Autumn Semester 2013
PSCI 463 Development Administration
PSCI 361 Public Administration
T Th, at 11:00 - 12:30 a.m. in LA 337
T Th, at 2:00 - 3:30 in LA 337
|Office Hours||T Th 10:30 - 11:00 and 12:30 - 1:30|
- Issues in Global Public Health (PSCI 227)
- Sustainable Climate Policy: China and the USA (PSCI 324)
- Politics of Africa (PSCI 326)
- Public Administration (PSCI 361)
- Politics of Global Migration (PSCI 431)
- Development Administration (PSCI 463)
- Management Skills (PSCI 524)
- Rural Health Issues in Global Perspective (PUBH 580)
Political Science 361 (3 cr)
Course Description & Objectives
The course introduces students to the legal and institutional setting of the U.S. public-administration system and to organizational dynamics and processes of public management. The instructor emphasizes the case-analysis approach as an aid to learning about administrative practice. Most cases highlight actual challenges of public administration that call for perceptive and skilled management responses. In addition to enhanced understanding of fundamental concepts and issues of public administration (including the evolution of public administration as a field of study, major organizational theories, private/public administration interfaces and dichotomies, budget preparation, ethical dilemmas, approaches to public service, the role of career officials in the policy process and political context, human-resource issues, challenges to effective management, and the comparative/global perspective), students should develop the ability to apply theoretical insights, personal values, and social-science findings to challenging organizational and ethical situations.
Political Science 463 (3 cr)
Course Description & Objectives
The course explores key issues of sustainable development and development management as well as the roles of local, national, and transnational public administrators, NGO personnel, and donor professionals. Development Administration focuses on the fundamental challenge of how to enhance living conditions in contexts characterized by scarce material resources. Students should develop awareness of the role of public administrators and NGO staff in sustainable-development processes, how culture affects development management, issues of decentralization and community empowerment, and effective approaches to management training and project evaluation as well as awareness of contemporary issues involving agriculture, natural resources and the environment, health, education, housing/transportation, and the special training needs of displaced persons. In addition to building a conceptual and knowledge base regarding the challenges of social, economic, and political change at national and community levels, P Sc 463 also involves simulated experience and practical exercises aimed at preparing students with valuable skills for field assignments in nonWestern contexts – including needs and capabilities assessment, data collection, gender-framework analysis, project selection, development planning and budgeting, program implementation, action training, and project evaluation. This core course in the International Development Studies minor aims to provide basic preparation for students interested in Peace Corps assignments, NGO work, and/or a career in international development.
PSCI 463 is one of the core courses available to students who minor in International Development Studies and in Global Public Health.
Political Science 431 (3 cr)
Politics of Global Migration
Course Description & Objectives
The proactive and reactive migration of peoples within countries and across national boundaries constitutes one of the fundamental challenges of international relations and domestic politics in the 21st Century. In preparation for these challenges, this course explores recent and contemporary population movements from a multidisciplinary perspective. Geographical coverage includes Asia, North and Central America, Africa, and Europe. Attention initially is devoted transnationalism and associated economic, social, and political transformations. After exploring key dimensions of transmigration, we will focus on connecting transmigration, transnational competence, and sustainable development.
Students should develop familiarity with approaches to and dimensions of transnationalism as well as its potential transformative effects in the 21st Century; awareness of global migration patterns, pressures, processes, and implications; understanding of how population movements are related to the emergence of a world mobility system that involves an expanding flow of people across national boundaries in ways that challenge the geopolitical framework of nation states and are facilitated by transnational competence; the ability to connect transmigration, transnational competence, and sustainable development; familiarity with the arguments and issues behind current debates and conflicts over policies that impact migration and development; and enhanced individual and group analytic and problem-solving skills.
PSCI 431 is one of the core courses available to students who minor in International Development Studies and in Global Public Health.
Political Science 324 (3cr)
Sustainable Climate Policies: China and the USA
Sustainable Climate Policies: China and the USA explores the contributions of the United States and China to global climatic change, the reasons why both nation-states are the world’s two largest emitters of greenhouse gases, the future vulnerabilities of both countries to climatic change, prevailing national and subnational government policies that affect emission levels, the roles of NGOs and individuals, and climatic-stabilization alternatives. The course includes attention to useful and practical sustainable-climate policy approaches in China and the USA, with some attention to India. Issue-bundling and policy-framing strategies are considered in depth. Emerging and prospective partnerships among multilevel governments, NGOs, and communities will be explored.
Working individually and in teams, with feedback and source suggestions from the instructor, students will propose, outline, finalize, and defend creative local, regional, national, or transnational GHG-mitigation policies involving China and the USA. One important outcome of these exercises will be deeper understanding of the constraints and possibilities involved in developing sustainable climate policies in the two countries.
By the end of the course, students should have achieved the following:
- gained comparative understanding of government policy-making processes and positions that affect climate-change mitigation in China and the United States
- be able to discern current and potential interests and roles of domestic and transnational nonstate actors with respect to climate mitigation
- be able to identify the principal constraints on and opportunities for policy change – particularly at the subnational level – in China and the United States
- gained insight regarding ways to influence climate-mitigation-policy outcomes in both countries
- be able to design an emission-mitigation-policy proposal for China and the United States
- be able to develop a PowerPoint presentation that captures the essence of your policy proposal
PSCI 324 is one of the core “society” courses available to students who minor in Climate Change Studies.
Political Science 120 (3cr)
Introduction to Comparative Government
Course Description & Objectives
Introduction to the cross-national and comparative study of contemporary political systems. Focus on structural/behavioral similarities and differences, common and diverse aspirations/struggles, globalization and local responses, and domestic-foreign linkages. Reference to major illustrative countries in Europe, the Middle East, Asia (including Central Asia), Africa, and Latin America. By the end of the course, students should understand patterns of governance and political diversity/complexity around the world, be able to explain similarities and differences among key political institutions and the role of political culture, be familiar with different theoretical and analytical approaches to the comparative study of political systems, and be capable of interpreting current events based on sound conceptual understanding and empirical grounding. This course also is intended to provide the basic grounding for advanced study of comparative politics at the upper-division level and the basis for life-long learning about different political systems and key human concerns.
Political Science 326 (3 cr)
Politics of Africa
Course Description & Objectives
The purpose of this course is to acquaint students with political systems in contemporary Sub-Saharan Africa, including their development from the interaction of African, Western, and indigenous social, political, and economic forces. We also consider the efforts of leaders and citizens to bring about change. Students should gain deeper awareness of the impact of political/cultural heritage, contemporary socio-political conditions, and internal/external political and economic influences on the challenges currently confronting African states and societies. We focus on Sub-Saharan African states (e.g., Nigeria, Ethiopia, Eritrea, Senegal, Tanzania, South Africa) that are particularly important, exemplify major challenges, and reflect the diversity of approaches to political change and economic development found on the continent. Course participants develop in-depth understanding of one contemporary African political system and critical skills in assessing appropriate approaches to donor assistance in contemporary Africa. Special attention is devoted to developing critical skills in addressing appropriate approaches to foreign assistance in contemporary Africa and to understanding health conditions and contributing factors in Africa –especially with regard to the HIV/AIDS crisis.
Political Science 524 (3 cr)
Seminar in Management Skills
Course Description & Objectives
The seminar focuses on skills that research has shown to be important contributors to managerial effectiveness in public and not-for-profit organizations. Students assess their current strengths and weaknesses in each behavioral area, increase their cognitive understanding of these personal and organizational skills, and begin the process of expanding and enhancing their competency by applying the behavioral principles they learn to a variety of case studies and exercises. The course is organized around an integrated, comprehensive, and experiential learning model designed to improve participants’ management behavior through skill assessment, learning, analysis, and practice. Specifically, we concentrate on developing practical management skills in self-assessment, oral and written presentations, managing stress, conducting meetings, communicating supportively, gaining power and influence, motivating others, managing conflict, empowering and delegating, managing diversity, negotiating agreements in transnational organizational contexts, and participating in performance-appraisal and employee-selection interviews.
Public Health 580 (3 cr)
Rural Health Issues in Global Perspective
The mission of the University of Montana’s Masters of Public Health program is to prepare professionals to improve the health of the people of Montana and other rural areas around the world by providing interdisciplinary education that fosters critical thinking, research-based practice, and community collaboration. The program aims to graduate practitioners who are competent to address the unique challenges resulting from the intersection of rural and global health issues through approaches that examine the interaction of biological, environmental, historical, political, socio-cultural, economic, and behavioral factors and their relationship to public-health policy, management, and intervention.
PUBH 580 Learning Objectives (Professional Competencies)
Program Public Health Competency 10: Uses Global Insight in Responding to Local Public Health Issues
- Demonstrate ability to discern complex interconnections among local and transnational forces that facilitate and constrain global health
- Ability to connect contemporary rural-health challenges to transnational socio-cultural, political, economic, environmental, biological, and behavioral determinants
- Ability to analyze the impact of transnational interdependencies on rural public health problems and systems
- Ability to explain how transnational connections are important in the design of interventions within rural public-health delivery systems
- Ability to analyze contributions of social, behavioral, environmental, and biological factors to transnational community health outcomes
- Demonstrate appreciation for the tradeoffs between individual freedom and public welfare, and between voluntary compliance and mandates, involved in addressing transnational challenges to global health
- Ability to relate sentinel public health events to practice of public health transnationally
Program Public Health Competency 9: Respond to Public Health Issues in Rural Settings
- Understanding rural characteristics and implications for public health
- Ability to identify and distinguish structural, environmental, community, biological, and individual factors affecting rural health by utilizing, in part, epidemiological data
- Ability to analyze the effects on rural public-health systems of politics and social/ economic policies at the local, state/provincial, national, and international levels
- Ability to analyze the impact of global trends and interdependencies on rural-health systems, challenges, and opportunities
- Ability to describe the role and functions of indigenous and transnational nongovernmental organizations in rural health care
- Understanding challenges to health care delivery in rural developing areas and contributing factors
Program Public Health Competency 4: Practice Public Health with People from Diverse Populations
- Demonstrate ability to apply the transnational-competence (TC) framework in addressing specific rural and global health challenges
- Increased empathy regarding the health concerns and needs of vulnerable rural populations, especially women, children, and displaced persons
- Ability to cite several transnational situations where cultural and social sensitivity resulted in improved health interventions
- Ability to identify and assess the utility of traditional and nontraditional sources of health information and approaches
- Ability to formulate and adapt participatory approaches to rural public-health challenges that take into account cultural, socio-economic, and ecological diversity
- Ability to explore and critically assess approaches aimed at reducing health disparities now and for generations to follow
- Ability to use TC skills when engaged with and empowering diverse and disadvantaged rural communities
Program Public Health Competency 8: Exercise Public Health Leadership and Systems Thinking
- Increased appreciation for the contributions of various disciplines to health
- Ability to identify factors affecting the application of IT for public-health purposes in diverse national contexts
- Ability to collaborate with classmates in prioritizing objectives and resource needs for public health program transnationally
- Demonstrate team building, empathy, and negotiation on class projects (groups)
- Ability to articulate a feasible and creative plan of action
- Ability to formulate effective an strategy for transnational collaboration and partnerships
- Demonstrated capacity for needs assessment, policy formulation, and evaluation through final project
- Final project identifies and takes into consideration critical stakeholders from another country context
- Strong oral and written skills demonstrated in required projects and presentations
- Demonstrate ability to analyze critically considerations of human rights, equity, and social justice in relationship to rural and global health challenges, including:
- demonstrate awareness of factors that contribute to wide disparities in health among certain populations
- ability to analyze contribution of history, power, privilege, inequality trans-nationally
- ability to differentiate among availability, acceptability, and accessibility of health care across diverse populations in various country contexts
- identify the role of various health professionals in reducing/eliminating disparities
- identify local and transnational resources that can be mobilized for diminishing health disparities
- ability to apply human-rights and social-justice principles in health advocacy plans
- formulate strategies for mobilizing community participation in health- and sustainable-development-related activities and for forging effective alliances and partnerships
PUBH 524 is a required core seminar in the Masters Degree in Public Health program.
