharing that knowledge with the class. The legally oriented courses taught by Dr. Deutsch are outstanding for developing an understanding of legal doctrine, procedure and analysis. Diane Lounsbury is absolutely fantastic in terms of providing students with the information they need in an efficient and timely manner. The political science department has a particular strength in its diversity of regional specialization. Another commendable quality of the political science department is its strong secretarial component. The Political Science department has most definitely improved my writing skills since my initial arrival at Geneseo through research or opinion papers. In addition, I have found that within the past year I have enjoyed my professors a great deal more in their presence in class as compared to my fres The Political science professors are always available for discussion. The professors are among the best of any area of study in the University. The professors are very easy to talk to inside and outside of class. The grading scheme of political science courses is better than those of many other departments. The quality of the professors I have taken Political Science courses with is very high; the material studied in the courses I have taken was also of high quality. The professors are knowledgeable and demonstrate a genuine desire to teach. The quality of the professors The opportunity of the internship There are a lot of opportunities to interact with the faculty. The department is overall approachable and seems to truly care about our education. They have many outside lecturers They create new courses and adjust curricula based on current issues instead of feeling tied to tradition or what what done before Total

Provide Two suggestions for improving the Political Science Program

Valid

- Less homework for each alss - concrete notes - More courses of interest to pre-law majors - Ensure that all upper level courses require class participation. The ability to intelligently discuss subject matter and engage colleagues in debate should be a focus of the major. - Provide a way to -better course selection -regional specializing courses, i.e. Africa

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-the diversity of classes needs to improved (too many International Politics courses and not enough American politics courses) -more faculty to teach intro level classes so poli sci professors could focus on teaching more upper level courses 1. Expand ideological diversity within faculty (i.e. hiring someone that HASN'T interned with a Democrat or who has a clear liberal bias. This is disgustingly apparent within the Political Science department.) Another option is to take measures to eliminate bias from the classroom altogether. I 1. Better academic advising 2. Offer more of a variety of courses (maybe pertaining to women's issues and other social issues in the political system) 1. Greater diversity of courses offered. 2. Too much emphasis on IR. 1. Make more information about internships and career opportunities available from all different areas 2. Add more courses to the requirement to make it stronger and add some new ones 1. More encouragement to participate in the internship program. 2. More encouragement to participate in e x t r a -curricular activities on campus, and off, that related to politics-- be it campaigns, nonprofit agencies, etc. And highlighting students that have participated in these kinds of activities 1. The classes fill up too fast. I don't get the classes I want, therefore I am not learning about the subjects that I want. I am just taking classes that happen to be open. Because there are so many International Relations majors and Political Science majors, there are not enough spots in class! 1)More credits, as detailed below. 2)More options for classes, they seem repetitive and not a good amoun to select from. better stress historical significance of issues/concepts better balance of lecture and discussion (often people do too much of one or the other) Be more helpful in career/job guidance Course offerings extremely limited Courses at the 300 level are too large for such a small school debates capstone course Drop the excessive requirement that political science majors take a language to the 202 level. Other than that I wouldn't change anything. Economics courses, More Professional Presentations, Streamline internship programs Get rid of the language requirement and the statistics requirement Less course overlap I do not have enough information to base a valid opinion on because I have only taken one political science course. I don't find a huge gap in level of difficulty between the 100 level classes and 200 level classes. I think it is hard to expect an incoming freshman to be taking the same level of difficulty their freshman year as their junior year. I feel education must be a building process. I think that the department should reach out to local political leaders and organizations to connect students with the community they reside in for the duration of their college education and help them understand the most basic levels of government. It would be helpful to have more career and gradu I would prefer that the 300 level courses be less regimented. There is more freedom with the 200 level courses than there is with the 300 levels. It would be nice if you could select more 300 levels in a area of interest rather than being required to take one in 3 out of the four categories. Incorporate Transfer students better More poli sci related study abroad options- I think the dept. should promote study abroad more. Programs like the one at Hacettepe, which is basically for poli sci and ir majors, doesn't get promoted enough. It is very difficult to get into many classes and that my turn off a lot of potential political science majors. It also upsets me as a poly sci major to have to take classes I do not want to because the classes I wanted were filled. Less powerpoints in some classes, lectures with personal tones are far more interesting Less writing intensive Make following current events essential to every class Try for more discussion in class Make the major bigger. I'm barely able to stay here 4 years and I have 2 minors. many various classes about global issues The class of capacity should be increased more more class offerings study abroad opportunity

