vimarsana.com

The three universities are on the future of Public Diplomacy of education. The impact of various immigration policies on International Student recruitment at american universities and colleges. Hello and welcome everyone to our first monday of the month of april, this month, we have a Different Program as you can see. I want to get to it as quickly as possible. This is a joint effort of the university of Southern California and leadership of policy. The Public Council and the Public Diplomacy council, the panel today consists of three distinguished team. Let me introduce the person thats conceived and planned and executed this program, our moderator for today is going to be sharri willard of american university. She taught the first Public Diplomacy course at au. Yes. Sharri. [ applause ] thank you, adam and i must say that adam works hand in hand with me to put this panel together. We are excited. We think that is topic that needs some continued discussions. Our goal is to start that discussion about the trends and International Relation curriculum and ic implications Public Diplomacy. I ask each dean to speak and if it would be okay if they spoke to the order that their schools were founded. Well talk about that in a minute. I want to share the kinds of questions that they have been asked to reflect on. What are the diplomacy courses at their university decline, are they striving . Where is Public Diplomacy in the curriculum . What are some of the innovations that they find students are much attracted to . So we asked them to reflect a little bit and share whats going on in their respective schools. I asked ambassador to start because even though the eliot school did not start until 1988, the school is rooted in a school thats found in 1888. You have all the bios so it is a distinguished panel and many of you know them well already because they are your bosses or you teach for them. Then dean helman. Hes about to celebrate in 2017. He had his phd in columbia university. May dean of the school of International Jim gold llgguyer. We are celebrating the 60th ofo the School Inspiring by e eisenhower. Theyll offer reflections and kind of some things they want us to know about their schools and where they feel theyre pushing the boundaries of it. So ambassador. Sure, thank you very much. Ladies and gentlemen, good afternoon, my profound thanks to the American Foreign service for hosting this event. It is a great honor to be here. I would also say that our order of speaking is arbitrary and depends on where one starts a historical conversation. I am sure we were 7tdebatin debating and as moses was handing out the Ten Commandments there and determining which of our schools are the oldest. First of all, i think this is an extraordinary topic to talk about the trends and cliurricul that relate to the public. Frankly to do so at this historical moment. One of the things we see at the la school, any National Affair students are a special student. They care about the estate of the world and they want to give themselves of the best to go off and fight the worlds top challenges. What i would like to do is talk about how we are thinking about that in the eliot school and segways specifically to the question of Public Diplomacy and i before i hand it over to my colleagues. Some of these practitioners and my colleagues, we know a fair amount of the worlds problems. We know a great deal of our country economically and the missing element in most cases is leadership. Thats something quite specific. It is the ability to bring people together to solve common probl problems in a way that they would not do. Leaders with knowledge and skillswe 0n oicn and character. Our strategy is something that steps. The reason we are introducing ethical components, students come to us because they want to engage in the Worlds Toughest problems. I can promise you and they promised them theyll face profound dilemmas as they do so. They can not only apply the framework to the challenges they face but frankly strengthen their own ethical encompasses as they are trying to figure out how theyre going to engage these challenges. The practice piece, we think it is important for our graduates not only of potential employees of what they know but what they know how to do. We need to be able to get our students a sweet skill thatll allow them to be impact players of Foreign Affairs from the minute they graduate to accompany the strong, intellectual and getting in the specific aspect of publication diplomacy. We have a portion of our school is focused on this. But, if you presume that the diplomacy is the art and doing something that they want to do it. Communication whether it is intellectually or mass media or social media, it is a skill set that everybody has]i to learn. One of the thingshu that we mos certainly doing is giving hard skills to our students about how to engage in the space. Everybody will have to know how do you engage in the immediamed. If you find yourself as refugee Protection Officer and all of a sudden, a team shows up and put as microphone in your face, how do you craft a message, if you are working of an ngo and highlighting something thats happening on the ground in syria or on the tight border, you need to be able to craft messages to be able to do that. We are actively thinking through not only the intellectual theory but also how the equip students. Let me conclude my remark by saying an answer to your question. If a general donor were to give us a large money1 today, i hope you are listening. Without question the most important thing to do is applying it for students. This is for a variety of reasons. One is as a general proposition of my view is that education in the United States is extraordinary expensive. It is important to me that we are able to ensure that any students who have their eyes on the horizon and preparing themselves o f the toughest challenge is not prohibited from doing so of our institutions or other places through the cost either because what that would be of their and the economic choices theyll have to make or in terms of their Term Economic consequences. Thank you very much, i look forward to question answer session. [ applause [ applause ] thank you very much, i