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CENTER FOR INTERNATIONAL STUDIES Vision OHIO Strategic Goals 5/15/2006 International Studies Strategic Plan 2 CENTER FOR INTERNATIONAL STUDIES Vision Statement The faculty, students and staff of the Center for International Studies are committed to an intellectual understanding of the world in all its complexity to promote responsible development, peace, and justice. Mission Statement The Center for International Studies fosters an educated, just and prosperous world. Curriculum, research, outreach and service are the agencies of our interdisciplinary understanding of complex global problems and the search for solutions. Central to the Center’s mission is the advancement of diversity among faculty and students, programs and academic activities. The Center is determined to influence state and national agendas regarding international education and development, to build bridges between Ohio University and institutions abroad, to lead in the internationalization of the university and its curriculum, and to advance student and faculty research on international issues. The Center for International Studies’ vision extends to processes employed in the administration of our programs. Our center will operate in a transparent mode, recognizing that our unit is accountable to its faculty, to the university’s leadership, and to students enrolled in our programs. We promote this value as one that is important to the institution generally, but also by operating in this way we intend to serve as role models for our students, many of whom will find work in agencies here and abroad. We offer this as our contribution to the effort to build more transparent governance in Africa, Asia, and Latin America. International Studies Strategic Plan 3 I. The Center for International Studies contributions to Vision OHIO. The Center for International Studies (CIS) is a degree-granting unit consisting of six academic programs: African Studies, Bachelor of Arts in International Studies, Communication and Development Studies, Development Studies, Latin American Studies, and Southeast Asian Studies programs. CIS is more than a collection of academic programs; it is a center that reaches across the university to touch nearly every corner of the institution. As an interdisciplinary program, one way we do this is by clustering courses and initiatives in interesting and innovative ways, including courses not only in Arts and Sciences but in every other college as well. In consultation with advisors, our students devise programs of study that draw on resources from across the campus to combine regional specialties with applied courses in environmental and health sciences, social sciences, arts, and humanities. The center leads the institution in offering overseas student internships and faculty and student research abroad. Moreover, students funded by grants within CIS, such as the Foreign Language and Area Studies awards to Title VI programs, are distributed across the institution. In addition, CIS student organizations provide core support for many campus cultural events such as ones on dance, film, music, and even the annual International Street Fair. In short, the Center for International Studies is Ohio University’s gateway to the world, and the world’s window on Ohio University. Our students and faculty help make this a distinctive and intellectually engaging, learning-centered research university. II. Goals Relating to National and International Prominence. Each of the CIS programs enjoys qualities that make it special and that contribute to Ohio University’s national and international prominence. African Studies was awarded recognition as a National Resource Center, ranked among the top nine universities in this field. Southeast Asian Studies has received numerous large federal grants and was one of only two universities the US State Department invited to file a proposal on civic education in Indonesia. Latin American Studies has a young energetic productive faculty with a growing focus on Ecuadorian studies where it hosts tropical diseases research projects, TEFL certification, and study abroad programs. This program offers the only MA in Latin American Studies in the state of Ohio. Both thematic programs—International Development Studies and Communication and Development Studies— have curricula based upon applied skills and fieldwork. The Communication and Development program was a pioneer in this rapidly growing field, and it has served as a prototype for similar academic programs other parts of the world. The International Development Studies program presents unique options in the study of gender and health issues in global development. In addition, all programs offer dual-degree options in other disciplines. The BAIS program has the most comprehensive undergraduate program in international studies in the state of Ohio. The program has rigorous requirements including pre-major qualifications, language proficiency, and a required study abroad. A key aspect of Center for International Studies’ contribution to institutional prominence is its ability to attract students who can win nationally competitive awards. For instance, the five CIS graduate programs accounted for the majority of all the Fulbright fellows who enrolled at Ohio University between 1999 and 2004 (60 out of a total of 110). Another indication of the prominence of CIS programs is the large number of returned Peace Corps volunteers to choose one of its programs for graduate study after returning from their work in the field. Typically, International Studies Strategic Plan 4 former Peace Corps volunteers make up about ten percent of the US students majoring in Center programs, and in Spring 2006 of 138 total graduate students there were 14 returned Peace Corps Volunteers enrolled. Programs in CIS are approved to provide “Advanced Civil Schooling” for United States Army Foreign Area Officers. Such officers are regularly recruited by the three area studies programs to prepare them for future assignments as defense attaches and security officers in US embassies around the world. Thanks to the quality and prominence of CIS academic programs, Ohio University is able to recruit faculty members who might not otherwise accept a position at the institution. Individuals affiliated with the Center tend to be exceptionally well qualified and their productivity substantially above national norms. 