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More emphasis on political theory. The political theory major requirement is a bit paltry, and I think to surround the case study aspect of political science with courses about political theory is extremely important. An 300-level requirement or better yet a senior seminar on in-depth political theo More faculty... Better course offerings (reliant on the former)... More faculty/student activities More teachers for Comparative Politics and better courses. Don't allow adjuncts to teach required courses like 230 More variety in the offered courses at higher levels. Greater research materials for student access. More variety/electives. Initial disappointment with variety of course options. In courses, they should be a little more specific in the study. (ie taking a course of AFRICAN politics is lumping 40+ countries into one course) My suggestion would be more American politics courses. I am not an IR major but many of the poly sci classes I have to choose from could very well be international relations courses for example comparative, international relations, third world, foreign policy, state and society in non-west, etc. Need more American politics courses. Offer more courses concerning American politics, especially urban politics. Require a presentation for each political science class. Offer more courses, create an abroad program for DC One suggestion would to add some new courses occasionally that have not been offerred before. In addition, it would be nice if there was more opportunities within the department for advisement as far as law or graduate school. post office hours of all professors via email clarity on course description Provide some more new and interesting 300-level classes choices. Perhaps make a more comprehensive internship program (the one right now is excellent but the more opportunities for interships and the easier access/application, the better) Raw teaching talent needs improvement, variety of courses offered needs an increase. rojects" are given in the political science which I feel is a good thing." Sometimes it is difficult to get into classes needed for your major and I think these classes should be offered to upper-level students within the major before others. Not all of the classes allow for student discussion of the topics. I think that student discussion is very important because it inc The course selection for the upcoming semester, spring 2009, was a little dull. None of the courses offered seemed to be very interesting. And the department needs to recognize that it is very difficult for some students, especially those who register late to get into the classes they need like Co The department is small. As such, the course offerings are limited, and most of the 200 and 300 level courses are limited to only one section; courses often fill up very quickly, and many of them are offered on a limited basis. Expansion of the department would certainly remedy these issues. I ha The political science department could really use an injection of youth. Also, the political science website could be updated to accurately display the major requirements. This latter point is a personally a sore spot, as I followed the track posted on the website and consequently took an extra cl There is almost no focus in the classes I have taken on presentation skills. Although there is a lot of talking in class I do not feel that I am prepared to give professional presentations. There needs to be more classes offered in European Politics. There needs to be more diversity in classes. How about some current event classes as well as ones that do a better job covering the history of issues and events? Right now the department is seriously lacking in both regards. There needs to be more individualized attention for students who are above there should be a wider range of courses, such as the addition of in-state political analysis or state government. there should also be greater emphasis on theories, and not just of western political thought as taught in PLSC 230. This should come from within intro to International politics with a g

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Try to hire more faculty, as they seemed overworked when compared to other departments at Geneseo. Have more general courses (like Terrorism & National Security) than courses on specific regions (like Politics of Mexico, Central America, & the Caribbean). We need a 100 level course which strictly focuses on current events of all backgrounds. All students should be required to take it. I understand the difficulty of structuring a course with regards to events which have yet to occur, however believe such a course would have a great impact on all who Wider range of classes to select from. Hiring professors that is engaging. Wider variety of classes Without a doubt the advisement program needs to be completely revamped. I have never felt comfortable speaking with my adviser and I end up doing all of the advising for myself. Also I feel the department needs more faculty as class sizes especially in the 300 level continue to be enormous.

