Archive for Academics – Page 16

A Peek into the ‘Gender and Armed Conflict’ Class

This semester I enrolled in a new course offered by SIPA’s Gender a Public Policy Specialization called Gender and Armed Conflict: Contemporary Theory and Practice for Advocates. The course is taught by Lisa Davis who is a Clinical Professor of Law for the Human Rights and Gender Justice Clinic at CUNY School of Law. She has worked extensively in the field of human rights, gender and LGBTQ rights, particularly in conflict and disaster settings.

As part of the course, each student is writing a report on a particular human rights issue for women and LGBTQ persons in the context of the ISIS conflict. Our findings will be compiled into three jointly published reports that will be submitted to the international community, specifically The Independent International Commission of Inquiry on the Syrian Arab Republic, The U.N. Security Council, and the International Criminal Court.

Our research for these reports also involves interviews with relevant international conflict experts and local advocates working in Iraq and Syria. Professor Davis has been working with international human rights organizations such as MADRE, as well as local organizations in Iraq and Syria to address these issues, and she has several contacts that we can use for these interviews. These interviews will help to inform our analysis so we write a report that accurately reflects the realities on the ground.

A couple of weeks ago, two Iraqi advocates came to class to discuss their work and the difficulties they face protecting women and LGBTQ persons in Iraq. We had the opportunity to ask them questions that were relevant to our respective reports, and to discuss what they believed would be most important to include in the report. It was incredible to be able to hear from people that are on the ground providing services for women and LGBTQ persons, and to hear their inspirational stories. We will also have visits from advocates from Syria to discuss their experiences in relation to the ISIS conflict.

Professor Davis’s experience as a practitioner has enriched our class and helps to bring our studies out of the theoretical realm and into the real world. Once we are finished with this course, we will be able to say we gained the skills necessary to conduct interviews, and to write a report that will be submitted to an international body. Professor Davis also stresses the importance of remembering that these reports will have a real impact on the advocates in Iraq and Syria that are working every day to protect women and LGBTQ persons.

Classes like this are what make the SIPA experience so special. Being able to submit a report to a high level international body on an issue I am particularly passionate about is not your everyday experience in graduate school, and I am honored that I have the opportunity to participate in this process. The Gender and Armed Conflict course at SIPA is just one of many courses that provide this type of real-world experience, allowing students a peek at what their professional careers might involve.

If you’re interested in previewing this class or another, sign up for a class visit here.

[Photo courtesy of Lisa Davis]

Learn more about MPA-DP on Facebook Live

Today I hosted a special Facebook Live session with MPA in Development Practice Director Glenn Denning. Professor Denning teaches the “Global Food Systems,” a required DP course, and has been with DP since its inception in 2009.

For those of you who have been following me on the blog and social media, you know this isn’t the first time the Admissions Office has used Facebook Live, but we’re still testing out the waters. Glenn was kind enough to test out the platform with me so we can give applicants like you the opportunity to connect with us on another platform.

MPA-DP has the same deadlines as the MIA and MPA programs, but it’s essay prompts and characteristics of the students are a little bit different. To learn what I mean by that make sure you watch the recording of the session below (or click here). If you have any questions about the program, feel free to email the program directly at [email protected]. As always, send admissions questions my way to [email protected].

Oh, and if you’d like to get reminders about future sessions, check out the Recruitment Calendar. (I’ve got lots of great stuff in the pipeline!)

 

SIPA offers new coding class to help students augment policy analysis

Computing in Context, a course in Columbia University’s Computer Science department, has added a new track designed for SIPA students that will teach computational concepts and coding in the context of solving policy problems.

Enrolled students will be taught by both a computer-science professor, who lectures on basic computer and programming skills while teaching students to think like computer scientists, and by a SIPA professor who shows how those skills can augment traditional policy analysis. Projects and assignments will be geared for the policy arena to give students a command of technical solutions for problems they are likely to encounter in their classes and future work.

SIPA’s is the first new track to be added since Computing in Context debuted in spring 2015 with tracks in digital humanities, social science, and economics and finance. Aimed at liberal-arts majors who might not otherwise take computer science, Computing in Context is the first of its kind to provide a contextualized introduction that combines algorithmic thinking and programming with projects and assignments from different liberal-arts disciplines.

How much should students in the School of International and Public Affairs (SIPA) know about computer science?

In a digital world when information is being collected at unprecedented rates and as government decision-making becomes more data driven, computer science is fast becoming fundamental to policy analysis. Computational methods offer an efficient way to navigate and assess a variety of systems and their data, and make it possible to comb even massive data sets for subtle patterns that might otherwise go undiscovered. A relatively small amount of code can replace tedious, time-consuming manual efforts to gather data and refine it for analysis.

