16 Georgetown University Students Received U.S. Department of State Critical Language Scholarship During the Summer of 2017

Here a few of their experiences below:

Yasmeen El-Hasan spent her summer participating in intensive Arabic courses at the Arab American Language Institute of Morocco (AALIM) in Tangier, a coastal city of approximately 700,000 people located in northern Morocco.

Kathleen Daly spent her summer studying Bangla in Kolkata, India where she participated in intensive Bangla courses at the American Institute of Indian Studies. Kolkata, a former capital of the British Raj, is known as the center of the Bengal Renaissance, a resurgence of art and learning that contributed to Indian Independence.

Andrew O’Brien spent the summer studying Chinese in Changchun, China. For eight weeks, O’Brien and 27 other American students from institutions across the United States participated in intensive Chinese courses at College of Humanities and Sciences of Northeast Normal University in Changchun.

Greta Hagedorn spent the summer studying Chinese in Suzhou, China, a city known as the “Venice of the East” and is famous for its silk and gardens.

Elizabeth Humphrey studied Persian in Dushanbe, Tajikistan with 27 other American students, lived with local Persian-speaking host families, and participated in cultural excursions (including learning traditional zurkhaneh training methods).

 

Learn more about the Critical Language Scholarship here.

 

 

 

 

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You’re off the Treadmill: A Reflection by Mathew Quallen SFS’16

Matthew Quallen is a 2016 graduate of the School of Foreign Service, where he majored in International History, and currently the holder of a two-year Marshall Scholarship for graduate study in the United Kingdom.  During his time at Georgetown, Matthew worked at the Supreme Court, the Brookings Institution, and served as a member of the Working Group on Slavery, Memory and Reconciliation.  In Britain, Matthew has just completed an MA in History at the University of Manchester, with a concentration in the Lancashire Cotton Famine — an economic crisis in Britain resulting from the American Civil War.  This year, Matthew will study for an MSc. in Law, Anthropology and Society at the London School of Economics and Political Science. Here are Mathew’s reflections on his time as a Marshall Scholar thus far:

Almost every organizational orientation involves a stock phrase—a set of words repeated reluctantly but reliably, like a cliché. At orientations for new Marshall Scholars, that slogan is “you’re off the treadmill”.

“You’re off the treadmill”—it has the sort of clarity that comes from being evocative but vague, like saying the rat race is over. Off the treadmill, fine. But still running? What does it mean to have been running without moving? And what constituted the treadmill in the first place?

Without dwelling too deeply on a metaphor, I want to think about what it says about a fellowship. Because the concept of being off the treadmill suggests a rupture of some kind: that there is something different about being on the treadmill and being off of it, and that being on a fellowship reflects this difference.

The most significant difference suggested by the metaphor, and the most relatable across postgraduate life general, is a change of direction. Treadmills tell us where to run—forward (but ultimately, without advancing). By contrast, the runner in the world has to decide where to go. In the context of the Marshall, I’ve found this to reflect a lack of close management and the disappearance of many signposts for success. One may study at any university they choose. As long as one completes their proposed course of study, they are welcome—within reason—to do what they please. Especially living abroad, there are fewer structures to guide one’s choices. It is up to the recipient to decide whether they would rather study, vacation, learn a new skill, try a new sport, learn a language, or whittle away months at a gym.

To a limited degree, freedom is natural on a fellowship. For many fellowship recipients, the year, two years, or even three spent abroad is a hiatus, a waystation—remove the fellowship and you might simply leapfrog to the next step. A sense of freedom can be one of the most rewarding parts of a fellowship—if leveraged. I chose to spend several months studying the medieval history of the book. I will likely publish in the field. But medieval history is not and will never be my profession.

Despite the advertisement, this apparent directionlessness is available to undergraduates as well. And students in high school for that matter. What it really represents is an increasingly variable blueprint for success—getting good marks in a good program is wonderful, but it is not revered as success. Grades will come less often and mean less. Nobody will tell you what to do. There is no treadmill on offer, and being off the treadmill requires not only selecting, but often designing one’s own destination.

In truth, I am skeptical of the idea that fellowships take people off the treadmill. I think they largely aim to select those who have made the decision, at least at some point, to forgo the treadmill—in other words, to eschew a typical path to success (say, consulting at Georgetown) and do something different. Something, usually, they designed themselves—be it a role as an advocate, a topic of research, or an organization built from the ground up. At Georgetown, we should aim to be off the treadmill already.

 

 

 

 

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A Deep Reverence for Truth – A Reflection by Michael Meaney

Below is a reflection by Michael Meaney, who is currently studying at The University of Cambridge as a Gates Cambridge Scholar. Here, Michael shares a few of his thoughts on conducting research and searching for truth during his time at Cambridge.

