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31. The Rise of Remote Global Internships: Promising Practices and the Implications for Career Readiness

Author:
Leah Mason and Mirka Martel
Publication Date:
03-2021
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
This paper provides insight into the role of remote global internships in providing experiential educational opportunities for university students and the potential role these internships have in developing students' skills acquisition, global citizenship, and career readiness. The first section provides an overview of the definitions used to describe in-person and remote global internship experiences including relative benefits and challenges. It then outlines the three analytical frames of remote global internships: skills acquisition, global citizenship, and career readiness. Through an analysis of recent findings from global internship program providers as well as others, we describe promising practices for supporting remote global internships applicable to all members of the international education community – universities, employers, and third-party providers alike. This paper aims to contribute to the conversation on the possible role of remote global internships to widen the space of availability for students to gain international work experiences while remaining in their home country and the relative benefits of these experiences both during and after the COVID-19 pandemic.
Topic:
Education, Employment, Study Abroad, and Internships
Political Geography:
Global Focus and United States of America

32. Reimagining K-12: Emerging from Disruption with Insights for Reform

Author:
Committee for Economic Development of the Conference Board
Publication Date:
06-2021
Content Type:
Policy Brief
Institution:
The Conference Board
Abstract:
In March 2020, at the start of the COVID-19 pandemic, K-12 schools struggled to transition to remote learning. School districts across the country with differing budgets and technological infrastructure responded uniquely, achieving differing levels of success. The transition to remote learning during the pandemic exposed a deep digital and device divide, widened achievement gaps between students in low- and high-income households, and imposed a physical and emotional toll. Even prior to the pandemic, according to international assessments of student achievement, American children were performing below the OECD average in math, and performance gaps between low- and high-income students were widening faster in the US than in other countries, especially in reading. Pandemic-related school closures and remote learning mandates exacerbated existing inequities domestically. Remote learning has been widespread during the pandemic. Near the end of the 2020–2021 school year, 49 percent of households with children enrolled in public or private schools reported that children were still receiving at least some virtual or online instruction (Chart 2). (In some cases, this included on-campus students logging on to virtual lessons from inside their classrooms, despite their schools having reopened to physical learning.) Virtual instruction is down to about half from the nearly two-thirds of households who reported children moving to at least some online learning at the beginning of the school year.1 However, more than a year after the onset of the COVID-19 pandemic, many children are still subject to the learning limitations of emergency remote learning models.
Topic:
Education, Pandemic, and COVID-19
Political Geography:
North America and United States of America

33. Journal of Advanced Military Studies: Wargaming and the Military

Author:
Charles J. Esdaile, Sebastian J. Bae, Ian T. Brown, Eric M. Walters, P. C. Combe, Kate Kuehn, Brian W. Cole, Eric M. Walters, Stephen M. Gordon, Walt Yates, Andrew Gordon, and Ian T. Brown
Publication Date:
09-2021
Content Type:
Journal Article
Journal:
Journal of Advanced Military Studies
Abstract:
Given the rate of change taking place within the Corps and the local activity driving university innovation, the editors felt the need to contribute to the debate with a full issue of the Journal of Advanced Military Studies (JAMS) that focuses on wargaming and the future of the Marine Corps and the U.S. military. The authors of the articles that follow approached the conversation from a broad scholarly spectrum that offers historical and forward-thinking perspectives. The first article by Dr. Charles Esdaile, “ ‘Napoleon at Waterloo’: The Events of 18 June 1815 Analyzed via Historical Simulation,” offers a historical perspective on the importance of wargaming and professional military education (PME). His article examines how products of the game industry can be used to assess battles and draw out wider lessons relating to the conduct of war or to show how historical board games are not just recreational artifacts but also a tool with which to more fully explore, analyze, and understand campaign design and battle execution. Sebastian J. Bae and Major Ian T. Brown then provide a transition into a more modern conversation by offering a brief history of educational wargaming specific to the U.S. Marine Corps. The article reviews and assesses the history of educational wargaming from its tentative engagement before World War I through today. It will also offer recommendations on how the Corps can institutionalize the use of educational wargaming as a tool for honing Marines’ minds against thinking human adversaries. Our next two articles continue this discussion of wargaming and PME. Colonel Eric M. Walters considers the challenges and solutions presented by wargaming and helps orient those unfamiliar with wargaming and advises on proven best practices in using them when teaching military judgment in decision making. Lieutant Colonel P. C. Combe II shifts then into the design and implementation of wargaming for the purpose of teaching or evaluating the extent to which students have learned and can apply material as a means of professional development. Kate Kuehn further highlights the importance of evaluating the use of wargaming with her article, “Assessment Strategies for Educational Wargames.” Kuehn maintains that by examining the perspectives and practices of experienced faculty within wargaming, she can then identify strategies that can serve as useful teaching tools for other faculty as well as contribute to broader theory about designing assessment in such spaces. Colonel Brian W. Cole’s article on the wargame Hedgemony focuses on using wargames to then evaluate the learning objectives within senior Joint PME. His article examines how the Marine Corps War College’s experience with Hedgemony offers active learning for its students while emphasizing resource management and evaluates how well the game met the educational objectives set forth by the Joint Chiefs of Staff for senior-level PME. The final two articles in this issue of JAMS close the loop on the PME continuum by focusing on how wargaming complements military decision making and the future development of wargaming focused on the future of warfare. Colonel Walters’s article “Developing Self-Confidence in Military Decision Making” highlights how extensive practice through wargaming grows selfconfidence in both the individual Marine and in the unit engaged in it. Stephen M. Gordon, Colonel Walt Yates, and Andrew Gordon close out the journal articles by exploring the benefits and challenges of applying successful storytelling techniques to designing wargame narratives that balance creative ambitions with achievable time lines. In the authors’ minds, wargames that incorporate such techniques will generate new trends and better inform future conflict planning. The remainder of JAMS rounds out with a review essay and a selection of book reviews that continues our focus on warfare, but it also highlights continuing challenges in national security and international relations. The coming year will be busy for the JAMS editors as we work to provide journal issues on a diverse range of topics relevant to the study of militaries and defense, including a special issue on strategic culture followed by the Spring 2022 issue.
Topic:
Education, War, History, War Games, Decision-Making, Waterloo, Strategy, Resource Management, and Professional Military Education
Political Geography:
United States of America

