A while ago we posted an entry on the nuances of our dual degree programs with other Columbia schools.  In that entry I made mention of the fact that we also have partnerships with schools in other countries.  We refer to these dual degrees as international dual degrees.  The following entry is meant to provide information on these programs.  For information on the Columbia programs, please see this previous entry.

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SIPA has partnered with a number of international institutions around the globe to offer a variety of dual degree programs.  Such programs allow students to study public policy from two different academic, cultural, and professional perspectives. After a two-year program of study, students are awarded both the relevant SIPA degree and a degree from our partner institution, thereby earning two masters degrees in the same amount of time it takes to obtain one.

SIPA currently offers dual degree programs with its Global Public Policy Network partners, which include Sciences Po Paris, the London School of Economics and Political Science, and the Lee Kuan Yew School of Public Policy at the University of Singapore. We also have partnerships  with the Hertie School of Governance in Berlin, Fundação Getulio Vargas Escola de Administração de Empresas (FGV) in São Paulo, and the University of Tokyo Graduate School of Public Policy.

There are two types of Dual Degrees: Flexible Dual Degrees and Fixed-Track Dual Degrees. Each type has a specific application process.

In the case of the flexible dual degrees, students who are already admitted to either SIPA or a partner institution apply to a dual‐degree program during the course of their first year of study. If admitted, they study at the partner institution in their second year.  For example, you have been accepted to SIPA for a Fall 2011 start date and during your first year at SIPA, you decide to apply to the Dual Degree program with the Lee Kuan Yew School of Public Policy (LKYSPP).  You apply to the program in Spring 2012 and upon acceptance, pursue your second year of studies in Singapore, beginning in Fall 2012. At the end of the two years, you receive a degree from both SIPA and the LKYSPP.

In the case of the fixed-track dual degree, students apply to both SIPA and our partner institution at the same time. Their application is reviewed by a joint-committee comprising of representatives of both schools.  If admitted, students begin their course of study at SIPA and proceed to the partner school in year two (with the exception of the Sciences Po MIA – students start in Paris and finish in New York).  For example, you apply to the SIPA MIA or MPA/LSE MPA program for a September 2011 start date. You submit your application in January 2011 and are notified of the decision in April. Upon admittance, you begin your studies in New York and finish in London during the 2012-2013 academic year. At the end of the two years, you receive a degree from both SIPA and the LSE.

Flexible Dual Degrees are offered for the following programs: the LSE MPA, Sciences Po MPA, LKY Master of Public Policy (MPP) and the Hertie School of Governance MPP. All programs are open to MIA and MPA students at SIPA.  This means that you can apply to the LSE MPA program in the spring of your first year at SIPA, whether you are enrolled in the MIA or MPA program. At the end of your two years, you will earn either an MIA or an MPA from SIPA and an MPA from LSE.

Fixed-track Dual Degrees are offered for the programs outlined above, as well as: the Sciences Po MIA, Fundação Getulio Vargas MPP or Master in International Management, and Tokyo University MPP. Unlike flexible dual degree programs, this is a fixed sequence of study. In other words, if you apply to the Sciences Po/SIPA MIA program, you will earn an MIA from Sciences Po and SIPA. You cannot switch into the MPA program for your second year SIPA.

Note that the language of instructions for all programs is English, except for the Sciences Po MIA, which is conducted in French and the Fundação Getulio Vargas MPP track, which holds instruction in Portuguese.

You may be wondering what the pros and cons of each track are. While the flexible track is more, well, flexible, you need to plan your course of study carefully to make sure that you will be able to fulfill the requirements at both schools. The fixed-track lays out clearly your course of study at both institutions. Admission rates vary depending on the program, fixed versus flexible, and the strength of the competition in any given year. Finally, regarding tuition: it’s paid to the institution you are enrolled in.

For more information on dual degrees, visit the GPPN website http://sipa.columbia.edu/academics/gppn/index.html, or contact Tan Nguyen, Assistant Dean, Office of External Relations:  tn2102@ columbia.edu

The following entry was contributed by Lacey Ramirez, a second year student at SIPA.  Lacey is working in our office this year and she, along with several other students, are contributing posts throughout the year.

To supplement Lacey’s entry below, let me note that SIPA encourages all applicants admitted for the fall term to participate in a web based math tutorial that takes place in the summer.  Because the tutorial is web based students can participate from any place in the world as long as there is access to a computer with an Internet connection.  Information on the tutorial is made available each May after the deposit deadline passes.

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Admittedly, I did not do too great on the quantitative section of the GRE when I was applying to graduate school, despite hours and hours of studying.  But really, I hadn’t taken a serious math course since high school.  I took Introduction to Micro-and Macro- Economics in college, but the professor taught them conceptually and did not use a serious amount of math.  I also took Introduction to Probability and Statistics, and the professor was a visitor and not very good.

However, as a professional in development I realized the importance of understanding quantitative methods and its application.  Thus, when I was applying to graduate school I specifically chose programs that emphasized courses in quantitative skill development.  I explained in my application that I recognized I had a weak background in mathematics and economics, but that I strove to learn these subjects.

I was very excited when I was accepted to SIPA and wanted to prepare the summer before I started my courses.  I looked into calculus programs and other quantitative courses at my local community colleges, not only had I missed a lot of the application deadlines, but they were also quite expensive.  So I went to the local library, and I checked out the summer recommended books suggested by SIPA in the Admission’s preparation documents sent to me.   I also used the math camp materials they sent me to practice.  I probably put in about 10 hours a week, and I got even a little more serious right before school started.

The quantitative based courses at SIPA are quite rigorous, but I was excited by the challenge.  I utilized the tutors and the teaching assistants (T.A.s) for guidance and help solving the problems sets.  I also met with the professors, who are very approachable and accessible, in their office hours.  Also, we work in teams on all the problem sets in both Economics and Quantitative Analysis, and I learned so much working with my very talented, intelligent peers to solve the problems.

