I received this Word document anonymously, but it certainly appears to be the real thing. It looks like some of the NC State faculty have decided they'd rather have Art Pope's money than their own integrity. Sorry for pasting the whole sorry proposal, but it's worth a read, if only to see what faculty look like when they're "pleased" to be sucking up to the Puppetmaster for a cool $1.8 million.
A Proposal to the
John W. Pope Foundation
The Department of Foreign Languages and Literatures
The Department of Political Science
The Department of Psychology
CHASS International Programs in The College of Humanities and Social Sciences
North Carolina State University
May 4, 2007
The Departments of Foreign Languages and Literatures, Political Science, Psychology, and CHASS International Programs are pleased to present these proposals to the John W. Pope Foundation. In total, we are requesting $ 1,885,000 over a five-year period.
John W. Pope Visiting Professor of German and International Studies
Department of Foreign Languages and Literatures $650,000
Pope International Scholars: Study Abroad
Department of Foreign Languages and Literatures
CHASS International Programs $890,000
Invigorating Social Science Learning at NC State
Graduate and Undergraduate Experiential Learning
Departments of Political Science and Psychology $345,000
The proposals request the same amount of money annually for
five years. The total annual amount requested from Pope is $377,000
We believe that the proposals included here will both enrich and expand the educational opportunities we offer to our students. And we believe that the benefits to the participating students will continue to make a substantial impact long after they have moved on from NC State University
John W. Pope Visiting Professor of German and International Studies
Department of Foreign Languages and Literatures
Introduction. The College of Humanities and Social Sciences currently offers a highly successful International Studies Program involving 125 undergraduate students (and growing annually). In fall 2007, we will offer a new German Studies major. Students in the NC State German Studies Major will not simply acquire foreign language skills at the advanced level, enabling them to function professionally in a German-speaking context; they will also gain familiarity with the history, politics, business practices, and current issues of the German-speaking countries, as well as with their respective literatures and cultures.
Rationale. The German-speaking countries have a strong record in terms of their current successful economies and leadership in many fields of science and technology. Traditionally, they have also helped build some of the major pillars of Western Civilization.
Currently our programs are taught by our NC State faculty. Our courses would be enriched by additional courses on the origins, historical developments or current conditions of West European civilization, and, as applicable, its interactions in a global framework. While we make an effort to incorporate study abroad for first-hand exposure to European issues, we are confident that the overall strength of our programs would be increased tremendously by visiting faculty from the German-speaking countries -- Germany, Austria and Switzerland. The opportunity to study with a distinguished scholar from abroad here at NC State, in addition to possible study abroad, will underscore the international experience, broadening students’ ability to integrate global issues across their undergraduate years.
NC State students would benefit from the different pedagogical methods used abroad, where much more emphasis is placed on developing analytical skills to probe the depths of a question. Exposure to the European model will help our students develop their own critical thinking skills and learn to appreciate the strengths of non-U.S. educational frameworks.
Continued development of language skills would be another strong benefit for
students. Studying under a native German speaker will give insight, not only
into the workings of the language itself but also into how languages affect thought processes and cultures.
1. The professor would be an expert in German literature, history, art, political science, communication or in interdisciplinary areas such as cultural studies, German studies, or international studies. He/she would bring a unique perspective on issues of concern in German speaking countries as well as issues of a European or international nature.
2. The professor will visit for one full academic year unless special circumstances require otherwise.
For the full year, the teaching load would be two courses (one taught in English) plus one seminar for the academic year. For a single semester, the load would be one course and one seminar. The visiting professor would also be available to do independent studies and research projects with advanced students.
In addition, he/she would be expected to deliver a public lecture, in English, intended for the general public as well as students in the German Studies and International Studies programs.
Budget: $130,00 per academic year.
$ 100,000 Salary
20,000 Living expenses
10,000 Travel expenses
Request: $ 650,000.
We respectfully ask the Pope Foundation to fund this visiting professorship for five years for a total grant of $650,000.
Study Abroad Scholarships
Pope International Scholars
Department of Foreign Languages and Literatures/CHASS International Programs
Introduction. Once considered a part of a college education only available to the privileged few, study abroad is seen today as a formative educational experience that should be accessible for undergraduate students.
In the increasingly global economy, our North Carolina and U.S. competitiveness will rest on leaders who have first-hand experience in other cultures and languages. As the major land-grant university in North Carolina, NC State has always accepted the challenge of preparing tomorrow’s leaders. To do so now, we must be able to provide study abroad experiences for the many, rather than the few.