1. Continue to build distinctive and innovative programs that attract quality students. We will continue to develop thematic course groupings and specializations that take advantage of shared interests among CIS faculty. We encourage students to select clusters of courses across disciplines that respond to critical international issues. Such course specialties can be coupled with internships and research projects overseas. For instance, courses on conflict resolution are of importance to all International Studies programs, and the center has helped create an informal network of faculty working in this area. This learning-centered initiative has ultimately produced a special seminar series in History, two national conferences in collaboration with the United States Institute of Peace (USIP), a USIP project on peace education in Sudan, and a large US State Department grant on conflict resolution in Southeast Asia, among other spin-off benefits. In a similar vein, the faculty board for the Bachelor’s program is investigating a new specialization in Diaspora Studies, possibly in conjunction with African American Studies. Curricular strengths are supported by vigorous guest lecture programs, especially the International Studies Forum series that brings notable international experts to campus. The establishment of the Institute for the African Child (IAC) in 1999 is the premier example of the Center for International Studies’ leadership in interdisciplinary innovation, leadership that has contributed to the university's national prominence. Across the nation, a key lament from academics working on international development issues—both in teaching and research—has been the lack of collaboration between social scientists and the natural sciences/health fields. The African Studies program founded the Institute for the African Child to serve as a model of cooperation between the applied fields of health, medicine, education, and communication and the core social science fields that have dominated Africanist scholarship. The engaging issues of children, their natural future orientation and their ties to every other sector of society on the most marginalized of the world's continents, has proven to be a successful way to bridge the medical-social science divide. The Institute for the African Child remains the key reason that African Studies has been awarded two National Resource Center for African Area and Language Studies awards (generating over $3 million in federal grants), and remains the only such academic entity in the world (based on internet searches). The flexibility of the pairing of the African Studies Program and the Institute for the African Child has meant that the latter is available for sponsorship of short courses and conferences which attract outside scholars and students to Ohio University. In order to sustain this successful effort, the Assistant Director of the Institute for the African Child must be upgraded to a full time position and support funding provided for it Resources Needed: International Studies Strategic Plan 5 Enhanced support for visiting lecture series. Upgrade Assistant Institute of the African Child Director’s position to full-time status. Increase non-personnel funding for IAC and for new program development. Establish an endowed chair in African Child Studies. Measures of Achievement: Numbers of students applying and admitted to CIS programs. GRE scores of enrolled students. GPA records of enrolled students. Numbers of faculty participating in CIS programs. Numbers of new curricular specialties within programs. Increased student retention rates. 2. Increase frequency and raise the profile of national and international conferences hosted by the Center. A key means of projecting Ohio University beyond campus borders is to organize events that attract nationally prominent figures. We have done this successfully in the past, including events such as the conference jointly sponsored with the United States Institute of Peace mentioned in the preceding paragraph. The African Studies Program has created a series of international conferences concerning the African Child and another series of symposia on Sports in Africa. For the past decade the Latin American Studies program has sponsored yearly international programs in conjunction with the Department of Modern Languages that highlight cultural, political, and literary interests of multiple countries. The Center for Southeast Asian Studies is planning an international conference in 2007 on Malaysian Studies to be held in Washington, DC at the Malaysian Embassy. The Communication and Development Studies program has hosted international events on entertainment-education in cooperation with other leading institutions such as the Johns Hopkins University. Through these events, the Center provides institution-wide opportunities for the development of intercultural fluency. Resources Needed: Creation of a fund to help defray costs of hosting conferences. Enhanced coordination with Lifelong Learning for administration of conferences and short courses. Measures of Achievement: Numbers of national and international conferences and related events hosted. National exposure in media and other venues. 3. Create an annual publication that will project the Center to prominent international constituencies. Major programs in international studies commonly produce publication series that offer essays and research on major international issues. Through these publications, institutions can influence discourse on these issues and at the same time establish the prominence of those institutions. Although this would be a major undertaking and would have to be done with the greatest possible professionalism, it is an important goal. Some of these publications are sponsored by foundations, and the Center would seek external funding to cover publication and distribution costs. Resources Needed: Identify external sponsor of publication. Graduate student editorial assistance. Measures of Achievement: International Studies Strategic Plan 6 Readership surveys on impact of publication. Citations and references in secondary publications. 4. Enhance relationships with strong academic units in professional programs and colleges. Some of Ohio University’s strongest and best known academic programs can be found within professional colleges. A marriage of the unique strengths of CIS programs with those in professional areas affords the institution even greater prominence. Indeed, it is through these relationships that programs in the Center have been able to gain an advantage in national grant competitions. International studies programs at most universities find it difficult to forge good working relationships with professional programs. An example of our successful partnerships is one between Latin American Studies, International Development Studies and the College of Osteopathic Medicine that seeks to study and treat Chagas disease. This insect-borne illness is endemic in much of Latin America. Although little known outside the region, about 18 million persons are believed to be infected and more than 20,000 die annually from it. As a result of this project, Ohio University has become one of the world’s main centers for efforts