In the end, I refused to believe that a person is a “math person” or not and I have excelled in both Economics and Quantitative Analysis.  Sure, I was a little rusty at first, but the more courses I take in the field of economics the more I understand.  That is also to say, the professors at SIPA are very good, and it is the reason why I have been able to finally learn these very important, useful fields.

I am now specializing my degree in Advanced Policy and Economic Analysis and I’m taking statistics courses in the Ph.D. Statistics Department of Columbia in conjunction with my SIPA courses.  During my time at SIPA, I’ve developed a passion for economics that is influencing my career ambitions and direction.  I now fully recognize that my understanding of economics is central to my professional success, and it will help me to be leader in my field.  I am applying to jobs in economic development, and I hope to one day pursue my Ph.D. in Economics.  So in the end, I think if you have the will and the way this powerful brain is capable of learning new and useful information.

Today is a National Holiday in the U.S. and both today and tomorrow the University and our offices will be closed.  Please note that we will not be able to respond to email or phone calls until our office opens again on Monday the 29th.

I am thankful that I made it safely through another busy travel season.  Travel for the most part has concluded and now my staff and I will start to prepare for the application reading season.  If you have yet to begin your application we would recommend that you log in now to familiarize yourself with the set up of our application.  You can easily review all of the pages and steps you will need to follow to complete the process.

The deadline to submit all of the required documents is January 5th, 2011 and you can start your application by clicking here.

There are always events going on at SIPA each week featuring interesting speakers from all different fields.  A recent example focused on professionals representing digital media channels you are likely familiar with.  The following article was contributed by SIPA student Timothy Shenk.

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Two leaders in the evolving digital media landscape spoke with SIPA students about promoting social and political advocacy through online videos and other channels.

Steve Grove, head of news and politics at YouTube, and Noopur Agarwal, director of public affairs at MTV, discussed their organizations’ work in separate presentations.
Grove described the ways news and political videos have proliferated on YouTube in recent years, as everyone from federal bureaucrats to amateur pundits use the medium to speak directly to millions of viewers. In an innovative approach to journalism, YouTube has conducted virtual town hall meetings by soliciting questions from the public and submitting them directly to leaders such as President Obama, Grove said.

However, unlike the traditional news media, YouTube is unable to vet its content for accuracy or decency before it is posted online. Pornographic, copyrighted or hateful material must be flagged by users or identified by a computer algorithm, then reviewed by a YouTube employee, before it can be taken down, Grove said.

Agarwal described MTV‘s approach to social advocacy. Beginning with the Live Aid concerts in 1985, MTV has used its pop culture brand to advocate for issues of concern to young people. In 2004, MTV launched a campaign on its college network, mtvU, to press for an end to the genocide in Darfur.

MTV carries out its campaigns in partnership with public policy organizations. For example, MTV promotes testing for sexually transmitted diseases in partnership with a public health research and advocacy organization, the Henry J. Kaiser Family Foundation.

MTV also partners with the social networking service Foursquare to encourage people to post an online badge showing that they have been tested. Surprisingly, it has become one of the most popular Foursquare badges, Agarwal said.

Most recently, MTV launched “A Thin Line,” a campaign to raise awareness about digital abuse. MTV runs advocacy videos on its main cable channel and promotes a website where young people share real stories of online bullying.

“This is the first generation that’s grown up this way and has relationships play out online,”Agarwal said. “It’s part of being a young person from now on.”

The following post was submitted by Brittney Bailey.  Brittney is working in our office this year and she, along with several other students, are contributing posts throughout the year.

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As a second-year EPD student, November is arguably the most important month of the year (outside of May for obvious reasons   Why November? Because it is when we receive our Workshop assignments, one of the most distinctive features of the economic and political development concentration.

The EPD Workshop, otherwise known as the workshop in Development Practice, is a practical culmination to all of the coursework you take as a SIPA student, outside of your summer internship.  Usually in the spring of your second-year, you get to engage in a workshop or capstone project in addition to your normal course work.  Like the capstone projects, which are usually open to those in other concentrations, the workshop requires that you work directly for a client in your field of interest, along with a SIPA team and faculty advisor; however, the workshop in Development Practice is a requirement for EPD students and generally allows us to gain fieldwork experience.  The EPD workshop is quite popular and has expanded rapidly over the years.  It is now open to a limited number of Human Rights concentrators and some students specializing in International Media, Advocacy and Communications.

The EPD workshop was one of the biggest reasons why I chose SIPA over other graduate institutions.  I kept thinking, “Hold on, this isn’t an internship exactly? I’m guaranteed relevant experience in international development?  I get to work as a consultant for a client and with a team of impressive students from diverse backgrounds… all while in school?!” It’s cheesy, but its true…I was eagerly awaiting the day when I’d be assigned more work at SIPA.

Yet, now that day has arrived and honestly, my excitement has not yet subsided. I’ll be working for UNFPA for the next six months, conducting an impact evaluation and cost benefit analysis of the organization’s distribution of “dignity kits” for girls in humanitarian settings across four countries: Indonesia, Haiti, Georgia, and Mozambique.  I could not be more thrilled to be working on a project that I am committed to and that would in theory, help me learn how to become a better development practitioner.

It’s likely that my enthusiasm for the workshop experience will decrease in the coming months, after a series of sleepless nights and caffeine-induced group freak outs.   Conflict is pretty much inevitable and who knows how things will actually play out on the ground.  Whether or not you receive your top choice project or have a phenomenal team, the reality still remains that the Workshop is one of the most unique and practical features of the SIPA experience.  It speaks directly to the fact that SIPA is a professional school, built to really enhance a student’s practical- not just academic- knowledge.

This is the fourth entry in our “Top 10″ list to assist you with understanding the process of submitting your admission application to SIPA.  This entry is focused on advice regarding our résumé requirements.

The first thing to take note of is that we require applicants to submit two separate résumés.  This may seem strange at first but I believe this entry will clear things up.