Academic research is fundamentally about the pursuit of truth. And though it may silly or obvious to affirm this, the truth matters. In an age of fake news, scientific illiteracy, and our self-designed reality cocoons of social media, a firm commitment to the truth and the process by which to discover is of the utmost importance.

It was my time as a John Carroll Fellow at Georgetown University that planted the seeds of my own commitment to pursuing the truth. Participating in undergraduate research with Fr. Matt Carnes and as a Raines Fellow exposed me to the contested nature of truth in academic disciplines. “Established truth,” at least in the social sciences, is never really established. Assumptions,
access to data, and methods design are the essential components of deriving conclusions. These components change over time and are inherently political, meaning we need to interrogate and probe any truth dujour.

The extraordinary opportunity to pursue research at the University of Cambridge as a Gates Cambridge Scholar has brought the contingency of truth into sharper relief. In my own field of education, where the paradigm wars still rage, the seeming incompatibility of quantitative and qualitative methods belies a more problematic reality: what “works” on average for the group may not be sufficient for an individual, or perhaps many individual students. Educators are thus faced with a choice: should I focus my concerns on accomplishing the greatest amount of good for the average student? Or, should I concern myself with exploring with great care and detail the individual experience of a single learner, who, in and of themselves – because each student’s life is equally worthy and valuable – deserves tremendous attention and focus on their needs?

Educators concerned with what works on average might focus on the total achievement increase for a certain class observed after a certain pedagogical intervention; for example, a science experiment where students are assigned to work in groups. If the post-intervention class assessment score increased, on average, by ten percent, an educator might conclude that the intervention was successful. This kind of analysis might neglect, however, the minimal improvement demonstrated by a single student, whom we’ll call Jenny. Jenny might have increased her score by only one percent, or perhaps not at all.

The intervention for her was not successful. Group work typically requires some degree of extroversion. Jenny, a bit shy, might have found the activity anxiety-inducing and distracting, and was thus unable to gain much from the exercise. If the ten percent improvement research results were published, schools across a particular country might be inclined to try this new intervention that “works,” while at the same time, students like Jenny across that country would be disadvantaged because of it.

On the other hand, educators concerned with the individual student experience might focus on Jenny at the expense of the average student, for whom the intervention was successful. With a more critical perspective, an educator might assess the intervention as being biased toward extroverts, a character trait suited to those fluent in a culture’s native language and who identify with a racially dominant group. In this light, the intervention, rather than marking an improvement in overall pedagogy for students, might instead represent a tool for social and cultural reproduction of privilege, at the expense of Jenny and other students.

What is perhaps most difficult about this thought experiment is that both circumstances could accurately reflect reality: a singular, empirically valid reality that holds within it contradictory and incompatible truths, reflective of differing individual experiences. The choice of whose experiences to focus on is central to my own research. I am interested in Massive Open Online Courses, or MOOCs, and their implications for educational equity. When MOOCs began making international headlines in 2012, the group intended to benefit the most were traditionally underrepresented learners on university campuses, in the United States and around the world. I seek determine whether and how MOOCs have achieved their stated goal of “democratizing” higher education for traditionally underrepresented learners. Where my research departs from existing literature is that the population of learners I am interested in are those specifically not well-represented in existing research.

To date, learning analytics of massive data sets from MOOCs have focused on behavior patterns of average MOOC users and/or completers. The group is composed disproportionately of white, well-educated, employed men. I am interested in applying learning analytics to massive data sets of user behavior for traditionally underrepresented learners. While these datasets will not be as large as those used in studies that focus on broader segments of MOOC users, the sample sizes and data will be large enough to draw meaningful and significant conclusions. As I delve into these complicated matters, I know I am not alone. My colleagues in the education faculty similarly grapple with near-impossible to solve questions. My fellow Gates Cambridge peers do the same across fields ranging from political theory in film to infectious disease modeling to particle physics. Some fields are more exact than others, but all are contested, unsettled, and evolving.

There are no absolutely right answers, just difficult dimensions and terrain to navigate. It is both maddening and humbling. Each hard-earned citation is a literal footnote, a mere fragment of insight toward some far-off conclusion. But this also underscores the beautiful realization of one’s own limited impact as an individual; that we are part of a larger story of people working to do good in the world, seekers of truth spanning back generations, trying to make incremental progress. As individuals, we are only capable of so much, but as community we can – and must – make meaningful progress toward the further uncovering truth.