to eradicate the disease. This joint project brings faculty and students together to carry out training and research that is improving prospects for control of the disease and simultaneously developing practical skills of students. Resources Needed: Develop funding needed to attract visiting faculty and to cover costs of part-time teaching in specialized fields. Development of funding for research projects. Measures of Achievement: Number of relationships established. Number of projects undertaken. Numbers of students engaged in projects in which CIS collaborates with other units. III. Goals Relating to Campus Diversity. Our students and faculty are materially different from others on campus. We provide an ethnic, cultural, and racial diversity that leavens the entire institution. We believe our student body is the most diverse in cultures, language abilities, global experiences, and personal histories in the institution. There are 87 CIS students who come from outside the United States, making our combined programs the largest single grouping of international students, and amounting to almost ten percent of the entire university population. Among US students, the percentage who come from underrepresented groups is also well above the campus average. For Fall 2006, 26 percent of those admitted to master’s programs in the Center come from underrepresented groups and about half of these are African-American/Black/non-Hispanic. In addition, 79 percent of these new admits are female. Our faculty is equally diverse. For example, six of the most recent seven persons recruited as faculty affiliated with African Studies have come from under- represented groups. Among the 25 core faculty in Latin American Studies, there are 8 women and 13 Latinos, and all of the five most recently recruited are from under-represented groups. The CIS faculty is formed around research-active scholars who individually have earned national and international recognition. Indeed, we attract faculty members whose quality Ohio University would find difficult to recruit without the presence of our nationally prominent programs. 1. Develop a more aggressive faculty recruitment program. International Studies Strategic Plan 7 Our programs can only be sustained if we continue to maintain and enhance our diverse and productive faculty. At present all CIS faculty members have their academic homes in colleges and departments across campus. Regrettably, departments lack incentives to recruit individuals who could contribute to our programs; in fact, there can be a disincentive to hire a person who might devote a portion of their time and energy to an interdisciplinary unit like the CIS. To address this situation, a system of incentives for hiring of International Studies faculty is suggested. Solutions could take the form of partial buy-out of positions, split positions, or a scheme of “bonuses” for International Studies hires. Resources Needed: Funding of faculty incentives or faculty buy-out program. Measures of Achievement: Numbers of faculty participating in CIS programs. Numbers of new faculty hires involving CIS programs. 2. Recruit faculty with specialized International Studies qualifications. Although international studies programs have created strong relationships with departments that hire individuals who fill roles in CIS programs, recruitment of International Studies specialists whose main commitment is to the interdisciplinary study of international development is vital. These persons would be qualified to serve all the programs in the Center, especially International Development Studies. Faculty members like this who have the proper qualifications are needed not only to address teaching and advising needs, but also to fill administrative roles in the Center’s programs. Such positions could be funded in the Center but tenured in an appropriate department, for example Sociology, Economics, or Geography. Individuals should be recruited for these positions with a strategic objective of building leadership capacity in International Studies programs. Ideally, a position would be funded as an endowed chair. Resources Needed: Development of funding needed to create full-time International Study specialist. Creation of endowed chair. Measures of Achievement: Numbers of courses taught. Number of students advised. Numbers of research projects and grants developed by faculty funded in this way. 3. Sustain and build student recruitment from diverse sectors. Although we have a record of success in achieving a diverse student body, we are committed to expand our efforts further. To do this we will recruit into our programs students from institutions that have high undergraduate student enrollment of underrepresented groups, such as HBCU. We will also target Ohio University graduates from underrepresented groups for special attention. We will seek to increase the number and funding of Graduate Associate stipends to increase the attractiveness of our awards. Resources Needed: Increased number and amounts of stipends. International Studies Strategic Plan 8 Measures of Achievement: Numbers of underrepresented group members enrolled in CIS programs. Increased retention of students from diverse backgrounds. IV. Goals Relating to Undergraduate Academic Priorities. With the College of Arts and Sciences, the Center jointly administers a Bachelor of Arts in International Studies (BAIS) degree. Generally, Center programs have curricula that stress application over theory, though both are considered important. This feature distinguishes Ohio University’s International Studies academic programs from ones in other universities. The Center maintains close ties to professional programs across campus—especially in the colleges of Communication, Education, and Health and Human Services—by collaborating in grants, sharing courses, and joint research activities. Another example of its action-oriented curriculum is the stress on fieldwork, through which students develop their abilities to work collaboratively. Following our emphasis on practical skills, the BAIS program requires that students complete at least one study abroad experience and pass a professional language examination. Although curricula among the Center’s programs are considered strong and successful, a few improvements have been identified to maintain our special character and national prominence. 