Additional Comments Add an Economics requirement; Add a research course like HIST 220/221; Add a capstone experience; Drop the foreign language/computer science requirement; Possibly add tracks, so that students interested in American politics can replace some of their international/comparative classes with ones on Ame Better faculty for the actual American Politics program. Also, hire less adjuncts and seek full-time professors who are able to develop and nurture relationships with students. Develop requirements for both poli sci and IR majors to weed out the dead beats. To start, perhaps a GPA of 3.0 and a writing sample would work. Seperate IR from Poli Sci as soon as possible. The department is in dire need of more diversity, unless it is satisfied repelling culture. eet and greets test out" of PLSC 110: either through AP History/History Regents Score and/or Senior Year Government course final average - Give political science majors more of an opportunity to take 300-level international politics classes...they often get reserved for IR majors" Greater variety in assignments- not only two papers a semester constituting an entire grade I am a first-year student who is overall very impressed with the Political Science department, it has exceeded my expectations thus far! I think the program should have more credits. It only requires 30-33 credits, and related requirements which are largely interrelated to the core program. Requiring more credits, I recommend a minimum of 40, would give students a deeper knowledge of the poltical science field. It would also give I would really enjoy some more specific course material in areas that certain professors might be interested in. I'm graduating in December and I am very pleased with my experiences here. Thanks for a great 4 years! Instructors and advisers should talk more about internships. The only information i ever really received about available internships were through emails or posters. If professors talked more about internships in class more I feel that awareness would increase a lot more. it is VERY frustrating how Geneseo seems to have no connections for internships outside of the western NY area. I understand that there is a Program for internships in Washington, DC, but i think that since so many students also come from southern NY, the school should make more of an effort to mak Jeremy Grace rocks. make the pac meetings a different time! Many tests fail to capture whether the student has an aptitude for the subject. By administering a test filled with gotcha questions the teacher has failed to adequately test the students. It's annoying. The department could place extra emphasis on creating a sense of community among political science majors. I am a double major, and I feel very disconnected from the political science department, especially compared to my level of involvement in my other major. I also believe that 2 upper level th The extra foreign language requirement is unnecessary. This isn't international relations. Politics does, however, intervene in the economy fairly regularly, and there ought to be an economics requirement, perhaps ECON 101 and 102.

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The overall department appears to be well worth the major time from the class I have take and what I have heard about the department. The political science classes that I have taken have been by far the most difficult courses I have experienced. While I enjoy the challenge, sometimes they definitely are harder and have more work than I think they need to have. The professors in this department really care about your educational development. They are all well versed in thier specialties and passionate about passing that knowledge onto their students. Though I realize that much of the Political Science department staff may be of a more liberal bias and are Democrats, please try to think of those who may not share the same views as you when you offer the huge amounts of internships and political volunteer work that is almost ALWAYS for Democrats.

Appendix G

Survey of Current International Relations Majors Gender Cumulative Frequency Percent Valid Percent Percent Valid Female 50 61.0 61.0 61.0 M a l e 32 39.0 39.0 100.0 Total 82 100.0 100.0

Level Cumulative Frequency Percent Valid Percent Percent Valid Fresh 12 14.6 14.6 14.6 Sophomore 15 18.3 18.3 32.9 Junior 23 28.0 28.0 61.0 Senior 32 39.0 39.0 100.0 Total 82 100.0 100.0

How Intellectually Challenging are Int Rel courses? Cumulative Frequency Percent Valid Percent Percent Valid Very Challenging 24 29.3 29.6 29.6 Somewhat Challenging 53 64.6 65.4 95.1 Not Very Challenging 3 3.7 3.7 98.8 Not Applicable 1 1.2 1.2 100.0 Total 81 98.8 100.0 Missing 5 1 1.2