Traditional Résumé

The first résumé is no surprise.  You could refer to this as your “traditional” résumé and everyone applying probably has had a working résumé for some time.  A traditional résumé includes, but is not limited to, information such as:

• Positions held (employment and internships)

• Academic degrees and other academic achievements

• Volunteer, public service, political work completed

• Memberships in honorary societies and awards for service or leadership

• Extracurricular activities and particularly if an MIA applicant – foreign travel undertaken, including purpose and length of stay.

As has always been the case, with this traditional résumé we do not recommend trying to keep it to a single page in length.  A one page résumé is more aligned with applying for a job.  This résumé is for graduate school consideration and the Committee encourages applicants to list all relevant information and to not use a small font or extended margins in an attempt to cram a great deal of information into a very small space.  A typical résumé in this format submitted to SIPA is three to four pages in length.

Put another way – we like white space.  Committee members have to read several hundred applications and small fonts and cramped formats are very difficult on the eyes.  When it doubt, use 12 point font and normal margins – the Committee will thank you for it.

On a final note, we do not recommend that applicants use graphics or non-standard fonts.  Let the content of your résumé speak for you.  The font chosen should be easy to read and graphics (other than bullets and bold face) do not enhance the readability of a résumé.  Common fonts that are easy to read include Arial, Calibri, and Tahoma.

Quantitative/Language Résumé

The second résumé will focus exclusively on an applicant’s background with quantitative methods and language learning/ability.

Quantitative Methods

The core curriculum at SIPA includes required coursework in economics, statistics, and financial management.  The Committee is therefore quite interested in the quantitative aptitude of applicants to our program.  This most typically includes coursework and/or professional experience related to mathematics, statistics, and economics.  Also of note  can be quantitative experience as it pertains to areas such as science or engineering.

Unfortunately, academic transcripts rarely provide in depth descriptions of the actual content of coursework completed.  For example, a class labeled as “Principles of Economics” on a transcript provides little detail on how much focus was placed on the use of quantitative methods.  And with the large number of international applicants to SIPA, often times transcripts translated into English will just list a class as “Mathematics” thus giving the Committee little information on the actual content/level of math studied.

Providing the opportunity for applicants to list detailed information pertaining to quantitative preparation/experience will allow for better explanations of past academic and professional experience.  The goal is to be able to allow applicants to list full descriptions of courses included in a course catalog or in the syllabus used in a class.

Language Learning/Ability

Proficiency in a second language is a graduation requirement of the MIA program but is not a requirement of the MPA program.  Proficiency is defined as the ability to use a second language at an intermediate level.  Academically this is defined as the ability to achieve a grade of “B” or better in an intermediate level 2 language course.

Incoming  MIA students who speak English as a native language will be tested in a second language of their choice upon entering into the program.  Due to the intensity of the MIA program at SIPA, it would be quite difficult for an applicant with no previous language study to achieve intermediate level proficiency in two years of study.  The Committee therefore wishes to see at least elementary level proficiency in a second language when evaluating an MIA applicant for admission.

If an incoming native English speaker passes the proficiency exam administered shortly after beginning the program, no additional language study is required.  If the grade achieved on the exam is not sufficient, to prove proficiency a grade of “B” or better must be achieved in an intermediate level 2 language course during the time at SIPA in order to graduate.

For MPA students that speak English as a native language, second language learning is optional so it is not required to include language learning information in the second résumé.  However, if an MPA applicant does have experience in a second language we encourage them to provide this information because it provides us with additional information on your background. 

Please do note that there is one exception to the language requirement for the MPA program.  If an MPA applicant chooses the Economic and Political Development concentration, second language proficiency is a requirement just like in the MIA program.

For applicants that do not speak English as a native language, the second résumé will provide an opportunity to elaborate further on time spent studying English and other languages.  This can of course include academic study but can also include additional information not included in transcripts or test scores such as time spent living in English speaking environments.

Details on Quantitative/Language Learning

The second résumé is meant to provide applicants with the ability to provide detailed information which can include:

• Name/level/grade/institution pertaining to classroom courses.

• For classroom courses, a description of the course and specific learning objectives (best done by providing a description from a course catalog or a syllabus that was used for the class).  If it has been a number of years since you graduated, a description from a current course catalog found on your school web site can suffice.

• Examples of working knowledge of the subject matter as demonstrated in academic or professional settings.

• Tests taken and grades/scores achieved.

• Specific certificates earned.

• In the case of second language learning, the following information is useful:

1. Information on time spent in a foreign country where the language is spoken.  Or, if the second language was spoken in your home country please provide the context (i.e. did you grow up in a home where a second language was spoken but your academic training was in another language?).
2. Details regarding professional/volunteer/personal use of the language.
3. Specific details/examples regarding writing, reading, speaking, and listening ability.

One question you might have is, “If the course is listed on my transcripts or noted in another part of my application, is it necessary to include it in the Quantitative/Language  résumé?”

The answer is yes.  It is okay to be redundant or to include the same information that might be listed in another part of the application in this section.  Seeing the information twice, but in more detailed format in the résumé portion, is what the Committee is seeking to achieve.

You can view samples of this résumé by clicking here.  Do note that the sample is only a guide.  The level of detail you wish to include is entirely up to you.

If you have been out of school for a while, do not feel compelled to spend hours and hours trying to search for old syllabus or text book titles/authors.  The point of the résumé is not to put you through some sort of time trial, it is meant to provide information on the core learning from the course/experience.  The example résumé was borrowed from an applicant that applied to SIPA while still in college, and is meant to only be a sample.  Simply provide as much information as you can and you will be fine.

The following post was submitted by Sawako Sonoyama.  Sawako is working in our office this year and she, along with several other students, will be contributing posts throughout the year.

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10 years ago, the UN Security Council passed resolution 1325 that focused on increased representation of women in the Security Council. The resolution reaffirms the important role of women in the prevention and resolution of conflicts, peace negotiations, peace-building, peacekeeping, humanitarian response and in post-conflict reconstruction.

This resolution marks the first time the Security Council has recognized the link between the security of women and peace. This is a landmark because the Security Council finally understands the ability of women to take on two roles:  “victim” of Conflict and “change agents” of Peace.