am joe hellman. I really wanted to hear what ruben had to say first. It is a pleasure to be here with you. Thank you very much. It is wonderful to be here with my washington colleagues. This is an extraordinary moment for us to be looking at these sets of issues. A few point of good news to start with. I was very pleased to see. You may know that at the school Front Service at georgetown, we have an urnndergraduate a serie of eight different master degrees on the graduate level. You apply, you apply directly to the school. This year we have the largest increase. It is the largest pool by far that we ever had in our history. Whatever your view is of event in the wors in the world of the United States or elsewhere, the excitement of those events and undergraduate level, this is not yet professional training but it is the undergraduates who are thinking about engaging intellectually in these topic areas that has created a sense of further commitment and excitement about interNational Affairs and education. To me, thats one of the most optimistic and hopeful signs going forward. As ruben says we are all schools of interNational Affairs. We have liberal arts curriculum thats designed the train students to engage and serve the world in different capacities. We also have within that overall the liberal large curriculum of diplomacy and Public Diplomacy. We have the institute of the studying of diplomacy which offers a skiff kate certificate diplomacy. It is a multi course sequence that goes through the basic skills set and Public Diplomacy being critical component of that. Within this certificate which is in addition to a mayjor that a student may do, it is the second most certificate in our school and the first is migration. Migration issue is interesting. And i will tell. Just to sit back and think of the frietrend of where things a going. If we turn the clock back when edmond walsh created this school in his opening address, he said he train for law and medicine, why not train for Foreign Service. That was in 1919 about six years before. So we had in mind of training Global Engagement and not training for one specific career path. And for many years, we build a curriculum that was based on that. Creatingp1f minded citizens and well be working many, many different fields. We are trying to build our curriculum of how do we integrate a study and understanding o f diplomacy into other skills set. Two years ago, we created a major in business of interNational Affairs because increasingly so much of our Public Diplomacy is actually carried out by private sector advocate in many different ways. We have our second, our fastest going major and now our second largest major of the school is Science Technology and National Affairs. The initi you could go and do interesting courses in history and politics and you never had to worry about taking a science class. That attracted many people to us in the 50s and 60s and 70s. Now, the Fastest Growing of the major. How do you integrate of understanding of interNational Affairs and diplomacies. If you think about if he ctechn and the aspect of it and a tool of diplomacy, it is critical to start thinking of these things. And then finally, we have as another one of our sub cultural in politics of issues of narratives of an aspect of interNational Affairs. I come from a Political Science and i work for the world bank for ten years. If you ask me a few years ago and a student came to me saying i want to train init internatiol affairs. I would encourage. Quantitative skills, really understand how to understand data and present data. Now, i am not so sure. We are living in a post data world. I am not going to say data and these things are not important. I will say this. Things, the method of communication and the form of communication and the ability to use communication techniques thatll effectively present and engage a broader range of constituents left of evidence and countdowner act your eviden ch. We need to be thinking of nature and in forms of communications and importance of narratives and story and the ability to explain o f a wider instance that we have in the past. We are trying to design our program around the intersection of these disciplines and internagszinte interNational Affairs to build business and science in communication but link it together with diplomacy. One of the ways and ruban suggested that we are also interested in this. How do you get students to do this. You get them to do this trying knowledge of practical problems. I dont think it is to teach practice. Our role is to inform practice to get students to confront practical problems with the larger scale ideas and deeper literatures and deeper readings. We are trying to organize, of course, around the problem. The reading still maybe some of the great works of Political Science and economics or global diplomacy. The actual Practical Implications is how do you apply that in a case base scenario and how do uconn front practical problems. State Department Team provides us with problem. Here is a problem that we would like to hear what your students have to say about it. Our state of the unions will develop a team to try to help come up with a set of ideas and solutions to those problems. They can do that in the context of creating a course or use paper within a course. We get a list every fall of about, i am looking at the list now, several dozen5in projects t proposed to us by the state department that our students can then work and think through. I think thats a very exciting approach. So i will also add that if there are donors who want to give unexpected large amount of money to us, well put it to good use. One thing that i want to emphasize in addition rubens point, i think it is critical and i would certainly support that. But, what we are also doing for our students is using funding to give every student the opportunity for a Global Engagement during the course of their time at georgetown. So that they can and we want to go as a requirement that before you graduate, you are tested, not just by doing study abroad. Study abroad is a wonderful thing and i appreciate it. Study broad is being abroad. We want to think about engaging abroad which means zboing trying to work in a private