1. Strengthen advising in the Bachelor of Arts in International Studies. The undergraduate program Bachelor of Arts in International Studies (BAIS) is located within Arts and Sciences, but the program is administered by the Center for International Studies. This program has potential for expansion both in scope and enrollment. Because the program has only a half-time administrative coordinator, the advising demands of 80 majors and 30 certificate students is overwhelming. We believe this academic program has the potential to grow in size while continuing to attract highly motivated and academically well-qualified students. However, additional resources will be needed to realize the potential of this program. First, a faculty program director should be funded, using the same approach employed in funding the five existing program directors within the Center. The director would contribute to advising and provide liaison with academic units across campus, but mainly in the College of Arts and Sciences. Second, the administrative coordinator position should be made full-time. This person would continue to assist in advising and would handle administrative tasks involved such as recruitment, record keeping, and student curriculum monitoring. Resources Needed: Establishment of a director’s position for Bachelor’s program in International Studies, to be filled by a faculty member from Arts and Sciences. Measures of Achievement: Reduced individual advising load for administrative coordinator and program director. Enhanced advising procedures for BAIS students. 2. Continue to support and develop language programs. The Center for International Studies has been a steady supporter of language programs across campus. All CIS academic programs require demonstrated proficiency in at least one language other than English. In particular, International Studies programs must have access to training in the less commonly taught languages (LCTLs). These are taught by the Linguistics International Studies Strategic Plan 9 department, but many are actually funded by one or another of the programs in the CIS. Currently, African Studies funds seven graduate assistants who teach less commonly taught languages and Southeast Asian Studies funds an additional three. Portuguese is also taught as a LCTL to high enrollments among Latin American Studies students who wish to be capable of communicating effectively anywhere in Latin America. By presenting these courses, Ohio University positions itself as a leader in offering languages that can be studied in few, if any, other institutions. As BAIS enrollment rises, the Center hopes to increase the number of students taking these languages, and if possible increase the range of offerings. A second area of development is to strengthen proficiency testing in languages. At present, the costs of examinations are borne by CIS programs, but this has only permitted testing that falls short of official nationally-recognized language certification. Since the state of Ohio mandates official language testing for teachers, the CIS is also investigating ways of outsourcing these exams in order to maintain high standards and to award students qualifications that provide professional certification. Ohio University will be a leader in promoting and maintaining national standards through these exams. Resources Needed: Strengthen faculty supervision of LCTL program. Develop funds and materials for training of instructors of LCTLs. Measures of Achievement: Growth in enrollment of courses for less commonly taught languages. Development of proficiency testing system. Numbers of students passing proficiency standards testing. 3. Enlarge opportunities for internships, overseas exchange programs, and study abroad options. Service learning is a major component of all CIS curricula. Because of this stress on practical application and skills, students in our program gain field experience, and for us the field of reference is usually in another country. By offering excellent overseas internships and study abroad options at the graduate level, CIS programs are able to attract especially qualified students such as Honors Tutorial graduates, McNair Scholars, and returned Peace Corps volunteers. The same is doubly true at the undergraduate level where overseas experience is commonly the highlight of a student’s university experience. Planning overseas fieldwork requires greater effort and care than in the domestic setting, but it provides an ideal opportunity to develop students’ intercultural fluency. To set the stage for overseas experiences, the Center is working together with other units to establish an international residential learning community. Students have expressed a desire that the Center provide more support and assistance in identifying and placing them in internships that match the skills they acquire as part of their academic studies. We will redouble efforts to improve the Center’s “Internship Corner” and to promote it to faculty affiliated with CIS programs. In this resource, we will present a regularly updated catalogue on successful internship opportunities and information on internship strategies and procedures. The Center’s programs will continue to organize activities such as field trips, tours, and professional visits that offer students wider fieldwork opportunities. Resources Needed: Increased scholarship funding for students working or studying abroad. Measures of Achievement: International Studies Strategic Plan 10 Growth of internship options available. Number of participants in internships and overseas activities. V. Goals Relating to Graduate Education, Research, and Creative Activities. The Center for International Studies, established in 1964, is the nexus for global and area studies at Ohio University. The Center's interdisciplinary teaching, research, publications, and outreach programs bring together faculty and students from all parts of the university. The Center offers a Master of Arts in International Affairs (MAIA), an interdisciplinary degree with specializations in five academic programs: African Studies, Communication and Development Studies, International Development Studies, Latin American Studies, and Southeast Asian Studies. All five CIS graduate programs have national prominence. 1. Continue to strengthen curriculum based upon individually designed, skilled programs of study. A mix of theory and practice is the key to the success of our graduates, a large portion of whom work in the fields of education, business or for NGOs. Like other interdisciplinary units, our programs must ensure that supporting courses in key areas are regularly offered. For International Studies, disciplines considered central to our curricula include Languages, Anthropology, Sociology, Classics and World Religions, Political Science, Economics, Geography, and History, among others. Also, the arts have become a great strength of Ohio University’s international focus, a fact that sets the institution apart from most in the US. The arts additionally provide an important source of contact and enrichment for the entire Southeast Ohio community. However, equally important are skills courses based in professional programs. In order to continue building the curriculum, strong ties need to be maintained between the Center and its faculty. This requires attention to team-building among affiliated faculty and setting up incentives for faculty participation. Some ideas under study include a formal process to recognize affiliated faculty participation, mechanisms to report faculty contributions to department heads, and a range of small incentives such as faculty development opportunities, travel funding, and the like. Resources Needed: Develop faculty and financial support for international study in the arts and professional areas. Measures of Achievement: Growth in numbers of core courses available for International Studies graduate programs. Expansion in numbers of new International Studies courses. 