10 years have passed. How have we done? Five speakers convened at SIPA today on a panel for the UN Studies Program and spoke on this issue from their various issues:

• Atul Khare, Assistant Secretary General for Peacekeeping Operations.

• Judy Cheng-Hopkins, Assistant Secretary General for Peace Building Support to the Peace Building Commission, and SIPA Alumna.

• Betty Achan Ogwaro, Chairperson of Sudanese Women Forum of Darfur, Southern Sudan

• Barbara Crossette, former NYT Foreign Correspondent and journalist.

• Juergen Heissel from the UN Security Council Peace Austrian Peace Keeping Mission

The panel started with an interesting debate surrounding the information gap in conflict zone. Mr. Heissel gave a brief history of the Security Council’s evolution in working with women in conflict zone. The problem that persists today is still the information gap. There is no consistent and comprehensive way to report on acts of violence against women in armed conflict. There is no way to measure how much we have made progress. There needs to be a more concrete data so evidence based policy making could be deployed to helping these women on the ground.

However, Ms. Ogwaro responded by saying that the Council will never have enough data. Too many times, there were women dishonored, hurt, and killed in front of the eyes of a Peace Keeping officer. The numbers are there, however, the mandates are not matching what needs to be done to help women in conflict. Furthermore, why will a Sudanese women be able to provide data when they are too busy protecting their lives and the lives of their children?

Finally, SIPA alumni Ms. Cheng-Hopkins provided a strict remark on the progress made.  After 10 years, 3% of negotiators and 0% of mediators in conflict zones are women. To improve these numbers, she recommended that at least 15% of post-conflict aid budgets should be endorsing women and peace building. There is much more work to be done in incorporating women into peace building.

Last week I put up a post listing the universities/colleges our incoming MIA, MPA, and MPA-DP students attended.  I thought it might be of interest to do the same thing with most recent employers.

This list does not include every single incoming student and some students worked for the same employer.  The list is also self reported and I did not attempt to look up all the acronyms, nail down regional locations, and “clean it.”  For example you will see both United States Navy and US Navy both listed.

This is the third entry in our “Top 10″ list to assist you with understanding the process of submitting your admission application to SIPA.  This entry is focused on advice regarding the personal statement.

The personal statement is probably the most important part of an application because it helps us to learn about your passion, goals, and the impact you wish to make.  We do not conduct interviews with applicants as part of the admission process and you can think of your personal statement as a type of interview.

If you could only spend 10-15 minutes in front of the Admissions Committee, what would you say to ensure us that you would be a contributing student in our program?  Your personal statement is your opportunity to “speak” to the Admissions Committee.

Question:  Do I have to follow the format of the personal statement?

Answer: Yes.  Our personal statement is broken into three parts, each with an associated word limit.  Applicants should follow the instructions and keep within the stated word limits.  Applicants that obviously try to substitute a statement written according to another school’s guidance are judged harshly in the admissions process.  Following directions is an important part of the process of applying.

The majority of this entry addresses the first part of the personal statement.  We generally do not provide instructions regarding the second part because we want each applicant to answer in their own way.  For the second part, we are interested on how applicants choose to respond to the question and thus have no specific advice.

The third part of the personal statement is wide open.  We provide space where you can include information you wish for the Committee to be aware of that might not be highlighted in other parts of your application or that you feel will shed light on some aspect of your past or future goals.  Part three can focus on things you are proud of, or perhaps not so proud of.  Part 3 of the personal statement is mandatory.  It would be unwise to leave Part 3 blank.

Question:  Do you have any general advice regarding the personal statement?

Answer: Yes, and the rest of this entry will focus on advice for you to consider.

For one, I would not quote anyone in your personal statement.  For example, it would not be wise to say something along the lines of the following -

I want to join SIPA because like Gandhi said, “I wish to be the change I wish to see in the world.”

While this is a nice quote and Gandhi was an incredible person, I am not making a decision to admit Gandhi to SIPA, I am considering admitting you to our program.  Thus I am not so interested in what Gandhi has to say, rather I am interested in what you have to say.  Also, when you quote someone else it in essence says, “I could not think of anything on my own to say, so let me let someone else do it for me.”

At SIPA we are looking for creative, passionate, smart, driven, and competent people.  The best personal statements are just that – personal.  We want to hear from you.  The best applicants each year become quotable.  When an Admissions Committee member is impressed with what an applicant has written, they will often call attention to this when discussing the application.  So your goal should be to become quotable, not to quote someone else.

Another note is that your answer to section one should not simply be your résumé in paragraph format.  In order to get your point across in your personal statement it might be necessary to restate information already included in your résumé, however do not restate information without a specific reason or goal.

One thing not to do for example is to tell us in your personal statement where you went to school.  Many applicants will mention the name of their school in the personal statement.  What is wrong with this?  Well, you sent us your transcript and you state where you went to school in your résumé, why would we need to be told a third time where you went to school?  Use your personal statement to get across new information that might not be contained in other parts of your application.

Your answer to part one of the personal statement should particularly be about what you hope to accomplish in the future.  What are you passionate about?  What are your goals?  What impact do you hope to make on the world?  Most of the contents of your application are about your past, we want a glimpse into your future.

One thing we are trying to determine is if SIPA is the right program for you.  We are also trying to determine the type of contribution you will make as a student and alumnus of our program.  We do understand that you might not know exactly what you wish to do, however you should try to be as specific as you can.  For example, if you are interested in development, is there a region or particular group of people you wish to focus on?

Strong responses to part one are focused and clear. An example of not being focused is to say that you wish to work for the United Nations. Just saying this alone is too vague. The United Nations is comprised of a multitude of organizations, doing a multitude of different things, in a multitude of different places. Listing a broad policy objective without context is also a common mistake. Whatever you hope to do, you should integrate the who, what, where, how, and why elements into your statement.