34. Abolishing School Resource Officers Amidst the Black Lives Matter Movement: A History and Case Study in Oakland and Los Angeles

Author:
Wendy Gomez
Publication Date:
05-2021
Content Type:
Journal Article
Journal:
Journal of Public and International Affairs (JPIA)
Institution:
School of Public and International Affairs (SPIA), Princeton University
Abstract:
This paper explores the potential of abolishing school resource officers (SROs), their history in education, and their role in exacerbating the effects of the school-to-prison pipeline and racial injustice. In the midst of calls to defund the police, policies to abolish police in schools are a vital first step. This paper argues that there is an interconnected history between SROs and surveilling youth-led civil rights movements. Today, we see the results—SROs have negatively impacted Black and brown youth subjugating them to higher rates of school-related arrests. Using historical case studies of Oakland and Los Angeles, this research draws on the potential to enact policies that end police in schools. Additionally, this paper places organizers as key actors in policy change. The analysis situates the movement to eliminate SROs as an extension of the civil rights struggle and as a microcosm of the modern-day struggle for abolition.
Topic:
Education, History, Police, Domestic Policy, Black Lives Matter (BLM), and Case Study
Political Geography:
North America and United States of America

35. The US–China trade war and phase one agreement

Author:
Chad P. Bown
Publication Date:
02-2021
Content Type:
Working Paper
Institution:
Peterson Institute for International Economics (PIIE)
Abstract:
The Trump administration changed US trade policy toward China in ways that will take years for researchers to sort out. This paper makes four specific contributions to that research agenda. First, it carefully marks the timing, definitions, and scale of the products subject to the tariff changes affecting US-China trade from January 20, 2017 through January 20, 2021. One result is that each country increased its average duty on imports from the other to rates of roughly 20 percent, with the new tariffs and counter-tariffs covering more than 50 percent of bilateral trade. Second, the paper highlights two additional channels through which bilateral tariffs changed during this period: product exclusions from tariffs and trade remedy policies of antidumping and countervailing duties. These two channels have received less research attention. Third, it explores why China fell more than 40 percent short of meeting the goods purchase commitments set out for 2020, the first year of the phase one agreement. Finally, the paper considers additional trade policy actions—involving forced labor, export controls for reasons of national security or human rights, and reclassification of trade with Hong Kong—likely to affect US-China trade beyond the Trump administration.
Topic:
Education, Trade Wars, Trade Policy, and Protectionism
Political Geography:
China, Asia, North America, and United States of America

36. Can Sisyphus Win? Reforming Diplomacy for New Challenges

Author:
June Carter Perry
Publication Date:
02-2021
Content Type:
Journal Article
Journal:
American Diplomacy
Institution:
American Diplomacy
Abstract:
Moving the bureaucracy is akin to Sisyphus: forever pushing the rock up the hill only to have it roll back. However, with a renewed interest in making diplomacy and the State Department more effective and equitable, the New Year brings a plethora of reports and recommendations to align the oldest and premier United States agency into an institution prepared to meet contemporary challenges. Four of the most prominent reports comes from the American Academy of Diplomacy, the Association of Black American Ambassadors (ABAA), the Belfer Center at Harvard, and the Council on Foreign Relations. The brain trusts of these groups are lifelong diplomats, foreign affairs think tanks, State Department affinity groups, and universities. All put forward overlapping themes: high level responsibility to improve diversity, extensive training and education, and commitment to strengthen State’s relationship with Congress to significantly increase resources.
Topic:
Diplomacy, Education, and State Department
Political Geography:
United States of America