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How rate workload of Int Rel courses? Cumulative Frequency Percent Valid Percent Percent Valid Heavy Workload 30 36.6 37.0 37.0 Moderate Workload 48 58.5 59.3 96.3 Light Workload 2 2.4 2.5 98.8 Not Applicable 1 1.2 1.2 100.0 Total 81 98.8 100.0 Missing 5 1 1.2 Total 82 100.0

How rate Quality of Instruction in Int Rel courses? Cumulative Frequency Percent Valid Percent Percent Valid Excellent 44 53.7 55.0 55.0 Good 31 37.8 38.8 93.8 Fair 5 6.1 6.2 100.0 Total 80 97.6 100.0 Missing Not Applicable 2 2.4 Total 82 100.0

Satisfaction with access to Int Rel prof to discuss course issues Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 37 45.1 46.8 46.8 Satisfied 37 45.1 46.8 93.7 Dissatisfied 5 6.1 6.3 100.0 Total 79 96.3 100.0 Missing Not Applicable 3 3.7 Total 82 100.0

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Satisfaction with access to Int Rel prof to discuss education issues Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 34 41.5 42.0 42.0 Satisfied 39 47.6 48.1 90.1 Dissatisfied 5 6.1 6.2 96.3 Very Dissatisfied 1 1.2 1.2 97.5 Not Applicable 2 2.4 2.5 100.0 Total 81 98.8 100.0 Missing 6 1 1.2 Total 82 100.0

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How Rate Quality of Academic Advising? Cumulative Frequency Percent Valid Percent Percent Valid Excellent 27 32.9 33.3 33.3 Good 27 32.9 33.3 66.7 Fair 15 18.3 18.5 85.2 Poor 9 11.0 11.1 96.3 Not Applicable 3 3.7 3.7 100.0 Total 81 98.8 100.0 Missing 6 1 1.2 Total 82 100.0

How Rate Range of Courses Offered in Int Rel Major? Cumulative Frequency Percent Valid Percent Percent Valid Excellent 11 13.4 13.6 13.6 Good 36 43.9 44.4 58.0 Fair 25 30.5 30.9 88.9 Poor 9 11.0 11.1 100.0 Total 81 98.8 100.0 Missing Not Applicable 1 1.2 Total 82 100.0

How Int Rel Courses Improved Appreciation of Diversity? Cumulative Frequency Percent Valid Percent Percent Valid Very Much 42 51.2 51.9 51.9 Somewhat 36 43.9 44.4 96.3 Not at All 2 2.4 2.5 98.8 Not Applicable 1 1.2 1.2 100.0 Total 81 98.8 100.0 Missing 5 1 1.2 Total 82 100.0

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How Rate Appropriateness of Evaluation Methods in Int Rel Courses? Cumulative Frequency Percent Valid Percent Percent Valid Excellent 16 19.5 19.8 19.8 Good 50 61.0 61.7 81.5 Fair 12 14.6 14.8 96.3 Poor 2 2.4 2.5 98.8 Not Applicable 1 1.2 1.2 100.0 Total 81 98.8 100.0 Missing 6 1 1.2 Total 82 100.0

How Rate Int Rel Course Increase Knowledge of Subject Matter? Cumulative Frequency Percent Valid Percent Percent Valid Excellent 41 50.0 51.2 51.2 Good 34 41.5 42.5 93.8 Fair 5 6.1 6.2 100.0 Total 80 97.6 100.0 Missing Not Applicable 2 2.4 Total 82 100.0

Contribution of Int Rel Major to Development of Writing Skills Cumulative Frequency Percent Valid Percent Percent Valid Excellent 14 17.1 17.3 17.3 Good 40 48.8 49.4 66.7 Fair 22 26.8 27.2 93.8 Poor 4 4.9 4.9 98.8 Not Applicable 1 1.2 1.2 100.0 Total 81 98.8 100.0 Missing 6 1 1.2 Total 82 100.0