Political Science 227
Issues in Global Public Health
To function as informed and active citizens in a world suffused by proximate, distant, and transnational health challenges, students are advantaged by developing awareness and sensitivities regarding public-health issues of global concern. PSCI 227 is designed to engage as well as inform. The overarching question we will engage this semester is: “What transnational, national, and local policies and skills will help us address current and future challenges to global health?” In 2003, the Institute of Medicine’s reported that public-health literacy is an “`essential part of the training of citizens’” and that it “prepares students to contribute to the health of the public through positive decision-making and constructive action in personal, professional, and civic arenas.” The instructor’s scholarly work on the value of transnational competence for health-care professionals will provide the basis for building skills intended to enable you to participate creatively and effectively when global health challenges arise in the future both as a professional and as a concerned citizen.
While exploring big and enduring issues of global public health, we initially will focus on “finding the right questions.” In the process, you will be introduced to diverse perspectives and approaches, constraints and capacities, ethical dilemmas, policy options, and challenges involved in making decisions under conditions of uncertainty. You are encouraged to make and explore interdisciplinary as well as transnational connections.
PSCI 227 treats current public-health challenges in industrialized and low-income countries, including chronic and infectious illnesses. Issues covered include the impact of social and political inequities on the global burden of illness, health impacts of climate change, undernourishment and malnutrition, sanitation and access to clean water, the obesity epidemic, funding disparities, the “fatal flow of expertise” from low-income to wealthy countries, transnational and indigenous health care, medical tourism, health as a human right and development resource, health implications of displacement, migration, travel, and migrant health care, remote (rural) and reservation health challenges, armed conflict and health, public-disaster and health-emergency preparedness and response, quarantines and isolation, and academic preparation for emerging transnational challenges. In comparative perspective, the course explores the individual, environmental, resource, and governance (national, international, and non-governmental) context of public-health policy, interventions, and outcomes and addresses questions of health equity and justice, regional problematics and contributors, and the concerns of vulnerable populations along with possibilities for health advocacy. Through individual and group research projects, you will prepare to work collaboratively with future partners.
The course focuses on skill learning consistent with the transnational-competence framework. You are expected to distinguish and develop analytic, emotional, creative, communicative, and functional competencies. You will learn to frame questions about global public-health challenges, analyze underlying contributing factors, resolve ethical dilemmas, construct transdisciplinary approaches working in teams, and critically assess implementation strategies and policy alternatives. Specific learning outcomes include:
- Demonstrate understanding of the history, principles, and burdens of public health in a global context
- Demonstrate ability to discern interconnections among local and transnational, upstream and midstream, forces that facilitate and constrain global health
- Demonstrate ability to identify and distinguish the multiple and transnationally interconnected social, political, economic, environmental, cultural, biological, and behavioral determinants of individual and population health
- Demonstrate ability to compare health conditions in the Global South with health conditions in the Global North (including remote rural areas and Native American reservations) and awareness of factors that contribute to health vulnerabilities and wide disparities in health opportunity
- Demonstrate ability to analyze the effects on public-health systems of politics and social/economic policies at the local, tribal, state/provincial, national, and international levels
- Demonstrate appreciation for the role of individual capabilities and resilience, contextual resources, community collaboration, and transnational partnership in promoting public health
- Demonstrate ability to identify and critically assess cost-effective approaches aimed at reducing health disparities now and for generations to follow
- Demonstrate ability to identify health-promoting individual lifestyle behaviors and socially responsible local and transnational participation in promoting public health
PSCI 227 is a required course for students who minor in Global Public Health.
 To access the Self-Study Committee’s 10 core competencies and their learning objectives, go to: http://publichealth.umt.edu/sites/publichealth.health.umt.edu/files/documents/CompetenciesStudentVersion.pdf
Beginning with my doctoral dissertation, I have been interested in sustainable local development. I devoted much of the early part of my career to research on development-related issues in Africa (particularly Ethiopia, Nigeria, and Eritrea). In 1995/1996, I served as lead consultant to UNICEF on decentralization for social/health planning in Eritrea. In the late 1990s, my career-long interest in local public management expanded to include urban China and Hong Kong. My research devotes special attention to the role of NGOs, individual citizen networks, and indigenous needs/approaches in transnational development partnerships. Work in this area has especially informed the courses and training programs I offer in international development and The University of Montana’s minor in International Development Studies. Major authored and co-authored publications include Ethiopian Provincial and Municipal Government (Michigan State University); Afocha: A Link Between Community and Administration in Harar, Ethiopia (Syracuse University); Public Policy and Administration in Africa: Lessons from Nigeria (Westview); Making Aid Work: Innovative Strategies for Africa at the Turn of the Century (University Press of America); Report on the Establishment of a Unified System of Administration for the Federal Capital Territory (Ahmadu Bello University); "Local Government Involvement in National Development Planning: Guidelines for Project Selection Based Upon Nigeria's Fourth Plan Experience," Public Administration and Development; "Development Administration in Nigeria: Inclinations and Results," in Handbook of Comparative and Development Public Administration, edited by Ali Farazmand (Marcel Dekker); "Revolution and Public Service in the Third World." In Handbook of Comparative and Development Public Administration, edited by Ali Farazmand (Marcel Dekker); Decentralization for Sustainable Development," in Development Management in Africa: Toward Dynamism, Empowerment, and Entrepreneurship, edited by Sadiq Rasheed and David Luke (Westview Press); "The Challenge of Decentralization in Eritrea," Journal of African Policy Studies (co-authored with Goran Hyden and Turhan Saleh); “One Government, Multiple Systems: Hong Kong Public Administration in Transition” (inaugural issue of Public Organization Review); “Great-Power Decentralization and the Management of Global/Local Economic Policy and Relations: Lessons in Fluidity from the People’s Republic of China,” International Review of Administrative Sciences; “The Shanghai Outlook on the WTO: Local Bureaucrats and Accession-related Reforms,” Pacific Affairs; “Subnational Managerial Transformation and the Post-WTO-Accession Business Environment in China: Shanghai Perspectives,” Thunderbird International Business Review; “Globalization, Decentralization, and Public Entrepreneurship: Reorienting Bureaucracy in the People’s Republic of China,” in Bureaucracy and Administration, edited by Ali Farazmand (CRC Press); “Growth with Sustainable Development? Impressions of Addis Ababa at the Start of 2011,” inaugural issue of Afrikan Sarvi – Horn of Africa Journal (with Phyllis B. Ngai). See list of publications.
Some of my early work focused on African politics. Major publications include "Forecast for Political Change in Ethiopia: An Urban Perspective," in Analyzing African Political Change: Applications of a New Multidimensional Framework, ed. by James R. Scarritt (Westview Press); "Competitive Transition to Civilian Rule: Nigeria's First and Second Experiments," Journal of Modern African Studies; "State Land Allocation and Class Formation in Nigeria," Journal of Modern African Studies; "Prelude to Civilian Rule: The 1979 Nigerian Elections," Africa Today; "Ethiopia: Famine, Food Production, and Changes in the Legal Order," African Studies Review; "Student Politics in Traditional Monarchies: A Comparative Analysis of Ethiopia and Nepal," Journal of Asian and African Studies; "Ethiopian Politics: Military Intervention and Prospects for Further Change," Africa Today.
I embarked on the study of refugee formation and migration in the mid-1980s -- initially with grant support from the Rockefeller Foundation. The structural and individual contributors to and consequences of population migration have been of abiding scholarly interest. My work on refugees and migration has evolved to encompass connections with foreign policy, training, organizational communication, health care, and transnational competence. This work has especially informed my senior-level course on Politics of Global Migration and my Masters of Public Health seminar on Rural Health Issues in Global Perspective. Major publications in this area include Refugees from Revolution: U.S. Policy and Third-World Migration (Westview); U.S.-China Relations Following the 1997-1998 Summits (Chinese University Press); The Expanding Role of Chinese Americans in U.S.-China Relations: Transnational Networks and Trans-Pacific Interactions (M. E. Sharpe); "Persistent Problems and Political Issues in U.S. Immigration Law and Policy," in Refugee Law and Policy: International and U.S. Responses, edited by Ved P. Nanda (Greenwood Press); "Resettled Refugees from Ethiopia: Who Gets into the United States?" Refuge; “Repatriation of African Exiles: The Decision to Return,” in Cambridge Survey of World Migration, edited by Robin Cohen (Cambridge University Press); "Refugee Settlement and Repatriation in Africa: Development Prospects and Constraints," in African Refugees: Development Aid and Repatriation, edited by Howard Adelman and John Sorenson (Westview Press); “Immigrant Transnationals and U.S. Foreign Relations,” in A Companion to American Immigration (Blackwell, 1st & 2nd editions); and Organizational Communication in Refugee-camp Situations, United Nations High Commission for Refugees (UNHCR) Working Paper No. 71. See publication list.
