New Program Guidelines
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
OUTLINE FOR SUBMITTING PROPOSALS FOR NEW DEGREE PROGRAMS
Use this outline to prepare proposals for new programs, including undergraduate majors and minors and
graduate majors. Proposals should be submitted in narrative form, organized according to the following
outline. Guidelines for submitting such proposals are on the following pages.
PROPOSED PROGRAM NAME:
DEGREE:
MINOR IN INTERNATIONAL AFFAIRS
B.A./B.S.
REQUESTED START DATE
FALL FOLLOWING APPROVAL
DEPARTMENT(S)/SCHOOL(S): POLITICAL SCIENCE (COORDINATING DEPT.), WITH HISTORY, ANTHROPOLOGY, GEOGRAPHY,
AFRICOLOGY & AFRICAN AMERICAN STUDIES, WORLD LANGUAGES, INTERNATIONAL BUSINESS
COLLEGE(S):
ARTS & SCIENCES, BUSINESS
CONTACT PERSON:
I.
RICHARD STAHLER-SHOLK
CONTACT PHONE:
7-3113
CONTACT EMAIL:
RSTAHLER@EMICH.EDU
Description
A. Goals and Objectives
1. General philosophy and intent:
The proposed International Affairs (INTA) Minor is a concentrated version of the existing curriculum in
International Affairs, an International Affairs (INTA) Major, that has been in place since 2008. It will add
options for students who have a major in one of the related disciplines and are looking for a coherent way to
develop their interdisciplinary knowledge of world affairs. While the INTA Major attracts students interested
primarily in international/comparative aspects of political science, the INTA Minor would benefit students
who wish to add international/comparative aspects of political science (and other internationally-focused
courses) to their major in a related discipline.
The proposed INTA Minor, like the existing INTA Major, is based on the idea that the growing intensity and
complexity of interactions among people around the world makes global awareness an essential component
of any higher education curriculum in the 21st century. Greater understanding of the range of the world’s
societies and political systems, and of the historical patterns of their interactions, will help students develop
an appreciation for diversity and the critical thinking skills to address contemporary international problems.
This outlook and these skills are essential components of responsible citizenship in today’s world. A solid
grounding in international affairs will also enhance employment opportunities in today’s competitive global
market.
Globalization has been described as a kind of “time-space compression,” and students need to be able to
reflect on their role (and the position of the United States) in this changing world. The intent of this program
is to bring together some of the tools and knowledge base of the major social sciences and related disciplines
Miller, New Program Guidelines
Sept. 09
New Program Guidelines
2
to help students develop their understanding of international affairs.
The core of the INTA Minor, a reduced version of the INTA Major, will include required courses in relevant
aspects of political science: a) comparative politics, to understand systems and patterns of domestic politics
within nation-states representing diverse world regions; and b) international politics, to understand the
interactions between states and other forces operating above the level of individual nation-states. Beyond
this core, students will choose between two tracks of further specialization: Cognate Option A includes a
selection of courses from various disciplines, including the social sciences and a foreign language, designed
for students who want a broad understanding of international affairs that will prepare them for either
graduate studies or work in the international arena. Cognate Option B includes an additional set of courses
to develop foreign language proficiency, and is designed for those students whose careers will eventually
include diplomacy or international service or other applied work abroad.
2. Goals and objectives:
In implementing the general philosophy and intent described above, the program’s specific goals and
objectives include the following:
a) Expand students’ substantive empirical knowledge about conditions and events that have shaped the
lives of peoples in diverse societies around the world;
b) Develop conceptual and methodological tools that will help students analyze and understand patterns
and trends within and among nation-states and other international actors;
c) Foster an awareness and appreciation of the social, cultural, and other dimensions of diversity in a
global society, and a critical understanding of the sources and problems of intolerance;
d) Provide an interdisciplinary view of global issues to prepare students to deal with the multifaceted
challenges of global interconnectedness;
e) Develop skills in political and policy analysis regarding international issues and challenges;
f) Develop skills and outlook necessary to understanding issues of economic and business management
and political leadership in a global context;
g) Prepare students for global decision making grounded on a solid foundation in history;
h) Offer students the valuable opportunity to expose themselves to multiple cultures, for example, by
acquiring foreign language skills or by in-depth study of diverse cultures and peoples;
i) Develop an understanding of historical and social processes behind the formation of nation-states,
international organizations, and conflict/conflict-resolution in the global arena;
j) Promote awareness of regional variation and fundamental geographic realities.
Miller, New Program Guidelines
Sept. 09
New Program Guidelines
3
3. Relation of goals and objectives to the professional community in the area of study:
a) Students will be given the fundamental tools (such as research ability, concepts, and policy analysis)
necessary for complementing their related majors, expanding their career options, or giving them the
option to enter graduate programs in international affairs and area studies, as well as in related
disciplines, at the masters level and beyond;
b) Students will develop skills (such as cultural sensitivity, cross-cultural communication, diplomacy,
comparative and international political analysis) necessary to pursue careers as successful scholars and
practitioners in the community of international affairs specialists;
c) Students will be exposed to, and have the opportunity to participate in, the leading professional
organizations that work to advance knowledge, understanding, and appreciation of a diverse world.
