Off-Campus Programs Committee Report:
Academic Senate Proposal
March 10, 2015
Description and History
The Westmont in Istanbul program was launched in spring 2012 as a pilot program in a
four-year trial period. During that trial period, the program would be offered twice, and a
decision would be made as to its continuance as a regular offering in Westmont’s offcampus programs.
The program will be operating in Spring 2016. This report first came to Academic Senate
in April 2014. The following was noted in the Academic Senate minutes from that meeting:
Cynthia gave an overview of the recent evaluation of the Istanbul program. The evaluation
consisted of Cynthia Toms, Barbara Pointer, Mark Sargent and President Beebe. Cynthia and
Barbara aided in the analysis of the leaders and student experiences. President Beebe and
Mark completed the on-site visit. The review was done this spring to give the current leaders
time to enter into the job market if we decided not to continue the program.
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Mark spent time describing his experience reviewing the program on site. He had a very
positive experience. He was pleased with the level of engagement our students had with other
Turkish students and the community. It was evident that the program leaders had modified
the program for their second trip in light of what they learned from their first trip. There was
a level of sophistication present in the holistic vision that the leaders had for the program. In
the end, he was more positive about the program after his visit than before.
Senators wondered what Senates role should be in these discussions. It was decided that
Senate’s role was one of evaluating the programs fit for the college not one of evaluating
staffing for the program. Senators commented that it seemed difficult to evaluate the
program when the report does not focus on the details of the program that would exist
without the current staffing.
Cynthia will bring back a revised report with more curricular details on the program and
allow Senate to vote on the curricular portion of the program only. The program will then be
moved to the full faculty for a vote with Senates opinion on the curricular aspects.
In general Senate is in favor of the program. They would like to see more details on the
curricular aspects of the program but feel good about the direction that the program is
going.
This report represents reflection on the review following a fully developed Off-Campus
Program Review protocol approved by Senate in November, 2014.
Attached Documents include:
1. Program Overview, including history of inception, choice of location, and rationale
for major program components (e.g., resident component, travel itinerary,
community engagement, etc).
2. Program Faculty Self-Report
3. Curriculum and General Education Designation
4. Course and Program Evaluation Summaries
5. Site Visit Reflections
1. Program Overview:
The introduction of the Westmont in Istanbul Program has been met with marked success.
Student evaluations and comments demonstrate positive learning outcomes and overall
satisfaction in the Spring 2012 program and the Fall 2013 Orientation course.
Additionally, administration and faculty colleagues continue to demonstrate enthusiastic
support of the program. The program has a stable enrollment and has met budgetary
expectations. Furthermore, the program contributes a significant new opportunity for
Westmont College to cultivate, “thoughtful scholars, grateful servants and faithful leaders
for global engagement with the academy, church and world.
The site for this program was selected by a team of faculty in 2011. Istanbul is replete with
remarkable buildings, some of the greatest of their kind on the planet – which is perhaps
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not surprising for the most important city on earth for a millennium. Group and individual
tours are supplemented by research on the substantive subject:
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The strategic location – Bosphorus Cruise
Sufism -- The Sema (sufi dhikr)
Byzantine Politics – Aya Sophia
Ottoman Politics – Topkapi Palace
Islamic art and architecture – Sulemanya Mosque
Trade, economics and business - Grand Bazaar
Early Christianity -- Chora Church
The itinerary selected represents considerations for educational pedagogy and risk
management:
Jan 12--fly to Istanbul
Jan 14--orientation
Jan 15-Jan 24: intensive Turkish language study
Jan 27-Feb 4: travel to Diyarbakir and Mardin, SE Turkey
Feb 4-Mar 24: Yeditepe (Istanbul)
Mar 25-Apr 8: Jordan
Apr 8-Apr 20: Israel/Jerusalem
Apr 20-May 1: Bethlehem
May 1: Tel Aviv to LAX
Although a sustainable future will require continued focus, strategic improvements, and
continually effective leadership on behalf of program faculty, we are confident that
Westmont in Istanbul will continue to respond to the signs of the times by offering
distinctive and pioneering opportunities for students. Please accept these
recommendations and commendations along with overall suggestions as part of the
continuous improvement process.
2. Faculty Self Report
What do you see as the primary strengths of the program and where do you see areas for
future improvement?
Strengths:
Location: we essentially have a resident program for 3 months in the magnificent city of
Istanbul and a month out of country to help students place Turkey within a larger
regional context. The spine of the semester is the 7 weeks that students spend at
Yeditepe University, where they experience some measure of normalcy of life as a
student in a Turkish campus context.
Reinforcement of experiential and academic learning: Students spend three full days a
week in classes studying Turkish language, Islam, roots of Christianity, and modern
Turkey. A majority of all the inputs are from Turks. In addition we have an extensive
program of academic rather than touristic site visits and students are given each
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weekend free to explore the sites on their own. We also allocate one day each week for
community engagement, both as an opportunity for achieving our “benign footprint”
goal and as an expression of experiential learning for students.
Future Improvements:
We would like to develop our personal and institutional relationships with Yeditepe
faculty and administration.
We would also like to consider the pros and cons of spending the entire 4 months in
Turkey.
