Russel Sage Foundation Research Support

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One of the oldest American foundations, the Russell Sage Foundation was established by Mrs. Margaret Olivia Sage in 1907 for “the improvement of social and living conditions in the United States.” In its early years the Foundation undertook major projects in low-income housing, urban planning, social work, and labor reform. The Foundation now dedicates itself exclusively to strengthening the methods, data, and theoretical core of the social sciences as a means of diagnosing social problems and improving social policies.

The Russell Sage Foundation is an operating foundation directly involved in the conduct and dissemination of social science research. In its effort to improve the social effectiveness of social research, the Foundation

  • Invites individual scholars and collaborative groups working in areas of Foundation interest to participate in the Foundation’s Visiting Scholar Program to pursue their research and writing projects;
  • Provides support for scholars at other institutions to pursue research projects that advance the Foundation’s research programs;
  • Assures widespread access to the research that the Foundation supports through its own book publishing program;
  • Sponsors special seminars and working groups aimed at developing new topics in social science;
  • Participates in the planning of each study or program as an active partner and reserves the right to publish any resulting manuscripts;
  • Collaborates with other granting agencies and academic institutions in studies of social problems.

How to apply for support from the Foundation

NSF Grant: Law & Social Sciences (LSS)

NSF logo

Law & Social Sciences (LSS)(nsf12507)

The Law & Social Sciences Program considers proposals that address
social scientific studies of law and law-like systems of rules. The
program is inherently interdisciplinary and multi-methodological.
Successful proposals describe research that advances scientific
theory and understanding of the connections between law or legal
processes and human behavior. Social scientific studies of law
often approach law as dynamic, made in multiple arenas, with the
participation of multiple actors. Fields of study include many
disciplines, and often address problems including though not
limited to:

1. Crime, Violence and Punishment
2. Economic Issues
3. Governance
4. Legal Decisionmaking
5. Legal Mobilization and Conceptions of Justice
6. Litigation and the Legal Profession

 

LSS provides the following modes of support

1. Standard Research Grants and Grants for Collaborative Research
2. Doctoral Dissertation Research Improvement Grants
3. Interdisciplinary Postdoctoral Fellowships
4. Workshop and Conference Proposals

For details: http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf12507

Herron’s community-focused summer exhibitions to feature Fine Art Furniture and Painting

Spatial Table

This year, Herron School of Art and Design’s popular, community-focused, summer exhibitions will feature Fine Art Furniture and Painting.

A June 14 reception in Eskenazi Hall from 5:00 p.m. to 8:00 p.m. will open Experimental: The work of Phil Tennant with selected Herron alumni in the Berkshire, Reese and Paul galleries. In the Marsh Gallery will be Surprising Successes, a selection of paintings and playful works byLois Eskenazi.

A one-night-only sale in the Basile Gallery of 16 works ranging in price from $150 to $3000 will provide an opportunity for attendees to add to or begin their own collections. The sale of prints, sculpture, photography and ceramics by artists including Barb BondyRobert Horvath,Bob ShayPaul Weir and Kevin Wolfe will benefit Herron programs.

The event is free and open to the public. The exhibitions continue through July 25.

In substance, Experimental offers a glimpse at the legacy of Professor Phillip Tennant, not only through his own, sought-after creations, but through work by some of his former students. Tennant will retire from Herron in May after 38 years. He founded Herron’s Furniture Design Program and helped place Herron among the very top programs in the country.

Experimental includes works by Furniture Design alumni Nick Allman, Erin Behling, Chris Bowman, Ray Duffey, Nicholas Hollibaugh, Matt Hutton, David Lee, Jason Ramey, Cory Robinson, Ted Ross, Tom Tedrow and Ruby Troup.

Collectors who loaned work by Tennant include Vaughn and Melissa HickmanMark andCarmen HolemanJune McCormackDorit and Gerald PaulOra PescovitzDr. James and Nancy Chesterton SmithJoyce Sommers, Dr. Christopher and Ann Stack and Donnie and Judy Walsh.

“These eagerly-anticipated exhibits highlight the talent within our own community and feature works of art either created or collected by Hoosiers who have made art central to their lives, some through formal, scholarly training and some by other paths,” said Herron’s Dean Valerie Eickmeier.

“Professor Tennant’s work has been exhibited galleries, universities and museums nationally and featured in Fine WoodworkingAmerican Craft Magazine and Furniture Studio.  Over the span of his career, he has developed a rich vocabulary of forms and techniques that beautifully unite balance, structure and expression.