Address questions such as: Who do you wish to impact? Is there a specific region, city, country, locality you are passionate about? What population do you hope to serve? What concerns you about the future and how do you hope to address policy questions to make a difference? What skills will SIPA help you to develop? Is there a sector that is most appealing to you? (Non-profit, multilateral, for profit, public). Do you hope to go in a new direction and why? Specificity is important.

The most outstanding personal statements each year become a part of discussions amongst members of the Admissions Committee.  Each person is different and has a different history and goals.  Make sure to pour yourself into your personal statement and it will likely stand out because no two people are the same.

Here again are the three parts of the personal statement we are asking applicants for the fall 2011 semester to respond to:

First Question (500 Word Maximum)

What distinct impact do you hope to have on the world in the future? Please be as clear as possible about your future goals, the policy/public service issue(s) you are passionate about, and your personal motivation(s). Be sure to include details regarding the features of SIPA that you believe are integral to helping you in your pursuits and what skills you need to develop to achieve a lasting impact.

Second Question/Topic (300 Word Maximum)

Please CHOOSE ONE of these options to write about – do not address both, pick one or the other.

1. Describe a policy issue that has impacted your life, either in a negative or positive way. If given the opportunity to amend the policy, what action would you take and why?

2. Describe a conversation or experience that challenged your beliefs or caused you to reevaluate your perspective on life.

Third Question/Response (200 Word Maximum)

Please share any additional information about yourself that you believe would be of interest to the Admissions Committee. Please focus on information that is not already reflected in the other parts of your application or might not be clear in the information submitted.

SIPA is a very busy place.  Each week there are 10-15 events that feature interesting speakers and panels on a variety of topics.  The following entry was contributed by Erisha Suwal, a second year student at SIPA.  Erisha is working in our office this year and she, along with several other students, will be contributing posts throughout the year.

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While having lunch over lamb and rice with hot and white sauce, my Pakistani friends encouraged me to join them for a talk titled “ Pakistan 2010: The most dangerous decade begins.” The talk was organized by the Center for the Study of Democracy, Toleration, and Religion (CDTR). It is a Center that was founded after SIPA won a competitive grant and its main objective is to examine religion’s role in politics and international relations. The title was very intriguing and only the day before I had had a discussion   on how Pakistan seems to be in a constant state of turmoil. More than any other country. Perhaps even more than Afghanistan.  I joined them.

Christine Fair, Assistant Professor at the Center for Peace and Security Studies, Georgetown, was one of the panelists. She was speaking on ‘India and Pakistan in Afghanistan: Opportunities and Constraints.’  She argued that India had a strong interest in staying in Afghanistan especially to monitor Pakistan. She questioned why no one talks about India running intelligence operations in Afghanistan and why no one challenges India when it build schools very close to the Pakistani border. She claimed that the Pakistani Army personnel, particularly those in the lower ranks, want the U.S. out of Afghanistan because they believed that the American presence intensified Taliban presence in Afghanistan. Her talk led to a rich discussion on India, Pakistan and Afghanistan.

At the talk, I found out that Terry Eagleton was coming to speak the same evening   on “The New Atheism and the War on Terror.” Eagleton is an influential literary theorist and Distinguished Professor of English Literature at the University of Lancaster, who has written more than forty books. He gave an entertaining and insightful talk. The poster said, seating was on first come first serve basis. Usually I do not follow these warnings, but I’m glad I did this time. The room filled up very quickly and I ran into some SIPA professors. I saw Mahmood Mamdani, who teaches Political identities, State and Civil Wars in Africa and Theory, History, and Practice of Human Rightsand Professor S. Akbar Zaidi was also present. He teaches Political Economy of Pakistan: State, Society, and Economy.

Eagleton started off asking, “Why are atheists obsessed with religion as Puritans are obsessed with sex?”  He commented that Richard Dawkins and Christopher Hitchens, whom he dubbed Ditchkins, were engaged in anti-god diatribe with zero conception of faith and theology. He also argued that rise of Islamic fundamentalism was similar to “chickens coming home to roost.” Eagleton delivered provocative and controversial but witty statements and entertained his audience.

CDTR co-organized Terry Eagleton’s lecture with Heyman Center for the Humanities. I missed going to lectures outside of class. It is easy to immerse oneself in course-works and socializing, Wednesday’s two lectures reminded me of how being in Columbia exposes you to cutting edge discussions in whatever field it might be.

The following post was contributed by second year SIPA student Richard Parker.  Richard is working in our office this year and he, along with several other students, will be contributing posts throughout the year. One item of note to consider when reading the following entry is that recent changes to the curriculum have made a capstone workshop mandatory for all SIPA students.

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It has been extremely busy this semester. Classes are definitely in full swing!!!  October was a busy month and  between working in the Admissions/Financial Aid Office and midterms, I barely had time to write this entry. However, there were some moments of levity one of which was my 27^th birthday and the SIPASA Halloween Party which is always a good time.  So I have had some time between all my various assignments to take a proverbial breather.

This month I also began my job hunt.  I figure it’s never too early to start. In that regard the Office of Career Services (OCS) has been my new stomping grounds. I went there more than a handful of times to get advice on how to strengthen my resume and cover letter as well as to get advice on how to best start my job search. They are very helpful over there and I feel more confident now than I did before. I guess I should get the office some cookies or popcorn for Christmas huh?

We just came off of our fall break and I took that time to go to Washington D.C. and hangout with my buddies and talk to a few of my mentors. That break was definitely needed and I am so looking forward to Thanksgiving.  I’m also looking forward to finding out if I get accepted into a capstone workshop. Capstones are mandatory for MPA’s and optional for certain MIA concentrators (I’m a MIA) but  I am hoping that I get accepted into one (hint hint professors).

Workshops apply the practical skills and analytical knowledge learned at SIPA to a real-world issue. Students are organized into small consulting teams and assigned a substantive, policy-oriented project with an external client. This will definitely augment my overall SIPA experience by providing me with valuable experience and contacts for post-graduate employment. I’ll let you know next month what the outcome is!