What specific ways have the orientation course helped students to better engage the
experience in Turkey? Likewise, how does the re-entry course help students apply and
continue their learning?
Orientation Class
a. It enables us as leaders to articulate the vision and values for the 18 month arc
which orientation/in country/re-entry comprises. We believe students can
consider and absorb these more effectively when given the added time to do so
and without all the distractions they will encounter once in country.
b. Orientation allows us to introduce many of the key subjects of study and
learning such as Islam, Orthodoxy, contemporary politics, recent history, and
community engagement.
c. It permits the cohort to form and for leaders and students to get to know each
other. The mutual trust thus created is an enormous boost so that the first
month in country is not spent getting acquainted.
Re-entry Class
a. The focus for re-entry is formation and vocation, recognizing the synergy
between these two. The fourth over arching goal of the program is to enhance
the ability of students to contribute positively to their home communities upon
their return. The re-entry class is an excellent opportunity for reflecting on and
encouraging this. This will include introducing and encouraging spiritual
formation practices.
Now that the program has a foothold in Istanbul and you have lived for a time in the
region, what do you perceive as the most effective ways of ensuring students’ immersion
in the culture? Feel free to mention specific Turkish organizations and partners that
would help create the immersion opportunities for students.
We are looking to facilitate engagement between our students and host nationals
throughout our program.
While in Istanbul, the principal means of achieving this are:
a. having students resident in university dorms and living on a campus of an
English speaking Turkish university;
b. community engagement projects with the Turkish Bible society, IIMP, Hasat
theological education by extension, and the Armenian girls’ home;
c. studying Turkish as a complete semester course;
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d. encouraging students to attend local churches;
e. having three of the four semester courses taught by nationals while we as
leaders facilitate discussion, debriefing, and carry out all grading and
assessment.
3. Site Visit Team consisted of:
Academic Representative: Mark Sargent
Executive Representative: Gayle Beebe
Student Life representative (Tim Wilson did not travel due to a last minute back
injury)
General Assessment
Commendations
 Efforts made to enhance the learning experience through orientation and re-entry
classes have made a commendable mark on the program. Students are familiar
with key subjects of study and learning such as Islam, Orthodoxy, contemporary
politics, and history before they enter the community. This is reflected in the
learning outcomes by students and the overall evaluations.
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The use of student life coordinators (RA’s) has been a visionary and insightful
method for student spiritual formation and peer mentorship. This is not only a
strategic method for faculty sustainability, the role of the coordinators gives a
sense of security while students live in the dorms.
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Student evaluations and overall feedback demonstrate that the quality of faculty
instruction is strong. Students reported great gains in learning and spiritual
formation.
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Program faculty have utilized the partnership with Yeditepe University, local
faculty, and guest lecturers providing Turkish perspectives.
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Program directors demonstrate careful and holistic planning for the overall
educational plan, including how the classroom, experiential learning, travel and
spiritual formation fit together with coherence with Westmont College’s mission
and vision for student development and education.
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Community engagement partnerships have been forged to allow students
opportunities for service learning. This partnership has been established in
conjunction with co-curricular entities (Emmaus Road) at Westmont College. This
partnership not only allows students opportunities for community engagement and
service, it also enriches the home campus environment and on-going partnership
between the Yeditepe community and Westmont College.
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Program directors are to be commended for enhancement and improvement the
program based on feedback from the first year. This is demonstrated in their ability
to network and interact with officials and faculty at the host institution.
Recommendations
 We recommend that the Westmont in Istanbul program continue as a regular
spring offering at Westmont College. The program will be offered every other
spring semester, beginning with Spring 2016.
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We recommend retaining the current program faculty and staff model.
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The Middle East in general and Turkey in particular are part of an ever-evolving
social landscape. Given the need to review both Egypt and Southeastern Turkey
(Mardin) as a potential travel sites, the college would like to establish a consistent
route for future programs to ensure risk management and on-going safety for our
students, faculty, and institution.
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It is commendable that the program leaders have found ways to make Turkish
language study available to students. Creating ways to support students language
development pre-trip and post-trip in Turkish or other languages as appropriate
should be further explored beyond the EFINST delivery. This includes ways to
cover the cost of follow up language study.
o The pre-trip language study (depending on its nature) could serve as a
recruiting tool for the program, serve to enhance the student experience
while on the program, and possibly serve as an addition to the GE program.
There also may be local instructors for the languages that could be hired as
adjuncts. Working with key stakeholders, such as the Modern Language
Faculty, the Office of Global Education, and the Provosts office will be
essential. In 2014 and 2015, financial support for follow up language came
from the Office of Global Education. In the future, we recommend that the
Westmont in Istanbul budget support this additional language study for at
most one semester and/or consider ways to make this opportunity available
to other Westmont students through the Provost Office budget.
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We recommend removal of program funds for any executive administrative visit.
This moves the program in line with other Westmont college programs.
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The Off Campus Programs Committee is very appreciative of the efforts that the
“Westmont in Istanbul” program directors have made with regards to the
development and running of a program that considers the carbon footprint of said
program. In truth, this is the ONLY Westmont-sponsored program that has ever
intentionally considered its environmental impact and made a direct effort to
mitigate its environmental impacts. While the committee commends the program
directors for seeking ways to run a more environmentally sustainable program, the
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question has arisen as to whether carbon offsets are really the best means to
mitigating the carbon footprint of this or any Westmont program. The committee
thinks that there might be better ways to mitigate the program’s carbon footprint
while enhancing directly the students’ understanding of their own responsibility in
mitigating the program’s carbon footprint.