4. Relation of program goals and objectives to department, college, and divisional goals:
a) This interdisciplinary program responds to strong and growing student demand in the departments that
constitute the INTA Major. It also responds to increased interest in internationally-oriented study and
in a degree that enhances students’ career prospects in the international arena.
b) This program builds on the opportunity created by the General Education curriculum, with its renewed
focus on internationally-oriented study. It facilitates the implementation of the varied international
general education requirements (e.g., “Perspectives on a Diverse World/Global Awareness”). It also
reinforces, through the experience of co-curricular activities (such as the EMU Model United Nations
program), the General Education goal of improving self and well-being by learning beyond the
classroom.
c) The program directly reflects current goals of the departments, college, and division by fostering a
strong foundation in theoretical underpinnings that are then manifested in applied knowledge. The
contributing departments have been consulted on the composition of the proposed INTA Minor.
d) The program synthesizes current course offerings into a coordinated and structured significant
teaching and learning environment that draws on highly qualified and experienced interdisciplinary
faculty.
B. Program:
There are no new or revised courses currently in this program. Building on the existing INTA Major, this is
an interdisciplinary minor that will be housed in and administered by the Political Science Department. The
required courses are reduced from 4 in the major to 2 in the minor. The restricted electives are reduced from
5 in the major to 2 in the minor. The unrestricted electives are similar to those in the major, with the addition
of 3 elective courses in International Business, reflecting demand from some IB majors for a complementary
interdisciplinary minor; and the total number of unrestricted electives is reduced from 8 in the major to 3 in
the minor. As with the major, students would have the option to choose all 3 of those electives in a foreign
language if they choose the foreign language track. All current courses, and the program of study, are
detailed below.
Miller, New Program Guidelines
Sept. 09
New Program Guidelines
4
Proposed International Affairs Undergraduate Minor
Department of Political Science
7 courses, 21 – 24 hours (depending on Cognate selection)
This curriculum provides students with an opportunity to develop an understanding of both area and global
issues. It is intended to prepare students for participation in a global society, including work with
government, business, and non-governmental organizations. It is intended for students who are interested in
diplomacy, international affairs, and international service.
There are two tracks within this minor: Cognate Option A does not have a foreign language requirement
and is directed to students who are either already proficient in a foreign language or who anticipate
employment in which such proficiency is not expected. Cognate Option B includes a foreign language
requirement and is strongly recommended for individuals who are seeking work outside the United States or
work in which some familiarity with a foreign language may be an asset, such as employment with the
foreign service.
Required Courses (2 courses, 6 hours)
PLSC 211, Introduction to Comparative Government (Gen Ed Area III)
PLSC 212, Introduction to International Politics (Gen Ed Area IV)
Comparative Politics Courses (1 course, 3 hours)
PLSC 308, Political Violence and Revolutions
PLSC 311, Politics of the Developing World
PLSC 354, Government and Politics of Canada
PLSC 355, European Politics
PLSC 361, Russian Politics
PLSC 367, Latin American Politics
PLSC 371, Middle East Politics
PLSC 372, African Politics
PLSC 374, Asian Politics
International Politics Courses (1 course, 3 hours)
PLSC 341, International Law
PLSC 342, International Organizations
PLSC 343, Model United Nations (Gen Ed Area V LBC) (prerequisite: PLSC 211 or 212)
PLSC 345, War and Peace in the Nuclear Age
PLSC 346, International Political Economy
PLSC 390, Poverty, Human Rights and Health (Gen Ed Area III)
PLSC 391, Field Study: Global Experience – Poverty, Human Rights and Health
(prerequisite: PLSC 390)
PLSC 462, Russian Foreign Relations
PLSC 467, Advanced International Relations
(prerequisite: PLSC 212)
Cognate Option A (3 courses, 9 hours)
Students will select courses from at least two disciplines from an approved list of courses in History,
Economics, Anthropology, Geography, Africology & African American Studies, World Languages, and
International Business. If a foreign language is selected, students will consult with a World Languages
advisor to select an appropriate sequence of classes.
Miller, New Program Guidelines
Sept. 09
New Program Guidelines
5
Cognate Option B (Foreign Language Proficiency, 3 courses, 9-12 hours)
Students will take an appropriate sequence of courses in a foreign language – French, German, Spanish,
Japanese, or Chinese (9-12 hours). Students will consult with a World Languages advisor to select an
appropriate sequence of classes.
In total, the minor requires 21 hours (Cognate Option A) or 21-24 hours (Cognate Option B, which
may include more hours due to the language labs attached to some courses). This compares to 61-64 credit
hours for the existing INTA Major.
