Title: Knowledge Management Seminar
Faculty member: Adva Dinur
Knowledge Management (KM) is gaining increasing recognition as one of the most important practices in business today. The role of the knowledge executive is diverse and central to the success of the company; from recognizing where does knowledge reside within the organization, through ensuring open channels of knowledge sharing, to successfully implementing best practices throughout the organization. In this course we will take the role of a CKO (Chief Knowledge Officer) and learn why KM is so critical and what are the major tools we have to successfully plan and execute a KM initiative. Similarly to a CKO, you will need to be thoroughly prepared to each class and be ready to voice and defend your views as well as listen and learn from your peers. The first part will be conducted in the LIU Brooklyn campus. We will meet regularly and discuss various KM topics, based on the learning activities described below. The last 2 weeks of this course will take place internationally, in Ariel University in Israel. There you will meet with Israeli students who have also covered similar content. You will be divided into work teams and be given a client. Your work team with be composed of both American and Israeli students. For two weeks, you and your group will visit your client regularly, interview employees and managers, and conduct KM analysis. Every topic we learned in the classroom exists within firms, and you will come in as a consultant to provide an analysis of your client’s KM practices and provide them with a recommendation on how to improve upon them. You will then write a report with your group, and present it to your class and to your client whenever possible.
In addition to meeting with Israeli students and business clients, you will also get the opportunity to visit a high-tech industrial park and network with local and international high-tech companies. You will also have time to enjoy the exciting cosmopolitan city of Tel Aviv, with its clubs, restaurants and beaches. Possible additional excursions to other sites such as Jerusalem and the Sea of Galilee will be given based on availability.
Title: Black Paris, Choosing Exile
Faculty member: Ellen Short and Deborah Mutnick
Dates: May 31 - June 21
See Paris through the lens of African American expatriates.
Explore the African American expatriate community in Paris — Black Paris — from the 1920s to 1960 with a focus in particular on Jessie Faucet, Nella Larsen, Gwendolyn Bennett, Richard Wright, Chester Himes, and James Baldwin. Read their work through literary and psychological lenses, looking particularly at issues of race, gender, nationality, immigration and culture in the city that offered African American writers and authors a haven they could not find in their own country. Compare this historical phenomenon from the post-war period to the 1960s to contemporary issues of race and racism in Paris by looking at a process of globalization that has produced and intensified racial tensions and consciousness in Europe since 1960.
Completed applications from graduate and qualified undergraduate students are due by February 22 — Apply early!
Title: Global Cultures: Iceland—The Happiest Place on Earth
Faculty member: Brian Sweeney
Dates: June 4 - June 13
Iceland consistently ranks among the happiest places on Earth. Along with its Nordic peer countries, Iceland ranks highly in terms of standard of living, life expectancy, social cohesion, and political freedom and equality. But are Iceland and the other Nordic countries really so perfect? "SOC/ANT 35: Global Cultures: Iceland” uses this remote island country’s cultural and social institutions as a case study to explore sociological questions of well-being and happiness in a Nordic and international context. How do Icelanders culturally understand happiness and the “good life?" How do social scientists measure happiness, and why do Nordic countries like Iceland rank so highly? What role can and should government policies play in promoting happiness? A range experiences in Reykjavik and the surrounding areas will introduce students to Icelandic history and culture and to the features of Icelandic society commonly linked to measures of well-being. The course will include first hand experiences with Icelandic sociologists and political scientists, government officials, as well as service providers from education and heath care agencies. Excursions outside Reykjavik will take students through breathtaking landscapes of geysers, volcanoes, waterfalls, glaciers, and mountain rimmed valleys. With the summer sun barely setting each night, there will be 24 hours of daylight during the trip.
Title: Arts and Culture of Korea
Destination: South Korea
Faculty member: Seung Lee
Dates: May 10 - May 24
This studio and history workshop, “The Arts and Culture of Korea” is an intensive 14-day summer study abroad program focusing on an exploration of the unique artistic and cultural contributions of the Korean people. The program offered students study in six unique geographical contexts (Seoul, Gangneung, Daegu, Ulsan, Busan, and Gwangju), an intensive 2 - 3 days cultural study in partnership with universities in respective cities along with guided tours at museums and historical site visits, each accompanied by faculty.
Title: The Transition Economies of Central Europe and the Former Soviet Union
Faculty member: Veronika Dolar
Dates: July 1 - July 14
The historical analysis of the Soviet Union and Eastern European economic systems is studied along with a focus on recent changes and related problems in the region. The main objective of the course is to provide a thorough understanding of transition processes from centrally-planned to a market economy, lessons learnt and implications for contemporary economic development. As such, the course is devised into three thematic blocks: Pre-transition period: understanding the underlying mechanisms of centrally-planned economy, incentives mechanism, political, economic and initial conditions. This should provide a fair understanding why there was a need for a transition, why it happened and how it started; Transition process and transformations:” collapse of the Former Soviet Union, privatization, restructuring, firm performance, labor markets. This also includes clear reasoning of different transition policies and country/ region differences, main problems, and success stories, this understanding why some countries outperformed others and in what dimensions; Transition and contemporary economic development: this includes a critical analysis of implications and long-term consequences of different transition paths.
Title: Methods and Materials in TESOL
Destination: Costa Rica
Faculty member: Karen Ogulnick
Dates: August 13 - August 27
This TESOL Methods course in Costa Rica will enhance coursework in TESOL by providing firsthand experience of what ELLs face every day. Through comprehensive classroom, internship and fieldwork experiences, participants will acquire skills to navigate and adapt to a new culture, learn new strategies to communicate in a foreign language, reflect on the challenges of living abroad, and apply the insights gained from personal struggles to teaching ELLs more effectively. In many cases, people return from extended periods abroad with new understanding not only about the new culture, but also with a different way of viewing their native culture. This course offers TESOL students the opportunity to grow professionally by developing the skills and dispositions necessary to work successfully with others in a global community.
Title: Topics in Nutrition
Faculty member: Barbara Shorter
Dates: July 2 - July 15
This three-credit, travel abroad course will provide students with first-hand experience of the nutrition issues facing the children at a Tanzanian Junior School. Graduate and Undergraduate students who have studied Nutrition will analyze the nutritional intake of this population. Emphasis will be on determining nutrient deficits, evaluating resources available, offering suggestions for improved nutrient intake, and, providing nutrition education presentations to the students and school administrators. In this way, LIU students will be able to align with the Tumaini Junior School staff to maximize resources and provide recommendations for improving nutrient intake among these school children. Graduate students, who are not nutrition majors, but have completed a nutrition course, will determine how their departmental/ professional expertise can further strengthen a viable plan for improvement of the health, growth and development of this Tanzanian population. This course will provide students with the opportunity to develop international awareness, and to participate in actual worldwide communities through hands on, practical experience, while becoming socially responsible individuals.
This course will introduce students to the theatre, and specifically acting, in one of the world’s great theatre centers: London. Upon completion, students will be familiar with the art of acting, and with the city of London and its major cultural institutions, including their historical, political, and sociological significance in the world of art and theatre today. Students will travel to London, where they will attend theatre, visit museums and galleries, as well as historical sites, and explore the culture of this vibrant city. Attendance at these various activities is mandatory. Students will meet with the instructor every morning for a studio session on acting, in which they will work on improvisations and scripted material as they learn about the art and craft of acting. Afternoons will be spent visiting sites and cultural venues. On many evenings, students will go to the theatre. We will discuss plays that we see, which will be based, in part, on reading scripts when available, and will encompass both script analysis and production analysis. A special private tour of The Houses of Parliament will be part of this trip