sector engagement and in a Service Engagement and a specific research project. Any time that students schedule, enabling students to practice what they are learning and fail which theyll do in the early stages by trying to confront their knowledge in a global context that they are not used to. Thats a critical part of their educational experience. Thats a costly part of their educational experience. If anybody wants to write a check, i will be in the back and happy to accept it. [ applause ] many of you know we do have a new building and looking forward to celebrating the 60th anniversary and this year of his call for the establishment of the school which i will come back to in a moment. I do want to say, i am impressed and my colleagues are much more skilled than i am. They stayed away from political issues. It is hard to talk about Public Diplomacy without noting the proposed cuts to the state Department Budget and the importance of congress in preventing these kinds of massive cuts from happening. Of course, the Public Diplomacy of the United States depends on having a fully functioning state department that engages in the world and alternatives to other tool that is the United States has. In terms of when we are talking about our schools, i want to say a couple of words wearing my hat as president of the association of interNational Affairs. Two things i would mention relating to the topic, one is our role. You heard the roles of our School School play in creating cultural competency among our students. This is perhaps the most important thing that they get from the school of interNational Affairs. Our biggest competitors in the last 10 to 15 years have not been one another but rather Business Schools. Business schools are basically going out with the message, i want to do international . You can do that at Business School. Its more luke ra think than going to a school of interaffairs. We do this to create opportunities for students to do both. We have people saying we want your graduates because they have something Business School graut graduates dont and thats cultural awareness. The other thing thats been sort of stunning in recent years is that history departments have moved away from hiring in diplomatic history and social culture issues are very important but not to say we want to do diplomatic history. Its the schools of interNational Affairs that have picked up the slack. We depends on that kind of diplomatic history. Theyve long been in the space. We at sis has been very important to me. Weve hired two Major International historians and maybe having a third hire shortly, and if you look harvard, Kennedy School are two of the leading cold war experts. Others brought on board. This is not an accident. Its happening in the schools of interNational Affairs. Its not happening in history departments. I think both of those things with quite notable. In terms of a challenge for us in this space, i would say that its how to sbraft understandings of new technologies with our work on Public Diplomacy. Its not just about adding in twitter and facebook into our teaching but really thinking in this era about the ways in which the whole notion of fake news is intersecting with our traditi traditional teachings of Public Diplomacy and how we draw those distinctions. In terms of the things we do in our curriculum at the school of International Service like the other two schools represented here, we have undergraduates and graduate students, all 2,000 of our undergraduate students take our course on crosscultural communication. Its a required course that they currently take in their first year, and this is really designed to help prepare that foundation for building that crosscultural competency. At the masters level we have our Masters Program intercultural and International Communication. Its a Robust Program and really built through over the years through the efforts of proffer gary weaver who sadly recently passed away but was instrumental in the building of that program and the i. C. Community reception, it was felt a little over a week ago, just demonstrated the power of that work. We had about 200 alumni who came back for that reception. For us, it was a very emotional time. But gary really helped to build that. And to, in fact, take it into our he built the course for our relatively new graduate online graduate program. We offer a agree in master of arts in interNational Affairs. I mentioned the Online Program because we have about 250 students now in if Online Program and about a third of those are u. S. Military, either active duty or veterans. One of the things and it gets me every time. Whenever it shows up, of course its an automatic admit when they say that. This is the key to anybody whos watching. In all syriansneseriousness, who is starting by saying that they were trained to wage war and they would like to come to a school of interNational Affairs to wage peace. As i said, its a powerful politics, way to start the politics essay and for us, its very meaningful to have these students in the program and to be teaching them things that are different from what they learned when they bentwewent into the s. Their recognition i mean, as weve seen, the discussion in recent weeks over the president s budget drawing from mattis, that if you dont fund the state department, he needs more ammunition. The military understands how important Public Diplomacy and the power of selfpower are for the United States. And then the last thing ill mention in terms of things that were doing and you know, the other schools do this as well. We have for our graunt schools a capstone intersize called a prakt come and students work in a team of four to six or so and do a project for an external partner. And Sharon Mueller has led these, among other faculty that we have. Its a great opportunity for the students to do a realworld project. They get a real project. Gives them an opportunity to really dig into something and do something thats meaningful. They may get hired by the partner they do it with, whether its the state department or others. In this space and many other areas, intelligence community, private sector employers and so on. Its been a great opportunity for our students to pursue. I think