Cognate Courses
Africology & African American Studies
AAS 311, The African Diaspora
AAS 313, Contemporary Africa: The Struggle and Prospects for Development
International Economics Perspective (approved 10/04/2006)
ECON 201, Principles of Macroeconomics
(prerequisite: Level 3 math placement or equiv)
ECON 202, Principles of Microeconomics
(prerequisite: ECON 201)
ECON 301 Intermediate Macroeconomic Analysis (prerequisite: ECON 201/202 and either MATH 105,
118, 119 or 120)
ECON 302, Intermediate Microeconomic Analysis (prerequisite: ECON 202 and either MATH
105, 118, 119 or 120) ECON 370, Comparative Economic Systems
(prerequisite: one 100-, 200- or 300-level course in
economics)
ECON 385, Economic Development
(prerequisite: one 100-, 200- or 300-level
course in economics)
ECON 480W, International Economics
(prerequisite: ECON 202 or equiv)
International Historical Perspective (approved 10/25/2006)
Students should select only one of the following 100-level classes:
History 103, Twentieth Century Civilization
History 110, World History Since 1500
After one 100-level class, students may select from the following:
History 316, History and Geography of Modern Europe
History 333, Europe since 1919
History 339, Arab-Israeli Conflict
History 341, The Middle East, 1798 to Present
History 342, North Africa, 1798 to Present
History 344, Russia since 1855
History 347, Sub-Saharan Africa to 1885
History 348, 20th Century Africa
History 349, South Africa, 1500-Present
History 350, History of Canada
History 356, Latin America: National Period
History 375, Modern India
History 426, The United States from 1963 to the Present
Miller, New Program Guidelines
Sept. 09
6
New Program Guidelines
History 442, Modern China
History 443, Modern Japan
History 456, Europe since 1945
History 461, Foreign Relations of the United States
International Social/Cultural Perspective
ANTH 135, Introduction to Cultural Anthropology
ANTH 233, Peoples and Cultures of Mexico ANTH 236, Peoples and Cultures of Africa ANTH 248, Peoples and Cultures of the Pacific ANTH 336, Social and Cultural Change
ANTH 385, Culture of Japan
(prerequisite: ANTH 135) (prerequisite: ANTH 135) (prerequisite: ANTH 135) (prerequisite: ANTH 135 or SOCL 105) (prerequisite: ANTH 135 or permission)
International Geography
GEOG 107, Introduction to Geography
GEOG 110, World Regions
GEOG 111, Regions and Resources
(prerequisite: GEOG 110)
GEOG 235, Economic Geography
GEOG 314W, Geography of Russia and Neighboring States (prerequisite: GEOG 110)
GEOG 316, History and Geography of Modern Europe
(prerequisite: GEOG 110 and one of
HIST101/102/103) GEOG 318, Geography of Asia
(prerequisite: GEOG 110)
GEOG 319, Geography of Europe
(prerequisite: GEOG 110)
GEOG 321, Geography of Latin America
(prerequisite: ESSC 108)
GEOG 322, Geography of Africa
(prerequisite: GEOG 110)
International Business (COB)
IB 210. Fundamentals of Global Business (3 credits; full semester)
IB 370. International Business Ethics (1.5 credits; half semester); plus
IB 375. "Doing Business In..." seminars (1.5 credits; half semester)
NOTE: To count toward the INTA Minor, IB 370 and IB 375 would both have to be taken, for a total of 3
credit hours)
C. Admission:
1. There are no special admission requirements beyond those specified for admission to the university.
2. There are no provisions for conditional admission to the program.
D. Projections:
1. If approved, all resources and courses are in place to begin immediately in the semester following
approval.
2. We project an initial enrollment in the INTA Minor of 5 students for the first year, and 10 additional
students enrolled per year during the subsequent two years. The average number of graduates with this
minor once the program is established is estimated at 5-10 per year.
Miller, New Program Guidelines
Sept. 09
New Program Guidelines
7
3. Additional new courses that may be added in the next three to five years could include Politics of the
European Union, Human Security, International Relations of Asia, and International Environmental Issues.
Participating departments may submit additional course proposals based on their specific student demand
and need. No additional resources would be needed for these courses.
4. The courses included in item B above will continue to be offered in their current course rotation schedule,
since this is an interdisciplinary minor.
E. Other Pertinent Information:
N/A.
II. Justification/Rationale.
A. Evidence that there is a demand for the proposed program:
A strong need has been building for educational programs in International Affairs, as foreshadowed by the
remarks twenty years ago of U.S. Secretary of Education Richard Riley:
I strongly believe that the growth of democracy, economic prosperity and economic stability
throughout the world is linked to the advance of education. This is one of the strongest
reasons why the United States should have an active and strong international education
agenda. Education and democracy go hand in hand
http://www.aacc.nche.edu/Content/NavigationMenu/ResourceCenter/Services/International/T
he_Growing_Importance_of_International_Education.htm).
Global education is clearly on the national agenda, and EMU needs to have a curriculum that is relevant to
the changing needs of our society.
At a societal level, we cannot afford to overlook the need to offer future generations of students the global
perspectives they need for the future. The Association of International Educators (NAFSA), in its 2003
report “Securing America’s Future: Global Education for a Global Age,” observed:
The challenges of the new millennium are unquestionably global in nature. This reality
imposes a new and urgent demand on Americans, one this country has been all too quick to
ignore: international knowledge and skills are imperative for the future security and
competitiveness of the United States. The rhetoric of a decade attests to the widespread
recognition of this fundamental truth, yet concrete steps to fulfill this need have been few. . . .
We strongly believe that the events of September 11, 2001, constituted a wake-up call–a
warning that America’s ignorance of the world is now a national liability. Americans in
vastly greater numbers must devote a substantive portion of their education to gaining an
understanding of other countries, regions, languages, and cultures
(http://www.nafsa.org/public_policy.sec/public_policy_document/study_abroad_1/securing_a
merica_s_future).
