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Dear Friends & Colleagues,
Dan and I are pleased to report on the tremendous growth in Canadian studies and research at the University of Washington this summer. This includes publications from faculty and graduate students, study-in-Canada experiences by our FLAS and Killam Fellows, and professional development trainings for K-12 and community college faculty. A special thanks to the Government of Québec and Fulbright Canada for their tremendous support enabling us to bring top Canadian scholars in innovation technologies and Arctic business and security to the U.W. in 2012-13. Merci beaucoup! – Nadine
Joël Plouffe, l’Université du Québec à Montréal, is the incoming U.W. Québec Visiting Professor for 2012-13.
The Canadian Studies Center was awarded $45,000 from the Government of Québec under the Québec Visiting Professor Grant and Québec Unit Grant.
The Québec Visiting Professor Grant will enable Joël Plouffe, Research Fellow, Center for the United States and Center for Geopolitical Studies, Raoul Dandurand Chair of Strategic and Diplomatic Studies, l’Université du Québec à Montréal, to serve as the U.W.’s 2012-13 Guest Professor from Québec. Joël will co-teach the Task Force on Arctic Policy, Plan Nord and Plan Nunavik, provide the Québec Visiting Professor Lecture, and co-chair a symposium on Québec’s role in the Arctic.
The Task Force is the flagship course for International Studies majors in the Henry M. Jackson School of International Studies. In Winter Quarter 2013 about 14 U.W. students and two Inuit students from Nunavik, Québec will be part of a team that will write a policy report on the unique relationship between Québec and the Inuit of Nunavik in governing the northern region of the province. Joël will co-teach and co-led the class to Ottawa for a one-week research intensive with Nadine Fabbi, Canadian Studies Center.
Joël will also work with the Center to plan a two-day Arctic symposium focused on Plan Nord assessing the successes and challenges of implementation, the unique relationship Québec has with its northern peoples, and the value of Plan Nord as a model for regional Arctic policies internationally. Québec is unique in that two-thirds of the province constitutes the north, a region twice the size of France. The area is extremely important to the Québec economy. Québec’s north produces three-quarters of Québec’s hydro and provides the majority of the province’s nickel, zinc, iron ore, and much of its gold. It is also home to 120,000 northern residents over one quarter of whom are indigenous peoples including 10,000 Inuit.
In 1975 Cree, Inuit and Québec government signed the James Bay and Northern Québec Agreement (JBNQA) to resolve disputes over hydroelectric development in the north. Under the terms of the Agreement the Makivvik Kuapuriisat (Makivik Corporation, ᒪᑭᕝᕕᒃ ᑯᐊᐳᕇᓴᑦ) was formed to administer the compensation funds. According to Jackson School alum, D. Maltais (McGill), “The Inuit have transformed themselves into a strong political actor within Québec and have successfully contested either the legality or the legitimacy of different political and economic projects, giving Québec little choice but to sit down and negotiate so that their rights may be respected and their demands may be heard” (paper presented at the 2011 ACSUS conference, Ottawa). This is certainly evident in a new citizen movement in Nunavik advocating that Inuit support for Plan Nord be withdrawn. These complex issues will continue to unfold as Plan Nord is revised and implemented. These are the challenges that will be addressed at the 2013 University of Washington-l’Université du Québec à Montréal’s Plan Nord Symposium.
The Québec Unit Grant, the second grant awarded to the Canadian Studies Center, will enable the Center to build a stronger teaching and research program in Québec Studies at the U.W. The Center, in conjunction with Urban Design and Planning, College of Built Environments, will create a Québec Unit building on preexisting Québec research, study and programming strengths at the U.W. The Québec Unit will develop four priorities programs: 1) host a symposium on Plan Nord as part of the Center’s Arctic policy studies initiative; 2) enhance URBDP 498 Comparative Urban Planning and Design, an annual joint offering between U.W.’s Urban Design and Planning, l’Université Laval, l’Université du Québec à Montréal, and University of Montréal; 3) create a grant program for U.W. student study-in-Québec opportunities; 4) and, create a Québec research site on the U.W. Libraries and Center websites and purchase collections related to the project.
To achieve these goals Canadian Studies and Urban Design and Planning will build on existing interuniversity collaborations (l’Université Laval, l’Université du Québec à Montréal, and University of Montréal); intra-university partnerships (College of the Environment, Department of French and Italian Studies); and, the Center’s Foreign Language and Area Studies Fellowship program that supports Québec-based research and French language acquisition.