The outcomes of transnational physician-patient consultations are critical for individual and public health in our era of mobility upheaval. As a Fulbright New Century Scholar in the inaugural Challenges to Health in a Borderless World program (2001-2002), my research project explored the role of transnational competence in medical encounters among clinicians and asylum seekers/resettled migrants in Finland. This project grew out of collaborative development of the transnational competence framework with James N. Rosenau. The framework was published in 2002 as a “Visions of International Studies” piece in International Studies Perspectives. Scholarly publications in the area of global health and forced migration include an inaugural-issue article on “Global Politics and Multinational Health-care Encounters: Assessing the Role of Transnational Competence,” EcoHealth; “Medical Encounters in Finnish Reception Centres: Asylum-seeker and Clinician Perspectives,” Journal of Refugee Studies (2005); “Clinician/Patient Connections in Ethnoculturally Nonconcordant Encounters with Political-asylum Seekers: A Comparison of Physicians and Nurses,” Journal of Transcultural Nursing (co-authored with Kirsti Sainola-Rodriguez); “Migration and Transnational Health Care: Connecting Finland and Somaliland,” Siirtolaisuus – Migration 34 (co-authored with Marja Tiilikainen); “Transnational Migration, State Policy, and Local Clinician Treatment of Asylum Seekers and Resettled Migrants: Comparative Perspectives on Reception-centre and Community Health-care Practice in Finland,” Global Social Policy; “Globalization, Migration Health, and Educational Preparation for Transnational Medical Encounters,” Globalization and Health 2; “Health-care Outcomes in Ethnoculturally Discordant Medical Encounters: The Role of Physician Transnational Competence in Consultations with Asylum Seekers,” Journal of Immigrant and Minority Health 8; “Medical Education for a Changing World: Moving Beyond Cultural Competence into Transnational Competence,” Academic Medicine 81 (co-authored with Herbert Swick); “Transforming the Boundaries of Health Care: Insights from the Transnational Outlooks and Practices of Somali Migrants,” Medical Anthropology 30 (5) (co-authored with Marja Tiilikainen); “Mental Health and Migration,” in The Encyclopedia of Global Human Migration, edited by Immanuel Ness (Oxford: Blackwell); and “Immigrants and Health,” forthcoming in The Encyclopedia of U.S. Immigration, edited by James Ciment (Armonk, NY: ME Sharpe). In summer 2004, I co-directed an Arnold P. Gold Foundation-supported workshop for faculty and administrators from four U.S. medical schools on ways to pilot the transnational-competence framework in the clinical curriculum. The Trillium Health Centre in Toronto invited a presentation at their September 2005 Back-to-School Conference on “Transnational Competence: What is it and Why is it Needed at Trillium?” and, in November 2005, I participated in a Continuing Medical Education workshop on “Moving Beyond Cultural Competence: Transnational Competence in Undergraduate Medical Education” at the annual Association of American Medical Colleges (AAMC) conference. In spring 2006, I lectured and consulted with scholars and students in five cities across Finland through the Fulbright senior specialist program. The presentations delivered to Finnish physicians, nurses, scholars, students, local government officials, social workers, and hospital staff built upon the results of my 2002 Fulbright New Century Scholar research project on migrant-health care in Finland and on my recent work on transnational competence in medical education. Presentation topics included “Migrant-friendly Health Care for Somalis in Finland,” “Transnational Competence and Migrant Health Care: Promoting Equity in Health,” “Patient-health-care Outcomes Research: Contributions of and Challenges to the Intersubjective-assessments Approach,” “Transnational Competence and Citizenship in an Era of Global Mobility,” “Improving Transnational Health-care Encounters and Outcomes in Finland,” “Transnational-competence Education for Physicians, Nurses, and Public-health Specialists,” and (at Savonia Polytechnic’s International Day celebration) “Global Health, Human Rights, and Transnational Competence.” Sponsors for these talks included the universities of Helsinki, Tampere, Joensuu, Kuopio, and the Savonia Polytechnic; the Finland-Somali Association and the Family Federation; the International Organization for Migration and the Finnish Observatory on Discrimination; the Society for the Study of Ethnic Relations and International Migration; the Health Services Research Programme of the Academy of Finland; the TYKS Hospital in Turku; and Kuopio University Hospital and Kuopio Social and Health Care Center. The principal host for these engagements was the Department of Sociology, University of Helsinki. See cv and publication list.
Student interests feature prominently in my vision for the future of education. Throughout my career, I have been especially interested in academic program development and increasing student-exchange and internship opportunities in the Global South. At Ahmadu Bello University in Nigeria, I developed course curricula and admissions and degree/diploma requirements for new academic programs, including the M.A. in Local Government and Ph.D. in Public Administration with emphasis in Local Government. I also have consulted on the public administration undergraduate curriculum at Addis Ababa University and Asmara University and assisted The University of Belize in the establishment of an undergraduate degree program in natural-resource management. My involvement as a Fulbright New Century Scholar included development of a yet-to-be-implemented proposal to establish a parallel Fulbright New Century Students program that the other scholars endorsed prior to submission to the Institute for International Education. Earlier, I developed and presented a proposal to establish a student-mentor program in international development at a Higher Education and Global Development National Policy Roundtable co-sponsored by the Association Liaison Office for University Cooperation in Development (ALO) and the U.S. Agency for International Development. At The University of Montana, I co-initiated our popular interdisciplinary minor in International Development Studies (IDS) that added a Peace Corps Prep certification option in 2011 (the first available at a public university), co-founded an undergraduate minor in climate change studies, and led an initiative that resulted in establishment of an undergraduate minor in global public health (GPH). The GPH minor is the subject of my essay on “Transnationalism and Transdisciplinary Undergraduate Education” in The Montana Professor 22. In 2011, I was an inaugural recipient of the Paul G. Lauren Undergraduate Research Faculty Mentor Award.
CURRENT RESEARCH INTERESTS
My current research is focused on professional education for transnational careers, on the role of subnational actors in mitigating greenhouse-gas (GHG) emissions, on transnational higher-education partnerships, and on evaluating academic programs devoted to sustainable development.
In our globally networked society, professionally trained faculty, students, and administrative staff in all fields of preparation – whether located abroad or at home -- need to move beyond international awareness and intercultural competence into transnational competence (TC). Universities can inspire student commitment to developing transnational competence through cross-disciplinary, issue-informed, and multi-regional diversity offerings in general education, through language preparation, and through area studies as well as by embedding TC preparation in contemporary professional education. With support from a spring 2008 sabbatical, I elaborated the TC framework, particularly for application in teacher education, business management, engineering, social work, agriculture, public administration, natural-resource management, and health/medicine. In 2010, Paradigm Publishers released Transnational Competence: Empowering Professional Curricula for Horizon-Rising Challenges, co-authored with Professor James N. Rosenau Professor Rosenau. A Montana university-system application appeared in “The Transnational Competence Race,” The Montana Professor (2011).
Together, the United States and China are responsible for nearly 40 per cent of total annual greenhouse-gas emissions. The central role of the PRC and the USA in global-warming trajectories coupled with political paralysis at the national level mean that prospects for effective actions that will address the Twenty-first Century interdependence challenge of climatic stabilization rest on subnational, including nongovernmental, actions and collaborations. My work devotes special attention to the strategic importance of nonstate actors, particularly Chinese Americans, and subnational governments in transnational projects and in changes affecting consumption values and behavior that promise to reduce GHG emissions. Publications include “Sustainable-development Frontiers and Divides: Transnational Actors and U.S./China Greenhouse-gas Emissions” International Journal of Sustainable Development & World Ecology; “Global Climatic Stabilization: Challenges for Public Administration in China and the United States,” in Handbook of Globalization, Governance, and Public Administration, edited by Ali Farazmand and Jack Pinkowski (CRC Press); “Global Health and Human Rights: Challenges for Public-health Administrators in an Era of Interdependence and Mobility.” in Handbook of Globalization, Governance, and Public Administration, edited by Ali Farazmand and Jack Pinkowski (CRC Press); “Fitting a Vital Linkage Piece into the Multidimensional Emissions-reduction Puzzle: Nongovernmental Pathways to Consumption Changes in the PRC and the USA,” Climatic Change; “Underneath Kyoto: Emerging Subnational Government Initiatives and Incipient Issue-bundling Opportunities in China and the United States,” Global Environmental Politics; “Back to the Future: Bicycles, Human Health, and GHG Emissions in China,” China Environment Series; and “Climate Policy and Action `Underneath’ Kyoto and Copenhagen: China and the USA,” Wiley Interdisciplinary Reviews: Climate Change 1. See publication list.
My recent scholarship bridges higher education and sustainable-development. Publications and papers include “Enhancing International Research and Development-Project Activity on University Campuses: Insights from U.S. Senior International Officers,” Journal of Studies in International Education (co-authored with Darla K. Deardorff and Kerry D. Bolognese); “Enhancing Higher Education’s Engagement in International Development: Africa-U.S. Partnerships,” Journal of the World Universities Forum (co-authored with Montague Demment and Anne-Claire Hervy); “Higher Education and Sustainable Development in Africa: Why Partner Transnationally?” Background Paper for the November 2010 Ministerial Conference on Higher Education in Agriculture in Africa, Kampala, Uganda (co-authored with Montague Demment); “3Ts for the Twenty-first Century: Transborder Migration, Transnational Empowerment, and Transformation of Professional Higher Education” (Presented at the June 2009 Transnationalization and Institutional Transformations Meeting of the TRANS-NET project, Moulay Ismail University, Meknes, Morocco) “Transnational Research and Development Partnerships in Higher Education: Global Perspectives,” in The Sage Handbook of International Higher Education, edited by Darla K. Deardorff, Hans de Wit, John D. Heyl, and Tony Adams (co-authored with Milton O. Obamba); “Donors and Higher Education Partners: A Critical Assessment of U.S. and Canadian Support for Transnational Research and Sustainable Development,” Compare: A Journal of Comparative and International Education 42 (3); “Turbulence and Bifurcation in North-South Higher-Education Partnerships for Research and Sustainable Development,” Public Organization Review 12 (4); “China and Africa: South-South Prospects for Symmetry in Transnational Higher Education Partnerships Devoted to Sustainable Development,” China and the World 3 (in Chinese); “Donor-Supported Transnational Higher-Education Initiatives for Development and Research: A Framework for Analysis and a Call for Increased Transparency,” Higher Education Policy 26; “Transnational Higher Education and Sustainable Development: Current Initiatives and Future Prospects,” Policy Futures in Education 10 (3); “Developments in Transnational Research Linkages: Evidence from U.S. Higher-education Activity.” Journal of New Approaches in Educational Research (forthcoming); “Evaluating Sustainability Education: Lessons from International Development Experience.”
Higher Education (forthcoming) (lead author with Juha Uitto). See publication list.
Books and Monographs
Transnational Competence: Empowering Professional Curricula for Horizon-Rising Challenges. Boulder: Paradigm Publishers.
2010. 217 pp. With James N. Rosenau.
Zhongmei Guanxi Zhongde Huaren (Chinese Americans in U.S.-China Relations). Beijing: Xinhua Publishing House,
2004. 310 pp. Co-edited with Xiao-huang Yin.
The Expanding Roles of Chinese Americans in U.S.-China Relations: Transnational Networks and Trans-Pacific
Interactions. Armonk, NY: M.E. Sharpe, 2002. 311 pp. Co-edited with Xiao-huang Yin.