I have been crunching a lot of numbers lately and I thought it might be interesting to post a list of the universities/colleges our new MIA, MPA, and MPA-DP students attended.

The list below shows the university where the degree was obtained, it does not include universities where students took additional classes (i.e. semesters abroad or graduate degrees).   If more than one student attended the university it is listed only once.

If you see your current school or Alma mater on the list, maybe you will have company next year.  If not, we love to see our list grow!

This is the second entry in our “Top 10″ list to assist you with understanding the process of submitting your admission application to SIPA.  This entry is focused on many of the questions we receive regarding the submission of letters of recommendation.

Question:  Can I submit more than three letters?

Answer: No, we will only accept three letters of recommendation.  We wish to be fair to all applicants and thus hold everyone to the same standard.

Question:  What is the ideal combination of recommendation letters?

Answer: There is no real ideal combination, it really depends on the applicant; however let me elaborate a bit on the subject.  Recommendation letters should come from one of two sources: academic or professional. In other words, from individuals who have supervised you in the classroom or in the work place. “Work place” is a broad term.

The work place could include internships, volunteer work, or paid full-time work. Sometimes unpaid work is much more in alignment with an applicant’s goals and if you are choosing to do something and not get paid for it, this shows a great deal of dedication and commitment.

Since SIPA is a professional school it makes sense that we would like to see at least one professional letter of recommendation. The only combination we really do not recommend is three academic letters of recommendation. An applicant that submits three academic letters is basically telling us that there is no one from the professional world that can comment on their ability and qualifications for graduate school.

Beyond this advice, any combination will do. If you have been out of school for several years, do not feel compelled to go back and get a letter of recommendation from a professor who did not really know you or that you have not been in contact with. We would much rather receive letters from those that know you and that you have been in contact with in some capacity. If you had fabulous relationships with a few professors two letters of recommendation from professors is fine.

Question:  Do you have general advice concerning the content of the letters?

Answer: Yes!  The best letters of recommendation go beyond addressing your character and include specific information on your potential to succeed in our program. This is best accomplished through specific examples. When you talk with those writing letters for you, please tell them to include examples of your competence.

It is one thing to say that someone is smart and capable; it is another to provide solid examples of intelligence and ability in the work place or in the classroom. Be sure that you speak with those writing letters on your behalf and clarify this point.

If you put yourself in my shoes, my job as the Director of Admission is to quantify your ability to do well in our program.  A letter that contains examples of work performed will better allow me to identify your ability and potential.  The Admissions Committee has to make tough calls (admission is a competition after all) and sometimes it can come down to the quality of the content contained in the recommendation letters.

Question:  How can those submitting the letters submit them?

Answer: When you start your online application you will be asked to enter the names and emails addresses of the three individuals you have chosen to submit letters on your behalf.  When you submit this information our system automatically sends the person an email with specific details on how to submit their letter.

Our preference is that those submitting letters do so through our application site.  In the email that is sent, there are specific instructions for the recommender to follow.  They will visit a web site and upload a copy of the letter.  This is the fastest and most convenient way.  We are not into ceremony – pretty letterhead and a “wet” signature are of no consequence in our decision making.

When a letter is uploaded, it will be matched to your application and you will be able to see that it has been submitted.  Thus this method is also nice for you, because if your recommender submits the letter via the web site, you will know in real time (if you log into your application) if it has been received.

Yes, recommenders can mail letters to us, but this slows the process down.  If a letter is delivered to our office we generally do not seek to match it to a file until after the deadline (January 5th) passes.  Thus there will be a little bit of tension on your part.  You will think, “Have all of my letters arrived?”  Unfortunately we cannot dedicate the time to tracking letters prior to the submission of an admission application.  If a letter is mailed, it can be sent to the following address:

Office of Admissions and Financial Aid
Columbia University – SIPA
420 West 118th Street – 4th Floor Room 408
New York, NY  10027

As far as to whom to address the letter to, it does not really matter.  Popular choices include The Admission Committee, To Whom it May Concern, or Matt Clemons.

Question:  Should I wait to submit my application until all of the letters of recommendation have been received?

Answer: No.  Applicants should not be concerned if an application is submitted before a letter or letters of recommendation have been received.  What ultimately matters is that both your application and the letters are submitted by the deadline of January 5th at midnight EST.

So, do not worry if letters of recommendation have yet to be submitted when submitting your application, you may submit your application prior to letters of recommendation being received.

Question:  What if a person wishes to write a letter in a language other than English?  Is this okay?

Answer: Yes, it is okay if a person writes a letter in a language other than English, however that letter will need to be translated into English, and not by you.   Letters of recommendation are confidential and you cannot translate your own letter.

If someone wishes to write a letter in another language, ask that they have the letter translated by either an employee they work with or a certified translator.  The person who translates the letter should include their name and email address so we can get in touch with him/her if necessary.

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A final note is to encourage those submitting letters on your behalf to do so as early as possible.  An application that does not have all documents submitted by the deadline does not look professional.  We understand that the submission of letters of recommendation is beyond the control of applicants and we are willing to work with applicants when unusual circumstances lead to the late submission of letters, however we do take note when documents come in after the stated deadline.

The following entry was contributed by Erisha Suwal, a second year student at SIPA.  Erisha is working in our office this year and she, along with several other students, will be contributing posts throughout the year.

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Being in New York has been one of the best experiences while at SIPA. Early last year during the General Assembly (GA) meetings at the UN, I along with three other students organized a protest to demand from the then Nepal Prime Minister that Nepal’s constitution be written on time and that the government expedite investigations on the people disappeared during Nepal’s decade-long Civil War.  It was an intense experience. I distributed pamphlets on the streets of Jackson Heights, a South Asian neighborhood in Queens, and had heated discussions with many people.  It was interesting to see that many fellow Nepali men thought that as a student in Columbia, I should become a doctor or an engineer but not get into politics. Although not all Nepalis think this way, it is a common sentiment.