There is a strong national consensus on the need for international education. For example, survey research
shows that 94% of the American public understands that part of preparing for a more global society is
learning about cultures from around the world; 92% agree that knowledge of foreign languages enhances job
competitiveness; and 90% believe it is important that future generations have the skills and knowledge
Miller, New Program Guidelines
Sept. 09
8
New Program Guidelines
needed for an interconnected world
(http://www.nafsa.org/public_policy.sec/public_policy_document/international_education_6/americans_call
_for_leadership).
Michigan and other Rustbelt states have been retooling their educational curricula to position graduating
students more adequately in the global economy, including enhanced education in foreign languages and
international studies, as reflected in the article “Managing Globalization: Reaching Out from the Rust Belt,”
International Herald Tribune, 19 April 2006 (http://www.iht.com/articles/2006/04/18/business/glob19.php).
EMU needs to be positioned to be part of this effort.
The state of Michigan is currently truly unprepared to meet the new demands of 21st century skills to assure
workforce competitiveness and educational excellence. Michigan needs a workforce that is internationally
literate in order to participate in the global economy. A large number of international firms operate in
Michigan. Their most critical language needs are French, German, Japanese, Spanish, Arabic, and Chinese
(http://www.actfl.org/files/public/Superintendent.letter12.04.05.pdf ).
Students preparing to enter today’s job market will find it increasingly internationalized. Some 12 million
jobs in the U.S. are supported by our nation’s export economy, and 20% of Michigan firms are exporters
(http://www.jym.wayne.edu/germanbridge/whygermaninmichigan.html ).
Another important reason to continue internationalizing the curriculum is that research has shown that this is
essential for “providing an academic environment that supports the diverse cultural learning needs of
international students,” who are an important component of the student population
.(http://web.uvic.ca/~sherriw/)
As an indicator of student demand, the INTA Major, now in its fifth year in 2013, has 82 majors. Recent
enrollment in comparative government and international relations courses in the Political Science
Department was strong:
Enrollment in PLSC Courses in Comparative/International Politics*
2009-10
2010-11
2011-12
2012-13
Fall
325
304
335
377
Winter
372
350
393
382
83
98
45
780
752
773
Spring/Summer
TOTAL
*Totals for PLSC 211, 212, 222 (=345), 308, 311, 327, 341, 342, 343/344, 345, 346, 361, 367, 371, 372,
374, 379 (=346), 390, 391, 467.
The National Association of International Educators (NAFSA) strongly supports any efforts to ensure that
the next generation of Americans is ready for life and leadership in the global age. They have supported, the
Senator Paul Simon Study Abroad Foundation Act, which has been reintroduced by Senator Richard Durbin
and would provide funds for up to one million college students to study abroad every year for the next ten
Miller, New Program Guidelines
Sept. 09
New Program Guidelines
9
years. EMU must be ready to take advantage of such expanding opportunities and challenges
(http://www.nafsa.org).
B. Similar programs that exist in Michigan/need for an additional program in the field:
Other international studies program at Michigan universities include the following:
-University of Michigan-Ann Arbor (International Studies concentration and minor)
http://www.ii.umich.edu/pics/academics/internationalstudiesprogram
-University of Michigan-Dearborn (International Studies major)
http://www.umd.umich.edu/fileadmin/template/emsl/files/Academic_Programs/internationalstudies2.pdf
-Michigan State University (International Studies major)
http://jmc.msu.edu/major/ir/
-Wayne State University (International Studies co-major and minor)
http://www.clas.wayne.edu/internationalstudies/
-Western Michigan University (Global & International Studies major and minor)
http://international.wmich.edu/content/view/149/44/
-Central Michigan University (Political Science Major with International Relations/Comparative Politics
Concentration)
http://www.cmich.edu/academics/humanities_social_behavioral_sciences/CHSBSDepartments/CHSBSPoliti
calScience/CHSBSPOLISCIUndergraduatePrograms/Pages/default.aspx
-Oakland University (International Studies major and minor with regional concentrations)
http://www.oakland.edu/www/oakland.edu/cip/programs
Most EMU students come from southeast Michigan/northern Ohio. This program is providing additional
curricular opportunities to students already admitted to EMU, filling a large hole in our existing curriculum.
Other universities in the state have programs in this interdisciplinary field. Although we are not directly
competing with them for students, we need to remain current by offering relevant curricula for EMU
students. This is a good retention tool for EMU so that we do not lose students interested in international
affairs to other Michigan universities.
This program would also help attract more international students to EMU, which would further broaden our
domestic students’ exposure to diverse cultures and perspectives.
C. Evidence of support for the proposed program from within and outside the University:
D. Program Delivery Plan:
Since all courses included in this minor are existing courses, they will continue to be delivered in their
current format and schedule.
Miller, New Program Guidelines
Sept. 09
New Program Guidelines
10
E. Additional justification:
This minor will serve the regional needs of southeast Michigan at lower cost to students than other
universities.
III. Preparedness
A. Qualifications of the faculty:
The INTA Minor will be composed of existing courses, staffed by current faculty from Political Science,
History, Anthropology, Economics, Geography, Africology & African American Studies, World Languages,
and International Business. Each of these departments has highly qualified faculty and course offerings in
international and area studies.