Fritz Wagner, Urban Design and Planning, and Nadine Fabbi, Canadian Studies Center, are co-PIs on both the Québec Visiting Professor Grant and the Québec Unit Grant.
The University of Washington and Fulbright Canada are partnering to host two scholars in 2012-13 – a Fulbright Visiting Chair in Canadian Studies, Sari Graben, Queen’s University, and a Fulbright Chair in Innovation, Yan Cimon, l’Université Laval.
Sari Graben, LL.B. LL.M. Ph.D., currently serves as an Arctic Policy Post-Doctoral Fellow at the Queen’s Institute for Energy and Environmental Policy, Queen's University, Kingston. Graben’s primary research interests are in the field of administrative law, contract law, and comparative law with a special focus on issues raised by environmental contracting, privatization, and collaborative governance in the Arctic. Drawing on theories of interpretation and legal transplantation as well as regulatory governance, her work analyzes the institutions supportive of law and development and the role of expertise in disputation within international environmental regimes and domestic law.
In Spring Quarter 2013 Graben will teach a graduate seminar co-listed with Program on the Environment, JSIS 482 / 582 Canada Special Topics & ENVIR 495 Advanced Topics in Environmental Studies: Business in the Arctic – Working with Law and Policy in Resource Development. Providing an overview of the most recent legal and political developments in the Arctic, this course will emphasize challenges posed by environmental and global changes and developments in various areas of Arctic governance and will be organized around particular resource development activities. This will allow students to be exposed to the complex issues facing the Arctic from both an international and domestic perspective and to address legal/policy frameworks for dealing with them.
Graben’s course is part of the developing Arctic initiative headed up by the Canadian Studies Center.
Supporters of the U.W. Visiting Fulbright Chair. From left: Douglas Wadden, Office of the Provost; Michael Hawes, CEO, Canada Fulbright Program; Claudo Aporta, 2011-12 Canada-U.S. Visiting Fulbright Chair; Resat Kasaba, Henry M. Jackson School of International Studies; and Judy Howard, Social Sciences
Yan Cimon, Associate Professor, Faculty of Business Administration, l’Université Laval, will hold the Fulbright Chair in Innovation, part of a special competition in 2012-13. Cimon will be housed in the U.W. College of Civil and Environmental Engineering where he will work with Anne Goodchild on research addressing the changing dynamics of Canada-U.S. value chain integration. “Whether they realize it or not, North American firms operate in global and complex networks, be they supply chains, value chains or a variety of horizontal relationships. Nonetheless, few academics and executives are able to determine whether, and how, these complex network relationships truly affect their firm. The question of how a firm’s position and the architecture of its many relationships affect its competitive advantage is far from resolved. The purpose of my research,” says Cimon, “is to determine how North American (Canadian and American) firms can leverage or adjust their network position and their own capabilities to generate a sustainable competitive advantage in the North American market.”
Since 2006 the U.W. has enjoyed a close relationship and MOU with Fulbright Canada. “It continues to be a privilege and a pleasure,” notes Michael Hawes, CEO of Fulbright Canada, “working with an institute that regularly demonstrates such a strong commitment to the internationalization and to the goals and priorities that we hold dear.”
To date five U.W. Canada-U.S. Fulbright Chairs have infused the U.W. with the following research and annual lectures: Sukumar Periwal, Government of British Columbia, “Beyond Borders: Regional Partnerships in the Pacific Northwest,” 2006-07; Michael Orsini, University of Ottawa, “A ‘Spectrum’ of Disputes: Framing Autism in Canada and the United States,” 2008-09; Rob Williams, University of British Columbia, “Marine Conservation in the Pacific Northwest: Whales, Salmon, and Sound,” 2009-10; Marcia Ostashewski, University of Victoria, “Métis, Mixed-ness and Music: Aboriginal-Ukrainian Encounters and Cultural Production on the Canadian Prairies,” 2010-11; and, Claudio Aporta, Trails and Their Role in the Construction of Inuit pan-Arctic Identities,” 2011-12.
Funding for the 2012-13 Canada-U.W. Fulbright Visiting Chair program is provided by the U.W. Office of Global Affairs; the Henry M. Jackson School of International Studies; Social Sciences Division, College of Arts and Sciences; U.W. Graduate School; and the Foundation for Educational Exchange Between Canada and the United States of America, Ottawa.