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Contribution of Int Rel Major to Development of Speaking Ability Cumulative Frequency Percent Valid Percent Percent Valid Excellent 10 12.2 12.3 12.3 Good 26 31.7 32.1 44.4 Fair 32 39.0 39.5 84.0 Poor 12 14.6 14.8 98.8 Not Applicable 1 1.2 1.2 100.0 Total 81 98.8 100.0 Missing 6 1 1.2 Total 82 100.0

Contribution of Int Rel Major to Development of Analytic Skills Cumulative Frequency Percent Valid Percent Percent Valid Excellent 19 23.2 23.8 23.8 Good 47 57.3 58.8 82.5 Fair 14 17.1 17.5 100.0 Total 80 97.6 100.0 Missing Not Applicable 2 2.4 Total 82 100.0

Rating of Library Holdings in Int Rel Cumulative Frequency Percent Valid Percent Percent Valid Excellent 6 7.3 7.4 7.4 Good 37 45.1 45.7 53.1 Fair 29 35.4 35.8 88.9 Poor 9 11.0 11.1 100.0 Total 81 98.8 100.0 Missing Not Applicable 1 1.2 Total 82 100.0

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Rating of Opportunity for Interaction with Int Rel Faculty outside of Class Cumulative Frequency Percent Valid Percent Percent Valid Excellent 29 35.4 35.8 35.8 Good 30 36.6 37.0 72.8 Fair 21 25.6 25.9 98.8 Poor 1 1.2 1.2 100.0 Total 81 98.8 100.0 Missing Not Applicable 1 1.2 Total 82 100.0

Rating of Int Rel Dept Concer for Intellectual Development Cumulative Frequency Percent Valid Percent Percent Valid Excellent 26 31.7 32.1 32.1 Good 36 43.9 44.4 76.5 Fair 18 22.0 22.2 98.8 Poor 1 1.2 1.2 100.0 Total 81 98.8 100.0 Missing Not Applicable 1 1.2 Total 82 100.0

Name two areas where the International Relations Program is excellent: -the mix and match of other departments with related courses works well. -writing requirements -possible diversity of courses/choice #1. The faculty is very knowledgeable in their respective fields; therefore, they do a great job of relaying that information to their students. #2. Choosing reading material for the courses. They always choose books, not textbooks, which are far more beneficial. 1. Academic advisement. 2. Wide variety of courses to choose from. 1. Events/ informational activities - the department does a really great job of keeping students aware of events on campus that majors might enjoy as well as opportunities such as internships and study abroad. 2. Availability of professors - the polisci/international relations professors are all tr 1. Giving a great background of fundamental international issues. 2. Professional, challenging major without a cutthroat attitude. 1. Hiring all-stars like Jeremy Grace and Ed Drachman. 2. Having Diane for the department secretary. 1. Listening to students, the professors really seem to care and are willing to take the time to listen to students needs 2. Providing resources for club activities such helping with the cost of Model United Nations club conferences 1. My advising experience has been very exceptional. 2. The opportunities for extracurricular activities are exceptional as well. 1. The caliber of the teachers 2. The material given 1. wide range of courses for each concentration. 2. a strong sense of community within the department