For this reason, we recommend removing the funding for carbon credits. We
deeply appreciate the program’s effort and awareness toward environmental
stewardship. However, the OCP has taken a broader stance on environmental
sustainability of all programs. Please see attachment for suggested ways to improve
the current program’s carbon footprint.
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The review conducted in 2014 did not speak extensively to the curriculum of the
orientation or re-entry course for this program. However, the new template
adopted by the OCP Committee requires that it be examined carefully. In the near
future, the Academic Senate Review Committee will be examining all OCP
orientation and re-entry courses along with the OCP Committee. We recommend
that the Westmont in Istanbul program consider their courses in light of the
student learning objectives developed by the OCP Committee and Academic Senate
Committee.
o The OCP committee, in conjunction with the Academic Senate Review
Committee will develop criteria for graded versus pass/no credit program
courses (orientation and re-entry). This will allow all program directors to
choose the structure and requirements for students.
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Schedule: Review of Westmont in Istanbul
February to Current (March 2015)
The Westmont in Istanbul program was launched in spring 2012 as a pilot program in a
four-year trial period. During that trial period, the program would be offered twice, and a
decision would be made as to its continuance as a regular offering in Westmont’s offcampus programs. Since the program is now in its second iteration, we have chosen to
review the program during Spring 2014. Here are the principal features and the general
protocol for the review.
Purpose:
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To determine if the Westmont in Istanbul program should be continued as a
regular offering every other year in Westmont’s portfolio of global education
programs.
To offer suggestions for the refinement of the program, should the program be
continued.
Stages in the Review:
1. February 15-March 10: The Global Education Office, with the help of Bill Wright, wrote
a brief narrative (2-3 pages) about the origins of the program, compile data reflecting the
first two semesters, and gather student evaluations of the programs to date (i.e., the 2012
semester and the pre-trip class in fall 2013).
2. February 15-March 10: Heather Keaney and Jim Wright prepared a brief (2 pp.
maximum) responses to each of the following questions:
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What specific ways have the orientation course helped students to better engage
the experience in Turkey? Likewise, how does the re-entry course help students
apply and continue their learning?
What do you see as the primary strengths of the program and where do you see
areas for future improvement?
Now that the program has a foothold in Istanbul and you have lived for a time in
the region, what do you perceive as the most effective ways of ensuring students’
immersion in the culture? Feel free to mention specific Turkish organizations and
partners that would help create the immersion opportunities for students.
3. March 14-16: President Beebe and Mark Sargent visited to the program to conduct a
site visit. They read the materials in items 1 and 2 above. Their visit included, among
other opportunities, the following items:
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Attendance at two or three classes.
Conversations with current students, both in small groups and one-on-one, about
their academic and co-curricular experience.
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A guided tour of Istanbul led by students, largely to help us perceive how the city is
seen through students’ eyes.
Opportunities to meet with professionals from Yeditepe University (eg., language
instructor, risk management advisor) and other Turkish officials and partners.
Substantial time for conversation with Heather and Jim about the program and
their hopes and vision for the future.
4. March 30: By March 30, Gayle and Mark prepared a short report of observations about
what they learned on site.
5. April, 2014: The Off-Campus Programs Committee had the opportunity to review the
written materials in 1, 2, and 4 and determine whether or not to recommend that the
program be continued as an academic offering of the college. The recommendation went
to the Senate.
6. The Academic Senate Recommended revisiting the OCP review process before
considering full approval of the Westmont in Istanbul review
7. October 2014, the Academic Senate approved an official OCP Review Protocol
(attached).
8. Nov – Dec 2014 - The Off-Campus Programs Committee rewrote the Westmont in
Istanbul Review
9. February 2015 – The Off-Campus Programs Committee Approved the Westmont in
Istanbul review and made recommendations to the Academic Senate.
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Westmont in Istanbul Site Visit
March 13-17, 2014
Dr. Gayle D. Beebe
Personal Reflections
General Overview: I departed from LAX on Thursday night, March 13, at 8 p.m. I landed
at Ataturk International Airport in Istanbul on Friday, March 14, at 5 p.m.
Westmont in Istanbul began in spring 2012 with Jim Wright and Dr. Heather Keaney. Jim
and Heather met and married while working in Cairo. Rick Pointer and Bill Wright were
familiar with their work at the American University of Cairo, where they played various
roles in leading and facilitating different parts of the CCCU Middle East Studies program.
Heather was also a student of Rick’s. Jim sold a successful international law practice he
had built from the ground up to join Heather in pursuing her dream to teach at Westmont.
Together, they have built an impressive semester-abroad program.
Students: As we requested, they provided an opportunity for us to join students in groups
of three or four as they toured various aspects of the city, demonstrating their proficiency
in conversational Turkish and helping us understand what Istanbul offers and what
they’ve learned and experienced during this semester-abroad program.