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A Reflection on the Mitchell Scholarship

From Peter Prindiville (SFS ’14) who is currently pursuing a master’s degree in Ireland on a George Mitchell Scholarship:

I graduated from the School of Foreign Service in 2014. After teaching high school for two years and earning a master’s degree from Notre Dame, I moved to Ireland to pursue further graduate studies on a George Mitchell Scholarship.

I am working on an MA in history at University College Cork, one of the constituent campuses of the National University of Ireland. The fellowship, as well as graduate education in Ireland, provides a considerable degree of flexibility and freedom. Simply put, I’ve been able to make the year what I wanted it to be. This freedom has made my time in Ireland quite fulfilling and formative, both professionally and personally, and is a hallmark of the Mitchell. The fellowship is intended to create an environment in which the recipients can grow personally while also making connections with and developing a love for the island of Ireland.
 
This broad mission and the myriad ways it is interpreted and lived out by different Mitchells allows for an experience somewhat unique among fellowships on the isles. Some of my fellow Mitchells have spent their time writing plays, working on business plans, or making doctoral applications. I’ve spent most of my time reading, writing, and travelling. Despite our different paths, we’ve each developed close, personal bonds to the island that will endure long after we leave.
 
Engaging this place on such an intimate level has been another gift of the year. The island is a beautiful and complex place. Living amidst the Irish milieu has encouraged me to confront challenging issues inherent to the Irish context—mores of belonging and community in a rapidly changing society, efforts to work for justice and equality informed by a national history replete with systemic oppression, and the duties a state has to its young people—that have helped me reflect critically on my own beliefs as an American.
 
The last thought I’ll leave with you can be summed in a simple Irish phrase: craic. It has a broad range of meaning, from “fun” or “good conversation” to “what’s happening?” In each of its uses, though, craic expresses a foundational cultural custom: the Irish are super chill. To sit for two hours in conversation with a friend down at the local pub over a pint of Murphy’s or Guinness isn’t lost time and it doesn’t need to be planned on Facebook—it’s friendship and it should happen on a whim. Things will get done, but maybe not in the next ten minutes. Business hours are broadly defined. The schedule is often not quite helpful in determining when a bus will actually arrive—or the national bus system just shuts down for almost three weeks and few people seem to care.
 
Things move at a different pace here. The Washingtonian in me was frustrated by all this at first. Nine months of slow acculturation, however, have encouraged me to take a step back, chill out a bit, and enjoy some good craic. For that, I’m quite grateful.
Read more about Peter’s Mitchell story here
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Alejandra Baez’s Experience with the Pickering Fellowship

From Alejandra Baez (SFS ’16) who is currently preparing for her career in the Foreign Service as a Pickering fellow:
I was exposed to the Pickering Fellowship through a few of my sisters in Delta Phi Epsilon Foreign Service Sorority. I was a sophomore, and the girls that I knew were seniors at the time. They were recipients, so they were invaluable resources that I turned to for help with the interview process as well as to understand the extent of the fellowship and commitment to the Foreign Service.
 
For a long time before learning about the Thomas R. Pickering Foreign Affairs Fellowship, I knew that I had a love for travel, learning languages, experiencing new cultures, meeting new people, combating inequality and fighting for social justice. Throughout college, I felt drawn to topics of international development and human rights, especially. So my biggest question was how do I build a career from all of these interests? Even more importantly, what job would PAY me to do some or all of these things? In the back of my head, I had played around with the idea of diplomacy but didn’t think seriously about it UNTIL I met these women. They exposed me to the fellowship, but also to the US Foreign Service which I began to consider as a professional career path. 
 
As a Pickering Fellow, I have a contract with the State Department to enter the Foreign Service upon receiving a master’s degree and to serve at least 5 years as a Foreign Service Officer. Fellows receive scholarships towards tuition for two years of study and complete two internships with the State Department (one domestic and one overseas) in preparation for entering the Foreign Service. This past summer, I interned with the Political Section at the U.S. Mission to the Organization of American States. And this upcoming summer, I will be interning with the Public Affairs Section at U.S. Embassy Bogotá in Colombia.
 
My experience with the Pickering Fellowship has been extremely formative and uplifting. The program entails financial sponsorship for two years of study, yes, but I appreciate much more the mentorships and networks that came with the fellowship. The whole purpose and mission of the Pickering and Rangel fellowships is to increase the diversity in our Foreign Service in order to accurately represent our multicultural population. It is important to show an interest in international affairs and a dedication to serving the United States. An important component of the fellowship is that you are connected to current and past Foreign Service Officers (including some ambassadors!) and also to peers who are also pursuing the same career as you and have struggled in similar ways that you might have: being a women, low-income, first-generation, a person of color, etc. My cohort has become an essential support group for me. The sense of community is important as you will be faced with incredibly important decisions such as where to go for grad school, which regions of the world to work in, how to manage a work-life balance, and how to start a family abroad in the future, for instance. All of these choices are a part of joining the Foreign Service; they are difficult choices to make so having the Pickering community around me to ask for advice was invaluable.
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Blake Atherton’s Year at the University of St. Andrews

Below is the reflection from Blake Atherton, who received the St. Andrew’s Society Scholarship in 2015. He is currently on his fellowship year at the University of St. Andrews in Scotland.

