LCWA is happy to promote Michael Overholt, Instructional Technologist and The Teaching and Learning Team (TLT) for LCWA, latest podcast Ponticuli.
A conversation with Dr. Margaret Keneman, from French, Francophone, and Italian Studies. Their conversations emerge from Dr. Keneman’s thoughts on the relationship between globally connected courses and the College of Charleston’s prestigious study abroad program. Click the link below to listen!
After four decades of distinctive service, the EastWest Institute’s (EWI) Board of Directors has resolved to establish a partnership with the College of Charleston to preserve the legacy of EWI visionary founder and leader, the late John Edwin Mroz; transition its programs to four new organizations to secure their continuity; and discontinue operation under the current business model, effective Jan. 31, 2021.
Check out more about the partnership and the newly established John Edwin Mroz Global Leadership Institute being held in LCWA!
Congratulations to nine students from the College of Charleston who successfully completed the annual Southern Regional Model UN (SRMUN) conference held on October 23-25. Participation in this conference was part of the experiential learning course POLI 261-Model United Nations, taught by Professor Kovalov. In the past, Professor Kovalov took students for SRMUN to Atlanta for a 3-day event but the pandemic pushed organizers to look for safer ways to engage students in diplomacy. This was the first virtual SRMUN conference via zoom and students enjoyed this experience. In fact, several students commented that the virtual conference exceeded their expectations. Our students represented the delegation of the Russian Federation and they spent the first part of the fall 2020 semester learning about the UN, global issues, international diplomacy, the rules of the debate, and Russia’s foreign policy. The College of Charleston delegation included Gabrielle Carter, Macie Hardin, Hunter Harvey-Montano, Jordan Mercer, Gracie Pace, Savannah Petrelli, Sophia Stoios, Kara Swider, and Caroline Walker. Gabrielle Carter was recognized with the Best Delegate Award in the Economic and Social Council.
Check out more about the Southern Regional Model United Nations (SRMUN) at their website www.srmun.org
The School of Languages, Cultures and World Affairs and the Charleston Library Society present The Ambassador’s Corner.
Ambassador William J. Burns in Conversation with Ambassador Jim Melville: The International Landscape and the State of American Diplomacy.
Ambassador Burns is president of the Carnegie Endowment for International Peace. He retired from the U.S. Foreign Service in 2014 after a thirty-three-year diplomatic career. He holds the highest rank in the Foreign Service, Career Ambassador, and is only the second serving career diplomat in history to become Deputy Secretary of State. Ambassador Burns is author of the bestselling book, The Back Channel: A Memoir of American Diplomacy and the Case for Its Renewal (Random House, 2019). The book was awarded the Douglas Dillon Book Award by the American Academy of Diplomacy. He is also a contributing writer at The Atlantic. Ambassador Burns speaks Russian, Arabic, and French, and has been the recipient of numerous prestigious honors and awards. He is author of Economic Aid and American Policy Toward Egypt, 1955-1981 (SUNY Press, 1985). He is a recipient of four honorary doctoral degrees and is a member of the American Academy of Arts and Sciences.
WHAT IS THE AMBASSADOR’S CORNER?
The Ambassador’s Corner, a partnership between the College of Charleston’s School of Languages, Cultures and World Affairs and the Charleston Library Society, promotes informed dialogue about today’s pressing global interests. The program brings together accomplished, high-profile leaders from international affairs for a conversation led by the College of Charleston’s own Ambassador James D. Melville, Jr. As a veteran diplomat with over 30 years of experience in the Foreign Service, he is the perfect host for an evening of lively discussion with renowned leaders.
We invite you to join the conversation.
Listen, Discuss, Engage
Wednesday, November 18, 2020 at 6:00pm
Zoom Link: https://cofc.zoom.us/j/91973917741
Check out the latest LCWA COMPASS Newsletter!
Check out this article in the College TODAY about LCWA’s Globally Connected Courses!
Hispanic Studies is proud to present to you Vol. 5, No. 1 of Hispanic Studies Review for your perusal and enjoyment:
Congratulations to the HSR editorial team for their hard work in bringing this edition to press.
One of the key goals of the College of Charleston’s academic mission is to provide students with the global and interdisciplinary perspectives needed to address 21st century issues. Additionally, the Institute of International Education (IIE) has ranked CofC as the No. 5 institution in the United States among the Top 40 master’s-level colleges and universities for the total number of study-abroad participants. With study abroad being severely restricted due to the coronavirus pandemic, this project will use collaborative online international learning (COIL) / virtual exchanges to fill a void that might be caused in regard to this aspect of the College’s mission.