Friday Night: Jarrett Catlin and Alejandro Santana-Vallarta (Hondo for short) picked
me up at the airport. We spent three hours together eating dinner and traveling back to
campus. Jarrett and I know each other from reading Pascal’s Pensees together. Hondo and I
have interacted on campus but not extensively. Jarrett is a mathematics major while
Hondo is an art major.
Saturday: We had breakfast with Jim and Heather, set the stage for the conversation
about program review on Sunday at 5 p.m., got oriented to our schedule in Istanbul and
plunged headlong into two full days of activities.
 After breakfast, Branton Nestor, Garrett Gottlob, Katy Brautigam and Madeleine
Tappy met us and took us downtown to Hagia Sophia/Aya Sofia. Branton is from
Huntington Beach and attended the high school at Calvary Chapel of Costa Mesa. He
has distinguished himself as the friendly gadfly who loves to debate and provoke
conversation. He is a political science and history double major. Garrett is from
Riverside and is a religious studies major. He wants to attend seminary at Duke
Divinity School. Madeleine Tappy is from Pittsburgh, developed her own program
in Middle Eastern studies and is a fascinating conversationalist, often asking me
questions students rarely ask about the meaning of life and why people make
choices that influence their destiny. Between the near-death experience on the
taxis (sort of joking), riding the MarmaraRay under the Bosphorus, riding the
Metro up to Hagia Sophia and dodging the cars, scooters and street vendors
everywhere, we were impressed by the ease and comfort with which we moved
and got around the city.
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Mark and I split up at the end of Hagia Sophia so he could visit the Grand Bazaar
with Branton and Katy and I could enjoy a nice lunch with Madeleine and Garrett.
Madeline’s father is a professor of Near Eastern studies at Pittsburgh Theological
Seminary. She has grown up on some of the most significant archeological sites in
the Middle East. Garrett has grown up in Riverside, and this is his first major trip
outside the United States.
After lunch, we met with Chloe Fang, Celestine Jahren, Claire Johnson and Tori
Kauffman, who were responsible for taking us through the Blue Mosque. Although
the mosque is stunningly beautiful, we didn’t have a lot of time to enjoy its riches
and had to hurry to our next group. It would have been interesting to spend some
time discussing with the students various aspects of their crosscultural/interreligious dialogue, including the Five Pillars of Islam and the
conquest of Constantinople by Mehmet the Conqueror on May 29, 1453, as well as
its implications for today including the political unrest that is engulfing PM
Erdogan.
Although the visit was brief, it was nice, and we met Tobin Fikes, Grady Goff,
Phoebe Castro, Caila Parodi and Berlin Valdez at the Pudding House across from
Hagia Sophia. They were responsible for taking us on a two-hour Bosphorus cruise
and then getting us back to campus in time for dinner Saturday night with
representatives from Yeditepe University.
We enjoyed dinner Saturday night with the vice chancellor of Yeditepe University.
Our primary goal was discussing the perceived shared benefits of the program and
possible expansions if we continue.
Surprise highlight: Seeing Tugce Canitez, our former basketball star, at our
restaurant (Big Chefs) near her home basketball arena.
Sunday:
 We met David Baldi, Andy Grubbs, Hannah Early, and Kati Paye in the taxi circle
on campus and then proceeded to the bus stop where we began the long trek into
the Galata Tower area of Istanbul. Our purpose was to attend church, walk to
Taksim Square and Gezi Park and enjoy lunch together. David will graduate this
spring with a degree in philosophy, Andy is an economics and business major,
Hannah is undecided and Kati is a religious studies major. We traveled to the Syrian
Orthodox Church for a service there. It was remarkable to see this believing
community, with its various families and its distinct liturgy and worship, on full
display. After church we went to coffee and then to lunch at a restaurant near
Taksim Square. While we were walking to the restaurant, we passed a small
regiment of police officers in riot gear preparing to intervene in a political
gathering in front of CHP headquarters, the rival political party to the AKP.
 After lunch, we met Ciena Colburn, Brandon Daniels, Shelby Downs and Katy
Pluymert who were responsible for taking us to Topkapi Palace and then back to
Katikoy in time to meet Jim and Heather before dinner. Ciena and Brandon are both
art majors and expressed concern about how hard it is to get graphic design classes
if you do a semester abroad and/or compete in an athletic sport. Shelby is a
religious studies major and was concerned about limited offerings in Old
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Testament next year. Katy is a sociology major and intends to pursue a doctorate,
but in the immediate future she would like to win a Fulbright Scholarship to pursue
her areas of interest more fully, especially gender roles in society. Her mother is a
professor at Loyola University of Chicago. She was grateful for the role Rachel
Winslow has played in her life, particularly as the program has been, in her words,
“struggling.” All have been riveted by the political unrest and the various
gatherings, including the significant ones on campus at Yeditepe. They appreciate
the opportunity to get to the European section of Istanbul relatively easily and
didn’t seem particularly distressed by living at Yeditepe.