Frédéric Tremblay (left), Délégation du Québec à Los Angeles, with Fritz Wagner, Urban Design & Planning, discuss how the Québec grants will be utilized to build Québec studies at the U.W. (06/12)
Fritz Wagner, Urban Design and Planning, is co-author of this book focused on comparative research and international education in urban studies. “Urban processes are increasingly transnational and the comparative approach for studying urban issues is relevant to the globalization paradigm that shapes the public agenda of communities all over the world. The consortium NEXOPOLIS was established in 2004 to develop a workable theoretical and conceptual framework that enabled graduate students and faculty members from six North American universities to take part in comparative urban research in Canadian, American and Mexican cities” (Introduction). The participating Canadian and U.S. universities included University of Washington, San Diego University, Ryerson University, Toronto, and l’Université Laval, Québec City.
“The project proposed a dual objective: to develop international competency in students, often referred to as the international profile, and to reinforce comparative urban studies at the six participating universities … Academic mobility exchange thus became NEXOPOLIS’ pivotal tool for achieving its goal of developing a comparative program of study in the areas of urban revitalization” (Introduction).
The tri-lingual book includes a chapter on “Le Cas de Québec, Québec.” The book is co-authored with Mario Carrier, l’Université Québec, and Régent Cabana, University of New Orleans.
NEXOPOLIS was funded by the Program for North American Mobility in Higher Education and administered collectively by the U.S. Department of Education’s Fund for the Improvement of Postsecondary Education, Human Resources Development Canada, and the Secretary of Pubic Education in Mexico.
Wendi Lindquist is a doctoral candidate in History.
The June 2012 special edition of the American Review of Canadian Studies focuses on new voices in Canadian Studies, specifically the graduate students of the CONNECT Program (sponsored by the Center for the Study of Canada, State University of New York College at Plattsburgh). Wendi Lindquist, History, contributed an article, “Death and Rise of the State: Criminal Courts, Indian Executions, and Early Pacific Northwest Governments.”
Wendi’s article “explores the connections between the process of state formation and the earliest executions of Native peoples in the Pacific Northwest at the crucial historical moment when the contested territory of Cascadia was emerging as part of the British colonies of North America and the American republic. Focusing on the late 1840s and early 1850s, she concludes that nascent governments in the Pacific Northwest rushed to establish the supremacy of the Anglo-American legal tradition” (Introduction).
Wendi is a doctoral candidate in History. Her area of study is the 18th and 19th century North American West, particularly the Pacific Northwest. Her dissertation examines native and newcomer death practices in the region that now comprises the western parts of British Columbia, Washington, and Oregon.
American Review of Canadian Studies is a refereed, multidiscipline, quarterly journal. Published by the American Association for Canadian Studies in the United States, American Review of Canadian Studies examines Canada and the Canadian point of view from an American perspective.
Michael Hank is one of eight FLAS Fellows in Canadian Studies in 2012-13 all conducting research on Canada-focused topics.
by Michael Hank, Evans School of Public Affairs (FLAS Fellow, Summer 2012)
The University of Laval is considered one of the premier French immersion language schools in Canada. I can understand and completely agree with that statement from my own experience after just three weeks at the intensive Francais Langue Etrangere (FLE).
Time passes quickly here at University of Laval's intensive french program as each morning utilizes four hours of french grammar, vocabulary and language phonetics's each complete with its own specialized and experienced french professor. The afternoons are dedicated to at least two obligatory programs such as film discussions and french conversations. In my case I also have a private french tutor which provides me with an additional five hours per week of french conversation.
The school also offers social activities in the afternoons or evenings like dinners in Old Quebec, rafting and hiking at the Jacques Cartier National Parc, evening canoe trips and much more. These are to provide each student the maximum time and opportunity to have fun as well as learn and understand the culture and regional history of Quebec.
In all, it requires a complete sensory overload in order to acquire a foreign language like French. My FLAS scholarship allowed me to search and choose a program such as this one, and for myself, I am truly grateful to have been selected to attend the University of Laval and become immersed into such a dynamic french language program.
Funding for FLAS Fellowships is provided by a Center allocation from International and Foreign Language Education, U.S. Department of Education.
Being a Killam fellow has greatly enriched my undergraduate experience as it gave me the opportunity to discover more about the great Canadian cultural mosaic.