youre hearing different versions of this among the three of us. How we try to get the students the kind of practical experience that we need, whether its exposure to practice or some, you know, effort at actually doing something thats practical, and i would just emphasize im not going to recent it because joel put it so eloquently, this effort at Global Engagement and pursuing opportunities overseas and of course the biggest need there is the funding. I think all of us would agree that the a major challenge is ensuring that opportunities that are available the students are available to all students. It shouldnt just be the students who have money who are able to go do these Global Engagement opportunities or, for that matter, unpaid internships in washington, d. C. Weve tried to provide some funding and raise some funding for those types of things for students to do, but we would certainly welcome any large es that anyone wanted to deliver to us for this. Thank you, thank you, sharon. Special thanks, because dean wilson is not able to be here, i did ask Adam Clayton Powell if hed be kind enough to at least share a few of the appoints that the dean would have made of the Annenberg School at usc about what theyre doing visavis public policy. Usc would have been last whether you go alphabetically by name or institution or the date it was started. He did read me some of his talking points over the phone from his hotel room down the street, so i can share a few of them. All of you have touched on some things that he would have said. One of the problems of being last. One that he really would have emphasized very strongly is one of the most difficult, which is measurement and evaluation. How do we measure the impact of Public Diplomacy . Its very difficult because so much of it is long term. Much of it is not aminble to metrics that are not available. As president kennedy said we do these things not because theyre easy but because theyre hard. Especially competition for resources in what may be a shrinking pie, its especially important to demonstrate its value by metrics that are compelling. Ing the seconds point he would have been made were he here is the importance of diversifying the Foreign Service and represent agsz of the United States at all levels. Its getting better, but we still have some distance to go there. Again, not something that is very easy. Also touches on resources which youve all mentioned in terms of students and the barriers of unpaid internships and tuition. Those are areas he would have touched upon. Ill stop there and make room for the room wide questions. Thank you, adam. Questions . Things that ambassador quainton . A question that none of you talked about. I just want to add a point. In our Online Program we have as part of it a Skills Institute entitled diplomacy which is actually teaching practice here in a very short and intensive two to threeday period. You can add on to other forms of courses some focused practical things. But the question i wanted to ask all three of you is at the heart of Public Diplomacy is communication and International Communication relies on language. And none of you mentioned that language is an important part of what you do. I recognize that there is attention at probably all three schools who is responsible for the one skill which is critical for diplomacy and Public Diplomacy. How do you see over coming this need for enhancing the capacity of your students to communicate in this world into which they are going to go, whether thats governmental or nongovernmental. Thank you for that. If i can start, youre right. None of us mentioned it but i think all three of us would assume its important. Calculus is engineers and language is for professional of Foreign Affairs. You cant do it unless you can operate in a Foreign Language. If you cannot read, speak and write in a Foreign Language you should consider your undergraduate studies incomplete. We want very much and are working in this regard to expand our offerings. You know theres a consortium inside washington, d. C. For our students at all of our respect active schools to take language course prs the other and its actually the three of us and our cloeg had lunch together shortly after joel and i started our tenure last year and talked about ways in which we might cooperate in the way of languages. For example, at the Elliott School we have Just Launched student for African Studies and were going to introduce additional african language studies for our students. Its very expensive, but it doesnt matter if you learn swa healey at any school. Thats one of the reasons its the natural way for us to be able to cooperate. I couldnt agree more with your statement. Its vitally important. Please say your affiliation or when you taught at one point. Bruce and i were at the school of International Service some years ago in the same classes. George washington university. Thanks to the panel and thanks to shory and adam for getting together. Youve spoken effectively to the issue of skills training, frakt comes, press conference tichenor orie to what extent do you see diplomacy studies as an Academic Field of study, multidisciplinary Academic Field of study. Someone wrote in the Foreign Service journal about diplomacy being a neglected field of study. Prime minister curricula are rare. To what extent do tenured faculty teach it or is it something you rely on add junk ts toss do. At the masters level we have teachers. We have fulltime faculty who teach in that. I think in terms of building it beyond a concentration or certificate, i dont fore see for example, having some kind of separate program in Public Diplomacy simply because it with the nature of our International Intercultural and International Culture Masters Program, i think it fits well within that and as a central feature as we sort of think about how that program thinks of itself and what it does. You know, that particular concentration is central to that particular program. I would just id second that. First of all, there are in multiple different parts of the faculty those who concentrate on history, the practice of diplomacy. I think that the core of i think the philosophy of all our programs to a large extent is a multidisciplinary