Organizational Communication in Refugee-camp Situations. New Issues in Refugee Research Working Paper No. 71.
Geneva: United Nations High Commission for Refugees (UNHCR), December 2002. With Phyllis Bo-yuen Ngai. 35 pp.
Making Aid Work: Innovative Approaches for Africa at the Turn of the Century. Lanham, Md: University Press of America,
1999. 212 pp. Co-edited with Olatunde J.B. Ojo.
The Outlook for U.S. - China Relations Following the 1997-1998 Summits: Chinese and American Perspectives on
Security, Trade, and Cultural Exchange. Hong Kong: The Chinese University Press, 1999. 403 pp. Co-edited with
Joseph Y.S. Cheng.
1997-1998 Fenghui Hou Zhongmei Guanxi Zhi Fazhan. Hong Kong: The Chinese University Press, 1999. 368 pp.
Co-edited with Joseph Y.S. Cheng.
Final Report of the International Symposium "Refugees and Development Assistance: Training for Voluntary Repatriation."
Missoula: Office of International Programs, The University of Montana, April 1994. 96 pp. Compiler, contributor, and editor.
Refugees from Revolution: U.S. Policy and Third-World Migration. Boulder: Westview Press, 1991. 463 pp. Reviewed in
the June 1993 issue of the American Political Science Review.
Public Policy and Administration in Africa: Lessons from Nigeria. Boulder: Westview Press, 1990. 376 pp.
Resettled Refugees and Asylum Applicants: Implications of the Case of Migrants from Ethiopia for United States Policy.
Monograph No. 2. Arlington, Va: Center for Ethiopian Studies, 1987. 95 pp. With Girma Negash.
Cases in Post Reform Nigerian Administration. Zaria: Department of Local Government Studies, Institute of Administration, Ahmadu Bello University, 1982. 100pp. Edited work with E.A.O. Oyeyipo and Lucille Joye.
Local Autonomy and Inter-governmental Relations in Nigeria; The Case of the Northern States in the Immediate Post Local Government Reform Period (1976-79). Zaria: Institute of Administration, Ahmadu Bello University, 1982. 79 pp.
With A.Y. Aliyu.
Ethiopian Provincial and Municipal Government: Imperial Patterns and Post-Revolution Changes. Monograph No. 9. East Lansing: Michigan State University, African Studies Center, 1980. 317 pp. With John M. Cohen.
Report on the Establishment of a Unified System of Administration for the Federal Capital Territory. Zaria: Institute of Administration, Ahmadu Bello University, 1979. 184 pp. With A.Y. Aliyu, et al.
Afocha: A Link Between Community and Administration in Harar, Ethiopia. Foreign and Comparative Studies, African Series XXXI. Syracuse: Maxwell School of Citizenship and Public Affairs, Syracuse University, 1978. 120 pp. With Sidney
Montana Local Government Review: An Analysis and Summary. Missoula: Bureau of Government Research, University of
Montana, 1977. 152 pp. With James J. Lopach.
Conduct of Local Government Review in Missoula, Montana: Dynamics of a City-County Consolidation Proposal. Missoula:
Bureau of Government Research, University of Montana, 1976. 92 pp. With Jan Konigsberg.
Profile of Montana Local Government Study Commissioners. Missoula: Bureau of Government Research, University of Montana, 1976. 67 pp. With James J. Lopach.
Lake County, Montana: Growth of a Small Government. Missoula: Bureau of Government Research, University of Montana,
1975. 84 pp. With Lauren S. McKinsey.
Chapters in Edited Books
“Immigrants and Health.” In Encyclopedia of U.S. Immigration, edited by James Ciment. Armonk, NY: ME Sharpe (forthcoming).
“Mental Health and Migration.” In The Encyclopedia of Global Human Migration, edited by Immanuel Ness. Oxford: Blackwell
Publishing, 2013. DOI: 10.1002/9781444351071.wbeghm362
“Transnational Research and Development Partnerships in Higher Education: Global Perspectives.” InThe Sage Handbook of
International Higher Education, edited by Darla K. Deardorff, Hans de Wit, John D. Heyl, and Tony Adams. Thousand Oaks, CA: Sage
(2012). Co-authored with Milton O. Obamba. Pp. 359-378.
“Immigrant Transnationals and U.S. Foreign Relations.” In A Companion to American Immigration, 2nd edition, edited by Reed
Ueda. Malden, MA: Blackwell Publishing, 2011. Co-authored with Xiao-huang Yin. Pp. 77-105.
“Globalization, Decentralization, and Public Entrepreneurship: Reorienting Bureaucracy in the People’s Republic of China.”
In Bureaucracy and Administration, edited by Ali Farazmand. Boca Raton: CRC Press, 2009. Pp. 409-432.
“Global Health and Human Rights: Challenges for Public-health Administrators in an Era of Interdependence and Mobility.” In
Handbook of Globalization, Governance, and Public Administration, edited by Ali Farazmand and Jack Pinkowski. Boca
Raton: CRC Press, 2007. Pp. 1045-1073.
“Global Climatic Stabilization: Challenges for Public Administration in China and the United States.” In Handbook of
Globalization, Governance, and Public Administration, edited by Ali Farazmand and Jack Pinkowski. Boca Raton: CRC
Press, 2007. Pp. 1089-1135.
“Immigrant Transnationals and U.S. Foreign Relations.” In A Companion to American Immigration, edited by Reed
Ueda. Oxford: Blackwell Publishers, 2006. Co-authored with Xiao-huang Yin. Pp. 77-105.
“Improving Transnational Health-care Encounters and Outcomes: The Challenge of Enhanced Transnational Competence for
Migrants and Health Professionals.” In Proceedings of the Hospitals in a Culturally Diverse Europe Conference on Quality-
assured Health Care and Health Promotion for Migrants and Ethnic Minorities, Amsterdam, 9-11 December 2004.
“Preparing Transnationally Competent Physicians for Migrant-friendly Health Care: New Directions in U.S. Medical Education.”
In Proceedings of the Hospitals in a Culturally Diverse Europe Conference on Quality-assured Health Care and Health
Promotion for Migrants and Ethnic Minorities, Amsterdam, 9-11 December 2004. Co-authored with Herbert Swick.
“Organizational Communication and Globally Displaced Perimeter Populations: A Neglected Challenge for Intercultural-
communication Training.” In International and Multicultural Organizational Communication, edited by George Cheney and
George Barnett. Cresskill, NJ: Hampton Press, 2005. Co-authored with Phyllis B. Ngai. Pp. 225-267.
“One Country, Two Systems: Political Reunification and Bureaucratic Transformation in Hong Kong.” In Comparative
Bureaucratic Systems, edited by Krishna K. Tummala. Oxford: Lexington Books, 2003; 2005 (paperback ed.). Pp. 313-336.
“Chinese American Transnationalism and U.S.-China Relations: Presence and Promise for the Trans-Pacific Century.” In
The Expanding Roles of Chinese Americans in U.S.-China Relations: Transnational Networks and Trans-Pacific
Interactions, edited by Peter H. Koehn and Xiao-huang Yin. Armonk: M.E. Sharpe, 2002. With Xiao-huang Yin. Pp. xi-xl.
“The Role of Cross-nationally Competent Chinese+Americans in Environmental-interdependence Challenges: Potential and
Prospects.” In The Expanding Roles of Chinese Americans in U.S.-China Relations: Transnational Networks and Trans-
Pacific Interactions, edited by Peter H. Koehn and Xiao-huang Yin. Armonk: M.E. Sharpe, 2002. Pp. 235-283.
“Transnationalism, Diversity, and the Future of U.S.-China Relations.” InThe Expanding Roles of Chinese Americans in
U.S.-China Relations: Transnational Networks and Trans-Pacific Interactions, edited by Peter H. Koehn and Xiao-huang
Yin. Armonk: M.E. Sharpe, 2002. With Xiao-huang Yin. Pp. 284-290.
“Reformist Orientations among Middle Managers in China: The Case of Shanghai.” In Administrative Reform in Developing
Countries, edited by Ali Farazamand. Westport: Praeger, 2002. Pp. 105-121.
“Cross-national Competence and U.S.-Asia Interdependence: The Explosion of Trans-Pacific Civil-society Networks.” In
Tigers’ Roar: Asia’s Recovery and Its Impact on the Global Economy, edited by Julian Weiss. Armonk: M. E. Sharpe.
2001. Pp. 227-235.
"Decentralization and Development Administration in Nigeria." In Handbook of Comparative and Development Public Administration, edited by Ali Farazmand. Revised edition. New York:Marcel Dekker, 2001. With Olatunde Ojo. Pp. 501-520.
"Revolution and Public Service in the Third World." In Handbook of Comparative and Development Public Administration, edited by Ali Farazmand. New York: Marcel Dekker, 2001. Revised chapter. Pp. 1057-1068.
"Managing Refugee-assistance Crises in the Twenty-first Century: The Intercultural-communication Factor." In Handbook of
Crisis and Emergency Management, edited by Ali Farazmand. New York: Marcel Dekker, 2001. With Phyllis Bo-yuen
Ngai. Pp. 737-765.
"Preparing for Diversity in the Midst of Adversity: An Intercultural-communication Training Program for Refugee-assistance
Crisis Management." In Handbook of Crisis and Emergency Management, edited by Ali Farazmand. New York: Marcel
Dekker, 2001. With Phyllis Bo-yuen Ngai. Pp. 23-37.
“Introduction: Making Aid Work in the New Millennium.” In Making Aid Work: Innovative Approaches for Africa at the Turn of
the Century, edited by Peter Koehn and Olatunde J.B. Ojo. Lanham: University Press of America, 1999. With Olatunde
J.B. Ojo. Pp. 1-14.
“Operationalizing the Development-Fund Model: Suggestions for Managing Channeled Aid.” In Making Aid Work: Innovative
Approaches for Africa at the Turn of the Century, edited by Peter Koehn and Olatunde J.B. Ojo. Lanham: University Press
of America, 1999. Pp. 37-64.
"The Outlook for U.S.-China Relations in the 21st Century: Regional Security, Trade and Information, and Cultural Exchange."
In The Outlook for U.S. - China Relations Following the 1997-1998 Summits: Chinese and American Perspectives on
Security, Trade, and Cultural Exchange, edited by Peter Koehn and Joseph Y.S. Cheng. Hong Kong: Chinese University
Press, 1999. Pp. 1-26. With Joseph Y.S. Cheng.
"Greasing the Grassroots: The Role of Nongovernmental Linkages in the Looming Confrontation over Global Petroleum
Reserves." In The Outlook for U.S. - China Relations Following the 1997-1998 Summits: Chinese and American
Perspectives on Security, Trade, and Cultural Exchange, edited by Peter Koehn and Joseph Y.S. Cheng. Hong Kong:
Chinese University Press, 1999. Pp. 351-390.