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1) Diversity of courses 2) Knowledge and competence of professors 1) How the professor work with students and make themselves available 2) Offering new courses that reflect the changing international environment 1) the professor's know what they are talking about 2) forcing you to take classes from a multitude of different backgrounds 1) The professors I have had for my IR/PS courses have been incredibly helpful outside of class. (However, the department chair is less helpful with resolving problems about fitting in all the requirements.) Academic Advisement, Quality of Lectures Academic Advising Advisement both for registration and with class room teachers about improving writing and test results answering students' questions, providing good feedback areas of speciality pertaining to professors Core Major classes (120, 140, 246) are challenging and engaging. Study Abroad and internship opportunities are very well advertised and, coming from someone who has done both, are very well managed and relevant. Diane is up-to-date and organized with sending out information regarding events on and off campus Educational progress of the students based on the high level of the material of the International Relations courses. Very detailed approach of the professors on the material. Experience/quality of professors; appropriate work load for course level Faculty is exceptional in terms of what they bring to the classes from real-world work 'family' feeling of IR students From the classes that I have taken, I feel that the IR major does a good job of exposing students to a wide range of issues and teaching basic level concepts. What I appreciate most of the major is its interdisciplinary nature. I like looking at different topics from different perspectives. It defin Getting me interested in the subjects being discussed, and overall learning information and the importance of culture in other countries. Good professors and a very diverse array of courses Great faculty, especially Dr. Drachman and Dr. Farmer. Exceptional job in 300 level classes where professors asks the really tough questions. Having professors with experience in the subject matter they are teaching, which brings the course up another level. Having professors very interested in their own subjects that they bring their enthusiasm into the class. I always found the professors extremely approachable and willing to answer any questions I may have had. I also enjoyed the course books I've had to read- I thought they came from very well reputable sources and authors. I feel the variety of courses for IR majors are beneficial to students and gives them a diverse outlook towards their future careers. The specific tracks are helpful in guiding your education, while not confining it to one specific area. I have had a great experience with some of my professors in regards to learning about new things in the world. Especially with some of the newer professors I feel that there has been a wide range of life experience and information assembled. Also, the secretary is wonderful and on top of things. Eve I like the track offerings and the faculty accessibility I think the IR dept does an exceptional job being available and understanding with students, and also showing a general enthusiasm for what they are teaching In increasing the students' knowledge of general issues, and in emphasizing analytic reasoning. Increasing knowledge Increasing knowledge on international relations issues. Making sure students are aware of speakers visiting campus or activities on campus. General classroom instruction. Professor availability Political Science IR classes

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Professors are above and beyond available. I see them outside of class on a regular basis and they are always willing to talk about their courses, specialties, or the department. Diane Lounsbury is unbelievable. She's a superwoman. I can't count the number of times she has responded immediately t Professors are very helpful and smart - all really know what they're talking about. Exceptional job at choosing books that are interesting and relate to the material (specifically Dr. Farmer and Professor Root). Professors who are energized about the subject material and make you passionate about it. Diversity of courses as part of the major requirements Teachers are very knowledgeable; the workload has always been appropriate for the level of the course I was in The department: 1. broadens students' worldviews, and 2. develops analytical thought. The faculty is simply excellent and really know their stuff The International Relations department does an exceptional job at providing a wide range of course for students to choose in order to understand our diverse and ever changing world. In addition, the International Relations department has excellent faculty who is always prepared to advice and help on The professors are well qualified and accessible. Furthermore, the courses are informative. The professors are wonderful. They are always willing to help a student out. Material is up to date and effective and connects to everyday life. The Teachers are excellent, they are very knowledgeable, and I've found them to be very accessible if needed. The department also does a good job hosting out of class experiences such as speakers and IR club, etc. will work to meet with students during office hours

Make two recommendations for improving the department. -4 sems of language=impossible. how about computer research or something, or a possible 2 semesters of 2 different languages? -I like that reading the NY Times and keeping up on current events is part of Goeckel's curriculum. Since he wasn't here this semester, my workload was so heavy that I have -more courses -better advisement 1. Difficulty in scheduling the major - with so many requirements and courses being offered only at specific times it was often quite hard to create a schedule while taking into consideration all the courses necessary to graduate. 2. Courses - with the exception of 140 there are very few if any cou 1. more diverse faculty from a variety of backgrounds. 2. smaller, more intimate classes to provoke discussion 1. More faculty to provide larger range of courses in different regions and topics (global environmental) 2. More of a focus on advising for graduate school / careers (see business school as example) 1. More faculty, this past semester I was unable to find a professor with the time to advise my honor thesis and thus had to postpone it for a year 2. Allowing International Relations students to register for 300 level classes in other departments without having to complete the 100-level prerequisi 1. Offer a greater variety of courses that count toward the IR track. 2. Actually advise 1st-time students registering for the major. 1. Offering a greater variety of courses. 2. More guidance relating to careers and grad school. 1. The ways in which the material is taught in class (powerpoints would help, not just lecture) 2. Better explanations, more of the material/what is expected/ when things are due/ what should be included written down on a paper. Repeated elsewhere. 1) A greater feel of a department. There should be greater unity and openness between faculty and students especially when looking at other departments (anthropology department for an example). 2) A few IR teachers are excellent advisors while two that I have had know little about other department 1) have professor's more available- I feel like I have gone to office hours for a few different professor's and they are never around 2) If you have any control over this, I think the library is lacking in books on international relations. Specifically, I was trying to write a paper on recent (80s