liberal arts approach to understanding cultures and global issues. And i think thats that is really the core training that we want students to gets, thinking about cultures holistically, an that thetcally through language with youbut with the need to understand economics from a multidisciplinary perspective. I think that to me, in addition to all the other skillsbased training that you get from working with practitionek ti pr. But its that interdisciplinary liberal arts training that really does help build Cross Cultural understanding that i think is ultimately the core of the skill set that you want to impart to students. I would be a little bit reluctant to keep having some subbranches of that interdisciplinary education, which also rely on a multidisciplinary approach. Im hopeful that the core way in which we approach the problems that we face are training and preparing for you for an understanding of Public Diplomacy. There is a issue in academics, if youre going to have students trained in a language at the graduates level. Its easy at the undergraduate level. You know the students have to fit it in. At the graduate level you have a twoyear program. The programs have their own substantive courses that they want taught and want the students to take and how do they if they need a language, how do they fit it in and how do they do it in a relatively short period of time . You have incentive structure on that front. On your question on sort of the broader issue for tenure leaned faculty everywhere we have no disciplinary departments in the school, so it should be much easer than it is elsewhere, for a tenured faculty to work in a disciplinary or multidisciplinary space. The acedemia is in the social sciences. In social sciences, the disciplinary work is more easily rewarded. The journals are more well established and so if you have somebody whos working in a space thats interdisciplinary and where the journals arent necessarily as well established or high ranking and so on. It can be difficult for that person to progress. That insent jif structure there, as it is on the teaching language is an issue on the research side. If i may just add, i obviously agree with everything that jim and joel have said. I sense in your question the sort of meta issue that i certainly am sensitive to from my time in the state department which is that in our country, probably other countries as well, the understating of the value of diplomacy both in terms of what it can deliver to a nation as well as an appreciation for the discipline, the skill set of diplomacy is not as well understood amongst our leadership as its ought to be. And i think frankly, this is in part what is applying as jim said theoutrairges cut to the state department of 40 . There is almost this sort of sense to those that have actually not had to actually do the hard work of advancing their nations interests abroad. Anybody can do it. How hard can it be . So why should we sort of focus much more on it . I think obviously, all of us would take much exception to that and recognize what makes for an effective diplomat. Even though we may talk about it in different ways, i think were all on the same page in stressing those skills for the nation as a whole. Mike anderson, retired Foreign Service officer. Could each of you comment on your respective programs handle area studies an oldfashioned idea that china is hot this year, or might be russia or nato or whatever. Do you offer area studies, courses specifically or do you avoid them . If i may start. We have actually recommitted ourselves to the importance of area studies at the Elliott School. The school is organizing around a series of institutes. When i became dean on october 12st we had strong regional institutes for the middle east, europe and russia and asia. We had a good latin american program. We had nothing on africa. I had been dean for two hours in my first public speech to the Elliott School community and i declared we would create an african program. I didnt ask anybody. I said were going to do it. Im pleased to say it is now up and running. We are doing that so we now have a full suite of studies. And the reason weve done that is its pretty philosophical, really. Its based on our view, certainly my view that its important for our students to be able both the graduate and undergraduate level to be able to demonstrate some specialization in some region of the world. One, it allows themselves to show they can specialize in something rather than being a jackofalltrades and the idea that one has to develop skills sets that are broadly applicable in addition to the particular area one specializes in. Being able to specialize in one region of the world is a gaitway to understand other regions of the world. As an africanist, you have to understand Chinese Foreign policy as it relates to after ka. You need to understand cooperation to the west, brazil. We need to understand the colonial legacy relationships with europe. The third thing is have the students as relates to the college of business programs is to be able to have our students be able to take a particular functional speshltd, whether it be in economics or Security Studies and demonstrate competence of that in a particular regional context so that the regional study in and of itself is not only important but also when baird a particular functional skill set can be particularly powerful. So we think its actually on the continuum of area studies coming in, coming out, were doubling down and think its very important. T. I want to raise a couple of issues regarding that. I think its an interesting set of questions. We have eight masters degrees at the school of Foreign Service. Three on themes, Security Studies, standard masters inths science of Foreign Service and now a Human Development degree. Then we have regional degree on europe studies, reduction, asian, latin american studies. I would say over from what i can see on the date of the last five to ten years, the applications to the thematic programs average between 10 and 20 times more than the regional status program. The region studies programs combined are still small her than one of the thematic studies. One thing thats happening and you can explain why, but the numbers