2. Support course development to strengthen distinctiveness of CIS academic programs. In order to offer nationally competitive programs in International Studies, Ohio University must devise programs that capitalize on the institution’s comparative advantages and that provide creative new opportunities to potential students. The establishment of the Communication and Development Studies program shows how the CIS initiates distinctive curricula. In September 2006 this program will celebrate its 20th anniversary. “CommDev” represented a wholly new academic direction, and its curriculum has become a model copied by a number of other institutions. Each of the programs is working with various departments and schools on new courses that will provide creative options for students and build on Ohio International Studies Strategic Plan 11 University’s strengths. African Studies is building an international profile around its African Child projects. Latin American Studies and International Development Studies have jointly offered research internships and teaching programs in their Ecuadorian projects. The CIS will engage in ongoing studies to identify areas for future programmatic development that will strengthen our learning-centered environment. In recent years, the International Development Studies program has maintained close contact with Chubu University in Japan and recruits two or more students from Chubu each year, either via regular application procedures or through the sponsorship of the Charles Ping Foundation at Ohio University. International Development Studies has also worked closely with affiliated faculty members in Sociology, Anthropology, Economics, Political Science, Geography, Biological Sciences, Communication, Business Administration, Women Studies, and Multicultural Studies to offer courses focusing respectively on gender, health, environment, poverty relief, and community-based development. Some of these courses have become immensely popular graduate seminars. Resources Needed: Existing resources are adequate. Measures of Achievement: Growth in numbers of core courses available for International Studies programs. Expansion in numbers of new International Studies courses. 3. Identify and assist the development of specializations related to center programs and to market demands. Changing global conditions produce shifting demands for university graduates having an international studies degree. The Center for International Studies aims to be flexible in adapting its curriculum to suit changing market conditions. Currently, there are needs for graduates having skills in such areas as conflict resolution, international health, HIV/AIDS prevention, economic analysis and planning, campaign management, community-based development, poverty alleviation, environmental preservation, grants administration, and the like. In order to achieve this goal, Program directors need to monitor trends in the job market and academic interests expressed by majors in their programs. Many CIS master’s graduates wish to continue their graduate studies at the doctoral level. The Communication and Development Studies program, for instance, commonly sends as many as half of it graduates on to Ph.D. work. Other graduates often elect advanced graduate study in languages, health and human services, and business fields. The CIS will develop strategies to assist graduates to qualify for entry into doctoral programs. Recently, International Development Studies has been participating in discussions on the establishment of an interdisciplinary doctoral program on social policy. This program would involve many relevant academic units across the campus. The rationale behind the proposal is to strengthen the distinctiveness of CIS as a leader of interdisciplinary studies on campus while catering to increased market demand for social policy researchers and practitioners. Resources Needed: Existing resources are adequate. Measures of Achievement: Creation of new program specialties. 4. Expand dual-degree opportunities at the graduate level, International Studies Strategic Plan 12 Many students who pursue International Studies master’s degree programs would like to couple their regional or thematic training with more specialized discipline-specific master’s programs. One successful model has been developed in Southeast Asian Studies where the dual Master’s of Arts degree program in International Studies/Master of Arts in Business Administration has been very popular. Another popular dual-degree track pairs International Development Studies and Latin American studies programs with the Economics Department to provide students with a dual-degree opportunity in both International Affairs and Economics. Working out articulation arrangements between paired programs in advance makes for a smooth and well-integrated graduate study experience for students. Once in place, it allows Ohio University to offer an option that may not be widely available elsewhere. Resources Needed: Funds for overload teaching in interdisciplinary courses should be developed. University should regularize cross-listing of courses and review departmental policies regarding faculty participation in “out of department” projects and instruction. Measures of Achievement: Number of dual-degree arrangements established. Number of students completing dual- degree programs. Student and faculty satisfaction with dual-degree programs. 5. Explore development of graduate certificate programs. An alternative to dual master’s degree programs is the certificate program for those enrolled in graduate programs outside the CIS. This has worked well at the undergraduate level, and at the graduate level; the Women’s Studies program has demonstrated it can be effective there too. Resources Needed: Existing resources are adequate. Measures of Achievement: Establishment of certificate programs. 