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1) more Plsc courses related to the Global Economy track 2) trying to make 100-level survey classes more uniform- while it is fine when you are not a major and are taking, for example, Plsc140 to satisfy your core, when comparing with friends in the IR major there seems to be large difference betwe 1) Re-work some of the tracks that tend to be dominated by foreign language courses 2) Attempt to expand the faculty so more courses of Africa can be offered 1) There should be more classes available on Africa. There are many choices for Asia or Latin America, but there is only 1 class (Plsc 224) on Africa. This continent is underserved. 2) There need to be more sections or more courses available at the 300 level. It is not reasonable to expect IR ma Add more classes that relate to the developing world - maybe classes that go into more detail about one country. Career options talk for IR majors Course Offerings Better advisement on internships, double majoring, future career information Discussion based classes Less emphasis on grades, more emphasis on learning, improvement diversity/range of classes available; more timeslots for major requirement courses expand available subjects (more africa!) more campus visibility Focus more on analyzing current events in all classes. I think IR courses should emphasize the importance of public speaking and presentations more. It is essential for IR majors to be equipped with public speaking skills and to simply be mindful of their audiences, especially because they will most likely be of diverse social, ethnic, religious, and p I've found that very few professors (Dr. Root being the exception) use technology in the classroom. Perhaps integrating more Powerpoint or multimedia presentations would help to revitalize the course instruction. This survey is woefully vague. I can't rate every single class I've ever taken by th If possible, it would be nice for there to be a larger staff in the Political Science and International Relations department; the course requirements for each concentration should be reconsidered to ensure that all students wanting to take the major can complete the concentration that they want (sev incorporate current events more in curriculum do some class-to-class interaction Increase the amount of analysis and reading outside of classes in order to help better inform students. Possibly through more open discussions and involvement in class. More source material in the library and a suggested long term reading list for IR majors would also be very helpful. Jumping from department to department for our tracks makes it hard to develop close relationships with the PoliSci dept. less bias from professors during lectures amount of reading is truly unreasonable Maps should be in every classroom used by the IR department There should be more information regarding internship opportunities More class section openings! More diverse faculty!!! I would like to see professors of a different background to teach IR classes. More consistent course offerings More country specific studies More courses More courses and more faculty! More courses in the IPE track. Currently it is too rigid and not alot of courses on the list are offered at any given time. We have a European Studies track, perhaps a Middle East studies track too? More current events discussions in class and have students read a newspaper on a daily basis More in class discussion of current events More open classroom discussion. More classes should be offered as well as more times available per semester for each class. More solely IR courses. More Speakers and Presenters on IR subjects, More interaction in class amongst students