37. Called to Lead: Discovering the Connections Between Military Service and Higher Education Leadership

Author:
Barrett Y. Bogue and Andrew Morse
Publication Date:
06-2020
Content Type:
Special Report
Institution:
Center for a New American Security (CNAS)
Abstract:
A secondary education for service members, many of whom would otherwise have delayed enrollment or deemed the opportunity of a higher education unaffordable altogether. The commitment began in earnest in 1944 through the Servicemen’s Readjustment Act, which provided federal benefits to veterans to defray the cost of unemployment, education, and purchasing a home. This landmark legislation established the GI Bill, led to a historic increase of veterans pursuing a degree, and effectively democratized higher education. America’s promise to service members and veterans in higher education remains vibrant through the 2017 Forever GI Bill, which made education benefits for military-connected students available for life. Nearly eight decades later, the GI Bill continues to pay dividends. Student veterans in college campuses across the country engage as some of the best-performing nontraditional students compared to other adult learners.1 Simultaneous to the GI Bill’s evolution, higher education also evolved with a distinct set of challenges in the 21st century, including a changing demography of prospective students, increasing out-of-pocket costs and decreasing state support, and growing skepticism on the value of a post-secondary degree. Service members and veterans who earned a degree though the GI Bill, or by other means, will choose to enter higher education as a career and continue to serve an important role leading, teaching, and mentoring the next generation of Americans. This report examines the connection between military service and veterans who work in higher education, and how they navigate profound change in the higher education landscape. The report also provides recommendations to explicitly target the recruitment of veterans into higher education leadership roles and support their careers. Higher education in America is at an inflection point. The rapidly changing demography of its prospective students, persistent increases in the out-of-pocket costs for an increasingly low- to middle-income student demographic, growing skepticism of the value of post-secondary attainment, and the compounding student debt owed by Americans place increasing pressure on the seams of our nation’s post-secondary educational infrastructure. The country must continue to address these challenges with a sense of urgency, and we must continue exploring new ways to approach solutions to these challenges. Developing a critical mass of adaptive leaders across organizations is critical to higher education’s success now and for generations to come. While military service provides a critical avenue for the development of skills and competencies required for success in higher education leadership, there is (1) an inadequate understanding by many in higher education, as in the general public, about the virtues of military service in forging the knowledge and skill profile required for higher education leadership roles; and (2) a gap in the literature and corresponding policy recommendations about pathways for service members and veterans into executive-level higher education leadership roles. Therefore, the purposes of this study are (1) to identify the connections between military service and higher education leadership competencies; and (2) offer recommendations for growing the number of service members and veterans who are positioned to assume leadership roles in higher education settings. Using a semi-structured qualitative interview design of currently serving higher education leaders and practitioners with prior military service, this paper identifies the reasons why veterans choose to work in higher education, captures the leadership skills and traits learned in the military that practically apply to their roles, identifies current challenges in higher education’s mission to serve students, and provides recommendations for recruiting more veterans into leadership roles.
Topic:
Education, Military Affairs, and Veterans
Political Geography:
North America and United States of America

38. Expanding Opportunity for Lower-Income Students: Three Years of the American Talent Initiative

Author:
Aspen Institute
Publication Date:
02-2020
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
This is the second annual report for the American Talent Initiative, highlighting it has achieved more than 40 percent of the progress needed to realize its goal to enroll 50,000 additional lower-income students at high-graduation rate institutions across the country. This report also centers on the impact that an equity-focused, comprehensive strategy can have on institutions’ ability to enroll and graduate more of these talented students.
Topic:
Education, Inequality, Income Inequality, and Higher Education
Political Geography:
North America and United States of America

39. Making the Case: Solving the Student Debt Crisis

Author:
Tim Shaw and Kiese Hansen
Publication Date:
03-2020
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
For people across the United States, student loan debt is a growing portion of the household balance sheet. More than 40 million Americans have outstanding student loan balances. In 2019, the total amount of student debt owed surpassed $1.5 trillion, now the largest source of non-mortgage debt.
Topic:
Debt, Education, Students, and Student Loans
Political Geography:
North America and United States of America

40. Recovery and Renewal: Principles for Advancing Public Education Post-Crisis

Author:
Education and Society Program
Publication Date:
05-2020
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
The coronavirus pandemic has upended the school year for 50 million American students, and revealed the best and worst of public education: the best in terms of the heroic response by so many educators, support staff, students, and parents; the worst in terms of the intense light shone upon inequities that plague our system. As policymakers and education leaders plan to re-open buildings for school year 2020-21, they face important questions about how to capitalize on our strengths and finally deal with our weaknesses. We must be clear-eyed that inequity outside of school — like food insecurity, the digital divide, and the uneven experience of stress and trauma — is replicated and exacerbated by pervasive inequity inside of school. Going back to the status quo ante would leave many students and communities without what they need educationally. Therefore, the nation’s response to the pandemic must re-open schools and renew the promise of public education as an engine of opportunity. In this paper, the Institute’s Education & Society Program proposes five principles to guide recovery and renewal
Topic:
Education, Recovery, Pandemic, and COVID-19
Political Geography:
North America and United States of America