The foreign advisor to the then Prime Minister also called me directly to request that the protest be called off.  It was terrifying, as I was exposed to the challenges of political activism. Nonetheless, organizing the event introduced me to other Nepali political activists in New York, to institutions and informal groups that worked for justice in Nepal.  Also, because of this event, I became aware of the India China Institute at the New School.  Since then, I have attended many events on Nepal organized by the New School and even audited a class on Nepali Society and Politics.

Another highlight of being in New York is my current internship with UNIFEM (part of UN Women). Prior to joining SIPA, I had limited work experience in the development field. Most of my work was in the financial sector and my development experience came from summer internships throughout my undergraduate years. Interning with UNIFEM provides an excellent opportunity to gain more work experience and to understand how the UN works from the inside. Also, as I’m interested in the political participation of women, working with UNIFEM’s Governance, Peace and Security division could not have been a better match.

Between the extra activities and internships (and awesome parties) I am making the most of my time at SIPA.

This is the first entry in our “Top 10″ list to assist you with understanding the process of submitting your admission application to SIPA.

One of the ways we seek to make the application process faster and easier is to accept self reported test scores for admission application review.  To repeat, to be considered for admission to SIPA we do not require that official test score reports be on file.  This includes the GRE, GMAT, TOEFL, and IELTS.

At SIPA, we only require official test scores reports if an admitted applicant chooses to enroll.   Here are a few common questions we receive and reminders of how the process works in our office.

Question:  I sent my scores to SIPA some time ago, can you tell me if they have been received?

Answer: Applicants self report test scores as a part of the online application process.  When assembling a file for admission we do not look for official reports.  When you request that official test reports be sent to SIPA, they are downloaded into a centralized computer system.  We will not match application records to this system until after admission decisions have been made.

Therefore, you should self report your scores when applying online.   We print your application, do a manual check to make sure the necessary information has been included and then will update your record accordingly.  We appreciate your patience as we work as quickly as possible to print and manually check each application after it has been submitted.

Question:  I emailed my scores to your office or mailed a paper copy, do I still need to self report the scores when submitting my application?

Answer: Yes.  Every applicant should self report the results of each test taken when filling in the online application.  If the scores are not entered they do not appear when we print the application and this slows down the process.

Question:  I took the (GRE, GMAT, TOEFL, IELTS) several times.  How should I report my scores?  Should I only list my top scores?

Answer: As you can see in the screen shot below you can self report the total results for thee different exams for both the GRE/GMAT section and the English as a Second Language section.  You should therefore report each test individually.

Let us say that you take the GRE three times.  We DO NOT want you to take your top three scores achieved and enter them as one exam.  You should report your scores from all three exams in the three separate sections that are available to you.  If you have taken a test more than three times, report your most recent three scores.

Screen Shot From Application Site Showing Multiple Entry Areas to Report Test Scores

Question:  How late can I report my test scores?

Answer: The application deadline is January 5th at 11:59:59 PM EST.  This means that all of your application and all of the associated information should be submitted by this time.  Therefore, you can report your test scores up until this time.  Because we do not need official test scores to consider an applicant for admission, you do not need to worry about how long it will take the testing agency to report the scores to us.

Question:  If I am admitted, when will my test scores need to be received by SIPA?

Answer: Applicants that are admitted and pay a deposit to enroll are required to have official test scores in our office by June 1st.  We will provide guidance on this process after admission decisions go out.  If you have listed our test code when taking the exam more than likely we will have an electronic record in our mainframe system.

Question:  Is there a time limit on how long scores are acceptable?

Answer: TOEFL and IELTS scores up to two years old are acceptable.  GRE and GMAT scores up to five years old are acceptable.

Question:  When I am taking the exam and it asks for your school code, what number should I enter?

Answer: See below – we highly encourage you to list our code so that if you are admitted, we can work through the process faster.

GRE Code: 2161 (do not list a department code)

GMAT Code for MIA: QF8-64-56

GMAT Code for MPA: QF8-64-99

TOEFL Code:  2161

One of the great things about being a SIPA student is that while students have access to the wonderful resources SIPA offers, students also have access to the resources of a world class university comprised of 21 different schools and affiliated institutions.  The following entry highlights some of the benefits.  The entry was written by SIPA student Carrie Dorn.

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Gaining admission to the School of International and Public Affairs not only opens up your access to SIPA’s institutes, events and student groups— it also allows you to access to the rest of Columbia University.  Once you learn your way around the International Affairs building and find your favorite seat in Lehman library, students can get so wrapped up in SIPA life that they don’t venture out to explore the rest of campus.  Here’s a cheat sheet of resources to take advantage of during your time at Columbia.

Feed Your Brain: CLASSES

Did you hope to enhance your academic repertoire by learning about health literacy, media culture in China or land use law?  With SIPA’s flat rate tuition, you can cross register at other graduate schools and may be able to count relevant classes towards your concentration and specialization.

Cozy Up With Your Textbook: LIBRARIES

While SIPA’s Lehman Library has everything you need, why not vary your study environment?  Your CU ID gives you access to swipe into libraries all around campus.  Many students like Teachers College library, around the corner from SIPA on 120^th St., which provides a relaxing environment for students to comfortably do group work.   Others enjoy the Social Work Library, located 3 blocks up from SIPA, where windows overlooking Amsterdam Avenue and 121^st Street offer direct sunlight and some good people-watching.  Night owls may prefer to spend late paper-writing nights uptown in the Health Sciences Library at 168^th St., which is bustling with medical students at all hours.   With some exploration you can find the perfect study environment for you.

Explore NYC’s Creative Side: CUarts

Even Columbia knows that you didn’t move to New York City to spend all of your time in the library!  That’s why the Arts Initiative at Columbia University works to make art and cultural events accessible and affordable for students.  Your student ID allows you free admission into more than 30 NYC museums and can get you discounted tickets to movies, restaurants and Broadway shows.