Rationale. NC State’s Strategic Plan lists 10 critically important areas for investment over the next five years. Two of those are: Enrich undergraduates’ educational experience through their active engagement with society; and, Integrate global perspectives into our programs and functions. Within those two areas, our goal is to “help (students) develop the critical thinking and communication skills, broad perspectives and adaptability they will need to address the complex social and economic problems in their lifetimes” based on the fact that “Global and multicultural awareness is critical for partnerships in knowledge-based economic and social development and is necessary to keep pace with worldwide change.”
Competitive study abroad scholarships will attract strong students to our programs and give them opportunity, and contribute to scholarly efforts on campus to bring a more international focus to undergraduate study.
Proposal. The Pope International Scholars Program would bring greater intellectual coherence to the study abroad experience by creating a mechanism for students to prepare for the learning that will take place overseas and to build on it when they return.
The following requirements would apply to the Pope International Scholars Program.
1. Each student will identify an inquiry-driven theme as part of the application process. All themes will be evaluated for intellectual rigor and comparative value in the international arena. For example: Globalization and Changing Models of Consumption: A Comparison Among Nations; Participatory Democracy in Cross-National Perspective: Political Campaigns and Public Debates; Sanctions in Civil Societies.
2. Students will explain how their course selection at host institutions will enable
them to explore the specific theme and/or help them acquire greater proficiency in their chosen language area. Summer students will take at least one course related to the theme. Semester students will take 2 courses related to the theme. Course selection will be evaluated by NC State faculty.
3. When Pope Scholars return to NC State, they will be required to participate in
a seminar where they will present their theme and conclusions in a variety of ways – through poster presentations, oral presentations and/or roundtable discussions.
An example of a Re-entry Seminar/reflective activities.
-Poster Session or Oral Presentation “Pope Scholars in the World”
(Posters/Presentations judged by Dean Parcel, prize is certificate of recognition and University Bookstore gift certificate in the amount of $150-first place)
-Announce winner of CHASS International Learning Essay
(Essay judged by Pope Foundation Representative, prize is certificate of recognition and University Bookstore gift certificate in the amount of $150-first place)
-Panel Discussion. Panelists could include a North Carolinian who is
active in an international non-profit who would address his/her
experiences in a particular part of the world. CHASS faculty
members would also present on the economics, political, or
cultural dimensions of that world area.
-Coffee Hour for student participants and panelists
4. The Pope Study Abroad Scholarships will be competitive with preference given to students in International Studies and German Studies.
In all cases, students would be required to study in Western Europe.
5. Outcomes measurement: Students will be tracked for the first three years following their graduation in an effort both to measure the effectiveness of the international learning experience and to quantify any effects of the learning experience on early career opportunities.
Budget: $ 178,000 per academic year.
$ 108,000 /yr. 9 Semester Scholarships @ $12,000/each.
$ 60,000 /yr. 12 Summer Scholarships @ $5,000/each
$ 10,000 /yr. Return Seminar.
Request: $ 890,000 over the 5-yr. period.
Note: This study abroad program will integrate with the Pope Visiting Professor Program. Students would be advised to study under the visiting professor, either immediately prior to or following their study abroad experience.
Invigorating Social Science Learning at NC State
A Proposal from the Departments of Political Science and Psychology
Introduction: Social science education and research are a critical part of any major university’s activities. They are designed to help us identify and address important societal issues at both the group and individual level, including crime and criminal behavior, learning and educational performance, economic recessions, the response of individuals to economic and other incentives, and public indifference to the responsibilities of citizenship. It is vital that university students understand, analyze, and discuss these issues, the problems that arise from them, and the possible solutions to those problems.
As experts with important skills, it is critical that faculty engage in the public debate surrounding them. The social science disciplines at NC State have contributed greatly to this effort. In doing so, they complement the goals and objectives of this university. NC State’s focus on the natural sciences and technical fields is its strength. But without social scientists, the knowledge acquired in these fields would be devoid of effective applications to human needs. Political scientists can, for instance, gauge the costs, benefits, and political practicalities of a scientific or engineering advancement’s application as public policy. Psychologists can identify the interaction between technological systems and the individual’s cognitive and perceptual processes and help to interpret how best to design those systems to maximize the usability and accessibility of the technology.
NC State has a well-deserved reputation for its excellence in the physical sciences and engineering; however, a great number of NC State students major in the social sciences. For example, the Departments of Political Science and Psychology train over 6 percent of the university’s 23,000 undergraduate majors—each department has about 700 majors. These students select the social sciences for many reasons—including the career opportunities, intellectual challenges, and basic satisfaction that the study of these disciplines provides. As undergraduates in a top tier university, these students expect to receive training of high quality. At the undergraduate level, for example, NC State students can get both BS and BA degrees in Political Science and concentrate in areas like American politics, international politics, law and justice, and public policy. Psychology majors can obtain the general option degree or specialize in the more applied area of human resource development.