"NGOs and GONGOs: Opportunities for Development Management in Africa in the 21st Century." In Subsaharan Africa in the
1990s: Challenges to Democracy and Development, edited by Rukhsana A. Siddiqui. Westport: Greenwood/Praeger,
Ph.D., University of Colorado, 1973
Program Director, Global Public Health
Professor Peter Koehn is the inaugural program director for the University of Montana’s minor in Global Public Health.
Global Public Health
Global Public Health (GPH) is an interdisciplinary field of study focusing on big issues facing the world community that will require insight and problem-solving leadership from future generations. Coursework in the minor emphasizes a global perspective on issues of public health policy and science and applications to transnational and local (including tribal) situations and challenges. Approved by the Board of Regents in March 2012, the GPH minor takes advantage of existing faculty expertise and courses to offer an interdisciplinary experience for interested undergraduate students. From a remarkable cross-campus team of highly qualified instructors, University of Montana students will learn about such transnationally interconnected challenges to public health as parasitic and vector-borne diseases, HIV/AIDS prevention and treatment, tuberculosis, climate-change impacts, trauma and violence, cancer prevention, obesity, maternal and child illnesses, nutrition, and the role of indigenous healers. The 21-credit curriculum is structured to ensure that students develop enduring understanding of determinants of illness, healing, and health from an interdisciplinary and comparative perspective. The curriculum also treats transnational, cultural, and ethical diversity and the interplay of biological, genetic, environmental, and societal forces that underlie individual and population health and illness, global health governance, and health policy within a cross-cutting exploration of ways to promote healthy behaviors and health equity. Core faculty will explore public-health issues utilizing insights available from disciplinary approaches that include epidemiology, anthropology, biology, political science, community-health planning, communication studies, and ethics.
Students who pursue the Global Public Health minor will become more informed and engaged citizens and will enhance their major field of study by preparing for a broad range of professions and graduate programs where they can promote global, local, and tribal public-health knowledge, research, and practice. A GPH minor opens transnational career pathways in well-funded global health projects for graduates who have expertise in business, law, economics, community health, social work, pharmacy, nursing, environmental sciences, and the natural sciences. Some graduates will advocate for the health-care needs of distant disadvantaged populations through service in the Peace Corps, non-governmental organizations (NGOs), foundations, and international organizations. Others will utilize their awareness of global health issues to inform careers in research, health education and management, international economics, medicine, international business, immigrant health, philanthropy, diplomacy, public policy, and international public service.
The GPH minor requires completion of 21 credits, at least 9 of which must be at the upper-division (300+) level. Students must complete one required social-science course (PSCI 227, Introduction to Global Health Issues) and one required science course (BIOM 227, Epidemiology of Vector-Bourne and Parasitic Diseases). Students must complete a minimum 9 credits or 3 additional “core” courses, some of which are offered biannually. Students also must complete a minimum of 6 credits or 2 additional “content” courses. Students must take all core courses from The University of Montana’s curriculum, but can receive content credit for relevant practicum and internships experience and for relevant courses taken at other universities if approved by the program director.
Interested students need to complete the “add a minor” section on the “change of major” form and secure the signature of the program director. This form can be obtained from the program director or the Registrar’s office. Students who elect to minor in Global Public Health also should consider completing the four courses needed to receive the Specialization in Health certificate awarded by the Peace Corps. The University of Montana is the only university that offers this specialization certificate.
One semester prior to graduation, the program director must approve and sign the student’s graduation plan. Students are asked to complete a written exit interview for the purpose of program assessment.
Program Director, International Development Studies
Professor Peter Koehn served as program director for the University of Montana’s minor in International Development Studies from its inception through summer 2013.
International Development Studies
International Development Studies (IDS) is an interdisciplinary field of study focusing on the interconnected processes of social, political, economic, cultural, and environmental change taking place in low-income countries and poorer regions of wealthy countries. Coursework in the minor emphasizes a global perspective on the processes of change and development, critical analysis of the role of internal and external influences on the development process, and applications to local (including Montana) situations and challenges. Approved by the Board of Regents in March 2005, the IDS minor takes advantage of existing faculty expertise and courses to offer an interdisciplinary experience for students interested in either international or domestic development work. Students who minor in IDS will develop knowledge and skills appropriate for graduate study and for working in non-governmental organizations, international and bi-lateral government development organizations, the U.S. Peace Corps and other national/international equivalents, and/or community-development groups.
In 2011, the U.S. Peace Corps partnered with The University of Montana’s IDS program to offer the first Peace Corp Preparatory Program at a public university. See Peace Corps Prep Program
Requirements for a Minor
To earn a minor in International Development Studies, a student must successfully complete a minimum of 21 credits (at least 7 upper-division). Of these 21 credits, 12 must be core courses and 9 must be content courses (see list found on the IDS program flier or IDS web page). Specialized independent study and internship credits can be counted for content credit if applicable and approved by the program director.
Interested students need to complete the “add a minor” section on the “change of major” form and secure the signature of the program director. This form can be obtained from the program director or the Registrar’s office. One semester prior to graduation, the program director must approve and sign the student’s graduation plan. Students are asked to complete a written exit interview for the purpose of program assessment.
By the end of the 2012/13 a/y, some 340 students from more than 20 different majors had elected to minor in International Development Studies. For program details, see www.cas.umt.edu/ids/
PEACE CORPS PREP PROGRAM
In 2011, the U.S. Peace Corps partnered with The University of Montana’s IDS program to offer the first Peace Corp Preparatory Program (PCPP) at a public university. Peter Koehn and Tenly Snow, then Peace Corps representative on the UMT campus, negotiated partnership details. Under the agreement, UMT students completing all academic requirements for the IDS minor can elect to receive a PCPP certificate from the campus Peace Corps representative. UMT students also have the option of completing specialized coursework that prepares them for service in one or more of the Peace Corps’ special assignment areas. For program details, see www.cas.umt.edu/ids/
PCPP NEWS RELEASE
April 12, 2011
UM OFFERS PEACE CORPS PREP PROGRAM FOR POTENTIAL VOLUNTEERS
The University of Montana has partnered with the United States Peace Corps to offer the first Peace Corps Preparatory Program at any public university in the country.
Starting with the current semester, any UM student can earn a Peace Corps certificate through participation in the international development studies minor in UM’s College of Arts and Sciences. Preparatory coursework will help increase volunteer effectiveness and better equip students interested in serving low-income countries through the Peace Corps.
“We are deeply honored that the Peace Corps has recognized the instructional expertise and efforts of IDS faculty members by designating UM as its first public university to offer Peace Corps Prep certification,” said Peter Koehn, IDS program director. “Given the amazing degree of interest in service in low-income countries that exists on this campus and the doors that open upon completion of a PC assignment, I expect that many more UM students will elect to complete the IDS minor and one of the new Peace Corps Prep options.”
The special designation grew out of UM’s long-standing relationship with the Peace Corps and the popularity of its interdisciplinary international development studies minor. Historically, UM has produced 765 Peace Corps volunteers, and currently there are 33 active volunteers among its graduates. Additionally, per capita, Missoula ranks first in the nation for metropolitan areas in producing Peace Corps volunteers, making UM a natural choice for the preparatory program.
“Peace Corps is excited to welcome The University of Montana to the Peace Corps Prep Program,” said B.J. Whetstine, Peace Corps national outreach specialist. “This new initiative only serves to strengthen an already thriving partnership. UM currently offers two Peace Corps Master’s International Programs. Peace Corps Prep will extend new opportunities to undergraduate students.”
The existing international development studies minor provides a strong framework for the general Peace Corps certificate program. In cooperation with Tenly Snow, the Peace Corps strategic representative on campus, IDS is developing opportunities for students to complete additional coursework to prepare for service in the Peace Corps’ special assignment areas: environment, health and HIV/AIDS, youth and community development, business and information communication technology, agriculture/forestry, education, and civic engagement.
Peace Corps recently reactivated its preparatory program to give students an advantage in its highly competitive application process. Currently only one out of every three applicants is accepted to become a volunteer. Considering this challenge, a Peace Corps Prep certificate will give UM students a distinct advantage when seeking an assignment. Two private schools, Knox College and Wittenburg University, began their programs in 2007 and 2010, respectively.
Since 1961, more than 187,000 Peace Corps Volunteers have helped promote a better understanding between Americans and the people of the 139 countries where volunteers have served. Peace Corps volunteers must be U.S. citizens and at least 18 years old. Peace Corps service is a 27-month commitment.
PEACE CORPS NEWS RELEASE
FOR IMMEDIATE RELEASE
April 13, 2011
CONTACT: Melanie Forthun, Public Affairs
Peace Corps, Northwest Region
New ‘Peace Corps Prep’ Program Starts at University of Montana
UM One of Three Universities in U.S. to Offer Globally-Minded Certificate
MISSOULA, Mont. – The Peace Corps Prep program started at University of Montana (UM) this semester, making it one of only three universities in the U.S. to offer the globally-minded curriculum.
UM is the first public school to provide a Peace Corps Prep certificate, which is also available at Knox College in Illinois and Wittenberg University in Ohio.
Through the new program – which is part of the international development studies minor in the College of Arts and Sciences – students can earn a Peace Corps certificate upon completing the outlined coursework.
Additionally, students will have the opportunity to study areas to make them more competitive in the Peace Corps application process. These areas of study include agriculture, forestry, the environment, health, education, and business, youth and community development.
“We’re delighted to see the University of Montana leading the way with this new and innovative program,” said Janet Allen, regional office manager for the Peace Corps Northwest Regional Office in Seattle. “The university is already one of our top Peace Corps schools and a valued partner through our Peace Corps Master’s International program. This provides another opportunity to showcase the commitment to service we continue to see from University of Montana students and alumni.”
Since 1989, the UM has partnered with the Peace Corps through the Peace Corps Master’s International (PCMI) program which allows students to combine a master’s degree with a Peace Corps assignment in their area of study. PCMI programs at the UM are offered in the College of Forestry and Conservation and through the Intercultural Youth and Family Development Program.
Currently, 33 UM alumni are serving in the Peace Corps, ranking the university No. 14 in the country among medium-sized universities (5,000 to 15,000 undergraduates). Historically, 765 Grizzlies have served in the Peace Corps.
Per capita, Missoula ranks No. 1 in the nation among metropolitan areas for Peace Corps volunteers serving while the state of Montana ranks No. 3 per capita.