of students who are coming into area studies programs, the demand for it is declining precipitously. In some cases, very, very dramatically. And that really concerns me. We have masters degrees programs in some regions which get maybe two dozen applications. You know, which is extraordinary. The soaked thing and it goes to something that jim mentioned earlier, which is that the academic incentive for faculty members to teach and engage in area studies, this is really collapsed in american academia as a professional career path. Theres virtually no such thing as a professional, as a professor whos going to make his career path in area studies. They may understands the region but they have to be a political scientist and his torian. They still have to know the methods that are critical. Their promotion, publications, everything will be directed towards a disciplinary component. If the kak ultimate are moving in one direction and the student demand is drying up, its difficult programs that are critical to understanding regions. Im really torn by some of the set of real pressures of maintaining those programs given this different environment. Can i just say a few words. So at the undergraduate level. We have one degree at the undergraduated level, all students have to do a regional concentration as part of the b. A. Many of them will fulfill part if not all of those riermtsz junior year on study abroad. Its a mix of courses on campus as well as study ie broad. We have a lot of extraordinary regional experts but many of them are teaching functionally focused classes. I have a number of Global Health faculty that work in africa but their classes are its not obvious that theres a huge africa doesnt. A lot of students come to me and say why dont we have more studies on africa. And we realize that a lot of the classes have a strong african relationship but its not in the name. At the graduate level, we dont offer regional degrees as the other two schools do. We have one one of our degree programs is called compare fif and regional studies and that provides broad kpash active training but students focus on a region and you can do a regional concentration in any of the other Masters Programs if you wish. This gentleman there and then well go to you. Youve had your hand up for a while. Well see how we navigate this. Im president of the United Nations association for National Capital area. Not surprisingsly my question comes at a time when the administration is calling into question. Do you distinguish the kinds of skills that are needed in multilateral diplomacy as opposed dodd bilateral and to what extent does your curricula include opportunities to understand better the United Nations, specialized agencies and other International Organizations . Well, as one who has been an ambassador to a multilateral organization, to a couple, in fact, i couldnt agree more with your statement. Not only that but also in the current Political Climate questioning the value of the u. N. So answer your question, its a bit like our sister schools, we have classes on International Organizations. We also have a variety of ways in which our students could engage in that. We host one of the largest multiUnited Nations events every year which obviously is a critical component for learning practical skills. I suspect that as we develop our undergraduate parallel practical curriculum that i mentioned before that we will also have specific skills courses in multidiplomacy. Mainly because theres a demands for it. Our students are interested. We have a number of students that routinely do internships with various u. N. Organizationings, with the u. N. Itself, obviously also with u. S. Missions to multilateral organizations around the world. Do you want to i just this Student Interest is very large, model u. N. Is one way in which we see that manifest itself. Weve recently developed a model g 20 program at the school and we just did a pieltd a few weeks ago and hope to have a big fullon launch of this in the fall, and we had students from the entire d. C. Area participating and we expect to build this up nationally during this coming year ncht students from all three of our schools as well as Johns Hopkins participated in the a shuman challenge that the European Union delegation to the United States hosted on friday. Up shouldnt mention it but i will, anyway, the essayist team did win the competition. And then i would just say from the standpoint of jobs, students are focused on institutions like the United Nations as providing real opportunities for employment, and we are trying to make as best use we can of the number of a. U. Alumni at the United Nations. Also working in geneva as part of a way to foster that work. I want to highlight that last issue. Because especially at our graduate program but also at our undergraduate programs we have a strong core of International Students and in order for them to gets h1 visas after graduation, they continue to decline and perhaps decline even more precipitously than they have in the past. Ensuring that coming to the United States and paying the considerable expense relative to our peers in other pardons parts of the world to come to the United States arched knowing that your job from suspects are quite con trained means that its even more important for us to be offering career paths to the multilaterals that have a strong root in american schools. So i im spending a lot of my efforts thinking about how we strengthen that career path through internships and other partnerships we can do with the multilaterals. I think its critical to continuing to make this a truly Global Destination for students interested in interNational Affairs. Over there, please. Thank you, Andrew Loomis im with the undersecretaries of public affairs. Thank you for your reflections on the importance of ploimgs across the level, mainly at a tactical level each of you spoke. I understand youre all professional schools. As scholars, i wonder if you can speak on the status of the question that precedes the question of Public Diplomacy and that is the conjecture that foreign ho diplomacy matter. Some dont accept that and broadly uncover. I think we struggle with making the case. I guess the final point, there is