6. Develop research methods courses, theory, and cross-disciplinary courses specifically intended for International Studies students. CIS program directors have pledged to join together to assure that special needs of research in the international environment are recognized in its curriculum. In the area of research, as in other subject areas, CIS provides for selection of course offerings built around the individual student needs. Special attention will be given to the creation of research and theory offerings pertinent to our programs’ needs. Currently, International Development Studies offers its first-year students a sequence of proseminars focusing on both general theories of development and case-based research methods. This sequence is designed to help students build a knowledge foundation on development which will allow them to complete advanced courses relevant to their specific research interests. In addition, the course “Field Research in International Settings” was offered during Winter Quarter as a seminar. Based on this experience, African Studies intends to create a suitable course for permanent addition to the curriculum. Once in place, this offering will be available not only to all other programs in CIS, but to students throughout the university. Similarly, Communication and Development Studies is International Studies Strategic Plan 13 exploring a new specialization in child and adolescent health that would be based on cross- disciplinary course offerings. Resources Needed: Existing resources are adequate. Measures of Achievement: Growth in numbers of methods, theory, and cross-disciplinary courses available for International Studies programs. VI. Goals Relating to Expanded Base of Support. The Center for International Studies has enjoyed a remarkable record of achievement in external grant funded activities, considering its small size and staffing, and the somewhat limited funding opportunities that exist in the Social Sciences that make up the majority of its academic activities. For example, a total of twelve grants were awarded to CIS programs during the period 2002-2005, providing a sum of $2,137,915 in funding. These awards not only permit the Center to engage in more activities, they also lead to increased sponsored research and national prominence. 1. Maintain and expand external grant-funded activities. Current efforts to develop programs through grant activities have been successful, but are self-limiting, due to a staff shortage. Once grants have been obtained, they must be monitored and managed. When the Center was separated from the Associate Provost’s office, the Budget Unit Manager moved with the Associate Provost. In order to move our efforts to the next level of performance, the Center needs assistance in the form of a person who can oversee budgets, handle reporting, and when possible, aid in identifying additional grant opportunities. The Interim Director of Center is, for the time being, serving as Budget Unit Manager, but to accommodate expected grants activities an Assistant Director for this role is needed. Even with existing active grants the workload at times exceeds our abilities. For Federal grants in particular, grants monitoring is an exacting requirement, one that has grown over time, due to an increasing emphasis at the Federal level on impact and assessment. The CIS will also need adequate book keeping support for the many complex externally funded projects and programs. Resources Needed: An Assistant Director for Finance and Grants Programs is needed in the near term. A person at an intermediate level administrative contract would be suited for the responsibilities envisioned. Measures of Achievement: The impact can be measured in the number of grants or in the actual dollar value of grants. VII. Goals Relating to Research and Creative Activities. Since September 11, 2001, a broad national consensus has emerged on the need to revitalize international education. The Federal Government has gradually shifted allocations to make more funds available for research and training in international studies. However, funding International Studies Strategic Plan 14 priorities imposed by the government require the development of inventive approaches to scholarly inquiry on international issues, and to an emphasis on applied research. The CIS is poised to take advantage of opportunities presented because of the nature of its programs. 1. Promote and enhance Monograph Series. The Ohio University Press Monographs for Latin American Studies, African Studies, and Asian Studies are rated among the top international studies series in the nation. In recent years, OU Press has published many important books. Two Latin American Studies publications were winners of the “Choice” award, and a Southeast Asian book was winner of the Okuma Memorial Academic Prize (Japan). The Ohio University Press series on Africa is one of only 3 US university presses to focus seriously on the continent. The Press serves the higher education community by making the latest African research available in accessible and library formats for teaching and further research. We also promote the careers of young scholars and provide useful texts for college teaching, particularly through two new series, “New African Histories” edited by Jean Allman and Allen Isaacman, and the “Africa in World History,” series edited by David Robinson and Joseph Miller. In 2004, the series produced a 1,200 page Indonesian dictionary, authored by Alan M. Stevens and A. Schmidgall-Tellings, a work that has been termed the definitive reference for the language. Titled A Complete Indonesian-English Dictionary, it became the fastest-selling reference book on Asia, according to one publications expert at the 2005 Association for Asian Studies conference. CIS is jointly responsible for the monograph series and believes an important aspect of furthering the research and prominence aims of our strategic plans is expansion and development of the series. The Center for International Studies is a major constituent of the OU Press, and as such it wants to gain greater support for the Press and for the impact it has on our profession. In particular, one monograph series, on Development Studies, has become dormant due to lack of funding. The specific emphases in the series are comparative regional development and rural development publications. For instance, International Development Studies also contributed to the monograph series on development, and in 2003, the Ohio University Press published Communities of Work: Rural Restructuring in Local and Global Contexts, edited by Ann Tickamyer et al. In the future we intend to revive this series, which will provide service to both the International Development Studies and Communication and Development Studies programs of CIS. Resources Needed: Funding needed to maintain the Development Studies series. A general increase in funding to support editorial work. Measures of Achievement: Sales of published volumes. Numbers of submitted manuscripts. Numbers of titles published. External awards for publications. 