“Lois Eskenazi deferred her pursuit until her family was raised and then traveled far and wide to study and hone her technique. Her award-winning works show a mastery of oil painting and great sensitivity to subject matter,” Eickmeier continued. “Among the variety of works in these exhibitions, any art lover will be able to find something inspiring.”

NEH Preservation Assistance Grants for Smaller institutions (internal deadline 02/20/2014)

NEH Logo

L0025
NEH Preservation Assistance Grants for Smaller institutions

LimSub URL: http://limsub.iu.edu/limsub/LimSubDetail.asp?Number=2050

IU Internal Deadline: 02/20/2014

NEH Application Deadline: 5/1/2014

Brief Description: Updated guidelines will be posted at least two months in advance of the deadline listed. In the meantime, please use the guidelines for the previous deadline, to get a sense of what is involved in assembling an application.

 

Preservation Assistance Grants help small and mid-sized institutions – such as libraries, museums, historical societies, archival repositories, cultural organizations, town and county records offices, and colleges and universities – improve their ability to preserve and care for their significant humanities collections. These may include special collections of books and journals, archives and manuscripts, prints and photographs, moving images, sound recordings, architectural and cartographic records, decorative and fine art objects, textiles, archaeological and ethnographic artifacts, furniture, historical objects, and digital materials.

 

Preservation Assistance Grants may be used for purposes like these:

  • General preservation assessments
  • Consultations with professionals to address a specific preservation issue, need, or problem
  • Purchase of storage furniture and preservation supplies
  • Purchase of environmental monitoring equipment for humanities collections
  • Education and training

 

Award Amount:

  • Grants of up to $6,000 will be awarded.
  • All grants are awarded for a period of eighteen months, although a grantee may complete a project in a shorter period of time.
  • Cost sharing is not required in this program. If eligible expenses are more than $6,000, an applicant may cover the difference and show this as cost sharing in the project&39;s budget.

 

Eligibility: Applicants must demonstrate that they:

  • care for and have custody of the humanities collections that are the focus of the application;
  • have at least one staff member or the full-time equivalent, whether paid or unpaid; and
  • make their collections open and available for the purpose of education, research, and/or public programming, as evidenced by the number of days on which the institution is open to the public, the capacity to support access and use, and the availability of staff for this purpose.

 

Individuals are not eligible to apply.

 

Limitation: One per campus

Only one application for a Preservation Assistance Grant may be submitted annually by an institution, although distinct collecting entities of a larger organization may apply in the same year, such as the library and museum of a university or two historic sites within a historical society.

 

For consideration, submit the following documents electronically to Etta Ward, emward@iupui.edu, by February 20, 2014 for internal competition.

 

1.       Provide a one-paragraph abstract (up to one thousand characters) describing the nature of the collections that are the focus of the project, their significance to the humanities, and the specific goal(s) and activities that the grant would support.

2.       1-3 page Project Narrative (limitation does not include references) that:

  • State the specific activity or activities that the grant would support and the goals of the proposed project.
  • Describe the collections that are the focus of the project, emphasizing their significance to the humanities.
  • Discuss how this project fits into the institution’s overall preservation needs or plans. Describe the current condition of collections and the environment in which they are stored. Explain how the proposed activities build on previous preservation efforts and how the project fits into future preservation plans. In addition, explain how the project would increase your institution’s ability to improve collection care beyond the period of the grant.
  • Outline the steps of the project, the sequence in which they will occur, and indicate who is responsible for which activities.

3.       A Letter from the Chair or Dean

4.       2-3 page abbreviated CV for the PI

NEH Challenge Grants (internal deadline 2/5/2014)

NEH Logo

L0130a
NEH Challenge Grants

LimSub URL: http://limsub.iu.edu/limsub/LimSubDetail.asp?Number=2049

IU Internal Deadline: 02/05/2014

Optional Letter of Intent: 3/20/2014

NEH Application Deadline: 5/1/2014

Brief Description: Updated guidelines will be posted at least two months in advance of the deadline listed. In the meantime, please use the guidelines for the previous deadline, to get a sense of what is involved in assembling an application.

