Wednesday, 6 June 2012

Another winning paper: the U.S. GOP's foreign policy shift

How could the U.S. Republican Party shift from an isolationist foreign policy in the interwar years to an internationalist stance that has dominated national politics since President Dwight Eisenhower?

Geoffrey Levin's 52-page answer to that question won him one of the three highest academic awards at SAIS Bologna's end-of-the-year celebration last month.

Levin's paper for a class taught in the 2011 fall term by Prof. David Unger traces the foreign policies of Republican presidential candidates from Teddy Roosevelt through Richard Nixon.

Bit by an intellectual bug, Levin expanded his work in the spring term to include Republican policies through 2003.

Geoffrey Levin receiving his C. Grove Haines
award from Prof. Marco Cesa
Levin's work, which won him one of three C. Grove Haines prizes at the May 26 commencement ceremony, is a tour d'horizon of the Republican Party's transformation in the first seven decades of the 20th Century,  Levin's work stands out as a digestible and relevant thesis that explains the factors that pushed the GOP towards a more internationalist stance: political players, global events, the media and policy papers.

"The changes of that era continue to have profound effects on today, as different forms of internationalism continue to dominate the political debate," Levin writes before concluding that the next big Republican shift would require major global changes, efforts by key actors and "a leader like Eisenhower who facilitates the shift by meeting the most important priorities of the doctrine it hopes to supplant."

To read Geoffrey's paper for Prof. Unger's "Policies and Politics of the American Emergency State" class, click here.

Some of our readers may recognize Geoffrey, a graduate of Michigan State University. We published a post earlier this year after he won first prize in a competition organized by the Atlantic Community and sponsored by NATO and the U.S. mission in Germany. Next year he will be studying political science while on a scholarship at Johns Hopkins in Baltimore.

Geoffrey answered some of our questions after winning his award.

Q: How did you get the idea for your paper?
Levin: The paper started with a question. In the course "Policies and Politics of the American Emergency State", I asked how the Republican Party transitioned from championing non-interventionism as late as the 1950s to supporting internationalism and intervention as much as or more than the Democrats by the 1960s. Professor Unger said he did not know the answer, but that the it would be a great research topic. A few weeks later when I needed to decide what to write about, I ultimately chose that. Looks like I made the right decision.

Q: What was the biggest challenge for you?
Levin: Organizing the paper was a challenge. About halfway through, I remember having a moment of crisis; its hard to write for 40+ pages and not feel like you are rambling. I then restructured the paper in a very specific way, into four parts. Once I did that, things became much easier, as it made one giant task into four smaller ones.

Q: Were you surprised by your conclusions?
Levin: When thinking of the decline of American isolationism, Pearl Harbor is usually seen as the definitive moment. As important as Pearl Harbor was, it took decades for attitudes to change fully, starting with the election of 1940 and ending during the Eisenhower Presidency. Events shape perceptions, perceptions shape politics and politics shape events. They usually affect each other in unforeseeable ways.

So while I did not know what to expect when I started my research, I don't know if I would say if I was surprised. But I did find the research so interesting that I expanded the project this semester for my American Foreign Policy thesis, looking at the Republican Party's foreign policy evolution up until 2003. In total, the two-part project, "The Remaking of Republican Foreign Policy: From Isolationism to Iraq", is at 110 pages. The role of domestic politics in foreign policymaking is one of my main interests, so I expect to be writing more on the issue as time goes on.

Nelson Graves

Tuesday, 5 June 2012

Planning your career

Students at SAIS Bologna receive expert counseling as they plan their professional careers, and the assistance kicks in immediately after they arrive in Italy.

Ann Gagliardi
How does the Career Services Office work and what can incoming students expect?

Ann Gagliardi works closely with students to make sure they get the most out of the office's expertise and guidance. Below she discusses the role she plays in Bologna, and how counseling starts as soon as pre-term.

(Does Ann look familiar? You may have met her in this post last year.)

Q: What’s your role at SAIS Bologna?
Gagliardi: I am a Career Counselor in the Office of Career Services. In this role I work with students on issues connected to their professional development.

Q: What does a typical academic year look like for you?
Gagliardi: Over the summer, our office sends out information about Career Services programming and resources to the incoming class. Our welcome email also provides access to SAISWorks, the online career database we share with our colleagues in DC and Nanjing, and instructions for creating a SAIS format resume, which is required for some applications managed through SAIS Career Services.

When students arrive on campus, the first thing our office organizes is an orientation to Career Services at SAIS, followed by the Professional Development Course (PDC), which is a series of required modules on topics including self-assessment, career research, crafting convincing resumes and cover letters and networking.

Students who are here for pre-term do the course during pre-term. We run it again for students who arrive for first semester. Our office developed the course in tandem with our colleagues in Washington. The goal is to provide crucial information to students in a group setting.

We work to make the course as interactive as possible, and in the end it’s a great opportunity for me to start getting to know the members of the class – and for students to get to know each other. I also tend to spend a good deal of time early in the year working with students individually on the content of their resumes and CVs.

Once the PDC is finished, I continue running career workshops on many different topics. The bulk of my work with students, however, takes place in individual counseling sessions, which usually start in early October.

People come to SAIS from varied backgrounds and with different levels of previous work experience. Some SAIS students know exactly what they want to do from day one, while self-assessment – that is, figuring out what you want to do, what you need to do and know how to do to get there – is a crucial piece of the picture for many.

So is research – figuring out which organizations might be a good fit. As the year progresses, I spend time coaching students on long-distance networking tactics, preparing for interviews, discussing ways to respond to multiple offers and a number of other things. One-on-one meetings end up being the best format for much of the careers-related work students do during their year at the Bologna Center, the most effective way to support individual students as they work to define what it is they want to do and why.

Q: What and whom do you deal with the most?
Gagliardi: The student body here in Bologna is made up primarily of first-year MA students, and this is reflected in our programming. My own professional background as an editor and translator serves me well in my support of students as they work to develop a narrative about their professional future and past experiences that makes sense to them and will also make sense to potential employers.

Many students decide to seek a summer internship or employment as part of the path towards long-term employment out of SAIS. A good summer internship can provide an opportunity to employ knowledge and skills gained in the classroom in a practical setting, get hands-on experience in a particular region of the world, learn about how specific organizations function, make useful long-term contacts … the list goes on and on.

Students who are here in Bologna for a single year work with me in the same way – the process is simply more condensed.

Amina Abdiuahab