Refuel Your Day: GOOD EATS

Wherever you find yourself on campus, there is no shortage of places to pick up a snack.  SIPA students are lucky to have a café on the 6^th floor to grab lunch and coffee in between classes.  Brad’s, located in the School of Journalism, is a great place to buy coffee, salads or baked goods to help get through your day.  You can also watch the buzz around the Morningside campus in their semi-open seating on warm days.   In the winter, a better option may be Lenfest Café in the Law school—accessible through the south hallway at SIPA—which offers a variety of sandwiches, sushi and other prepared foods.  On Thursdays and Sundays you can find locally produced cheeses, organic veggies and freshly baked bread at the Farmer’s Market while strolling down Broadway (between 114^th and 115^th Streets).

Relax Underground: MUSIC SPOT

Under the beautiful St. Paul’s Chapel, located right on campus between Avery and Buell Hall, the Postcrypt Coffehouse offers acoustic music every Friday and Saturday night during the school year.  In an intimate setting, you can unwind at the end of a busy week while listening to the tunes of local talent.

Links:

Columbia University Directory of CLASSES: http://www.columbia.edu/cu/bulletin/uwb/

Columbia University LIBRARIES: http://www.columbia.edu/cu/lweb/indiv/libraries.html

CUarts: http://www.cuarts.com/

GOOD EATS: http://www.bradsbrew.com/

http://www.dining.columbia.edu/docs/locations/index.html

MUSIC SPOT: http://www.columbia.edu/cu/postcrypt/coffeehouse/

According to a few conversations I have had while traveling this fall, the series of blog entries on the Top 10 Communication Tips was helpful for some applicants.  I thought I would do something similar over the next few weeks regarding the application process.

Although the steps required to complete an application are listed on our web site and on the application itself, I thought addressing some common questions and providing some commentary might be useful.  Thus over the next few weeks a Top Ten Application Tips series will be published.  I will try to add a bit of insight that might not be revealed in the basic instructions so stay tuned.

As a reminder, the application deadline for fall 2011 admission for the MIA, MPA, and MPA-DP programs is January 5th, 2011 at 11:59:59 PM EST.

There are lots of ways for SIPA students to keep busy and pursue their interests.  One way is through student groups.  Currently there are 37 student groups at SIPA and one of the newest groups is the New Media Task Force.   The following post was submitted by Sawako Sonoyama.

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I would like to introduce a new student group at SIPA, the New Media Task Force. We are thrilled that our student group exists at SIPA. The time is right—there has been a tremendous need for this community at SIPA: a student group that focuses on information and communication technology for development, crisis mapping, and mobile for health.

The New Media Task Force was initiated under the supportive umbrella of the UN Studies Program Working Group. Launching as the “UNICEF New Media Task Force”, we focused on research, internship, and networking opportunities with the UNICEF innovations department. Although the Task Force started as a small group of interested individuals, the number of people engaged in the Task Force grew every year.  In DATE Sean Blaschke ( MIA 2010) and his team received the first-place award in the ‘Development 2.0 Challenge’ of the US Agency for International Development. For this project, they worked with RapidSMS, a system leverages basic mobile phones and text messages, to collect health information and improved the speed and quality of health data collection in Malawi. This award brought a lot of media attention to SIPA and its activities in technology for development, especially in the use of mobile.

The biggest turning point for the New Media Task Force was the launch of crisis mapping at SIPA. On February 27, 2010, SIPA students were listening to Patrick Meier speak at a conference titled “Policy Making in the Digital Age,” hosted by The Morningside Post. He spoke about a process called “crisis mapping” and a new technology platform called Ushahidi that had greatly aided relief workers after the Haiti earthquake.  That same day, a tremendous earthquake of magnitude 8.8 occurred off the coast of the Maule Region of Chile. When Meier asked if anybody was interested in holding crisis mapping training sessions for the Chile earthquake, SIPA students stepped in.

From a volunteer standpoint, the earthquake could not have happened in a worse timing—during midterms. However, brutal econ tests did not phase SIPA students. Within 48 hours of the earthquake, over 60 students were trained to monitor media sources, map GPS coordinates, and report earthquake related incidents. For weeks after the earthquake, countless students stopped by the Situation Room to help out. We were so impressed with the passion and dedication that SIPA students demonstrated in assisting the people of Chile. These actions were a true testiment of the character of SIPA students.

Ushahidi-Chile brought a tremendous amount of media attention to SIPA, which included Al Jazeera filming a training session. The Ushahidi-Chile instance was a great example of how students can mobilize and make a tangible difference to those in need, continents away.  At that time, we also recognized that Chile was only one of many crises, and that there was great potential in formalizing and institutionalizing Crisis Mapping at SIPA so that students would be able to assist in future crises. Additionally, we realized that we had the opportunity to bring extremely valuable skills to SIPA students, skills that are in high demand by organizations such as OCHA, the World Bank, and other agencies. During the chaotic time of crisis mapping for the Chile earthquake, it was decided that the New Media Task Force would branch out from UNSPWG and officially become a student group.

The New Media Task Force was approved officially at the end of May 2010. We truly appreciate UNSPWG’s support, providing us with both institutional and moral guidance in launching our student group. We would also like to thank  Professor Lindenmayer for her guidance in working on the earthquake relief; her experience in Haiti gave us a deeper insight on what it means to work in a crisis situation. Thanks to their guidance and SIPA’s support, the Task Force now has the capacity to make an impact in the fields of crisis mapping  and information and communication technology for development.

The New Media Task Force’s mission is to increase student knowledge of how technology can support decision-making in international affairs and to expand opportunities for students within the information and communication technology for development space. Through projects, panels, and events, we aim to create a community around new media for development and promote practical research and internship opportunities for SIPA students. Additionally, the New Media Task Force supports SIPA curriculum development around technology for development. Our students and alumni work globally with organizations such as The Earth Institute, UNICEF, OCHA, Ushahidi, and UNDP. One of our primary activities is Crisis Mapping, an international effort to respond to disasters around the globe, and our volunteers provide essential information within the first few essential days following a disaster.

We look forward to welcoming more students who is interested in technology and development.