About the Peace Corps:
President John F. Kennedy established the Peace Corps on March 1, 1961, by executive order. Throughout 2011, the Peace Corps is commemorating 50 years of promoting peace and friendship around the world. Historically, more than 200,000 Americans have served with the Peace Corps to promote a better understanding between Americans and the people of 139 host countries. Today, 8,655 volunteers are working with local communities in 77 host countries. Peace Corps volunteers must be U.S. citizens and at least 18 years of age. Peace Corps service is a 27-month commitment. Visit www.peacecorps.gov for more information.
MICHAEL P. MALONE AWARD FOR INTERNATIONAL LEADERSHIP
Peter H. Koehn is the 2011 recipient of the Michael P. Malone International Leadership Award for faculty/staff by the Association of Public and Land-Grant Universities (APLU). In his 24 May 2011 letter announcing the award, APLU Commission on International Programs President Stan L. Albrecht noted that “the leadership you have shown, and the hard work you have done to incorporate international factors and considerations into your work, clearly distinguish your nomination.” APLU presented the award at the Commission’s July 2011 summer meeting in Ottawa.
APLU NEWS RELEASE
1307 New York Avenue, NW
Washington, DC 20005
Release: IMMEDIATE – June 28, 2011
Contact: Paul F. Hassen, 202-478-6073 or firstname.lastname@example.org
Troy D. Prestwood, 202-478-6038 or email@example.com
Ann Weaver Hart, Vish Prasad and Peter H. Koehn Selected for the 2011 Michael P. Malone International Leadership Awards
Washington, DC (June 28, 2011)—Ann Weaver Hart of Temple University; Vish Prasad of the University of North Texas; and Peter H. Koehn of the University of Montana, are the 2011 recipients of the Michael P. Malone International Leadership Awards, sponsored by the Association of Public and Land-grant Universities (AÛ°PÛ°LÛ°U).
Established in 2000, the annual awards recognizes individuals who have made significant contributions to international education at public and land-grant institutions. The awards are named in honor of Michael P. Malone, president of Montana State University (MSU) from 1991 until his death in 1999. Malone made many contributions to MSU and U.S. higher education through his work as chair of AÛ°PÛ°LÛ°U’s Commission on International Programs (CIP), where he focused the group’s efforts on issues critical to international programs and increased its stature within AÛ°PÛ°LÛ°U and elsewhere.
“This year’s Malone Award recipients exemplify the true spirit of Michael’s legacy with their amazing efforts in international education and development,” said AÛ°PÛ°LÛ°U. President Peter McPherson. "Their focus on international problems speaks well of America’s highly regarded university system and the willingness of our scholars to promote higher education at home and across the globe.”
“The AÛ°PÛ°LÛ°U Commission on International Programs is proud to recognize these three professionals who have made pioneering contributions to international education,” said Brady J. Deaton, chancellor of the University of Missouri and chair of CIP. “As global understanding becomes more important to our country and to higher education, it is reassuring to see such distinguished contributions.”
Internationalism from the Classroom: Peter H. Koehn
Koehn has made a significant impact on students throughout his tenure as a professor of political science at The University of Montana and at several other universities in Africa, Asia and Europe. At Montana, he has taught 10 separate courses at the undergraduate and graduate levels that focus on international issues and has played an instrumental role in initiating and guiding graduate and undergraduate degree programs in rural and global health, international development studies, and climate-change studies. Recently, he designed the first “Peace Corps Prep” certification program to be offered at a U.S. public university.
“Mike Malone made an incredibly positive impact on higher education here in Montana and nationally,” Koehn said. “I am thrilled and honored that the international contributions of Montana’s faculty are being recognized by the AÛ°PÛ°LÛ°U award in his name.”
Koehn has published prolifically, writing several books and editing important works with colleagues from other countries. He has authored more than 40 book chapters and more than 50 articles in refereed journals focused on topics such as development administration, global health, African affairs, and transnational competence. Recognition from his peers for achievements in global affairs across a broad geographical and subject matter spectrum is impressive. The University of Montana has presented Koehn with distinguished scholar and distinguished service to international education awards; AÛ°PÛ°LÛ°U previously named Koehn as its first Faculty Fellow; and he has received five Fulbright awards, including selection for the inaugural class of New Century Scholars.
About the Association of Public and Land-grant Universities (APLU)
Founded in 1887, the Association of Public and Land-grant Universities (APLU) is a research and advocacy organization of public research universities, land-grant institutions, and state university systems. APLU member campuses enroll more than 3.5 million undergraduate and 1.1 million graduate students, employ more than 645,000 faculty members, and conduct nearly two-thirds of all academic research, totaling more than $34 billion annually. As the nation’s oldest higher education association, APLU is dedicated to excellence in learning, discovery and engagement. For more information, visit www.aplu.org.
Past Michael P. Malone Award Winners:
- Charles W. Steger, President, Virginia Polytechnic Institute and State University
- Robert J. Jones, Senior Vice President for System Academic Administration, University of Minnesota
- Barbara J. Stoecker, Regents Professor of Nutritional Science, Oklahoma State University
- Ronald M. Berkman, Chancellor, Cleveland State University
- Richard H. Herman, Chancellor, University of Illinois at Urbana-Champaign
- Mary Ann Littrell, Head, Department of Merchandising and Design, Colorado State University
- David H. Allen, Dean of the College of Engineering, University of Nebraska-Lincoln
- John W. Head, Professor of Law, The University of Kansas
- Robert J. Reinstein, Professor of Law, Temple University
UNIVERSITY OF MONTANA NEWS RELEASE
From: umnewsdesk [mailto:firstname.lastname@example.org]
Sent: Tuesday, June 14, 2011 3:06 PM
Subject: News Release, 06/14/2011, "UM PROFESSOR HONORED FOR INTERNATIONAL LEADERSHIP"
June 14, 2011
UM PROFESSOR HONORED FOR INTERNATIONAL LEADERSHIP
University of Montana political science Professor Peter Koehn recently received the 2011 Michael P. Malone International Leadership Award.
The award, presented annually by the Association of Public and Land-grant Universities Commission on International Programs, recognizes faculty and staff who do not have international activities or programs as a primary responsibility, but through their advocacy and leadership have made an outstanding contribution to furthering international education at the association’s more than 200 member institutions.
The award name honors Michael P. Malone, who as Montana State University president from 1991 until his untimely death in 1999 made many contributions to MSU and to U.S. higher education.
Koehn was chosen for the award, in part, for his incorporation of international considerations in scholarship, program development and teaching both at home and overseas, which the commission said clearly distinguished his nomination. In nominating Koehn for the award, UM President Royce Engstrom noted his “impact on the higher education communities in this country and abroad, on students and faculty members at The University of Montana, on the community of scholars, on the Peace Corps, and on his international partners.”
Koehn, a Fulbright New Century Scholar, is co-author of the book “Transnational Competence: Empowering Professional Curricula for Horizon-Rising Challenges,” released last year by Paradigm Publishers. At UM he directs the University’s popular interdisciplinary minor in international development studies and the Peace Corps Prep program. He also serves on the steering committee for UM’s minor in climate change studies and the University’s master’s degree in public health.
Koehn has taught and contributed to academic program development in Ethiopia, Nigeria, Namibia, Eritrea, Belize, China, Hong Kong and Finland. His recent scholarship has enhanced understanding of African politics and development, U.S.-China relations, global health and medical education, transnational higher-education partnerships, and global environmental and resource challenges.
Koehn said he hopes that the award will bring increased national and international recognition to the quality academic programs and opportunities for internationally meaningful study at the undergraduate and graduate level available at UM and throughout the Montana University System.
“Mike Malone made an incredibly positive impact on higher education here in Montana and nationally,” he said. “I am thrilled and honored that the international leadership of Montana’s faculty is being recognized by the APLU award in his name.”
The commission will present the award to Koehn during its summer meeting next month in Ottawa, Ontario. More information is on the APLU website at http://www.aplu.org.
PRESIDENT ROYCE ENGSTROM’S NOMINATION LETTER
Office of the President
The University of Montana
Missoula, Montana 59812-3324
April 11, 2011
Dr. Malcolm Butler, Vice President, International Programs
AÙ PÙ LÙ U
1307 New York Ave. NW, Suite 400
Washington, DC 20005
Dear Dr. Butler,
I am privileged to nominate Dr. Peter Koehn for the Michael P. Malone International Leadership Award in the Track III Category for Faculty and Staff. In addition to this letter of nomination, the packet includes a detailed curriculum vitae showing Dr. Koehn’s extensive record of productivity and supporting letters of nomination from Dr. George M. Dennison, President Emeritus and Professor Emeritus of History at The University of Montana; Dr. Paul G. Lauren, Regents’ Professor of History at The University of Montana; and Professor Yim of Michigan State University. The vitae and supporting letters detail his longer-term work in international matters. In total, the nominating materials illustrate Peter’s impact on the higher education communities in this country and abroad, on students and faculty members at The University of Montana, on the community of scholars, on the Peace Corps, and on his international partners. My comments focus on Peter’s work and contributions in the time I have known him.
Dr. Peter Koehn is a Professor of Political Science at The University of Montana, where he has served with distinction since 1972. I have known Peter for nearly four years, as I have served the University as Provost for three years and as President since last October. During that time, I have come to know Peter as a highly dedicated and influential faculty member. I have been highly impressed with Peter from my first interaction with him. In my first semester on campus, Peter contacted me from Washington, D.C., where he was serving at NASULGC (now APLU) as the first Faculty Fellow in the International Division. He introduced himself from a distance to let me know of his work at APLU. I was delighted to learn that a UM faculty member had been chosen to serve as a Faculty Fellow, and it was one of my first introductions to The University of Montana’s tremendous level of activity in international matters and growing reputation as a globally oriented campus. I would learn over the next few years that much of that reputation has developed because of Peter’s leadership and intense dedication to both international matters and students.
Peter’s work at APLU was multifaceted, and chief among his accomplishments was the development of a database of international work by APLU member institutions. He collected stories and examples from universities around the country so that anyone with an interest in international education and scholarship could access the extensive record of projects and emphases. In subsequent meetings of APLU Chief Academic Officers, I heard on multiple occasions of the database and its importance to APLU.
While at APLU, Peter served as an ambassador of sorts for The University of Montana. His work signaled that UM is an institution that is serious about international work. It was largely Peter’s leadership as the first Director of International Programs at UM, a position he held for nine years, that really launched that emphasis on this campus.
Peter’s impact on international education at The University of Montana is most apparent in the area of academic program development. In recent years, he has been instrumental in developing several new programs that provide students with a tremendous opportunity for international exposure. The programs are popular with students and highly regarded by faculty. An important characteristic of these programs is the involvement of faculty members from a wide variety of disciplines—an approach essential, in my mind, to today’s education.