As machine learning and text mining turn texts into data analyzable by a computer, computational methods once reserved for quantitative data can now be applied to almost any type of document—emails, tweets, public records, transcripts of hearings—or to a corpus of tens or hundreds of thousands of documents. These new methods for computationally analyzing texts and documents make computer science relevant to humanities and social science disciplines that traditionally have not been studied computationally. Social science majors may analyze vast numbers of social media posts, English majors may automate stylistic analyses of literary works, finance students may mine data for new economic trends.

Liberal-arts students have been increasingly skipping the cursory computer-science class intended for non-majors (1001) and enrolling in computer-science classes alongside computer-science majors. Adam Cannon, who has been teaching introductory computer science for 15 years has watched the number of liberal-arts students in his classes climb to the point where they have surpassed the number of computer-science majors.

“These students want more than an appreciation of computer science,” he said. “They want to apply computer-science techniques in their own fields.”

Computer science within a context

Algorithmic thinking is critical for designing solutions to new problems and analyzing new data sets, but the nature of the problems and the data sets depends on the particular field of study. Different liberal-arts disciplines require different kinds of computational proficiency; for this reason, Computing in Context maintains separate tracks for each discipline, with each track taught by a different professor. The class debuted with three tracks: social science, digital humanities, and economics and financing. All students take the computer-science component and learn the same basic concepts, but then divide into separate tracks to learn how those concepts apply to their particular discipline.

It’s a modular design that makes it easy to insert additional tracks as more departments and professional schools act to make computer-science part of their students’ curriculum. The first time a new track is offered, a professor from that department lectures live, and then records those lectures for future semesters. This flipped classroom approach—where students view videos of lectures outside class and use classroom time to discuss the content of those videos—helps make the class financially sustainable since each new track represents a one-time expense.

SIPA’s is the first track to be added since Computing in Context was introduced and is being taught by Gregory Falco, a Columbia adjunct faculty member who is also an executive at Accenture and is currently pursuing his PhD in Cybersecurity of Critical Urban Infrastructure at MIT. With an MS in Sustainability Management from Columbia University, Falco specializes in applying data, analytics, and sensors to solve complex sustainability and security policy problems.

Having Falco teach a track within Computing in Context is part of SIPA’s commitment to deeply integrating technology courses into its curriculum and equipping students with a robust tech and computer-science skill set. It is one way Deans Merit Janow and Dan McIntyre are helping Falco pioneer the next generation of policy education.

What SIPA students can expect

For the first six weeks of the course, SIPA students will attend the twice-weekly lectures on computer science along with all other students. At the halfway point, the track lectures kick in, and SIPA students go to lectures given by Falco, who will also assign homework and projects geared specifically to public policy. While economics and financing students price options and digital humanities students run sentiment analysis on tweets, SIPA students might be troubleshooting sources of environmental pollution, evaluating the effectiveness of public housing policy, or determining the impact of local financial markets on international healthcare or education.

Considering SIPA is a professional school, Falco’s lectures and assignments are aimed at helping students integrate and transition what they learn in the classroom to the professional setting and job market.

Unlike other tracks, the SIPA track will always have live lectures each time it is given. The changing relevance of policy problems requires a class constantly evolving for current events. Also, the skills SIPA students learn in Computing in Context will be integrated into their capstone research projects that serve as graduate theses; since Falco teaches both Computing in Context and will advise research projects, his constant, in-class presence will provide a more continuous resource of expertise on data and computing for SIPA students.

“This is a one-of-a-kind, very cool policy class because it enables SIPA students to think like computer scientists and see the art of the possible in relation to how technology, data analytics, and artificial intelligence can be used to address policy problems,” says Falco. “Beyond coding, the class helps foster the language of digital literacy which is invaluable in the professional world for policy practitioners.”

The SIPA track will be the first test of how well Computing in Context can scale to meet demand, which is only expected to grow as more departments and schools like SIPA integrate computer science into their curricula.

— Linda Crane

Thanks to the Department of Computer Science. This article has been adapted from the longer original version.

Q&A with Professor Dirk Salomons

Looking back on his career, former track and specialization director discusses his current thinking on humanitarian action

Professor Dirk Salomons, 76, a special lecturer in international and public affairs, has been a SIPA faculty member since 2002. From 2009 to 2015 Salomons served as director of the School’s Humanitarian Affairs track (within the Human Rights concentration) and International Organizations specialization. He kept his position on the faculty and this semester is teaching introductory courses on international organizations and humanitarian affairs.