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More Track options (also possibly a requirement for each track. As someone in the global political economy track, I think that PLSC 348 should be required.) Work with Foreign Language Department to enlarge language options. Most international relations courses are all lectures and with certain teachers can get very boring. Teachers could try to incorporate movies or news segments into classes so we could relate issues from class to real life. New courses to teach about different regions such as Africa and Asia Listing of more internships and career opportunities Some of the tracks have very few offerings from semester to semester. My focus is European Systems, and I might have to stay an extra semester simply because the courses I need to graduate aren't being offered. The department should be split from the Political Science department. IR deserves to be its own department with increased funds and staffing. Furthermore, course offerings need to be increased. The GPE track does not have many choices in the polisci department. This creates trouble if you need a reference or an honors advisor. The International Relations Program should provide more class sections for the available courses and furthermore increase the class size to facilitate easier student registration. There is a wide range of course offerings, but the number offered per semester is often rather limited. It would be better if more of the same courses were offered in both the fall and spring semesters. There should be more than one section for PLSC246. To expand upon the last answer, I feel that the IR classes do give the opportunity to learn more advanced topics, but in a very limited way. Well for my track in particular, European Systems, there is really a lack of opportunity. Every semester the classes available seem to shrink till there is only legitimately 3 classes that could be applied to the major, a problem if you've already taken any of them. I'd really like to see more selec Wider range and more consistent range of class selection. Less focus in classes on regurgitation of assigned material and more on discussing how it applies to the subject area.

Additional Comments Valid a course in security studies Bring up the advising standard. I have personally had to advise several of my friends in terms of setting up schedules, which classes fit their track, and so on, as their respective adviser did not adequately cover these issues. I know the syllabus well enough to have completed my IR major and an As Comparative Politics would be better as a two-semester sequence, which would allow more time for each case study. More should be done to highlight non-PLSC courses in the IR Major, highlight the fact that the IR program can be very interdepartmental (variety is the spice of life.) More departmental Excellent and very challenging program. At times, the levels of the classes do not seem to correlate because of the greater difficulty of these classes compared with other departments. PSCI 140, for example, was more difficult than a 300 in another department. Give Professor Grace a raise I 've really had a good experience so far with the department, I've loved all my classess and all the professors I've had. Everyone seemed extremely knowledgeable about what they were talking about and always seemed to care if I had a problem or concern with the class. I wish we would have more curr I am a senior this year and I have really appreciated working on the International Relations major at Geneseo. The professors in the department are phenomenal and I truly feel that I have learned a lot in my four years at this school. I answered based on the courses I had to take for my IR major, as there are only one or two actual IR courses themselves. Mostly Sociology and Political Science courses are what I have taken.

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I feel like it is hard in the IR department to get to know a professor since we aren't required to take a lot of PLSC classes. This makes it difficult when things like letters of recommendation are needed and you have only had a professor once. Personally I am looking for letters right now to go to It would be most helpful for IR students, if they had priority over political science and other dept. majors for courses required under their track. I believe that having lecturers with 'real world' experience over pure academics may provide students with the most current advice and insight into the It's a good program, I feel lucky to be a part of it Jeremy Grace is *&$#@& Please have more courses for the tracks and more classes Please, please, please add more classes that can count toward the IR tracks, even if you have to go begging at Comm and Hist for them to teach more. Provide more information about the special project that can be completed in lieu of either study abroad or an internship. Prof. Farmer is really great concerning study and research and just generally helpful I feel. Professors who are not in the PLSC department often do not cater at all to IR students. I do not feel that the 140 class was helpful at all in my understanding of IR, and I feel it should have been; we didn't even really go over IR theories. I do not think that memorizing definitions from a textbo The fact that an internship or study abroad makes the program tricky because oftentimes, internships are unpaid yet require so much time that getting a job alongside is near impossible to earn anything meaningful. All in all, I can't say I'd change the requirement. The International Relations Department should consider enlarging and integrating additional tracks besides the existing Developing World, Global Political Economy, European Systems, and War and Peace ones. Also, the International Relations Department should advertise and increase internship opportu The professors are challenging which is good for the major and being prepared for the future. But maybe the intro courses should be less challenging than the upper level courses. there should be more information available on what to do with an I.R major, also the undergrad bulletin should be a little more detailed but still easy to follow This is a great program. I think the best way to improve it would be to add more classes. But I feel that the professors are wonderful, all of the classes that I have taken have been interesting and helpful and they all relate to each other. This semester in particular I've been a little frustrated with the IR program. I understand that Geneseo is a small school and so there are limitations in regard to that, but I feel as though course offerings are very limited. I also feel as though many of the basic requirements are very repetitive

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