2. Promote research visibility. International Development Studies participates actively in developmental projects at home and abroad. For instance, rural development in Appalachian Ohio is an on-going research project that has involved both affiliated faculty and students. Another on-going project involves International Studies Strategic Plan 15 an international collaboration with Nurani Dunia, an Indonesian non-government organization, in an effort to alleviate poverty and rebuild Ache in the aftermath of the 2004 Tsunami. Ohio University can benefit from revised national priorities after 9/11, thanks to the recognition that the CIS has earned for its field-oriented applied research programs. Beginning in 2004, thematic areas of research have been emphasized. These are: 1) social and political change: participatory research on social and political reform, new social movements, focusing on civic education, ethno-religious conflict management, decentralization, democratization, the improvement of women’s status in society, media and other civil society efforts; 2) children and poverty: promoting analysis of the education, health, and development needs of children in marginalized regions; 3) bridging cultures through the study of the performing arts, languages and literature; and 4) non-Arab Muslim communities: broadening understanding of Muslim societies in non-Arab contexts. 5) global health issues are a major concern that CIS is actively addressing. This field is crucial to our student recruitment efforts at every level. These topics present rich possibilities for engaged research—the practical applications of research to real world problems—and for university-wide collaboration on international issues. To realize these possibilities we aim to develop funding opportunities through an endowed research fund as proposed under VII.3. below. The CIS will also find ways to promote faculty and student research grants funded both by internal and external sources. Effective ways of raising awareness of grant opportunities will be identified and an effort will be made to develop greater travel funding specifically intended for activities that heightens Ohio University international visibility. Resources Needed: Identification of a development officer; establishment of a development campaign. Enhanced funding for international travel. Measures of Achievement: Establishment of a grant research fund. 3. Create endowed grant research fund for undergraduate and graduate students, and for faculty. For many years the Southeast Asian Studies program has maintained a research fund for faculty and students. Originally created by a grant from the Luce Foundation, this fund has underwritten costs of fieldwork for 77 students since 1989. Additional awards have provided seed money for faculty overseas research work to more than a dozen persons. Using this concept, the CIS will work with the other five programs to establish their own research endowment to underwrite the costs of student fieldwork. This will require a fund-raising effort and we plan to work together with the Associate Provost for International Programs in conceiving and mounting a campaign to achieve this goal. Resources Needed: Identification of a development officer; establishment of a development campaign. Measures of Achievement: Establishment of a grant research fund. Numbers of awards made. VIII. Goals Relating to Environment of Engagement. International Studies Strategic Plan 16 The CIS has an important role to play in establishing a climate of intellectual engagement among students, faculty, and community members. So many important issues of the day lie within the global realm, and our center has the capacity to connect the institution with these concerns. One way it is currently doing this is by means of FLAS fellowship awards by CIS programs to graduate students who will, as part of their academic programs, acquire proficiency in nationally strategic languages. Similarly, CIS extends these efforts through the undergraduate BIAS program, where language proficiency is compulsory. The Institute for the African Child has taken leadership in the area of bridging the International Studies and Health fields at Ohio University, and has also branched out to areas such as sports and recreation. The institute is a natural vehicle for K-12 outreach to the nation, state, and region. However, to achieve this aim, a range of intermediate goals must be met first. 1. Enhance engagement of CIS programs with the university community. Programs in the CIS cooperatively mount the International Studies Forum lecture series that brings at least three major lecturers to campus each quarter. This long-running series has enjoyed generally good attendance. However, the Center for International Studies will address itself to the university community more often and more clearly in the future. This would not only serve to create a stronger sense of community, it could also create a better understanding of the function and role of CIS within and outside of the University community. To accomplish this information objective, a comprehensive publicity plan is needed. Such a plan will be built around the competitive strengths of center programs, i.e., unique programs, special focuses, national recognition, and so on. As an immediate step toward this goal, CIS Websites are in the process of being updated and revised to improve accessibility and to improve ease of navigation within and between programs. Support and encouragement for student life is a key component in the creation of a sense of community. CIS cooperation in the creation of an international residential learning community is one example. However, at this time, there is no BAIS student organization, and steps will be taken to remedy this. Center-wide student activities will be given priority as students in one program otherwise have few occasions to become acquainted with those from other programs. One way of achieving this goal is by expanding the number and frequency of campus-wide cultural events organized by CIS. Events of the type foreseen here will draw a large cross-section of the university community, but especially will provide an important social occasion for students at all levels. One possibility is a yearly event organized in celebration of International Studies Week. In a similar manner center-wide collaborative events and activities promote CIS and its programs widely and at the same time provide opportunities for joint action within the center. The two national conferences conducted under the auspices of the United States Institute of Peace provide an example of center-wide collaboration. Students and faculty members attended presentations from all programs and the conferences inspired community participation and intensive news coverage. Resources Needed: Additional human resources, possibly Graduate Associates, for tasks of organizing events and as Webmaster. International Studies Strategic Plan 17 Measures of Achievement: Growth in number of university events. Increased number of participants in university events. Increased attendance at university events. Student evaluation of their university experience. 