This particular project is also aligned with an element of the strategic plan that was just recently unveiled by the College’s new president, Andrew Hsu. Specifically, part of the strategic plan towards academic distinction calls to “increase and enhance global experiential learning opportunities and incentivize broad participation.” Even irrespective of what is going on with the pandemic, providing cost-effective options to study abroad can help increase participation, which might be accomplished by conducting this particular project. As has been illustrated by Generation Study Abroad and other similar initiatives, it is important to mobilize increase and diversify the number of U.S. students who have the opportunity to study abroad, which this project hopes to do.
Specifically, this project will use a variety of virtual exchanges to provide a kind of “virtual study abroad experience” to undergraduates enrolled in an advanced French content course (French 490) at the College of Charleston (CofC) in Charleston, South Carolina as well as university students studying English at the Center for Applied Linguistics (CLA) in Besançon, France.
The first part of the exchange entails a series of virtual presentations given by scholars at the CLA to enhance the academic component of French 490 at CofC. These virtual presentations are already supported thanks to funds generously provided by the Global Education Initiative/Global Leadership Institute housed within the School of Languages, Cultures and World Affairs at CofC.
The second part of the virtual exchange is still a work in progress and would greatly benefit from support from the “Transitioning to Virtual Exchange Covid-19 Relief Fund.” In order to foster opportunities for cross-cultural dialogue on a more individualized level, the French 490 students at CofC will also participate regularly in tandems linguistiques with students studying English at the CLA. The development phase of this project will expand on these tandems linguistiques so that students complete “mini-projects” similar to what they would do if they were studying abroad. For example, a mini-project expectation might be that students “visit” a monument or a tourist site in Besançon or Charleston or attend a local event in one of the two cities (respecting COVID-19 social distancing policies at all times, of course).
In some ways, these expanded tandems linguistiques might simulate the “homestay” or “extracurricular” component that would be part of a traditional study abroad program. In other words, students studying French at CofC and those studying English at the CLA will have their regular academic instruction in the “classroom” (whether that’s online or face-to-face) and it will be via the tandems linguistics that they can explore the culture “outside of the classroom” and on their own time. And just as opportunities for individualized exploration outside of the classroom are often supported in some way by traditional study abroad programs, that is precisely what will be done with the funding to support these virtual exchanges.
Margaret Keneman, Project Leader and Coordinator at CofC, 50 hours total (5 hrs. / wk.)
Florian Chapey, Coordinator at the CLA, 20 hours total (approx. 2 hrs. / week)
Sébastien Touchard, Technical Support at the CLA, 30 hours total (approx. 3 hrs. / week)
Assistant to Margaret Keneman (TBD), 30 hours total (approx. 3 hrs. / wk.)
Technical support at CofC (TBD) 20 hours total (approx. 2 hrs. / wk.)
Dr. Kristen McLean is undertaking a new study of Community-based Experiences of Covid-19 in Sierra Leone. While many countries around the world are witnessing a decline in coronavirus cases, rates of infection continue to climb across the African continent, prompting one scientist to refer to the situation as a “ticking time bomb.” This is concerning for a number of reasons. First, system challenges—such as limited testing and diagnostic capacity and poor monitoring and data collection systems—will make it difficult for many African countries to effectively respond to the pandemic. A rise in treatment needs and mitigation efforts targeting COVID-19 will also divert already limited resources needed to tackle existing health issues in the region, such as HIV, TB, malaria, malnutrition, and maternal health.
In Sierra Leone, where McLean has worked since 2013, a rise in Covid-19 cases will likely lead to substantial disruption. As exemplified during the 2014-2015 Ebola outbreak, Sierra Leone’s healthcare system has been severely weakened due to its history of civil war, followed by years of underinvestment in public health services. This created obvious problems during the epidemic, when hospitals and clinics quickly became overwhelmed and local populations avoided public facilities. At the same time, given their history and experience with Ebola virus disease, Sierra Leoneans may be uniquely positioned to respond to the current COVID-19 pandemic.
It is with an appreciation for the need to engage with local communities that this study seeks to understand what has been referred to as “the view from below” in the midst of a global humanitarian response. This project will rely upon phone-based qualitative interviews to assess individuals’ greatest concerns regarding the pandemic, what they are doing to protect themselves and their families from infection, and how people are coping with the indirect economic ramifications that social distancing and other containment measures pose.
If you are interested in learning more about the study, or would like to pursue this topic for your bachelor’s essay, please email email@example.com for more information.