Read Dirk Salomon’s new op-ed on humanitarian challenges facing the world today

A native of the Netherlands, Salomons describes his long career as a “mix of design and opportunity.” After earning a PhD in comparative literature in 1967, he worked as a literary critic and eventually as a columnist on international affairs, which led to a job with his home country’s ministry of foreign affairs.

In 1970 he moved on to the UN, where he remained until 1997. Among the highlights of his tenure was his service in 1992-93 as executive director of peacekeeping operations in Mozambique, where he coordinated a major new operation.

Immediately before joining SIPA, Salomons worked as a managing partner at an international management-consulting firm. In that role he provided advisory services to several UN agencies and other international clients in the public sector. His fieldwork largely focused on stabilizing countries coming out of conflict, such as Sudan, the Democratic Republic of the Congo, and Timor Leste.

On October 27, Salomons will moderate one of two panels at the conference “Beyond Neutrality: The Humanitarian System at a Crossroads.” The conference—presented by SIPA’s Human Rights and Humanitarian Policy concentration—marks Salomons’s retirement and his contributions to the field.

Earlier this month, Coralie Martin MIA ’17 spoke with Salomons about his career and his current thinking on humanitarian action. A condensed and edited version of that conversation follows.

You’ve said in the past that you entered the field of development with naiveté and innocence. What did you mean by that?
When I joined the UN in my late 20s, it all seemed very simple. The world had gone through a period of decolonization, and many countries had emerged [from that process] with enormous hopes. It seemed a technical problem to build capacities that would allow them flourish. But we found very quickly that technical assistance would run into important blockages: difficulties finding partners to work with, difficulties getting used to governance systems which had no tradition of democracy. In that context, “bringing in development” seemed very naive.

My real insights came later in life, when I was asked to be the executive director of peace operations for the United Nations in Mozambique, in 1992. Before that, I had done a lot of management work, troubleshooting and internal work with the UN. But during and after Mozambique, I saw that we really had to move from thinking top-down to bottom-up in development. We had to start seeing the communities as building blocks for development, instead of governments.

How did you manage to apply this insight to your next assignments?
In my consulting roles and in my years in the UN after Mozambique, I focused very much on developing models to move resources to communities, and allow them to develop merit-based leadership.

It was done mainly by allowing UN agencies to work more closely with NGOs, with a higher level of autonomy from government donors. I have worked on initiatives such as pooled funds, where governments no longer individually manage their own programs. Instead, they give authority to the UN to use their money when there is a particular need. This way, the UN can channel funds to NGOs, to communities. It ties in with simple things such as simplifying contracts. UN agencies have been moving toward new systems where under a certain amount of money, contracts are shorter and can be signed with fingerprints. This removes some of the barriers that usually make small-scale grants impossible.

I spent a lot of time working on small solutions to push aid down to the bottom instead of feeding it into the top.

You have worked extensively on supporting peace efforts in countries emerging from conflict such as Sudan, Kosovo, or the Democratic Republic of the Congo. Could you share an example of successful post-conflict recovery?
A successful example of post-conflict recovery is hard to come by. But I can find a few examples where things would have been much worse if the international community had not made a major effort.

The first examples of situations where the UN helped countries maintain at least basic security and stability date back to the nineties. The UN developed a model in Namibia, which had been a South African colony since World War I, based on a mandate that was no longer valid. Martti Ahtisaari, who later became the president of Finland, made an enormous effort to think through what the UN could do when the country would gain its independence. I was part of the team that gathered information and analyzed the situation. Namibia became a model of setting up elections, creating a response program for short-term needs, developing political parties with their own platforms, and their own conflict resolution models.

With Cambodia, the UN scaled up and managed to maintain some stability in a very difficult context. In Mozambique, I went in with an annual budget of $300 million [U.S.] in 1992. The country was just coming out of a civil war that killed a million people. It gave us a chance to plan elections, mobilize humanitarian aid, analyze where the seeds of development were, how to get markets functioning again.

Those were the beginnings. But what was developed was later carried over to Liberia, Sierra Leone, and the Balkans.

You wrote recently that “Humanitarians are contrarians. They go where reason tell them not to.” What did you mean by that?
The first challenge for humanitarians is that they have to accept that there are no good solutions; otherwise they would not be there. They are working in highly traumatized situations, with severe lack of resources, in environments that are threatening, among people that do not normally trust them. So why go in there at all?