The first of these programs gives me a great sense of pride in our faculty. Shortly after my arrival on campus, a group of faculty members—Peter among them—suggested the development of a new interdisciplinary minor in Climate Change Studies. The first formal academic program in the country on the topic of climate change, it developed with several important characteristics. First, it addressed what is arguably one of the most important and complex questions of global impact we have faced. Second, the interdisciplinary collaboration involved more than 30 faculty members across the campus. Third, the elegant program design involved a mix of climate change science, policy implications, and solution design. Students have the opportunity for active engagement by putting their education to work through internships and research. The program has proven popular and effective with students and puts some of UM’s finest faculty members, Peter included, in front of the students. It is one of best examples of interdisciplinary collaboration in education that I have ever seen, and Peter was one of the key players in bringing it into existence. With the design and teaching of a new course, Peter injected a decidedly international aspect into the program.
A few years before that, Peter led the development of another interdisciplinary minor, this one in International Development Studies. The program has been in existence for only six years but is already UM’s largest interdisciplinary minor, having attracted more than 200 students. I had the opportunity to attend one of Peter’s planning retreats with faculty members from many disciplines. As a result of our collective enthusiasm, we directed additional resources to staff the minor. The program has had an important impact on students, opening their eyes to the challenges facing developing countries and international policies involving those countries. The program has had another wonderful impact: the interest of students in the Peace Corps. That organization has, in fact, referred to UM’s program as the first “Peace Corps Prep” program, and The University of Montana is among the leading producers of Peace Corps volunteers. Again, Peter had a central role in that development.
Yet another program in development under Peter’s guidance is an interdisciplinary minor in Global Public Health. He has also been involved in developing of a master’s-level degree in Public Health and an International track in the Master of Public Administration degree program. Few people are so effective at translating their academic interests into formal programs that directly benefit students.
One of the factors behind Peter’s effectiveness is that he brings more than “theoretical” expertise to his teaching and program development. His international experience is simply tremendous, indicative of both a professional passion and a personal passion for international work. As
Director of International Programs at The University of Montana, he visited at least 25 other countries. He has been a Fulbright Lecturer in Nigeria, a Fulbright Senior Scholar in Hong Kong and Finland, and a member of the first “class” of Fulbright New Century Scholars in Finland. These prestigious appointments are only a few of his international experiences. He also served as an Exchange Professor in Shanghai, Visiting Professor in Namibia, Lecturer in Ethiopia, and has participated in countless international meetings and shorter visits.
Peter also has an exemplary record of scholarship in international matters. Transnational Competence: Empowering Professional Curriuculums for Horizon-Rising Challenges, his latest book coauthored with James Rosenau of George Washington University and published in 2010, is a groundbreaking work that will influence international education significantly. This follows a long list of scholarly works, including books, chapters, and peer-reviewed publications. In the past year, he has had three articles accepted for publication: one on transnational partnerships in education, one on international health care, and one on Africa and sustainable development.
Peter is an outstanding educator, a university citizen, and a true global citizen. He excels in program development and in scholarship. He has been an effective ambassador for The University of Montana, for APLU, and for the United States. I am pleased to nominate such a distinguished individual for the Michael P. Malone International Leadership Award.
Royce C. Engstrom
EMERITUS PRESIDENT GEORGE DENNISON’S SUPPORT LETTER
Office of the President
The University of Montana
Missoula, Montana 59812-3324
2 March 2010
Kerry D. Bolognese
Vice President, International Programs
NASULGC, A Public University Association
1307 New York Avenue, Suite 400
Washington, DC 20005
I take great pride in re-submitting this strong set of nomination materials on behalf of Professor Peter H. Koehn for the 2010 Track III Michael P. Malone International Leadership Award. Professor Koehn has enjoyed a distinguished career as a member of The University of Montana faculty since 1972. From September 1987 through July 1996, he served as the University’s founding Director of International Programs. As implied in my opening comment, I base my nomination on his outstanding contributions as a faculty member to advancing international education on this campus and in Montana, and on behalf of the NASULGC membership collectively and internationally from 1972 to 1987 and from August 1996 until now, excluding the time he served as a practitioner (1987-1996).
Allow me to begin by highlighting some of Professor Koehn’s many contributions to international education at The University of Montana. Fresh from his first (local selection) teaching position at (then) Haile Sellassie I University in Addis Ababa (1970-1972), Koehn brought commitment and enthusiasm for international education to this campus at a time when most people did not fully appreciate the critical importance of international preparation for students. Inspired by the regular course offerings he introduced in 1972-1973 to the curriculum in African Politics and Development Administration, nearly four decades of University of Montana students have elected to join the Peace Corps, undertake careers in international development, or pursue life-long learning and advanced degrees focused on international affairs. Professor Koehn’s institutional contributions during the initial stage of his faculty career included representing The University of Montana at the National University Conference on Hunger in 1975 and coordinating a 1976 faculty lecture series on “Hunger in the World: Sources and Alternative Responses.” In a 1981 Faculty Showcase Lecture that presaged a direction the University subsequently embraced, he prepared and delivered a pivotal and very influential talk entitled “Faculty Abroad: Opportunities, Challenges, and Responsibilities.” In 1983, he arranged one of the University’s first faculty-exchange programs (with The University of Calabar in Nigeria). More recently, Professor Koehn organized a national workshop on humanism in medical education (2004) and played a central role in bringing Presidential Lecturers James N. Rosenau and Ilona Kickbusch and the United Nations Development Programme’s Juha Uitto to the Missoula campus. These well-connected visitors have helped place The University of Montana on the international education map.
Koehn’s faculty presence on campus has facilitated the development of distinguished curriculum initiatives in international environmental studies (U.S. Office of Education, Undergraduate and Graduate International Studies Program grant, 1979-1981), an undergraduate minor in International Development Studies (since 2005), the Master’s Degree in Public Health with a focus on rural and global health (since 2005), the International Development track within the Master of Public Administration Program (since 2007), and an undergraduate minor in Climate Change Studies which the Board of Regents approved during the March 2009 meeting. The Interdisciplinary International Development Studies (IDS) minor that Koehn initiated with a faculty member in Economics merits special mention. Now in its fifth year with Koehn at its helm as Program Director and academic advisor, more than 120 undergraduates from some 20 different majors have elected to minor in IDS, making it the most popular “unattached” minor the University offers. His contributions to each of these various programs extend beyond strategic planning and program leadership. Currently, Professor Koehn teaches “core” courses that treat development issues, rural health issues in global perspective, and sustainable climate policies in China and the United States for the IDS minor curriculum, the MPA track, the MPH Program, and the Climate Change Studies minor.
Professor Koehn’s contributions to international education extend well beyond program development and teaching. He also has a distinguished record as a scholar whose publications on international subjects have advanced knowledge and understanding in a wide variety of fields of study and elevated the academic standing of his University. Early in his career, he competed successfully for research grants awarded by the Social Science Research Council and The Rockefeller Foundation. In the past eight years alone, he has published articles in such journals as Climatic Change, Academic Medicine, International Review of Administrative Sciences, and Pacific Affairs. His recent scholarly books address such timely international issues as U.S.-China relations, development assistance, and the forces that produce refugee migrations. Translated into Chinese, French, Japanese, Arabic, and Spanish, his many publications have drawn the attention of a worldwide audience. The campus recognized the quality and quantity of his international publications by selecting Professor Koehn as
The University of Montana Distinguished Scholar for 2005, only the second social scientist to receive this honor in the history of the award.
Professor Koehn’s most recent book, however, promises to generate the most profound impact on international education in this country and abroad. In January 2009, Koehn forwarded the full text of Transnational Competence: Empowering Professional Curriculums for Horizon-Rising Challenges, co-authored with the renowned political scientist James N. Rosenau, to the publisher (Paradigm Publishers), and the book has received good reviews. I have included with these nomination materials an attachment with scholarly comments concerning the value of the book. Transnational Competence includes chapters that will enable forward-looking educators to prepare practicing professionals in teacher education, engineering, business management, social work, agricultural sciences, environmental studies, public administration, and medicine/public health for the 21st-Century challenges they will face in an increasingly interconnected and interdependent world.
In Fall 2007, NASULGC invited Professor Koehn to join the International Programs Division as NASULGC’s inaugural Faculty Fellow. His performance in this capacity provides important support for this nomination. In four months with NASULGC (and subsequently in a voluntary advisory capacity), Koehn contributed in significant ways to the collective membership and, by virtue of these accomplishments, enhanced the national standing of The University of Montana. His principal Association-wide contribution resulted in the establishment of an online database of international research and development projects at member institutions—the first such undertaking by a higher education association. More than 800 projects now appear in profile in NASULGC’s database. The database helps build capacity and increase campus internationalization at home and abroad. I understand that it has allowed NASULGC to help members initiate inter-institutional connections, identify potential transnational partnerships, and improve prospects for grants and contracts. With this extensive database in place, NASULGC has enhanced capacity and resources to demonstrate the value of the contributions that U.S. colleges and universities make in improving the lives of people around the world.
While at NASULGC, Professor Koehn also initiated and carried out a survey of senior international officers’ perspectives on their university’s international research and development activity and its relationship to campus internationalization in collaboration with the Association of International Education Administrators; externally assessed a proposal to establish a major in Global Resource Systems at the request of the Iowa State University’s College of Agriculture and Life Sciences; and contributed to the initial strategic deliberations of the NASULGC-led Africa-U.S. Higher Education Collaboration Initiative group. In support of the latter initiative, he took primary responsibility for a study promoting U.S.-Africa higher-education partnerships in international development, subsequently published in the Journal of the World Universities Forum.
Additional support for this nomination derives from Professor Koehn’s exceptional contributions to furthering international programs internationally (again, outside of the 1987-1996 period when he served as our Director of International Programs). A glance at his resume confirms that Professor Koehn exemplifies the “globally competent faculty” member envisioned in NASULGC’s 2004 Call to Leadership: The Presidential Role in Internationalizing the University, specifically faculty who “collaborate with colleagues abroad, co-authoring publications, serving on research teams that involve faculty from universities around the world, or conducting research outside the United States” (p. 25). Most remarkably, Koehn has received five Fulbright awards that have supported programmatic contributions on three continents. As a Fulbright scholar at Ahmadu Bello University (ABU) in Nigeria in the late 1970s, he developed course, curricula, and admissions and degree/diploma requirements for new diploma, M.A., and Ph.D. programs and participated in an international faculty recruitment tour. In his revealing letter of 9 January 1981 assessing Professor
Koehn’s performance as a
consultant, teacher, and colleague at ABU, the late A.Y. Aliyu, Head of the Department, concluded: “I honestly believe that he is one of the best that America can offer to a developing country like Nigeria and would be most happy to see him back any day.” As Director of Research and Development and Fulbright Senior Scholar at the Hong Kong America Center (Chinese University of Hong Kong) during 1997-1998, Professor Koehn assisted with Center programming and fund raising and arranged a major international symposium on China-U.S. Relations. He also served as external assessor for the President’s Advisory Committee on Research and Development at The Open University of Hong Kong. As a Fulbright Senior Specialist in Finland in 2006, he consulted on migrant-health research projects with senior and junior scholars and advised on medical curriculum issues for three universities. Most recently, Peter has made valuable contributions to two University of Montana proposals that, if funded, will support partnerships with higher education institutions in southern Africa focused on strengthening academic capacity in natural resource management.
