Global Studies at Appalachian State University is an interdisciplinary and multidisciplinary academic program devoted to the understanding of historical, social, political, geographic, cultural, and artistic dimensions of international, transnational, and global processes. It includes area studies, international studies, and postcolonial studies, as well as topical fields such as diaspora studies, development studies, and globalization studies.
Role of the Faculty
The faculty of Global Studies is responsible for review and oversight of the academic programs, courses, and curricula under its charge: the interdisciplinary major, minor, certificate, and general education courses emerging from the Global Studies Program.
Criteria for Global Studies Faculty Status
The Global Studies faculty is composed of those interested Appalachian faculty who meet at least two of the following criteria, any of which can be achieved through disciplinary or interdisciplinary means:
- Substantial formal academic training in one or more fields within Global Studies, such as appropriate terminal or graduate degree, 18 hours of graduate coursework, graduate area of specialization or competence, and/or accredited post-graduate faculty development (e.g. NEH seminars,);
- peer-reviewed publication, dissertation, or creative project(s) in one or more fields within GLS in the last 5 years;
- experience teaching courses or substantial portions of courses on topics relevant to GLS in the last 5 years.
Process of Application and Review
To request GLS faculty status, individuals must submit a current curriculum vitae to the head of the Global Studies Program for review by the GLS Academic Advisory Committee. It may be necessary for faculty to clarify how they meet the criteria, and the committee may request additional information as part of its review. All faculty will be required to renew their GLS faculty status every 5 years.
Any faculty member at Appalachian who would like to be on the Global Studies faculty but does not currently meet the criteria will be assisted in faculty development sufficient to achieve GLS faculty status through the Global Studies Program and/or the Office of International Education and Development, and may request provisional (non-voting) status in GS as she or he engages in this process. GLS faculty will be partnered with the applicant to facilitate this process until full GLS status is achieved.
Guidelines for Evaluation
The academic advisory committee is charged with evaluating two major aspects of a faculty member's application:
- Does the faculty member's academic training, scholarly or creative activity, and/or teaching fall within any of the field(s) within Global Studies?
The answer to this question may depend upon the focus of faculty work. For example, one faculty member may focus on international or transnational aspects of ethnic studies, and therefore would qualify, while another focuses only on domestic concerns, and would not. One scholar might focus on internal aspects of US history, while another examines the US in an international context; the latter would qualify, while the former would not. A scientist studying glacial processes in Bolivia would qualify if the glacier’s location in Bolivia was an important part of his or her analysis rather than just using Bolivian glaciers as an example of general principles. The committee should be as inclusive as possible while adhering to this basic principle.
- Has the faculty member demonstrated his or her expertise in one or more of the academic fields of Global Studies?
In this case, the basic principle is the traditional one of external peer evaluation: the person has received formal academic training through accredited graduate or post-graduate work, sufficient to establish expertise appropriate to the university level; she has published scholarship evaluated by those with demonstrated academic expertise, and/or completed juried creative products in the field(s) of Global Studies. While travel, living abroad, or coming from a foreign country are all important leaning experiences for many with expertise in fields within Global Studies, such experiences are extremely varied and are difficult to evaluate from the perspective of academic knowledge. As such they do not, in and of themselves, serve to satisfy the requirement for demonstrated expertise. Note, however, that faculty whose formal academic training was completed outside of the US may have studied field(s) within Global Studies even if this is not obvious by the titles of their degrees or courses. It is also important in an interdisciplinary /multidisciplinary program that the committee be open to a variety of creative and scholarly products.
Peer-reviewed publication is the most common (and likely to be the most familiar to those on the committee), but creative activities may also demonstrate expertise, as long as they have been externally peer-reviewed. Finally, the committee will recognize that expertise in Global Studies may emerge through faculty development. A scholar of literature may have focused on the US in graduate school, but has since developed his or her expertise through post-graduate training in postcolonial studies or Japanese literature, for example.