The Department of Political Science, which will house the new minor (where the INTA Major is already
housed), includes faculty with specialization in international and comparative politics:
•
•
•
•
•
Volker Krause (International Politics, International Security, International Organization)
Judith Kullberg (International Politics, Comparative Politics, Russia/former Soviet Union)
Lisa Laverty, full-time lecturer (Comparative Politics, International Politics, Europe)
Nitya Singh (International Politics/Political Economy, Comparative Politics, Asia)
Richard Stahler-Sholk (Comparative Politics, Latin America, International Politics)
(Abbreviated vitas of the regular faculty are appended at the end of this proposal.)
B. Library resources:
Since the inauguration of this program will not initially involve any new courses, there is no new demand on
library resources. However, it would be desirable to anticipate an expansion of internationally-oriented
courses, and to consider supplementing existing library resources at an early phase with some additional
reference works and video materials relevant to international affairs.
C. Adequacy of existing facilities:
The courses in this program at this point are all existing courses, taught in our existing facilities.
D. Adequacy of supportive courses, faculty, and equipment outside of the department:
As enrollments in this new minor expand, the contributing departments may need to consider additional
hiring needs for faculty specializing in international affairs. The Political Science Department, for example,
requested authorization to replace a Middle East Politics specialist who retired. While this request was
ranked #8 by the College of Arts & Sciences, and the hiring was not authorized at the University level for
2012-13, it remains a high priority.
Miller, New Program Guidelines
Sept. 09
New Program Guidelines
11
E. Plan for marketing the proposed program and recruiting students:
1. Once the minor is approved, print and electronic flyers will be prepared and given to faculty in
each of the participating departments with a request that they publicize it among their students.
2. The flyers will also be provided for use in EMU recruitment activities such as Explore
Eastern.
3. The international/comparative faculty in Political Science (the home department for this
minor and for the existing INTA Major) will contact University Communications as well as
the Eastern Echo, to provide information about this new minor that can be disseminated to the
campus community.
4. Information about the minor will be provided to the Academic Programs Abroad Office,
Office of International Students, Office of Admissions, and other relevant campus offices and
programs.
5. When the INTA Major was approved in 2008, the Department of Political Science revised its
courses and successfully submitted proposals to the General Education/Course Vetting
Subcommittee, for several courses within the core of this major to count toward the
“Perspectives on a Diverse World/Global Awareness” requirement for General Education.
This has drawn more students into internationally-focused courses and introduced them to the
option of majoring in International Affairs, as well as generating demand for the proposed
minor.
F. Additional information:
N/A.
IV. Assessment
Assessment of the INTA Minor will be accomplished in several ways:
1. The Department of Political Science will monitor annual enrollment figures in the major as well as
the minor, to assess the impact of both programs on the EMU student body, and to evaluate
recruitment and retention strategies on an ongoing basis.
2. The Department of Political Science created a new International Affairs Committee that began
functioning in 2012-13. This committee periodically reviews the INTA Major and related matters
and makes appropriate recommendations to the Instructional Committee. The International Affairs
Committee also offers assessments to the PLSC Personnel & Finance Committee, in accordance with
the Department’s Department Evaluation Document, on tenure and promotion of PLSC faculty in the
comparative and international politics subfields.
3. The email addresses of International Affairs minors will be used to send them periodic information
and updates about the program. (There is already a listserv for the Major.) Students will also be
consulted periodically for their own evaluations and feedback while they are enrolled in International
Miller, New Program Guidelines
Sept. 09
New Program Guidelines
12
Affairs; and after graduation, to see how their studies have enhanced their ability to pursue careers
related to international affairs.
V. Program Costs
A. Faculty, lecturers or supportive staff required
Since this program is configured on the basis of existing courses within several departments, it can be
inaugurated without an immediate need for additional faculty. As student demand expands, the
contributing departments may want to reevaluate their needs for faculty and lecturers in international
affairs and related areas, in accordance with departmental priorities and possibilities.
B. Space or facilities required
All courses are currently listed in the catalog and can be taught in existing facilities.
C. Equipment required
(Same as item B. above.)
D. Assistantships/fellowships required
This is an undergraduate minor program. There is no anticipated need for additional
assistantships/fellowships.
E. Library resources required
The program initially will rely on the library resources currently available for the courses already
being taught. New course proposals will be submitted through the College Advisory Council (CAC),
so Library faculty will have an opportunity to consider additional resource needs in the future.
F. Marketing and recruiting costs
The activities described in item E. above do not involve any cost that would not be absorbed by the
participating departments and offices.
G. Other costs not covered above
N/A
H. Total of all financial requirements for implementation of proposed degree
0
I. Percentage of total cost to be borne by Continuing Education
N/A
Miller, New Program Guidelines
Sept. 09
13
New Program Guidelines
VI. Action of the Department/College
1. Department/School (Include the faculty votes signatures from all submitting departments/schools.)
Vote of faculty:
For
10
Against
0
(Enter the number of votes cast in each category.)
I support this proposal. The proposed program can
College or University resources.
Abstentions
0
be implemented without additional
Arnold Fleischmann
Department Head/School Director Signature
2/18/2013
Date
2. College/Graduate School (Include signatures from the deans of all submitting colleges.)
A. College.
I support this proposal. The proposed program can
College without additional University resources.
cannot
College Dean Signature
be implemented within the affected
Date
B. Graduate School (new graduate programs ONLY)
Graduate Dean Signature
Date
VII. Approval
Associate Vice-President for Academic Programming Signature
Date
VIII. Appendix: Vitae of Regular Faculty
CURRICULUM VITAE
VOLKER KRAUSE, Ph.D.