Professor Koehn’s most notable recognition occurred in 2001 with his selection as one of 12 American and 18 overseas scholars to join the inaugural group of Fulbright New Century Scholars (NCS). Koehn’s NCS study of physician/migrant encounters in Finland led to a series of scholarly publications and speaking invitations in Canada, the Netherlands, Finland, Hong Kong, and Australia. In 2002, fellow New Century Scholars selected Professor Koehn to present their consensus Recommendations for Sustaining and Expanding the New Century Scholar Effort at a gathering of about 100 international and U.S. policymakers held at the Pan American Health Organization in Washington, D.C. Koehn’s NCS experience further enabled him to envision ways that higher education can enhance the interpersonal skills of physicians, nurses, and public-health workers. He has shared these insights through scholarly publications, participation in a 2004 workshop for medical educators funded by the Arnold P. Gold Foundation, in a mini-workshop for continuing medical education credit he co-presented at the Association of American Medical Colleges Annual Meeting in 2005, and membership on the academic advisory boards of several European Union projects.
For all these reasons, and others I have not detailed, I believe that Professor Koehn’s advocacy and leadership as a faculty member have advanced international programs for The University of Montana and other institutions in the North America, Africa, Asia, and Europe. His outstanding contributions to the membership as NASULGC’s first Faculty Fellow alone warrant recognition. In sum, Professor Peter Koehn’s record of international program accomplishments embraces the most demanding impact objectives annually recognized by the Track III Michael P. Malone International Leadership Award.
George M. Dennison
First APLU Faculty Fellow
Following a rigorous national competition, the National Association of State Universities and Land Grant Colleges (since renamed the Association of Public & Land Grant Universities, or APLU) awarded its first faculty fellowship to a member of the University of Montana faculty. Peter Koehn spent fall semester 2007 in residence at the APLU office in Washington, D.C. APLU, the nation's oldest higher-education association, has a membership of 218 universities from all 50 states and the U.S. territories.
Koehn worked closely with Kerry Bolognese, then Vice President of APLU's International Programs Division. During his time at APLU, he initiated a database of international research and development projects at member universities across the country. The American Association of Universities (AAU) joined the database project in 2008. About 800 projects are now profiled on the database.
APLU launched the International Research and Development Project Database (IRDPD) to accomplish a number of goals: (1) to profile the international research and service involvements of member universities; (2) to enhance APLU’s ability to respond to inquiries from Capitol Hill, executive agencies of the U.S. national government, embassies, the media, and the attentive public about the overseas presence, expertise, and contributions of member higher-education institutions; (3) to facilitate consortia-building; (4) to provide an information resource base in support of initiatives to support African higher education and the involvement of U.S. institutions in sustainable development; and (5) to enable APLU to compile reports detailing the scope of member university involvement in international research and development. The dimensions covered include the lead institution’s name, the project title, web page and primary contact’s e-mail address; the project location; the field(s) of expertise; types of activities conducted; overseas partners (type and name); year of commencement and expected completion; funding sources and amounts; the impetus for the project; and details of participant training. The IRDPD can be searched by individual country, broad fields of expertise, and activities identified by the reporting project director.
Following the fellowship period, Vice President Bolognese reported that in a short period of time, “Peter developed a loosely conceptualized database project into a well-designed major long-term NASULGC initiative ... that provides a more detailed and complete overview than has ever existed.” After Peter’s fellowships period ended, moreover, APLU continued “to engage him and rely on his counsel in expanding the database, engaging additional institutions and giving it wider visibility.”
In October 2008, APLU President Peter McPherson reported that the database “is regularly consulted by universities, funding agencies, and congressional staffers,” that it has become “the authoritative source for those seeking information about such projects,” and that “the database has helped develop a wider and deeper understanding among the press, general public, and policy makers at state and national levels [regarding] how higher education institutions promote international development and engage in international community service.”
George M. Dennison Presidential Faculty Award for Distinguished Accomplishment (2012)
YOU’RE INVITED TO UM’S BIRTHDAY CELEBRATION!
The University of Montana will celebrate its 119th birthday on Thursday, Feb. 16, 2012, with a noon-hour party and an evening Charter Day awards ceremony and reception.
The birthday festivities are held each year to celebrate the anniversary of UM’s chartering by the Montana Legislature in 1893 and to honor the University and its dedication to excellence. All events are free and open to the public.
The noon-hour birthday party, which will feature free cupcakes and entertainment, will be held in the University Center Atrium. The annual Charter Day awards ceremony, which begins at 5:30 p.m. in the University Center Ballroom, will recognize exemplary campus and community members.
Missoula Mayor John Engen will attend the evening awards ceremony to present an official proclamation of University of Montana Day. A reception will follow the ceremony.
UM Provost Perry Brown will preside over the presentation of 2012 Charter Day awards to the following recipients:
George M. Dennison Presidential Faculty Award for Distinguished Accomplishment: Peter Koehn, professor of political science. The award recognizes distinguished accomplishments that have brought significant recognition to UM at the regional and national levels. Koehn currently directs UM’s International Development Studies program, along with the University’s Peace Corps Preparatory Program, the first of its kind at a public university. He has received five separate Fulbright teaching and research awards on three continents, along with research grants from the Social Science Research Council and the Rockefeller Foundation. Koehn organized an international symposium on refugees and development assistance in 1994 and a national workshop on humanism in medical education in 2004 that brought national and international attention to UM.
December 17, 2011
George Dennison Presidential Faculty Award for Distinguished Accomplishment (2011)
University of Montana
Dear Selection Committee members:
It is a pleasure to take this opportunity to nominate my colleague in the Political Science Department, Professor Peter Koehn, for the 2011 George Dennison Presidential Faculty Award for Distinguished Accomplishment. In his 39 years at the University of Montana, Professor Koehn’s record of scholarly and professional activities has enhanced the visibility of UM, nationally and regionally. His leadership in numerous U.S. organizations — including the Association of International Education Administrators, Consortium for International Development, and International Student Exchange Program -- and becoming UM’s first Fulbright New Century Scholar (2002), has brought distinction to our campus.
Professor Koehn has received five separate Fulbright teaching and research awards on three continents and received research grants from the Social Science Research Council and the Rockefeller Foundation. In 2007, following a national competition, the National Association of State Universities and Land Grant Colleges (NASULGC, now APLU) chose him as the organization’s first faculty fellow. In that capacity, he initiated a database of international research and development projects at member universities across the country. In a joint October 2008 e-mail to provosts at 218 public state universities, NASULGC’s President and the Vice President for Academic Affairs reported that the database “has been wildly successful.” About 800 projects are now profiled on the database and “it is regularly consulted by universities, funding agencies, and congressional staffers.” The American Association of Universities (AAU) joined the database project later that year.
Professor Koehn’s latest book, Transnational Competence: Empowering Professional Curricula for Horizon-rising Challenges (Paradigm Publishers, co-authored with the renown political scientist James N. Rosenau) includes an inspiring foreword by Peter McPherson, President of the Association of Public and Land Grant Universities (APLU) and chapters that promise to be of value to forward-looking university educators in the fields of teacher education, engineering, business management, social work, agricultural sciences, environmental studies, public administration, and medicine/public health. I attach a copy of the book flyer and endorsements for the Committee’s review.
I also would mention that in 1993 Professor Koehn was one of only two U.S. scholars to be invited to address a regional conference of the United Nations Economic Commission for Africa in Addis Ababa. Among other occasions when he ably represented The University of Montana, he played an important role in a Higher Education and Global Development National Policy Roundtable co-sponsored by the Association Liaison Office for University Cooperation in Development and the U.S. Agency for International Development (1996); served as a consultant to the United States Commission on Immigration Reform (1993); was lead consultant for UNICEF on local social and health planning in Eritrea (1995-1996); was the Japan International Cooperation Agency’s 1991 Development Specialist in Residence; and was Director of Research and Development at the Hong Kong America Center (1997-1998). Closer to home, Professor Koehn organized a campus-based international symposium on refugees and development assistance (1994) and a national workshop on humanism in medical education (2004) that brought national and international attention to The University of Montana. He also played a central role in bringing three presidential lecturers (Ali Mazrui, James N. Rosenau, and Ilona Kickbusch), the renown Senegalese author and filmmaker Ousmane Sembene, and the United Nations Development Programme’s Juha Uitto to our campus. The positive experiences related by these well-connected visitors have helped place The University of Montana “on the map.”
Further, Professor Koehn’s work on academic program development continues to enhance the regional profile of UM in the higher education community while serving the professional needs of our students. He has played a central role in creating the University’s highly successful inter-unit Masters of Public Administration degree, a U.S. Department of Education-funded International Environmental Studies program (1979-1981), an innovative FIPSE-funded cross-disciplinary undergraduate specialization in international natural-resource management in the School of Forestry (1990-1993), our master’s and certificate programs in Public Health with a global-rural programmatic theme, an interdisciplinary “unattached” International Development Studies (IDS) minor, and our new Climate Change Studies (CCS) minor. The IDS program, which Koehn has directed since its inception, has attracted about 200 minors in a little over five years. Currently, he teaches core courses in four of these programs (MPA, MPH, IDS, & CCS) and is chair of a committee developing an interdisciplinary and international undergraduate minor in Global Public Health for Level II consideration in the 2011-2012 academic year.
Professor Koehn’s distinguished contributions to the University of Montana span several decades. From 1980 to 1985, for instance, he helped champion the University and the Montana University System during three sessions of the Montana Legislature as the faculty union’s legislative representative and later president. As founding Director of International Programs (1987-1996), Professor Koehn established the office and helped build a nationally recognized program that many of our faculty, staff, and students have found professionally and personally rewarding.
Not only has he devoted a great deal of time and effort in reaching out to many teaching, professional, and governmental communities around the nation and the world, Professor Koehn’s accomplished record of social-science scholarship has contributed to the academic ‘prestige’ of UM. His published articles in first-rate journals, including Climatic Change, Academic Medicine, International Review of Administrative Sciences, Thunderbird International Business Review, Journal of Modern African Studies, and Pacific Affairs to mention a few, contributed to his selection as The University of Montana’s Distinguished Scholar for 2005. His work has been translated into Chinese, French, Japanese, Finnish, Arabic, and Spanish, and his many publications have drawn the attention of a world-wide audience. Based upon interest in applying insights from his scholarly con