NEH challenge grants are capacity-building grants, intended to help institutions and organizations secure long-term improvements in and support for their humanities programs and resources. Through these awards, many organizations and institutions have been able to increase their humanities capacity and secure the permanent support of an endowment. Grants may be used to establish or enhance endowments or spend-down funds that generate expendable earnings to support and enhance ongoing program activities. Challenge grants may also provide capital directly supporting the procurement of long-lasting objects, such as acquisitions for archives and collections, the purchase of equipment, and the construction or renovation of facilities needed for humanities activities. Funds spent directly must be shown to bring long-term benefits to the institution and to the humanities more broadly. Grantee institutions may also expend up to 10 percent of total grant funds (federal funds plus matching funds) to defray costs of fundraising to meet the NEH challenge.

 

Award Amount:

NEH will offer successful applicants a matching grant. The requested grant amount should be appropriate to the humanities needs and the fundraising capacity of the institution. The federal portions of NEH challenge grants have ranged in recent years from $30,000 to $1 million, the maximum amount that may be requested. Requests over $500,000, however, are unlikely to be funded at the requested level, and in recent years the maximum grant has ranged between $425,000 and $500,000. Applicants wishing to apply for a grant of more than $500,000 should consult with NEH staff about the size of their requests. Smaller grants for sharply defined purposes are encouraged.

 

Fund-raising:

NEH challenge grants assist institutions in developing sources of support for humanities programs, and fundraising is an integral part of the long-term planning that challenge grants require. Persons raising the funds as well as those who will be directly responsible for the humanities programs should be fully involved in the planning from the outset. Grant recipients must raise, from nonfederal donors, three times the amount of federal funds offered.

 

Eligibility:

With the exception of elementary and secondary schools (public or private) and school districts, any U.S. nonprofit institution (public agency, private nonprofit organization, federally recognized Indian tribal government) working wholly or in part with the humanities may apply for a challenge grant. Affiliated institutions (for example, a university museum) should consult with NEH staff on questions of separate eligibility. Institutions that support research, education, preservation, and public programming in humanities disciplines are eligible to apply for an NEH challenge grant.

 

Limitation: One per campus  

Institutions may apply for only one NEH challenge grant in a calendar year.

 

To apply for IU Internal competition:

For consideration, submit the following documents electronically to Etta Ward, emward@iupui.edu, by February 5, 2014 for internal competition.

1.       1-2 page research statement briefly describing the proposed project, especially its humanities content, and the humanities credentials of the scholars and other staff who would be involved in planning and implementing the project. Also include plans for raising matching funds. Limitation does not include references.

2.       A Letter from the Chair or Dean

3.       2-3 page abbreviated CV for the PI

 

NOTE: Since this program requires a substantial fund raising activity, it is recommended that each Center or unit (department or school) works with the IU Foundation prior to the internal competition.

Fulbright Scholar Program in Europe: UK Grants

Fulbright

Dear Colleague,

I am writing to let you know that the competition for U.S. Fulbright Scholar awards to the United Kingdom is now open. We are soliciting applications for the 2014-15 academic year from all levels of faculty and professionals, including early career.

The largest Fulbright Scholar Program in Europe, the UK now offers 35 Core grants for U.S. faculty and professionals to conduct research, teaching or a combination of the two in a variety of fields. This includes: two grants open in all disciplines at any viable UK institution; two grants under Police Research or Criminal Justice Scholar award; two grants under Northern Ireland Governance and Public Policy award; three Distinguished Chair grants; four Fulbright-Scotland Visiting Professorships. In addition, unique to the program are 20 university-partnership awards at designated host universities.

Of special note could be the seven new awards that have been added to the program for AY 2014-15:

 

Fulbright-Global Shakespeare Center Distinguished Chair

Fulbright-University of Birmingham Distinguished Chair

Fulbright-University of Dundee Award (Art and Design)

Fulbright-Birkbeck College

Fulbright-Durham University

Fulbright-Loughborough University

Fulbright-Regent’s College

 

Below is a list of a sample of the 25 renewed grant opportunities:

 

Fulbright-Durham University at the Institute of Advanced Studies (All Disciplines) (Theme for 2014/15 – Emergence)

Fulbright-Lancaster University (STEM-Science and Technology)

Fulbright-Northern Ireland Governance and Public Policy

Fulbright-Queen’s University Belfast (Anglophone Irish Writing and Literature)

Fulbright-Scotland Visiting Professorship at the Glasgow School of Art (Health and Wellbeing)

Fulbright-Scotland Visiting Professorship, University of Edinburgh, College of Humanities and Social Science

Fulbright-University of the Arts London

 

Applicants must be U.S. citizens and hold a Ph.D. or appropriate professional/terminal degree at the time of application. The application deadline is August 1, 2013. 