PROFESSIONAL EXPERIENCE:
Associate Professor with Tenure, Department of Political Science, Eastern Michigan University, Ypsilanti,
Michigan, since fall 2008
Assistant Professor, Department of Political Science, Eastern Michigan University, Ypsilanti, Michigan,
from fall 2005 to summer 2008
Assistant Professor, Department of Political Science, Northern Arizona University, Flagstaff, Arizona, from
fall 2000 to summer 2005; Promotion to Associate Professor with Tenure, 2005
Miller, New Program Guidelines
Sept. 09
New Program Guidelines
14
SELECTED PUBLICATIONS:
U. S. Public Policy in an International Context. New York: Pearson (With Zachary Smith), under contract,
revised manuscript completed in July 2012
Special issue of Journal of Peace Research, 2006, 43(4) (Co-edited with Christopher Sprecher)
“U. S. Domestic Politics and International Cooperation, 1953-1998.” International Politics, 2006, 43(5):620643 (With Susumu Suzuki and Richard Witmer)
“Causes of Civil War in Asia and Sub-Saharan Africa: A Comparison.” Social Science Quarterly, 2005,
86(1):160-177 (With Susumu Suzuki)
“Terrorism and the Kenyan Public.” Studies in Conflict & Terrorism, 2005, 28(2):99-112 (With Eric E.
Otenyo)
“Hazardous Weapons? Effects of Arms Transfers and Defense Pacts on Militarized Disputes, 1950-1995.”
International Interactions, 2004, 30(4):349-371
COURSES TAUGHT AT EMU:
PLSC 211: Introduction to Comparative Government (On Campus and Online)
PLSC 212: Introduction to International Politics (On Campus and Online)
PLSC 327: American Foreign Policy Process
PLSC 342: International Organization
PLSC 345 (previously PLSC 222): War and Peace in the Nuclear Age
PLSC 354: Canadian Politics
PLSC 379: Politics of Human Rights
PLSC 467: Advanced International Relations
Miller, New Program Guidelines
Sept. 09
15
New Program Guidelines
Judith S. Kullberg
Department of Political Science
Eastern Michigan University
601 Pray Harrold
Ypsilanti, MI 48197
Education
The University of Michigan, Ph.D. (1992)
Russian Language Program, Leningrad State University (1986)
Saginaw Valley State College, B.A., magnum cum laude, Political Science (1981)
Academic Positions Associate Professor, Department of Political Science, Eastern Michigan University (2007- present)
Faculty Associate, Center for Russian and East European Studies, University of Michigan (2007- present)
Visiting Professor and Fulbright Scholar, Department of International Relations, Samara State University,
Samara, Russian Federation (2007)
Assistant Professor, Department of Political Science, Eastern Michigan University (2004-2007).
Courses Taught:
Russian Politics, Russian Foreign Relations, Model United Nations, American Foreign Policy Process, European
Politics, “Poverty, Human Rights and Health,” Introduction to International Relations, Global Issues
Selected Publications
“Bringing Neuroscience into Political Science: The Caregiving System and Human Sociopolitical Evolution” in
Stephanie Brown, R. Michael Brown, and Louis A. Penner, eds. Moving Beyond Self-Interest: Perspectives from
Evolutionary Biology, Neuroscience, and the Social Sciences (Oxford: Oxford University Press, 2011).
“The Persistence of Postcommunist Elites,” in Larry Diamond, ed. Democracy After Communism (Baltimore:
Johns Hopkins University Press, 2002).
“Politics and Markets,” in William Zimmerman, The Russian People and Foreign Policy: Elites, Mass Publics,
and the Foreign Policy of the Russian Federation, 1993-99 (Princeton: Princeton University Press, 2002).
“Liberal Elites, Socialist Masses, and Problems of Russian Democracy,” World Politics 51 (April 1999), 323-358.
Recent Grants and Fellowships
Josephine Nevins Keal Fellowship, Eastern Michigan University (2011)
Summer Research Lab, US State Department Title VIII Grant, Russian, East European and Eurasian Center,
University of Illinois (June 2009)
Fulbright Scholar, Council for International Exchange of Scholars (August-January 2007)
Awards
Sabbatical Leave Award, Eastern Michigan University (2011-2012)
Miller, New Program Guidelines
Sept. 09
New Program Guidelines
Provost’s Research Award for New Faculty, Eastern Michigan University (2006)
Miller, New Program Guidelines
Sept. 09
16
17
New Program Guidelines
Nitya Singh
Assistant Professor, Department of Political Science
Eastern Michigan University, Ypsilanti, MI, 48197
Academic
Appointments
Education
Publications
Courses
Taught
§
Assistant Professor, Department of Political Science, Eastern Michigan University, 2010 –
Current.
§
Co-Director, India Study Abroad Program, Eastern Michigan University, 2011 – Current.
§
Faculty Advisor, Model United Nations Program, Eastern Michigan University, 2011 – Current.
§
Research Associate, The Center for the Study of Global Issues (GLOBIS), The University of
Georgia, 2009 – 2010.