I studied International Political Economy in the School of Foreign Service at Georgetown, and am currently pursuing a master’s degree in International Security Studies in the School of International Relations at St Andrews, though the majority of my coursework (and indeed my specialty) is in international and comparative law. I am also a Research Fellow at the Centre for Global Constitutionalism, where I am writing a piece to be published on national constitutions and global lawmaking, and a Research Assistant for Kristen Harkness, whom I am helping to write a piece on comparative civil-military relations in Africa. As I am attending Georgetown Law next fall, this postgraduate degree is of tremendous value for my future career, which will directly or indirectly involve international and comparative law.

Master’s programs in the School of IR involve two compulsory courses, two electives, and a dissertation on the topic of your choice; further, the School of IR has a tremendous faculty and small classes, demonstrates an unconventional and multidisciplinary school of thought, and garners great respect nationally and globally. I highly recommend this scholarship, as well as the St. Andrews School of IR, for anyone interested in a career in international affairs or even political science more broadly; it is a very logical continuation of (and a nice compliment to) the SFS curriculum in particular.

Regarding benefits, the St Andrews Scholarship provides $30,000 in scholarship money – which constitutes almost full tuition at Scottish universities – to the Scottish institution of your choice, provided you get in. As there are only two St Andrews Scholars, there are not fora or events that bring the scholars together. Broadly speaking, St Andrews scholars have a great deal of autonomy and few concrete responsibilities as fellows once they matriculate at their university in Scotland.

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Jacob Gladysz, Joseph Goodman, and Lynn Lee Join the Third Cohort of Yenching Scholars at the Yenching Academy of Peking University

Jacob Gladysz (SFS ’17), Joseph Goodman (SFS ’15), and Lynn Lee (SFS ’17) have been selected as Yenching Scholars in the third cohort at the Yenching Academy of Peking University. Jacob, Joseph, and Lynn will join other outstanding graduates from around the world who will spend the 2017-2018 academic year enrolled in an English language Master of China Studies program. Established to promote interdisciplinary study of contemporary China, the Yenching Academy underlines the value of thinking about its development from both Chinese and international perspectives. As a fully-funded residential program at China’s top university, the Yenching Academy builds bridges between China and the world by gathering young people who show promise to lead and innovate in their fields.

Learn more about the Yenching Scholars program here.

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Matthew Hinson (SFS’17) Awarded Prestigious Rangel Fellowship

Georgetown senior Matthew Hinson (SFS’17) wins the Rangel Fellowship, a program funded by the U.S. Department of State and managed by Howard University, which awards about $95,000 over a two-year period to foreign service officer hopefuls. Matthew has focused his undergraduate research on global conflicts and is currently writing a senior thesis on the destruction and construction of memorials during the Lebanese Civil War. Learn more about Matthew’s story here.

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Erika Raven (G’17) Wins 2017 Marshall Sherfield Fellowship

Erika Raven (G’17), a Ph.D. candidate in Georgetown’s Interdisciplinary Program for Neuroscience (IPN), has been selected as the 2017 Marshall Sherfield Fellow for postdoctoral work in the United Kingdom. The Marshall Sherfield Fellowship, administered by the same commission that awards the Marshall Scholarship for graduate study, provides the opportunity for American scientists or engineers to engage in postdoctoral work at a British university or research institute.

Erika is one of three members of the Georgetown community to receive this prestigious award for the 2016-2017 application cycle. Learn more about Erika’s plans to undertake research on the cognitive effects of iron deficiency here.

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Devika Ranjan (SFS ’17) Wins Marshall Scholarship

Devika Ranjan (SFS’17), a culture and politics major at Georgetown, has won a 2017 Marshall Scholarship for graduate study in the United Kingdom. Devika, a local of Andover, Massachusetts, plans to pursue a one-year master’s degree in Refugee and Forced Migration at the University of Oxford and pursue a second one-year master’s degree in Devised Theater. As an undergraduate, Devika has engaged in many efforts to work with marginalized communities, including choreographing a political satire with a Pakistan-based theater and facilitating a theater workshop for children’s trauma relief after last year’s earthquake in Nepal. Read more of Devika’s story here.

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