We made our appointment with Jim and Heather and had an excellent
conversation about the development of the program, what we need to be mindful of
as we move forward and what would help them settle into the role and
responsibility of leading this trip for the long term. Key features of our
conversation included:
o The desire on the part of six current WII students to continue taking Turkish
classes on campus.
o Discussion of the much higher interest on the part of students as well as the
effectiveness of the orientation class this year as opposed to two years ago.
o Best vision for the program going forward is to offer it on an every-otheryear basis.
o Question: can they stay longer and travel less? Complicating factors include
the maximum allowed time for a student visa of 90 days. Additionally, the
travel part of the program has allowed students to study and experience the
complexity of issues throughout the Middle East and Turkey.
o Student response to the semester has been very positive. They have enjoyed
the mix of assignments, special speakers, travel to various historic sites,
travel on their own, anticipation of the week on the eco-farm and what lies
ahead as they travel to Jordan and Israel/Palestine, and the positive and
constructive role of the community-engagement projects and organizations.
Dinner Sunday Night: We took the entire group to dinner and had a nice time
relaxing, sharing several stories and connecting several impressions throughout
their semester abroad. We were also able to connect with the students I hadn’t
encountered yet, including Haley Berggren, Aubrey Cazabat, Bethany Day (whose
uncle and aunt live in the Asian part of Istanbul), Mackenzie Holman, Shallon Knop,
Ethan Park, and Meg Wolfgram as well as the program RAs, Joe Bagdanov and
Shea Werner, who had been on the inaugural Westmont in Istanbul semester in
2012. Haley is a liberal studies/elementary education major, Aubrey is an
economics and business major, Bethany is undecided, I don’t know about
Mackenzie, Shallon (although Shallon told me she intends to do something that will
allow her to come back to Istanbul to live and teach), Ethan, and Meg.
Monday: Joe Bagdanov picked me up at the taxi circle, and we went to the boat
dock where I met Jim and Heather for breakfast before taking the water taxi back to
the Ataturk International Airport.
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Additional Thoughts from my visit two years ago: Two years ago, I had an
opportunity to attend two classes, one on the social life of modern Turkey and the
other on the political life of modern Turkey with a special focus on the Kurdish
problem. Yeditepe University professors taught these two classes. I found them
remarkable and memorable, mostly because of the professors’ ability to connect
with our students and the opportunity for our students to hear an issue discussed
by the people most affected by the presence of a huge ethnic minority that refuses
to be governed by the elected authorities.
Concluding Thoughts and Impressions:
 To a person, the students have overwhelmingly positive thoughts, feelings and
responses to the program.
 They were articulate about what they have learned, where they have been
stretched, how the group has come together and gelled, what they have concluded
thus far, and what remains a completely open and puzzling question for them.
 Being in Istanbul during all the political unrest has electrified the imaginations of
several of them.
 Many mentioned that they are capturing for the first time a curiosity and interest in
living and working overseas.
 They have really enjoyed and learned from the community-engagement projects
they’ve been involved in each week. Several students expressed their dismay that
this coming Wednesday they would have to say goodbye to the people they’ve
worked with.
 Student Life: The use of Joe and Shea as RAs followed a practice that Jim and
Heather established in 2012 where the RAs live with the students on their dorm
floors. I think this has been a significant reason the integration piece has gone well.
In addition, Jim and Heather meet with each student throughout the semester to
help them process all they are seeing, thinking and experiencing. This is also a
tremendous benefit for the students. News of one student-life issue emerged while
we were there, and we didn’t have time to explore it further, so it will need to be
revisited.
 Budget: We need to review the budget and reconcile it with actual expenditures,
including financial aid. My main question is: How much did we actually generate in
real revenue and how much did we net?
 Review Process: I appreciate this review process as we finalize decision-making
on the long-term prospects for continuing the semester-abroad program in
Istanbul. In addition to being helpful as we review and refine the program, it’s a
good reminder that we need to establish an ongoing review schedule for all our
semester-abroad programs.
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“FROM NOTHING TO ONE”*
Fall 2013 orientation course for East meets Westmont, Westmont in Istanbul, Spring
Semester 2014 (IS 192)
Dr. Heather Keaney
hkeaney@westmont.edu
Deane Hall 200, x. 7148
Professor Jim Wright
jwright@westmont.edu
Deane Hall 210, x. 6823
Office Hours: by appointment
GOALS
Students will insha’alla:
1. Be enthused with the semester in the region;
2. Commence the intellectual, ethical, spiritual and practical preparation for a semester in
the region; and
3. Begin to form a cohort.
STUDENT LEARNING OUTCOMES
By the end of the course, students will be:
 aware that they are enculturated;
 able to recognise and understand some of the key intellectual and spiritual issues arising
out of the course material; and
 familiar with current events in at least one of the countries to be visited during the
program.
GRADES AND ASSIGNMENTS
Class Participation – 25%
Group Presentation– 15%
Final Exam – 30%
Fortnightly Reading Response Paragraphs – 15%
Current events journal 15%
All of these criteria are designed not only to be the basis of a grade for this course, but to
develop skills that will be of benefit to you in any class or career.
Some more detail on the above:Class Participation
 You need to listen carefully to class lectures and discussions and take notes on the
material covered. Learning to listen and take notes at the same time is a valuable skill in
any career. If you merely listen, you will not remember a week later, never mind a
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month later, what was discussed. Studies also show that you retain more information if
you are writing notes as well as listening.
No cell phones, computers, or other electronic devices may be used during class.
We don’t want to spoil the fun, but who can compete with Facebook?
Participation means being in class on time, having done the reading, and being ready to
discuss it.