Eugene Kobiako, Biology and International Studies (Killam Fellow 2011-12), just returned from University of Ottawa, where he focused on the study of Canadian foreign policy. Eugene reflects on his experience as a Killam Fellow in Canada. “Being a Killam fellow has greatly enriched my undergraduate experience as it gave me the opportunity to discover more about the great Canadian cultural mosaic. As an International Studies major, I have the need to travel and discover new places, and through this generous fellowship, I was able to study in the Canadian capital of Ottawa, and travel throughout Quebec and the Canadian Maritime provinces (seeing exotic sights such as the beautiful and distant Prince Edward Island!). Academically, I believe my extensive study of Canadian foreign policy and Canadian relations in the Canadian capital greatly supplemented my studies, and this knowledge and experience will surely be beneficial to my professional career. I will forever be grateful for the Killam fellowship.”
The Killam Fellowships Program provides an opportunity for exceptional undergraduate students from universities in the United States to spend either one semester or a full academic year as an exchange student in Canada. UW students may participate in the program as a direct exchange student (registering at their home university, paying their home fees, and attending the host university as an exchange visitor). The Killam Fellowships Program provides a cash award of $5,000 US per semester ($10,000 for a full academic year), an all expense paid three day orientation in Ottawa, and a three day all expense paid seminar in Washington (plus other benefits). The Canadian Studies Center is a partner institution with the Killam Foundation enabling up to two full academic year fellowships annually for UW students.
Betsy Wilson, Dean, U.W. Libraries, accepts a check from Denis Stevens, Canadian Consul General, Seattle, to build the Canada collection. Siôn Romaine, Canadian Studies Librarian (right), wrote the successful grant. They are joined by Terry (AISLIN) Mosher (far left) and Don Hellman, Henry M. Jackson School. (05/12)
Siôn Romaine, U.W. Canadian Studies Librarian, wrote a successful Matching Library Support grant to the Government of Canada receiving $2,000 for the Canada Collection to be purchased this summer and fall.
The Canadian Studies Center, along with consortium partners, the Center for Canadian-American Studies, Western Washington University, are the Canadian depositories for federal and provincial government publications. Combined map holdings total over 40,000 map sheets, including almost 26,000 Canadian topographical maps. The librarians maintain collections and support Canadian Subject Guide websites including an Advanced Research Guide, a monthly listing of new collections, and Class Help Pages, which provide information and resources for Canadian Studies courses.
Subscription-free desktop access to hundreds of full-text newspapers and periodicals is available around the clock. Access World News, a full-text news database, provides access to CBC News and Canadian Newswire video transcripts and full-text articles from 165 Canadian news sources. Press Display provides sixty-day back issue access to online facsimiles of over 100 Canadian newspapers, including many French-language newspapers. Canadian Business and Current Affairs, a full-text periodical database, provides in-depth access to a wide diversity of Canadian periodicals. Canadian Research Index catalogs thousands of federal, provincial, and municipal documents, scientific and technical report literature, and Statistics Canada monographs and serials. There is no question that the U.W. Libraries has one of the top Canadian Studies collections in the nation.
Siôn was appointed Canadian Studies Librarian in 2005. His degree is from the School of Library, Archival and Information Studies at the University of British Columbia with a research focus in First Nations library services. Siôn oversees the Libraries’ Subject Guide on Canada, provides a monthly notice of new Canadian Studies acquisitions, and serves as the Library representative on the Executive Council for the Pacific Northwest Canadian Studies Consortium.
The Government of Canada Library Support Program is designed to assist university libraries to strengthen their Canadiana library holdings in order to support teaching and research in Canadian Studies. Funds are available only for the purchase of library materials considered to be Canadiana and which are deemed by the Embassy of Canada or High Commission to qualify as having a specific bearing on the study of Canada and/or Canadian culture.
Cody’s French club, in Atlanta, marching and carrying Québec flags! (06/12)
Cody Case (FLAS Fellow, French 2011) discovered his love for French and francophone culture through Canada studies FLAS fellowships. The FLAS permitted him to conduct ethnomusicology research on popular music in Montréal, Québec. He is currently teaching French at a K-8 charter school – Dekalb Academy of Technology and Environment – in Atlanta, Georgia where he uses Québécois music and media to teach children French while introducing them to Québec culture.
Cody was a FLAS Fellow in French for the 2006-07 and 2007-08 academic years and for Summer 2007 and 2011. While a graduate student at the University of Washington, he developed a collection for the U.W. Libraries on hip-hop music in Québec – Québec Popular Music – and its connection to identity.
Funding for FLAS Fellowships is provided by a Center allocation from International and Foreign Language Education, U.S. Department of Education.