a deep appeal inside for good m and e and good scholarship that tests the effectiveness of Public Diplomacy and the value of foreign publics and their impact on u. S. Security. Thanks for any retlkss you have on that. I made the case that the schools have stepped up on giving a place for diplomatic historians to work. Weve talked about the ways in which we have opportunities for students to learn about these issues at our schools, but im sure if ernie was sitting here and adam may want to Say Something about this, i think a school like the Annenberg School has stepped up because traditional Political Science wasnt pursuing these issues. If you look at the people who are getting ph. D. S out of usc going into a field of Public Diplomacy, they werent getting the opportunities elsewhere. I think the Annenberg School is critical to have this Academic Work taking place and being valued. I would say that the Academic Work on this has virtually collapsed. On the academic side. Im not sure thats i mean, obviously it seems like a negative but given if date sometimes of modern academia, im not so sure thats a bad things. But no. As a subject of study, the other thing i would emphasize is on the monitoring and evaluation front. I come from an 18year career in Development Institutions and particularly the world bank and the mania for precise point estimate impacts of every at the individual project and engagement level, i think, has done a lot of damage to our kind of longterm engagement. I Public Diplomacy is a longterm investment of probably very incremental value but nevertheless important increments year in and if year out of building and engaging the reputation and sense of Global Engagement. Ened so i worry that we if we actually start to do as we are doing in so many other parts of our interventions, randomized control trials of looking for a specific, if you put this kind of effort in and this kind of control glum, thats the impact going to be on this outcome, however you measure the outcome, i worry that it will take us often from the really the longer term understanding of our need to engage publics through educational programs, cultural programs, Exchange Programs and other things that have been in the core. I know and im sure its the same with both of you, in the course of my development career, you knew immediately someone who is the product of those types of engagement programs that we have reduced systematically over the last decades. People who the cultural exchanges, the educational exchanges have gone back to their home countries and became leaders, maybe dorman, quiet for 20, 25 years but end up in important positions, so im very concerned about how we would take the mania for modern evaluation and put it into the context of Public Diplomacy programs. Good to see you again chblts thank you for the question. I certainly agree with joe and jim. A casual observation of the global scene would suggest that engaging publics is vitally important for advancing interests. A couple of examples. One, our adversaries certainly do it. Amongst the best practitioners of it are isis and al qaeda and their com pate ratsz. We havent figured out a way to counter that messaging. One need only take a look at many populace movements in europe, for example. Theyre at risk over the issue of understanding the relative role of identity and immigration which cleerlt was in my view the most important thing that less to brexit and the understanding of that. And frankly, i think you cant avoid the el fantd in the room on this point, which is that according to every u. S. Intelligence agency the russians made a big Public Diplomacy play in our last election through trying to disseminate all kinds of fake information with the intents of trying to influence the election. But i also agree with joel and jim that there are a variety of reasons why the incentives make its difficult to study but that does not mean its not invitely important. I think just a laymans view of the world is that it clearly is. Tom and then the gentleman behinds him. The tom, go first and hand the microphone back. Im a retired Foreign Service officer and actually i probably the antiquarian here today. I started the course on Public Diplomacy in the fall of 1985 with David Newsome at Georgetown University and it proved to be, for me at least, a terrific experience and it persisted. I have one question that i wanted to raise. In my book on Public Diplomacy published by Georgetown University and it is one book that made money for the university, we emphasize the difference between Public Diplomacy and intercultural communication, and it was as far as im concerned, a very important difference, because Public Diplomacy is a government function. Diplomacy is a government function. Public diplomacy is a government function, and of course it utilizes in its programs intercultural communications. But the two subjects are somewhat different in perspective, because it is the government that is conducting the Public Diplomacy and has to be responsible for the programs that it conducts. And that was one of the things that we emphasized in the course at that time and i did in the book and i was just interested in your comments on that. Thaurgnk you. First of all, thank you very much for the book and the profits weve been earning from it. The course is still going, as you know. Which is a testament to the importance of the topic ablgtsds the strength of the course. I certainly agree that there is the government function of Public Diplomacy and it is different than culturing communication. I think one other thing is actually the role of the private sector in engaging and represent ing and fostering the interests of Public Diplomacy. And i think thats an increasingly interesting area for us to contemplate. Because and it goes back to the point that jim raised earlier, the private sector is playings so many kind of critical roles that were once exclusively in the domain of government. But in many cases, playing those roles without thinking through seriously or as much as they should what those roles are and how they should be impacts more beyond their business. I think one of the things that were trying to do as we bring together an understanding of the