Class will complement rather than repeat the reading so you will need to attend class if
you expect to prosper on this course. Note, however, that participation, not merely
attendance, is what we are grading.
If you do not understand the reading or are feeling lost in the details PLEASE come talk
to one of us – sooner rather than later! It is your responsibility to ask questions in class
if something is not clear to you.
If you miss class, you are responsible to find out what material and announcements you
missed.
Group Presentation
Istanbul is replete with remarkable buildings, some of the greatest of their kind on the planet –
which is perhaps not surprising for the most important city on earth for a millennium.
We very much want you to encounter some of those key buildings not as tourists but as
students, for whom Istanbul is their classroom. We will therefore not be organising tours and
guides to those sites. Instead, each of you will be in a group and these groups will each take one
of the subjects and buildings below. The group will do research on the substantive subject, eg
the Byzantines, and be prepared to present to us all at the end of this semester the salient points
of that subject, so that next semester when we each visit the Aya Sophia we will understand
much more about the site than its purely physical spectacle.
The site, and the underlying subject which that site exemplifies, for each group is:
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The strategic location – Bosphorus Cruise
Sufism -- The Sema (sufi dhikr)
Byzantine Politics – Aya Sophia
Ottoman Politics – Topkapi Palace
Islamic art and architecture – Sulemanya Mosque
Trade, economics and business - Grand Bazaar
Early Christianity -- Chora Church
Final Exam
You will have one final exam consisting of three essays. Preparing for exams requires you to
synthesize large amounts of material to determine key themes. The time constraints of an exam
also require you to order your arguments and supporting evidence in a hierarchy of priority - a
truly valuable skill. Exams will draw on the set texts and class lectures and discussions.
Fortnightly Reading Response Paragraphs
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We realise that all of you will be keeping up with the weekly set reading, but just to cheer you
on, you will submit each two weeks a short piece (200 - 300 words) in which you reflect on the
reading for that period, with marks awarded for the clarity, conciseness and depth of the
contributions.
Current events journal
It is important for students to be aware of current events in the countries that we will visit, and
thereby also become more familiar with some of the current concerns that we will encounter in
country.
To this end students will each maintain a journal identifying and tracking the key current events
in Turkey and submit these journals to us for review in Weeks 5, 10 and 15 of the semester.
Please go for the important stuff, and there is no need to write a lengthy screed – 300 words per
week will be fine provided it is relevant and gets at the key issues. You must consult with one
non-US source – if you wish to consult with more sources that is fine but not required.
Presentation & Papers
Increasingly, it is not just what you know, but your ability to communicate it effectively before
an audience – either real or virtual - that sets qualified candidates and employees apart.
Organizing your thoughts, contributing confidently and sensitively, and working in a group are
valuable life skills. ‘Real life’ begins now, not after you graduate.
CURRENT EVENTS JOURNAL ENTRIES MUST BE SUBMITTED
ELECTRONICALLY IN MICROSOFT WORD FORMAT TO JIM WRIGHT BY THE
BEGINNING OF CLASS ON THE ASSIGNED DUE DATE. READING RESPONSE
PARAGRAPHS MUST BE SUBMITTED ELECTRONICALLY IN MICROSOFT
WORD FORMAT TO JIM WRIGHT BY 9am EACH WEDNESDAY.
Side note on integrity and plagiarism…
Plagiarism is claiming another’s work, ideas, or structure as your own. To avoid this you must
cite (including page #) where you have acquired any part of your work that is not genuinely
your own. Putting everything in quotes is not a solution, but mere intellectual laziness. You
can and should use the ideas of other people, but you need to acknowledge such usage in a
footnote and ideally summarize the idea or information in your own words (rather than quote it)
to indicate that you truly understand the point being made. Plagiarism is stealing intellectual
property and is taken very seriously by the academy, this institution, and your professors. To
avoid plagiarizing you should familiarize yourself with the Westmont policy statement on the
issue http://www.westmont.edu/_offices/provost/plagiarism/plagiarism_policy.html.
Portfolio
You will keep all your work this semester in a portfolio, to be turned in at the end of the
semester. This should be an 8.5 x 11-inch three-ring binder, divided into appropriate
sections. Please organize your portfolio chronologically, and always include the assignment
page prior to your own work. Most of your work will be turned in electronically throughout
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the semester, read by the professor, and returned to you electronically for printing and
inclusion in the portfolio. Nevertheless, you should keep everything you have done for this
class in your portfolio, whether turned in or not. We may ask you to reread something you
wrote earlier and to reflect upon it, ideally with new eyes. The portfolio will serve as a
record or log of your questions, observations, thoughts and reflections and will provide a
tangible way of gauging your growth and improvement throughout the semester.
STUDENTS WITH SPECIAL NEEDS
Students who have been diagnosed with a disability (learning, physical or psychological) are
strongly encouraged to contact the Disability Services office (Sheri Noble, Coordinator of
Disability Services (x6186, snoble@westmont.edu) ) as early as possible to discuss appropriate
accommodations for this course. Formal accommodations will only be granted to students
whose disabilities have been verified by the Disability Services office. These accommodations
may be necessary to
ensure your full participation and the successful completion of this course.