U.S. Ambassador to Canada, David Jacobson, with Institute participant, Diana Mackiewicz, Eagle Hill School, Massachusetts. (07/12)
I have participated in many professional development programs, both in the U.S. and around the world, and this is by far the best program! I enjoyed STUDY CANADA every single day and learned more than I could have imagined. Not only did I fall in love with Canada but I have also been inspired to teach it extensively in my classes. My students (and colleagues) will no longer have ignorance when it comes to our northern neighbor – they will come to value and appreciate Canada just as I have! – John Baldridge, Oklahoma
Once again the STUDY CANADA Summer Institute was a phenomenal experience! The content lectures were extremely informative, the guest presentations were enlightening and the special events were extraordinary. I am inspired to share the experience with colleagues to promote the teaching of Canada throughout the state. You have planned and organized a wonderful institute! Thank you! – JoAnn Trygestad, Minnesota
Once again, indeed, the 34th Annual STUDY CANADA Summer Institute for K-12 Educators was a fantastic success. “STUDY CANADA,” the Pacific Northwest National Resource Center on Canada’s annual professional development workshop, has been offered by the Center for Canadian-American Studies, Western Washington University, for the last thirty-four years and hosted in Canada since 2006.
First offered in 1978, 2011 marked the first year that STUDY CANADA was hosted in Ottawa, Ontario, with a daytrip to Montréal, Québec and used the thematic “A Capital View of Canada: Nations within a Nation” reflecting additional program content on Canada’s diverse regions and peoples. Fifteen participants registered for the program in 2012 and learned from distinguished Canadians throughout the week – a blend of university faculty from University of Ottawa, University of Québec at Montreal and Western Washington University as well as government officials from a variety of Canadian federal ministries and notable dignitaries such as the U.S. Ambassador to Canada, David Jacobson, the former Premier of Québec, Bernard Landry, and Member of Parliament for Ottawa-Orleans, Royal Gallipeau.
Program activities enriched teachers’ knowledge about Canada’s history and culture and served to make their STUDY CANADA experience “a perfect week!” These special activities included walking tours of both Parliament Hill in Ottawa and the “Vieux Port” in Montréal, private tours at the Supreme Court of Canada, the House of Commons and Senate, the Museum of Civilization as well as a cultural evening with traditional Quebec music at the Sucrerie de la Montagne in Rigaud, Québec. The capstone to the week of professional development was a group dinner in Ottawa supported by Herff-Jones Nystrom that was followed by a public viewing of the sound and light show “Mosaika” on Parliament Hill, where “the themes from our week together resounded” and served as a “a great ending to a great workshop” according to participant evaluations.
STUDY CANADA 2012 participants represented twelve states and a range of classroom experience, from elementary to secondary levels of education. Their evaluations unanimously indicated that STUDY CANADA not only provided a strong foundation for teaching about Canada but that the experience had profound personal and educational impacts that will be reflected in classroom curricula for the future.
Evaluations indicated that regardless of how much or how little attendees knew about Canada, the program taught them far more than was expected and was, as indicated earlier, awarded an impressive 99% grade overall. “I couldn’t have asked for a better week. Every aspect of the program was well planned with a variety of activities and speakers. The amount of resources exceeded my expectations… an absolutely wonderful experience!” Notably, all attendees intend to include Canada in their curriculum in more ways than originally anticipated and will submit curricula for posting on the www.k12studycanada.org website.
The Center for Canadian-American Studies at Western Washington University gratefully acknowledges program funding from the US Department of Education (Title VI) and the Government of Canada’s Department of Foreign Affairs and International Trade. Additional program support is appreciated from the Université du Québec à Montréal and Herff-Jones Nystrom. In addition, support for teacher scholarships from the Canadian Studies Center in the H.M. Jackson School of International Studies at the University of Washington as well as Greg Boos and the Pacific Corridor Enterprise Council (PACE) is appreciated.
Twenty community college educators, from as far away as Spokane Community College, participated in the 2012 Master Teacher Institute, Global Education for a Sustainable Future. (07/12)
This is one of the best professional development opportunities I’ve ever participated in! Also terrific networking opportunities.
Thank you for organizing this amazing two-day workshop!
In early July 2012 The Henry M. Jackson School of International Studies, in partnership with the Northwest International Education Association (NIEA), offered the 9th annual Community College Master Teacher Institute (CCMTI) at the University of Washington (UW). Nineteen faculty, from as far away as Spokane, participated in an effort to increase international content in their courses. This year’s institute was entitled, Global Education for a Sustainable Future.