Rationale: Offering the various courses of study for both undergraduate and graduate students in Political Science and in Psychology, while maintaining a social science education of high quality creates intense demands on the departments. For example, with so many students, so many programs, and constrained resources, our best and brightest undergraduates may be squeezed in the middle, caught between the various departmental obligations. Both departments are obligated to serve all of their undergraduate majors, as well as students in General Education courses, which often results in a focus on the needs of median students and highly demanding lesser performers. Political Science and Psychology at NC State certainly add considerable value as they educate and train this large swath of the workforce. But we can always improve as we prepare business, civic, and political leaders and those who are likely to go to graduate and professional schools. That is to say, we want to enhance our service to our top students.
This proposal generally requests assistance directed at our top students. These are our seniors—students who have made it to the end of their courses of study with us—and those with superior GPAs and tremendous prospects when they leave us. Whatever walk of life they will journey through, these are the state’s and nation’s future problem solvers. We want to enhance their ability to understand and undertake social science research. We want to augment their analytical and critical thinking skills. We want NC State to be shaping social, economic, political, and policy decisions at the highest level.
Proposal: Seeking resources for the assistance of the best and the brightest.
1. Active Learning in the Social Sciences—Senior Seminar Courses
“Active learning” occurs when students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class. As applied to the social sciences, it implies that students, through their own initiative and in close collaboration with faculty, build theories, observe phenomenon, collect data, test hypotheses, think critically, and present and discuss conclusions. With large numbers of majors, considerable service teaching obligations, and relatively small numbers of faculty, the psychology and political science departments are limited in our ability to provide the sort of active learning environment from which our best students would benefit. Where we can, we place students in small classes so that they can have greater contact with our best faculty and engage in active learning. But all too often students are forced into large lecture sections where most of their learning must be passive. This is especially problematic at the end of students’ courses of study. Too few of our best students have the opportunity to apply of the knowledge they have gathered.
We propose funding for a capstone seminar in each of the departments to be offered every semester. The course would meet a senior course requirement in each major, but would not be mandatory. It would be offered by a tenured or tenure-track faculty member. The substantive focus of the course would match the offering faculty member’s area of expertise, but the class would be relatively small—about twenty students—and students would engage in active learning. Providing such a course at the end of students’ academic careers at NC State will allow them to construct a platform for active inquiry from knowledge garnered from earlier coursework. A social-science research project would, for instance, form a critical assignment in the course. With the small student-to-instructor ratio, the faculty member will guide students through all phases of the project, sharpening skills along the way. Within the subject matter of the course, students would identify an interesting and important puzzle, review the relevant literature and theory, construct hypotheses, gather data (perhaps in the field, by running surveys, or in experiments), analyze that data, engage in critical thinking, and draw conclusions. Reports on the projects will not be simple research papers where students digest and regurgitate the literature on a topic. The learning experience would force the student to use social science methods to address a problem or puzzle.
Examples: For a project on “Public Opinion and the Media in American Politics”, students might create a survey instrument and then analyze data from it. Students in U.S. National Security Policy could interview elites and policy makers as part of a study.
In psychology, a current course that could be used to facilitate critical thinking and advanced methodological skills is the Honors Seminar, in which selected students conduct research. Traditionally this Seminar has been focused primarily on designing and conducting the research study, and much less on training in critical thinking about numerous issues in psychology. Alternatively, the psychology department has considered offering a special topics course in Thinking that would focus on both understanding how research in thinking is done and practicing critical thinking skills.
We propose that each department offer one Senior Seminar Course each semester. We request funding necessary to free a tenured/tenure-track faculty to teach the capstone course by hiring adjunct faculty to teach the course vacated by the capstone faculty. We also propose that $1,000 per course be made available for faculty and student enrichment in the capstone course—this money can only be used towards assisting faculty in the delivery of active learning and extra materials for student projects.
Budget: $ 34,000 per academic year
$ 30,000 for 2 courses per department at $7,500/course for adjunct faculty in
General Education course vacated
$ 4,000 enrichment/course @ 2 courses in each department per semester.
Request: $170,000 over 5 years.