CALENDAR
Week 1 -- August 28
The Big Picture – looking at the syllabus, setting out the foundations of the orientation and
mutual expectations for the semester in the region
Week 2 – Sept 4
It sure ain’t Kansas, Toto – an introduction to cross cultural perceptions.
 Bernard T. Adeney, Strange Virtues – Ethics in a Multicultural World, (Apollos 1995),
Pp 125-141; 251-258
Week 3 – Sept 11
The ethical challenge of other religions
 Adeney pp 163-191
Week 4 – Sept 18
Service
 Samuel Wells and Marcia Owen, Living Without Enemies, IVP 2011, Pp 21-47
Week 5 – Sept 25
The Other
 Office of Life Planning – Myers-Briggs for the group
Week 6 – October 2
Introduction to Islam.
 James Gelvin, The Modern Middle East, chpt 1 & Colin Chapman, Cross & Crescent,
2nd Ed., pgs 15-19, 57-72
Week 7 - October 9
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Modernity
 James Gelvin: The Modern Middle East, chpts 5,7, 9
Week 8 - October 16
Making the Modern Middle East
 Gelvin, The Modern Middle East, Part III
Week 9 - October 23
Byzantium
 William Dalrymple, From the Holy Mountain: A Journey in the Shadow of Byzantium
(Flamingo, 1997)
Week 10 - October 30
The Church as Other
 William Dalrymple, From the Holy Mountain: A Journey in the Shadow of Byzantium
(Flamingo, 1997)
Week 11 - November 6
The Arab Spring
 The Economist and/or MERIP articles (to be selected for topicality)
 (Recommended: Gelvin, The Modern Middle East, chpt 15)
Week 12 - November 13
Introduction to Turkey
Dr. Sakir
 (Recommended Gelvin, chpt 12)
 Contemporary articles from current affairs sources/analysts
Week 13 - November 20
Introduction to Istanbul – Student Presentations
Week 14 - November 27
THANKSGIVING
Week 15 - December 4
Who moved my cheese?
 Mutual expectations for living in community for a semester – dinner 6-9pm, instead of
normal class time.
Week 16 - Final Exam: Date TBA
A-List (mandatory) readings
1. Bernard T. Adeney, Strange Virtues – Ethics in a Multicultural World 1995
2. William Dalrymple, From the Holy Mountain
3. Articles and chapters listed above
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B-List (useful but not mandatory) readings
Miroslav Volf: Exclusion and Embrace Abingdon Press 1996,
Elias Chacour, Blood Brothers
James Gelvin, The Modern Middle East: A History (unassigned chapters)
Times and dates
Classes will meet 3.15pm- 5.05pm each Wednesday in Winter Hall 216
*From a Leonard Cohen song
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Attachment 1:
On the issue of “Carbon Credits” or offsets:
Off-Campus Program Committee
February 2015
General Concerns and Recommendation from OCP: The Off Campus Programs
Committee recommends that programs avoid simply budgeting for the payment of carbon
credits/offsets, but rather that students experience direct learning of what it means to
travel sustainably; we would like to see students have a direct hands-on learning
experience in sustainable travel. Perhaps a more meaningful experience exists for
students in learning what it really means to live and travel in a foreign country (which
might mean being a bit “inconvenienced,” even as life for native peoples in the country
where study is taking place may often not be so easy or convenient). Students may learn
far more, in experiencing what life is really like for those in the country being visited by
living and traveling as the native people’s have to, rather than the program paying out for
carbon offsets. The committee feels that students should actually be involved in direct
actions to reduce their environmental footprint while traveling, not just having someone
buy carbon offsets, which are increasingly being viewed as a way to avoid the real issue of
needing to alter one’s lifestyle in real, and substantial ways.
Context for OCP asking for alternatives to Carbon Credits: The issue of carbon
offsets/credits is of particular concern to some members of the Off Campus Programs
committee (who are more directly associated with the research and subsequent
understanding of the underlying motivations and actual workings of this attempt at
mitigating carbon production). Carbon credits were the brainchild of the corporate world,
where first concerns were corporate success and corporate earnings (maximum profits),
while trying to gain favor with their more-environmentally concerned patrons, thus an
attempt to assuage some corporate guilt. The evidence to date shows that carbon markets
have actually lost us more than 18 years in the battle against climate change; yet, many
continue to plough forward, up-scaling these markets (S. Böhm, Essex Sustainability
Institute). We have to wonder why. There is ample evidence to show that carbon markets
to date have been inefficient, and at worst, are often running as corrupt enterprises, with
very few businesses/individuals making huge windfall profits at the expense of many. To
date, it seems that there have been few, if any, measurable reductions in greenhouse gas
(GHG) emissions that can be attributed to these measures. Both the EU Emissions Trading
System (EU-ETS) and the UN’s Clean Development Mechanism (CDM), the two most
important global carbon markets (whose operating principles were established in 1997 as
part of the Kyoto Protocol), are considered failures (S. Böhm, Essex Sustainability
Institute). New carbon markets based on these failing schemes are being planned in both
developed and developing nations. How is this of any real help? Ironically, there has been
such a flood of cheap CDM carbon credits that the price of carbon is now so low that it
currently is a negligible cost to industry, and more importantly, does not give any
incentive for industry to invest in low-carbon technologies (S. Böhm, Essex Sustainability
Institute). Thus, many financial institutions have shut down their carbon trading desks
and have reduced their stakes in renewable energy funds. The thinking these days is that
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“climate change is inevitable, why fight it” and Bloomberg is reporting that Wall Street is
more inclined to invest in those businesses that will profit as the planet gets hotter. It
seems rather unethical that companies would forego carbon mitigation to profit from a
hotter planet, and use and/or sell their own carbon credits to keep their companies
running along the lines of “business as usual.” In essence, carbon markets have fueled
unsustainable practices, with companies selling carbon credits to other companies that
are noted for the pollution they generate. Most carbon offset/credit projects have a “total
lack of environmental integrity” (EU Climate Action Commissioner, Connie Hedegaard).