Representing a wide-range of disciplines from sociology to geography to biology, the faculty expressed a need to prepare college students to deal with the global challenge of sustainability. “How can we teach global studies when our students have little background to understand the issues?” “How do we make complex global issues relevant to our students?” “How do we make peace between the efficiencies of business and economics while attempting to live sustainably?” These were just some of the opening questions discussed by the group of community college educators.
David Fenner, former Assistant Vice Provost for International Education at the U.W., set the tone for the day with a keynote lecture that argued for the critical importance of integrating international content into all college courses and for study outside the U.S. David noted that it is only when students are introduced to course materials that are global in nature that they can begin to actually tackle critical international issues in an effective manner.
Presentations covered a broad range of climate change impacts focused on Indonesia, Darfur, Canada and the Arctic, Central Asia, China, and Japan. Celia Lowe, Anthropology and JSIS, discussed the conceptual differences between food security and food sovereignty and their relationship to climate change. Frederick Lorenz, JSIS and UW Law School, provided a presentation, The Environment as a Source of Conflict: Darfur Case Study. Nadine Fabbi, Canadian Studies Center, discussed how the Inuit in Canada have changed the way we understand climate change by presenting it as a human rights abuse. Brett Walton, Circle for Blue, provided an overview of the connection of water to food, energy and health particularly in Central Asia. Anu Taranath, UW Department of English, provided a thought-provoking discussion on an analysis of the language used in global studies and how language is infused with meaning and how we see the world. Dan Abramson, UW Urban Design and Planning, presented on International Service Learning for Resilient Communities: Field Studios in Urban Planning and Design, and outlined how he conducted studio-abroad courses in China and Japan and drew comparisons between community integrity in Chinatowns in Vancouver, Canada, and Washington State.
A focus on the Inuit of Canada and their role in the politics of climate change formed a key part of the Institute. Nadine introduced educators to the growing awareness of human induced climate change over the last 20 years and to the role of the Inuit in Canada in making a link between climate change and human rights. Nadine pointed out that in 2005 Canadian Inuk political activist, Sheila Watt-Cloutier, along with 62 Inuit hunters from Canada and Alaska, filed a petition to the Inter-American Commission on Human Rights charging the United States for human rights abuses. (The United States was singled out as it accounts for only 5% of the world’s population but produces about 25% of the world carbon emissions.) The petition effectively changed the politics of climate change and how the issue is perceived.
Faculty were provided a number of articles on climate change and human rights including the summary of the petition to the Inter-American Commission on Human Rights presented by Sheila Watt-Cloutier. The following day Nadine led a discussion about how to incorporate the Inuit perspectives on climate change into their community college courses.
NIEA is a consortium of community colleges dedicated to increasing student and faculty opportunities for international education, training, and exchange. In 2003 Tamara Leonard, Center for Global Studies, Henry M. Jackson School of International Studies, founded the Master Teacher Institute with NIEA. Since then, over 250 faculty from dozens of community colleges across Washington State have participated in the workshop benefiting from the expertise of Jackson School faculty and affiliated researchers.
This year Eva Dunn, Center for West European Studies and Tikka Sears, Southeast Asia Studies, co-chaired the Institute with Tikka acting as the facilitator throughout the two days. Jackson School students, Monick Keo, Canadian Studies Center and a major in Japanese Studies, and Eric Damiana, Ellison Center for Russian, East European and Central Asia Studies, served as student assistants.
Funding for the Community College Master Teacher Institute was provided, in part, by grant allocations from the National Resource Center Programs, International and Foreign Language Education, U.S. Department of Education and the Northwest International Education Association.
The Henry M. Jackson School of International Studies is home to eight National Resource Centers: Canadian Studies Center, Center for Global Studies, Center for West European Studies, East Asia Center, Ellison Center for Russian, East European and Central Asian Studies, Middle East Center, South Asia Center, and Southeast Asia Center.
Tina Storer, Program Coordinator, 34th Annual STUDY CANADA Summer Institute (left), with Institute presenter, Deborah Pelletier, Aboriginal Heritage Initiatives. (07/12)
Hilary C. Johnson, Summer FLAS 2012, French, Ethnomusicology, wins an Inuksuk business card holder at the Center’s end-of-the-year student luncheon. (06/12)
Victoria Choe, International Studies & Program on the Environment, celebrates her Pickering Fellowship with Morna McEachern, Social Work. (06/12)
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