2. Undergraduate Research – “Apprentices” and “Junior Colleagues”
Research plays a critical part of undergraduate education in the social sciences. We propose funding for two types of arrangements that allow students to learn how to undertake quality social science research in their future workplaces. This will allow us to support our best students as they garner skills for careers and graduate education in our disciplines.
a. Apprentices: Apprentice grants will be available to sophomores. Applying faculty will identify superior sophomore majors with substantive interests similar to their own. The student will then act as a professional assistant on a research project on which the faculty member is working. The student will “shadow” the faculty member and discuss research strategies with him/her. The student will also assist the faculty member on data collection and be involved in data analysis. This experience will allow the student to understand social science research practices more thoroughly and begin the socialization into the discipline. We request money to pay the student as an apprentice and a small stipend for supervising faculty. We anticipate employing one apprentice in each department each semester—or two apprentices to work on two different research projects in each department each year. Apprentices will be expected to work ten hours a week for the fifteen weeks of a semester. The goal here is to train students early in their careers so that they can do their own projects and play valuable roles collaborating with others.
Budget: $10,000 per year.
$ 6,000 2 apprentices/department./year. $1,500/apprentice.
$ 4,000 2 supervising faculty/department. $1,000 each.
Request: $ 50,000 over 5-year period.
b. Junior Colleagues: Junior Colleague grants will be available to outstanding juniors and seniors. Together with a faculty mentor, an outstanding student will apply to have a research project funded. These projects can be a student’s honors thesis or perhaps a paper that will be presented at a research symposium or professional conference. In all cases, the faculty mentor will provide guidance and advice, but the project will be the student’s. The student’s final paper will become part of a web publication. We request funding for one of these grants in each department, each year. The funding will allow students to secure materials, administer a survey instrument, conduct experiments by reserving lab space or compensating subjects, etc. The largest proportion of the funding will go to the student; the faculty mentor will also receive a small stipend.
Budget: $10,000 per academic year.
$ 8,000 1 junior colleague in each department @ $4,000/each..
$ 2,000 1 supervising faculty in each department $1,000/each.
Request: $ 50,000 over 5-year period.
3. Research Teams
There is another model in the way we approach social science research. In this case, a faculty member leads a “team” of assistants. The project “belongs” to a faculty member, and he/she recruits interested and talented graduate and undergraduate research assistants to help gather data, conduct experiments, and generally help in project-related tasks. The result of the team’s efforts is a tangible product—a published paper or report, for instance. Moreover, we propose that the students receive funding for their assistance. This, in turn, can help them buy books and other materials for their classes. More specifically, we propose one research team be funded for each department in each year. A team would consist of one or more faculty member(s), one or more graduate students, and an undergraduate student. Assistants would be expected to work for ten hours a week for the thirty weeks of the academic year. We propose funding graduate students at a higher level than undergraduate students.
These research teams will be expected to produce superior and published work in high-ranking journals in their field. In political science, special consideration for funding will go to projects that bring a rational/public-choice perspective to public life or that emphasize the importance of values like democracy and free markets. In psychology, special consideration will be given to projects that address both theory and application to real-world problems. Examples of such research that are currently underway in psychology include (1) evaluating methods for training students in reading in school settings; (2) research that has examined the perceptual and cognitive processes that underlie reading mathematical equations, with the results being implemented in software for presenting equations to low and no vision students; and (3) research on the influence of aging on the relation between emotion and decision-making.
Budget: $ 15,000 per academic year.
$ 6,000 1 undergraduate asst. in each department @ $3,000/assistant.
$ 9,000 1 graduate assistant in each department @ $4,500/yr.
Request: $ 75,000 over a 5-year period.
Invigorating Social Science Learning Total Budget Request: $345,000
This funding for a five-year period will allow us to implement these student-centered learning projects and give us enough time to evaluate their effectiveness. Implementation could begin in fall 2007 if funding is available by July 1 2007.
The programs will be managed by standing committees of three faculty members in each department. The Chairs of the two departments (currently Andy Taylor in Political Science and Doug Gillan in Psychology) will be permanent members. Committees will select courses, students, and projects worthy of funding. They will retain authority over the administration of the grants and will provide an annual report each year to the Pope Foundation. These reports will specifically gauge the value added to students’ body of skills and knowledge, the contribution to the field of the individual project, and the importance of the experience to students’ careers beyond NC State.
Our intent is to sustain these programs beyond the five years of the grant. The initial funding period will allow the programs to establish deep and strong roots as they garner recognition from the university community. Effectiveness measurements will help to secure ongoing university funding at the end of the five-year period.
We look forward to working with the Pope Foundation to build recognition of innovative university education in the social sciences and to improve our service to the best and the brightest at NC State.
I suppose one can make the case that $1.8 million is worth getting no matter who it comes from. Then again, one could also make the case that pouring millions of corporate dollars into influencing the outcomes of elections is no big deal.
And if anyone knows the truth of "you get what you pay for," it's Art Pope.