Where is the carbon offset/credit money that Westmont has paid out actually going? Is
there legitimate confirmation that the money is going directly to earth-saving projects? Or
is most of the money going to pay for administrative costs, paying for consultants, carbon
brokers, project developers, and many others who are actually making a living from these
markets, and a very lucrative living at that (here we mean corrupt, getting rich at the
expense of the environment)? There is no credible governing body, no democratic
oversight of the entire offset/credit system. Is this the sort of attitude that we want any
Westmont program to support?
Off Campus Program Committee Recommendations: We must acknowledge that
travel, of any kind, is NOT the most environmentally-friendly activity. We need to
acknowledge that no one can “buy” a one-stop fix to any carbon footprint, by buying our
way out of carbon emissions—in truth, we, faculty, staff and students, have to change our
lifestyles—there are no silver bullets, and the students need to learn this by firsthand
experience. It would appear that carbon offsets/credits do not wipe away any
environmental sin; it simply pays off the guilt. The only true way to reduce any carbon
footprint is to live and act in more sustainable ways, not pay someone else to do it for us.
We thus come to this final question: are carbon credits worth the money? Not really. It
may be that we would be better off using that cash spent on airline offsets to provide
opportunities that would directly make a difference in each students’ everyday life while
traveling overseas. Cut out the middleman and take the amount that is being spent for
carbon offsets by practicing a more sustainable lifestyle while abroad. Badger the airlines
to start recycling programs; insist that they stop throwing out all of the in-flight plastic
cups, cardboard and soda cans. There are other ways which we believe students can be
directly involved in, in attaining a more sustainable and environmentally-friendly
travelling lifestyle. Certainly, we would ask the program directors to bear in mind the
cultural distinctive of the country and people of Turkey and the city of Istanbul, but to also
consider the following:
--Encourage students to pack as light as they can, despite the fact that they will be
overseas for several months.
--Limit the amount of electronic “gear” that students may take; how much do they REALLY
need with them?
--Travel “slower”—stay in Istanbul longer, eat locally, use overland means of travel (the
most cost-efficient and environmentally-friendly), rather than flying to new locations.
--Require students to learn what the limited resources of Istanbul and Turkey are.
--Ask students to find out what method of garbage disposal is utilized in Istanbul.
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--Ask students to explore whether or not Istanbul has any sort of recycling program in
place.
--Require students to intentionally and severely limit their use of plastics.
--Require students to learn what the environmental issues are for the country of Turkey.
--Require students to learn about, and participate in, any environmental work that is being
undertaken in Istanbul; find opportunities for students to work alongside the Turkish
people working to solve their environmental problems.
--Ask students to buy and use only products that are locally produced—and organically
grown—if possible.
--All should drink locally produced beers, ales, wines, etc.; or, practice abstinence.
--Encourage students to be very sparing and conservative with water usage, for drinking,
washing and bathing.
--Ask students to consume no meat; have them stick to fresh fish, fruit, vegetables; the
native “staples.”
--When buying souvenirs, gifts, etc. ask students to buy only locally, hand- and nativemade handcrafts, preferably those which use local resources, and that were made by
individuals paid a fair wage, or who will be equitably recompensed for their work.
--When shopping for anything, students should always carry and use reusable bags,
preferably made from sustainable fibers rather than plastic.
--All should rely on local services—borrow books from a local library; spend far less time
going to movies, etc.
--Students should engage in low-impact sports (those that don’t require a lot of imported
and heavy equipment, etc.)
--No one should litter, and if students, faculty or staff see it lying in a street, all should
make an effort to take the extra time to pick it up, even if they didn’t do the littering, and
dispose of it in an environmentally-conscientious manner.
--For local travel, encourage students to walk whenever possible. They should use public
transportation; buses, perhaps trains, are actually the best option all around, even despite
the fact that travel by bus may take longer, may not be as comfortable, etc. This is likely
how many native people in Turkey and Istanbul may have to get anywhere daily and it is a
part of living in Turkey to travel in the manner that the local people do.
--Ask students to practice being well educated—ask them to “think before they do.” Ask
students to live in Turkey as good stewards of the natural resources of Turkey.
Westmont programs should be required to consider their environmental impacts, as well,
and implement ways to impart the significant importance of travelling with environmental
integrity and responsibility to all of the students who chose to participate in these
programs. Perhaps this could lead to a “Westmont distinctive” for travelling abroad, a way
of conducting our travel programs that would be a model and inspiration to programs
offered at other institutions.
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