§
Instructor, Teaching and Research Assistant, Department of International Affairs, The
University of Georgia, 2005 – 2009.
§
§
Ph.D. Political Science and International Affairs, The University of Georgia, U.S.A, 2010.
Dissertation: Globalization and Human Capital Formation: The Increasing Role of
Multinational Corporations in Influencing Higher Educational Policies of Developing
Countries.
§
M.B.A. (Post Graduate Diploma in Business Administration), K.J. Somaiya Institute of
Management Studies and Research, Mumbai, India, 2003.
§
M.A. Lucknow University, Lucknow, India, 2001.
§
B.A. Lucknow University, Lucknow, India, 1999.
§
Nitya Singh. 2012. “An Evaluation of India’s Foreign Policy Towards China.”
§
Nitya Singh. 2012 “The US-India Nuclear Deal of 2005: A Critical Analysis of the Rationale
Behind the Agreement.”
§
Nitya Singh. 2011. " Multinational Corporations and Sustenance of Authoritarianism."
§
Nitya Singh and Wootae Lee. 2011. "Survival from Economic Sanctions”
§
Nitya Singh. 2009. “The Potential For An Expanded Economic Relationship Between India And
Brazil.”
§
Nitya Singh. 2009. “Multinational Corporations and Their Impact on Educational Policies of a
State: The Case Study of India”.
§
Nitya Singh and Bhawani Singh. 2009 “Structural Deficiencies within the Indian Economy: Is
the Current Model of Economic Development Sustainable?”
§
Nitya Singh. 2009. “The Khan Proliferation Network: Intelligence Failure or Realpolitik.”
§
Nitya Singh. 2007. “Iran’s Quest for Nuclear Weapons Capability - The Proliferation Puzzle
Revisited.”
International Political Economy, Politics of Asia, Model United Nations, Study Abroad in India,
Introduction to International Relations/International Politics, Introduction to Comparative
Politics, Introduction to Global Issues/Global Politics, Introduction to Global Issues (Online).
Miller, New Program Guidelines
Sept. 09
18
New Program Guidelines
Richard Stahler-Sholk
Department of Political Science, Eastern Michigan University
Professor, 2008-present; Associate Professor, 2000-08; Assistant Professor, 1997-2000
- Courses currently taught: Introduction to Comparative Government; Politics of the Developing World; Latin
American Politics; Political Violence & Revolution; Model United Nations (co-taught); Poverty, Human
Rights, & Health (co-taught)
Ph.D.1990, M.A. 1981; Political Science - University of California, Berkeley
Subfields: Latin American area studies, Comparative Politics, International Relations
Recent publications:
Co-edited books:
- Luchas ‘muy otras’: Zapatismo, autonomía, y las comunidades indígenas de Chiapas. (Co-edited with Bruno
Baronnet & Mariana Mora Bayo.) Mexico City: Universidad Autónoma Metropolitana-Xochimilco, Centro de
Investigaciones y Estudios Superiores en Antropología Social, Universidad Autónoma de Chiapas (UAM-X, CIESAS,
UNACH), 2011.
- Latin American Social Movements in the 21st Century: Resistance, Power and Democracy. (Co-edited with Harry E.
Vanden & Glen David Kuecker.) Lanham, MD: Rowman & Littlefield, 2008.
Articles:
- “A Second Look at Latin American Social Movements: Globalizing Resistance to the Neoliberal Paradigm” (with
Harry E. Vanden), editors’ introduction to special issue, Latin American Perspectives, 38(1), Jan. 2011.
- “The Zapatista Social Movement: Innovation and Sustainability,” Alternatives, 35(3), Jul.-Sept. 2010.
- “Resisting Neoliberal Homogenization: The Zapatista Autonomy Movement,” Latin American Perspectives, 34(2),
Mar. 2007.
- “Globalization and Social Movement Resistance: The Zapatista Rebellion in Chiapas, Mexico,” New Political
Science, 23(4), December 2001.
Book Chapters:
- “Revolution.” In James Wright, ed., International Encyclopedia of the Social & Behavioral Sciences, 2nd ed.
Oxford: Elsevier, forthcoming 2013.
- “Autonomy and Resistance in Chiapas.” In Teo Ballvé and Vijay Prashad, eds. Dispatches from Latin America: On
the Frontlines against Neoliberalism. Cambridge, MA: South End Press, 2006.
- “Government and Politics: Central America.” Handbook of Latin American Studies, Vol. 61. Washington, D.C.:
Library of Congress, 2006.
- “Mexico: The Zapatista Rebellion in Chiapas.” In Joseph R. Rudolph, Jr., ed. Encyclopedia of Modern Ethnic
Conflicts. Westport, CT: Greenwood Press, 2003.
Other professional experience:
- Associate Editor, 1997-present; Participating Editor, 1996-97 - Latin American Perspectives
- Board of Directors, 2009-present - International Service for Peace/Servicio Internacional para la Paz (SIPAZ).
Human rights organization based in Chiapas, Mexico.
Miller, New Program Guidelines
Sept. 09
19
New Program Guidelines
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
GUIDELINES FOR SUBMITTING PROPOSALS FOR NEW PROGRAMS
Note: Departments intending to submit proposals for new programs are encouraged to consult with the
Course and Program Development Office and, if appropriate, the Graduate School prior to submitting such
proposals.