2. Continue initiatives that project the unique strengths of CIS to state, national and international constituencies. The CIS will develop a comprehensive outreach plan to extend Center resources to the university community, region, and state. While this goal is important to all International Studies programs, it is vital for programs vying for Department of Education Title VI funding. For these programs—African Studies, Southeast Asian Studies, and the Bachelor’s Program in International Studies—vigorous outreach is a basic requirement. This plan should include some elements of other goals related to an environment of engagement. The Institute for the African Child provides an example of how this goal can be met. This institute serves to lead the university in initiatives that offer international expertise for Ohio children and provide an opportunity to link global resources with them. Another prime example is the online training program launched by the Communication and Development Studies program. This project is providing training to staff of key NGOs and UN agencies working in international development. The list includes UNICEF, UNDP, Academy for Educational Development (AED), and Chemonics, among others. Ohio Valley International Council (OVIC) is the outreach arm of CIS which provides Cultural Consultants to regional schools and community organizations. Cultural Consultants are students from any major, not just International Studies, who are recruited and trained to act as resource persons for classroom teachers and others wishing for information on culture and life outside the US. In Spring 2006 there was a staff of 25 Cultural Consultants who were slated to work with over 1,200 primary and secondary students, teachers, and staff. One essential constituency that must be better served is CIS alumni. Alumni contact will be improved by a significantly upgraded alumni address database. Work on this is underway and efforts to build an accurate, up-to-date database are being stepped up now. Among the steps to be taken is a greater focus on Web presence and more detailed information available on sites associated with CIS. Resources Needed: Funding or restructuring of staff to provide full-time Outreach Coordinator position. Measures of Achievement: Numbers of outreach activities. Effectiveness assessment of outreach activities. Numbers of opportunities for and frequency of alumni contact. Improved Website. Increased use of Website. 3. Strengthen procedures for internal communication. The sense of community present within our unit requires development, as well as the establishment of formal means of information sharing. Of course, implicit in this is the need for transparency and openness. This aim should ensure that CIS stakeholders have shared responsibility in the success of all programs. International Studies Strategic Plan 18 This plan calls for the development of better communication with affiliated faculty. Previously, there has been inadequate contact among international studies faculty and generally insufficient interaction among the different groups that make up the CIS. The explanation is that faculty members have limited opportunities to interact, because they tend to be based in departments that are physically separated. A physical area within our complex for informal student activities and for faculty and student interaction would contribute to a sense of community. We are investigating the creation of a common room for all International Studies students. As we see it, the room would have computer access and a refreshment bar and would serve as a point of contact for information on internships, grants, and scholarships. Individuals who teach and advise in programs will be made to feel that they are a part of the center’s ongoing mission. Coupled with this is the need to ensure that departments and colleges are aware of and recognize contributions made by their faculty to CIS and to the university. Resources Needed: Space and facilities for a common room. Measures of Achievement: Increase in informational tools available within CIS. IX. Goals Relating to National and International Partnerships. CIS programs already have many partnerships, but not all of these are currently active or are effective in helping fulfill CIS goals. External links, especially ones abroad, have the dual potential of supporting our teaching mission, but also providing opportunities to connect us with larger networks of practitioners and scholars. Our partnerships, moreover, have expanded our financial base through cost savings and through externally funded projects such as ones on Islamic studies and peacemaking and conflict resolution. 1. Foster stronger partnerships with external organizations, agencies, and institutions. Partnerships that CIS seeks will need to be based upon priorities established within this strategic plan. That is to say, partnerships should help advance one or more of the other goals identified here. Linkages with the world’s universities have been forged already and should be nurtured and developed in creative ways. For instance, the Communication and Development is part of the Communication for Social Change University Network. This network was created last year at a meeting held at the University of Los Banos, The Philippines, and it brings together 15 universities with graduate training in communications and development. Ohio University is the only US university in the network. Similarly, the Institute for the African Child works with African institutional partners, such as the University of the Western Cape in South Africa, the Ghana National Children’s Commission, the Centre for Democratic Research and training in Nigeria, and the Kenyan Ministry of Health. Collaborative programs include: a vitamin A deficiency information campaign project in Zambia; nutritional research in Zimbabwe; a project to investigate children’s knowledge of and uses for plants in the townships outside of Cape Town; and an education project on the role of traditional leaders in Ghana in girls’ access to schooling. Latin American Studies is developing partnerships in Ecuador in a variety of areas, including International Studies Strategic Plan 19 language training and health care. In the latter, we are working with the Tropical Disease Institute in its research on vector-borne diseases. Resources Needed: Increased travel funding for management of international partnerships. Measures of Achievement: Number of activities developed through partnerships. Increased impact of partnerships.