For eligibility factors, detailed application guidelines and review criteria, please follow the link http://www.cies.org/us_scholars/us_awards/. You may also wish to register for one of our webinars at http://www.cies.org/Webinar/ (including one on the UK), or to join our online community, My Fulbright, a resource center for applicants interested in the program.

I would greatly appreciate if you could share this opportunity with members of your listservs, newsletters or social media group. For further information about specific awards, please contact Krisztina Miner, Program Officer for the UK, at kminer@iie.org.

Best wishes,

Krisztina Miner, Ph.D.
Program Officer, Europe and Eurasia
Fulbright Scholar Program
Council for International Exchange of Scholars (CIES)
Institute of International Education (IIE)
1400 K Street, NW, Suite 700
Washington, DC 20005
Ph: 202-686-8645 | Fax: 202-686-4029
kminer@iie.org | www.iie.org/cies

 

Call for Applications: Spirit of Medicine Program

as i lay dying

A reading and discussion program to begin in August 2013, led by Richard Gunderman, MD, PhD, and Emily Beckman, DMH.  The program will include monthly evening meetings to discuss seminal readings and meet with thought leaders in spirituality and medicine.  Participants will attend two lectures held in collaboration with The Medical Humanities & Health Studies Program and The Fairbanks Center for Medical Ethics, presented by notable visiting scholars, with whom Spirit of Medicine participants will have the opportunity to engage in conversation. 

 
The Spirit of Medicine program will be accepting applications through June 1.  Applications should include contact information, details about educational background and current IUSM status (year in school and campus) in addition to a one page statement of interest explaining in detail why the applicant is interested in the program, and how participation might make a significant difference in the applicant’s future in medicine.
 

Please send completed applications, by June 1, to medhum@iupui.edu or mail to:Medical Humanities & Health Studies Program, IUPUI, 425 University Boulevard, Cavanaugh Hall Room 406, Indianapolis, IN 46202

IUPUI Office of Diversity, Equity and Inclusion to host ‘True Colors,’ a look at bigotry and tolerance after Obama’s re-election

TRUE COLORS Flyer

“TRUE COLORS” PLAY AT IUPUI EXPLORES BIGOTRY AND TOLERANCE

Indiana University-Purdue University Indianapolis (IUPUI) will be the site of the premier of an entertaining and provocative new play that explores perspectives of discrimination, bigotry, and tolerance in the U.S.  “True Colors”offers six vignettes to gauge reactions to the re-election of the nation’s first black president.
The Indianapolis Chapter of Indiana Black Expo, Inc. will join the Indy Chapter Neal-Marshall Alumni Club and Word of Mouth Productions in hosting “True Colors,” written, produced and directed by Vernon A. Williams, on Tuesday, April 30 at Hine Hall Auditorium (formerly the University Place Conference Center) at 850 W. Michigan Street in Indianapolis.
Doors open at 5:30 p.m. and curtains rise promptly at 6 p.m. Admission is free and open to the public.  The IUPUI Office of Diversity, Equity and Inclusion will make an appeal for contributions from the audience to support campus diversity initiatives.  For more information, contact Erica Broadus at ebroadus@iupui.edu.
“True Colors” stars Daniel Martin who has performed the role of Jesus Christ in the Indianapolis passion play “Upon This Rock,” with Kelly Skaggs who also appeared in “A Woman’s Place,” Isaac Beauchamp and Eryn Bowser.  Stacia Murphy is stage manager and assistant director and Charla Booth is artistic director.