It may be out of some kind of revulsion at the hypocrisy of modern-day politics, which demonstrates one thing: people can know all about human suffering, and they don’t care. I believe that during World War II, if the statistics of the number of Jews gassed had been available, it would not have made any difference in the policies of the Allied forces. We cried “never again” routinely after every major crisis. Every time, we had all the information we needed—like in Rwanda or Congo, where 3.5 million people died.

I really look at my generation, and the generation of the people after me, as the ones who have betrayed humanity. And I look at the humanitarians—the ones who went there, set up tents, dug latrines, looked for water, and looked people in the eyes and said “We are here to witness and to help.” I look at them as the contrarians, those who tried to live out, act out some kind of moral values, knowing well that it is not going to make a global difference.

Have you ever felt a sense of discouragement?
Not discouragement, but rather anger. I get angry all the time. But if you stop getting angry, then you get depressed. So it is better to retain your fury, and acknowledge that uphill battle is still being continued by new generations, who are a minority, as we were a minority in our days.

Look at years and years of UN conferences, and all the people who have come to plea for a better world. It has fallen on the political system like the rain on raincoats. Nothing seems to penetrate the mind of the real power to the point that it is going to make any concession—not in the corporate world, if you look at the way we have been extracting our resources from the global south shamelessly, to this day; not in the political world, if you look at the way we have been empowering and protecting lowlifes pretending to be politicians in the Global South; not in the way most recently the UN pretended that people like Salva Kiir, the current president of South Sudan, or his former deputy Riek Machar, could even be thought of as politicians, despite their record of war crimes. By legitimizing them, we allowed them to lead their countries down into ruins. What were we thinking?

What, then, would be your message to the next generations?
We should continue the battle, even without expecting that the world is actually going to change. As is said in the Abrahamic religions, Judaism, Christianity, and Islam, “If you save one life, you save humanity.” All you can do as an individual is to wonder what challenges are right in front you, and what you can do about them. You might make a marginal difference, but it is still better than just sitting there and do nothing.

My years as a professor at SIPA have given me a lot of hope in the next generation, which I consider as the “last chance generation”. The people who are in their late 20s today, will have to find solutions to the issues of climate change, resource scarcity and poor governance. Otherwise my sense is that we are going to face major consequences.

Now that you’re no longer directing a concentration and specialization here at SIPA, what are doing with your free time?
I am going back to my roots. I drifted into this whole business of international development by accident, when my plan was originally to become a professor of German literature. But now I think it is time to think of what I want to do when I grow up.

I am back reading things that have nothing to do with international issues, back to some of my favorite German authors, trying to revive my Latin and my Greek. I am taking some pleasure in slowly shifting away from international affairs to my own world of literature.

— Coralie Martin MIA ’17

Students will report on Private Sector Forum on Migration and Refugees tomorrow

More than 200 UN leaders, government officials, and business and philanthropic executives will gather on September 20

Student rapporteurs including seven current SIPA enrollees will take part in this week’s Private Sector Forum on Migration and Refugees, a gathering of more than 200 UN leaders, government officials, and business and philanthropic executives who will discuss the private sector’s role and responsibility in helping to address global migration and refugee challenges.

Participating students will use SIPA’s Twitter and Facebook pages to extend the conversation to the larger SIPA community and beyond.

The September 20 program is a project of the Columbia Global Policy Initiative (CGPI) in partnership with the nonprofit organization Concordia, the International Organization for Migration, and the United Nations High Commissioner for Refugees, among others. It’s part of the 2016 Concordia Summit, an annual gathering of public, private, and nonprofit leaders in New York City.

It also complements the landmark UN Summit for Refugees and Migrants, which will have convened more than 150 world leaders the previous day for consideration of related issues.

Participants in the private sector forum will discuss new approaches to private investment in refugee hosting areas as well as education initiatives, connectivity for refugees, the role of local governments in addressing migration, and other areas for fertile public-private partnerships that can make a difference in the lives of millions of forced migrants around the world. The discussions will culminate in new initiatives and commitments and will create a call to action for leadership across sectors.

Later this fall, CGPI will publish a report on the forum that draws on the student-authored reports.

Members of the student-run SIPA Migration Working Group are also planning a follow-up symposium to discuss the forum as well as the importance of engaging multiple stakeholders to address ongoing challenges. To be held on October 5, that symposium will also receive support from the CGPI.

Follow the student rapporteurs on Twitter at @ColumbiaSIPA

"The most global public policy school, where an international community of students and faculty address world challenges."

—Merit E. Janow, Dean, SIPA, Professor of Practice, International and Economic Law and International Affairs

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