role of business in interNational Affairs is not just use our training as a better Business School training. I dont think any one of us really want to do that. Its more what is the role of the private sector in a much mor complex understanding of Public Diplomacy. One of the responsibilities, one of the opportunities and try and understand how we can make better use of that, and theres trained people to be more thoughtful players in the private sector as we go ahead. One last question. Thank you. Steve pike from Syracuse University. Just as a short note, your comment about dean hellman about spahn toring evaluation, my last job in the Foreign Service was as the director of policy for e. C. A. There is no bureau thats more attendive to Monitoring Evaluation but even we were scratching our heads. It can go too far. About nine months ago, Syracuse University convinced me that it would be a good thing to retire from the Foreign Service and go up there to run the program on Public Diplomacy. It is an Interdisciplinary Program in that it combines forces of the Maxwell School in International Relations and the newhouse school. In fact its housed at newhouse. Im not a maxwell professor. Im a newhouse professor. If youre an undergraduate and you do a dual major youre going to end up with me as your advisor, for well or ill. As far as the graduate students go its a fully interdiscipline area courses where we integrate the two divisions. In the p. R. Department because at the base of it and the thing that attracted me most is that Public Diplomacy is a communications effort. And theres a lot of Communications Theory. I just wonder how do you integrate that into your curricula, how does that element come into what the students either at the graduate or undergraduate level are able to take out as a skill set when they leave the institution. Thank you. Well, your perspective is interesting. Without question, Public Diplomacy has is a communication efforts and thus, there are any number of things from Communications Theory, how do you craft and appropriate message to the various platforms one uses to understanding and studying in previous messages and campaigns, call of which are vital which i think is part of the justification of why youre in the new honewhouse school. Even if you presume all of those tactical skills as well as Communications Theory that one has to master, there is still a message that has to be communicated and thus if the aim of diplomacy is to try to persuade an interlocutor to do something you would like him or her to do, then the appropriate the preceding question is what is that and why . In the context of a Foreign Affairs degree, thats why we are within the Elliott School as opposed to, for example, in another part of the university focused more on communication. Having said that, as i said from the beginning, i believe that these sorts of hard skills are something that at least in some minimal way all of our students need to have access to. Some of that is done already in terms of the im sure is the case for all institutions, being able to present public presentations. I think there are also more honed skills that can be developed and were developing that for undergraduates to take with them. Go ahead. I was just going to say, before adam shares some final announcements, please join me in thanki ining our deans for thei responsiveness. Thank you, sherry, for planning and presenting this program and moderating it. Upcoming programs, april 10th, Public Diplomacy Alumni Association engaging Public Diplomacy and religion. There are programs in the back. And four weeks from today, the next first monday program, monday, may 1st, gary nell formerly of sesame street and then n. P. R. And now the ceo of National Geographic talking about partnerships. Until then, we are adjourned. Thank you very much. [ applause ] this kweekd on American History tv on cspan 3, saturday at 8 00 p. M. Eastern on lectures in history, Jeffrey Johnson on the 1916 bombing at san franciscos parade. What happened next just after 2 00 p. M. About a halfhour into the parade the local press would deem wichita most pathetic results of the explosion. At 10 00, on real america the 1915 film on the firing line with the germans. Hes nooekneeling. Watch the guy there. He you j got hit. Sunday at 6 00 p. M. Eastern on american artifacts we visit the portrait bank. We include for trats from the early 18th and 19th century to tell what it was like to live in 18th century america, the world that those people knew and the world that the revolution built. Then at 8 00 on the presidency historians discuss the relationship between hamilton and washington. Washington is a horse whisperer. He has he himself is a person of volcanic temperament. He learns selfmastery and hes this horse whisperer who calms the very highstrung, very skittish, very fastz alexandfas alexander hamilton. Go to cspan. Org for more. Here are some of the programs this Holiday Weekend on cspan. Saturday at 8 00 p. M. Eastern, seven earth like planets orbiting a nearby star. Were using the hubble telescope. Followed by a discussion on the pros and cons of genetically modified foods hosted by zocalo public square. We think that all plants are g. M. O. S because theres nothing that you buy in your Grocery Stores that hasnt been jeanettely modified. At 10 30 a. M. Eastern, white house ooeszers. You know, i knew that the nation was thirsting for this new mexic museum, but i didnt know the reaction would be this positive and strong. At 1 35 p. M. A panel of federal judges discussing the history of the bill of rights. What the bill of rights is a part of the constitution but its this hugely important designation of fences, division of power. Followed by a conversation with the smithsonian institutions david skortan and others. Our collection is 156 million objects including two million books and 154 million other things. At 6 30 p. M. Eastern. Edna green medford, douglas brinksly and Richard Norton smith. T. It is interesting that the greatest american president , Abraham Lincoln is bracketed by arguably the least successful american. This hollywood weekend on cspan. Three former pentagon officials tfy

© 2024 Vimarsana

vimarsana.com © 2020. All Rights Reserved.