I. Description. This section is designed to provide information regarding the proposed program. Any pertinent information
beyond that covered in the following should also be included.
A. Goals, Objectives, Student Learning Outcomes
1. State the general philosophy and intent of the proposed program.
2. List the goals, objectives, and student learning outcomes as specifically as possible. These should be stated in
such a way as to facilitate assessment of whether or not they are being met.
3. How do stated goals, objectives, and student learning outcomes reflect current departmental/school, college and
divisional goals and university strategic planning directions?
B. Program
1. List all current courses included in the program, and indicate whether they will be required, restricted electives
or electives. Include syllabi for all such courses as an appendix.. All courses should implement program goals,
objectives, and student learning outcomes.
2. List all new and revised courses that will be needed for the program. A Request for a New Course or Request for
Course Revision form should be completed for each one and included as an appendix. All courses should implement
program goals, objectives, and student learning outcomes.
3. Describe the Program Delivery Plan, i.e. whether it will be offered on or off campus, on line, evenings and/or
Saturdays. If courses are to be offered on Saturday, on line or off campus, include evidence of support from
Continuing Education as an appendix.
4. Outline a typical program of study a student would follow in completing the program.
Interdisciplinary programs only:
5. In which department/school or college will the program be administered? If more than one department/school or
college will be participating in the program, provide evidence of support from all participating departments/schools
and/or colleges.
Undergraduate programs only:
6. Indicate the minimum number of total credit hours that students completing the program should have taken by the
time they graduate.
Graduate programs only:
7. Indicate how the proposed program will assure graduate-level study (utilization of seminars, thesis, independent
study, courses open only to graduate students, etc.).
8. How will the program incorporate an adequate emphasis on research?
C. Admission
Undergraduate programs only:
1. Will there be admission requirements to the program beyond those required for admission to the University? If
so, what are they (e.g., admission to the College of Education or Business, GPA, national examinations, interviews,
letters of recommendation, etc.)?
Miller, New Program Guidelines
Sept. 09
New Program Guidelines
20
2. Will there be conditional admission to the program? If so, what requirements will be established that are different
from those of regular admission?
Graduate programs only:
1. What admission requirements will be established for the program (GPA, national examinations, interviews,
letters of recommendation, etc.)?
2. Will there be conditional admission to the program? If so, what requirements will be established that are
different from those of regular admission?
D. Projections
1. Project the number of students at initial enrollment, average number of students enrolled within three years,
average number of graduates per year once program is established, etc.
3. .Project scheduling needs and patterns for the next three to five years.
E. Other Pertinent Information
II. Justification/Rationale. This section is included to assure an adequate rationale for the proposed program. Any
additional justification for the program beyond that covered in the following items should also be included.
A. Present evidence that there is a demand for the proposed program. This should include an indication of professional and
societal need, as well as student interest. (Include any market analysis and/or needs assessment as an appendix.)
B. Indicate whether there any similar programs in Michigan. If so, how is the proposed program unique? Why is there a
need for an additional program in the field?
C. Present evidence of support for the proposed program from within and outside the University. (Letters and other
supporting documents should be included as an appendix.)
D. Additional justification (if appropriate).
III. Preparedness. This section attempts to determine the institution’s ability to mount a program of the type proposed. Any
information beyond that covered by the following questions should also be included.
A. Describe the qualifications of the faculty who will be involved in the proposed program. (Proposals for new graduate
majors should include an abbreviated faculty vita for each individual as an appendix.)
B. (Note: Proposals for new programs must include this information.) Describe current library resources and analyze
the adequacy of these resources for the proposed program. Include such items as books, journals, indexes, electronic
resources (databases, etc.), multimedia (instructional videos, CDs, etc.) and microforms. If additional library holdings will
be needed in the next three to five years, provide a plan for acquiring them.
C. Analyze the adequacy of existing facilities, laboratories, or other physical equipment applicable to the proposed program.
D. Determine the adequacy of supportive courses, faculty, and equipment outside of the department that may be important to
the program (e.g., cognate courses, research assistance, computer services, facilities controlled by other
departments/schools or colleges, etc.).
E. Outline a plan for marketing the proposed program and recruiting students into it.
F. Additional information (if appropriate).
IV. Assessment. Provide a plan for assessing the quality of the program, and a schedule for this assessment. The
plan should assure the inclusion of objective data to determine the degree of success in reaching stated goals, objectives, and
student learning outcomes..
V. Program Costs. This section attempts to establish the extent of additional funding required if the program is approved.
A.
B.
C.
D.
E.
F.
G.
Faculty, lecturers or supportive staff required (type, level, and approximate cost).
Space or facilities required (type and approximate cost).
Equipment required (type and approximate cost).
Assistantships/fellowships required (number and approximate cost).
Library resources required (type and approximate cost of both minimal and appropriate library resources).
Marketing and recruiting costs
Other costs not covered above (type and approximate cost).
Miller, New Program Guidelines
Sept. 09
New Program Guidelines
21
H. Total of all financial requirements for implementation of proposed degree.
I. Percentage of total cost to be borne by Continuing Education. (Provide evidence of Continuing Education’s willingness
to bear these costs).
Miller, New Program Guidelines
Sept. 09