Donna E. West- The Operation of Secondness in Attentional Schemas

Charles Sanders Peirce
The Peirce Seminar Series Presents
 
Donna E. West
Associate Professor of Linguistics and Spanish
State University of New York, Cortland
The Operation of Secondness in Attentional Schemas
This lecture will demonstrate the primacy of Peirce’s category of Secondness in the formation of early concepts. The premise is that without expression in Secondness (actualization as experience), pure feeling in Firstness is untenable. While at first glance these claims may appear to be inconsonant with Peirce’s assertions regarding the preeminence of Firstness, in point of fact they afford a unifying scaffold to integrate his phenomenological, epistemological and metaphysical systems. In particular, Secondness initially materializes as an inchoate resistance – a continuous being over non-being in the scheme of human experience; and later its resistance becomes an active, interactionistic force.
The case will be made that the semiosis of Index validates the Secondness before Firstness paradigm. Index’s emergence as the first sign relation is convincing proof of the Secondness before Firstness assertion. Empirical evidence that early location constitutes the initial attribute assigned to Objects, together with its distinctly attentional character, makes plain the foundational place of Secondness in constructing representational systems. This line of reasoning suggests that attentional signs (in Secondness), such as visual source, path and goal indicators, are more ontologically primary than are signs of qualities (in Firstness), such as color and shape.
Finally, Peirce’s core definition of index – primarily the requirement of existential compatibility between Index and Object – will be examined in light of other, less tangible uses of Index. Accordingly findings at more advanced developmental stages show how Index is extended to displaced referents or to referents which are abstract/non-existent. In fact, the universal requirement that tangible attentional Indexes in their early use be associated with hidden or absent Objects further instantiates the primacy of Secondness in the course of semeiosis.
Thursday, 18 April 2013
6:00 – 7:30 p.m.
ES0016

IUPUI professor works toward reconciliation, cultural understanding overseas

Ian McIntosh

Apr. 16, 2013

by Lynn Schoch, Office of the Vice President for International Affairs

Ian McIntosh is IUPUI’s liaison to universities and organizations around the world that have formal affiliations with the Indianapolis campus. His international interests began 30 years ago with a purely national interest: He wanted to learn more about his country’s Aboriginal peoples. In 1981, he took a position as a liaison and welfare office in Mount Isa, a rich mining community in Northeast Australia.

Mineside, townside

Abundant mineral resources made Mount Isa a pocket of wealth in Queensland, but McIntosh found hundreds of people living in poverty along a dry river bed that divides the city between “mineside” and “townside.”

In one section, they lived in huts without electricity or water, all sharing a single water tap. All of the residents were indigenous Australians.

Some had been dispossessed of their land by the mining operations.

Some had run away from a harsh Christian Brethren mission, or were part of the “Stolen Generation” of Aboriginal children whom the government deemed better off taken away from their families.

Some had been starved off their land in the neighboring state by the barbed-wire enclosure of water sources by large American ranch owners who did not want them around.

All of these “Long Grass People” needed help from the state welfare system that McIntosh, as a welfare office, represented.

McIntosh quickly learned that from the state government’s point of view, his mission had no social justice dimension. It was apparently not to improve the conditions of those in his charge, but to provide a public image of concern. Little money was forthcoming for improved living conditions, education or jobs; about all that was funded was his own job.

He was frustrated on the one hand that he could offer only a listening post or a hand in friendship to those in need of practical help, and on the other by their reasonable assertion that the money he was making really belonged to them.

Wards of the state

The urge for reconciliation between the Aborigines and the non-Aboriginal peoples was not strong in the Australia of 1981. Only 14 years before had the Australian government acknowledged them as persons to be counted as Australians. Previously, they had been considered as “wards of the state.”

Although government and industry knew they wanted to develop the resources under the regions where Aborigines lived, the political and economic forces were not hampered in their efforts by pangs of conscience, or a need for reparations, apologies or participation.

Things have improved by fits and starts since then.

In 1989, conscious that the interests of some Aborigines and non-Aborigines were beginning to merge, the government established the National Agenda for a Multicultural Australia and a Council for Aboriginal Reconciliation. It included explicit commitment to the acknowledgement of cultural identity, to social justice, and to economic efficiency and amelioration. But legislators quickly backed off many of these provisions or supported specious implementation.

“In 1993, Native Title legislation mandated that private companies that wanted access to Aboriginal land for mining and the like had to negotiate with the Aborigines who lived there or had historical or cultural ties,” McIntosh explained. “Aboriginal power ended there, however. If the negotiations did not go well, companies could proceed. Only in one area of Australia, the Northern Territory, did the Aborigines have actual veto power over private development of resources.”

National Sorry Day

The first decade of the new millennium saw increasing participation in National Sorry Day, a day committed to recognizing what had been done to Australia’s original populations and what needed to be done in reparation. In 2008, a new government issued a formal apology for the disruption caused to the Stolen Generation forced from their families. In 2013, Australian citizens will vote on a referendum to recognize Aboriginal and Torres Strait Islander people in the Australian Constitution.

His early experiences in Queensland led McIntosh’s research in two different, but related, directions. He met individuals who were willing to share some of the beliefs and traditions of one of the oldest continuous cultures on Earth. One in particular was the late David Burrumarra, whose own education was steeped in the Dreaming, the sacred code underlying the Aborigines’ cultural, legal and social behavior. McIntosh has written about this code and the history of its unfolding to Westerners. His biography of Burrumarra, “The Whale and the Cross,” is read by schoolchildren across northern Australia.

The other direction of McIntosh’s research grew out of the bureaucratic frustration of working in a world that was not ready or willing to confront its history.

Reconciliation studies

“The problems in Australia are hardly unique; everywhere in the world you can find groups in various stages of conflict and reconciliation with one another,” McIntosh said. “Reconciliation Studies is just now beginning to take hold in universities around the world. It is based on the recognition that while details might be different, the problems to be resolved and methods of resolution have much in common. Those working in this field try to apply the lessons of successes in one part of the world to similar conflicts in other areas.”

For the past 20 years, McIntosh has been committed to the academic and practical applications and the teaching of Reconciliation Studies.

“We use the word in two ways: as a goal and as a process. I can’t point to any place in the world that has fully accomplished the goal of reconciliation, but there are many, many places where we can find successes in the process, case studies in atonement that can take your breath away.”

Although it is simplistic to think that the transfer of a successful strategy in one area in the world to a conflict in another will always provide positive results, there are common elements. “Groups who have been in conflict for a long time cannot begin to reconcile their differences until they have mutually acknowledged the truth,” McIntosh said.

As described in South Africa’s Truth and Reconciliation Commission report, truth comes in many shapes and sizes. It can be the history of the conflict between the two groups in a rendition that both sides would agree upon. With events like the Bridge Walk across Sydney Harbor Bridge in 2000, when 250,000 people marched to acknowledge the historical mistreatment of Aboriginal people, Australia has begun to acknowledge its common negotiated historical truth.

Another element essential to the reconciliation process is the recognition of mutual interest. This has been a sticking point in Australia for decades.

“The non-Aborigines see reconciliation in terms of economic parity; Aborigines should have the same responsibilities, rights, opportunities and benefits as other Australians. The Aborigines see the essence of reconciliation in the national recognition of their identity and culture, and also their land rights. From this perspective, formal apologies, explicit recognition in the constitution and a treaty or treaties are essential.”

“Reconciliation is hard. It’s messy. Peace is offensive,” said David Porter, director of Reconciliation for the Archbishop of Canterbury. “Becoming friends feels awful. Looks awful. But is the right thing to do. Reconciliation is a bastard — because it grabs you by the throat and says, ‘You need to live with this person who spent the last 40 years trying to kill your people.’ And that is the hardest thing on God’s earth to do.”

McIntosh is tracking the reconciliation process in more than 100 countries. His major projects have been in Mali, Kenya, Armenia and Australia and with the Rwandan diaspora. He has organized or participated in reconciliation events related to Zimbabwe, Guinea, South Africa, Native Americans in Canada and the U.S., Guatemala, Tibet and Israel/Palestine, to name a few.

Global Crossroads

He regularly teaches courses at IUPUI on truth and reconciliation. In spring 2012, he offered a class focusing on the Gaza Strip. The class enrolled students at IUPUI and at a private university in Gaza.

Students “met” in IUPUI’s Global Crossroads videoconferencing classroom.

“We advertised the course as a virtual study abroad program,” McIntosh said. Early on, students were asked to prepare six-minute videos introducing themselves, their families and their communities. Afterwards, students were paired. They learned about life in the Gaza Strip from being part of these virtual host families and from panels of Palestinian and Israeli speakers. Despite the 6,000 miles separating them, students were intimately in touch with the lives of their counterparts in the Gaza Strip, just as if they were taking part in an actual study abroad opportunity.

It is difficult to deny the value of reconciliation. When it works, there is less violence and fewer deaths. The study of reconciliation can have equally positive results, as reported by a student in the virtual study abroad class: “The interaction with our Gaza partners was most beneficial because I was able to gain an inside perspective of the situation, which is invaluable for learning how things really are on the ground. I was interested in the Palestinian-Israeli conflict prior to this class. However, now it has become a passion of mine, and I hope to pursue a career in peace, conflict and reconciliation studies, so that I may have an impact in the future.”