On the Record

Steven A. Cook, Eni Enrico Mattei senior fellow for Middle East and Africa studies and director of the International Affairs Fellowship for Tenured International Relations Scholars at CFR, leads a conversation on geopolitics in the Middle East.

 

FASKIANOS: Welcome to today’s session of the CFR Fall 2021 Academic Webinar Series. I’m Irina Faskianos, vice president of the National Program and Outreach at CFR. Today’s discussion is on the record and the video and transcript will be available on our website, CFR.org/Academic, if you want to share it with your colleagues or classmates. As always, CFR takes no institutional positions on matters of policy.

Today’s topic is geopolitics in the Middle East. Our speaker was supposed to be Sanam Vakil, but she had a family emergency. So we’re delighted to have our very own Steven Cook here to discuss this important topic. Dr. Cook is the Eni Enrico Mattei senior fellow for Middle East and Africa studies, and director of the International Affairs Fellowship for Tenured International Relations Scholars at the Council on Foreign Relations.

He is the author of several books, including False Dawn; The Struggle for Egypt, which won the 2012 Gold Medal from the Washington Institute for Near East Policy; and Ruling But Not Governing. And he’s working on yet another book entitled The End of Ambition: America’s Past, Present, and Future in the Middle East. So keep an eye out for that in the next year or so. He’s a columnist at Foreign Policy magazine and contributor and commentator on a bunch of other outlets. Prior to coming to CFR, Dr. Cook was a research fellow at the Brookings Institution and a Soref research fellow at the Washington Institute for Near East Policy.

So, Dr. Cook, thank you for being with us. I thought you could just—I’m going to give you a soft question here, to talk about the geopolitical relations among state and nonstate actors in the Middle East. And you can take that in whatever direction you would like.

COOK: Well, thanks so much, Irina. It’s a great pleasure to be with you. Good afternoon to everybody who’s out there who’s on an afternoon time zone, good morning to those who may still be in the evening, and good evening to those who may be somewhere where it’s the evening. It’s very nice to be with you. As Irina mentioned, and as I’m sure it’s plenty evident, I am not Sanam Vakil, but I’m happy to step in for her and offer my thoughts on the geopolitics of the Middle East.

It’s a small topic. That question that Irina asked was something that I certainly could handle effectively in fifteen to twenty minutes. But before I get into the details of what’s going on in the region, I thought I would offer some just general comments about the United States in the Middle East. Because, as it turns out, I had the opportunity last night to join a very small group of analysts with a very senior U.S. government official to talk precisely about the United States in the Middle East.

And it was a very, very interesting conversation, because despite the fact that there has been numerous news reporting and analytic pieces about how the United States is deemphasizing the Middle East, this official made it very, very clear that that was practically impossible at this time. And this was, I think, a reasonable position to take. There has been a lot recently, in the last recent years, about withdrawing from the region, from retrenchment from the region, reducing from the region, realignment from the region. All those things actually mean different things. But analysts have essentially used them to mean that the United States should deprioritize the Middle East.

And it seems to me that the problem in the Middle East has not necessarily been the fact that we are there and that we have goals there. It’s that the goals in the region and the resources Washington uses to achieve those goals need to be realigned to address things that are actually important to the United States. In one sense that sound eminently reasonable. We have goals, we have resources to meet those goals, and we should devote them to—and if we can’t, we should reassess what our goals are or go out and find new resources. That sounds eminently reasonable.

But that’s not the way Washington has worked over the course of the last few decades when it comes to the Middle East. In many ways, the United States has been overly ambitious. And it has led to a number of significant failures in the region. In an era when everything and anything is a vital interest, then nothing really is. And this seems to be the source of our trouble. For example, when we get into trying to fix the politics of other countries, we’re headed down the wrong road. And I don’t think that there’s been enough real debate in Washington or, quite frankly, in the country about what’s important in the Middle East, and why we’re there, and what we’re trying to achieve in the Middle East.

In part, this new book that I’m writing called the End of Ambition, which, as Irina pointed out, will be out hopefully in either late 2022 or early 2023, tries to answer some of these questions. There is a way for the United States to be constructive in the Middle East, but what we’ve done over the course of the last twenty years has made that task much, much harder. And it leads us, in part, to this kind of geostrategic picture or puzzle that I’m about to lay out for you.

So let me get into some of the details. And I’m obviously not going to take you from Morocco all the way to Iran, although I could if I had much, much more time because there’s a lot going on in a lot of places. But not all of those places are of critical importance to the United States. So I’ll start and I’ll pick and choose from that very, very large piece of geography.

First point: There have been some efforts to deescalate in a region that was in the middle of or on the verge of multiple conflicts. There has been a dialogue between the Saudis and the Iranians, under the auspices of the Iraqis, of all people. According to the Saudis this hasn’t yielded very much, but they are continuing the conversation. One of the ways to assess the success or failure of a meeting is the fact that there’s going to be another meeting. And there are going to be other meetings between senior Iranian and Saudi officials. I think that that’s good.

Egyptians and Turks are talking. Some of you who don’t follow these issues as closely may not remember that Turkey and Egypt came close to trading blows over Libya last summer. And they pulled back as a result of concerted diplomacy on the part of the European Union, as well as the Egyptian ability to actually surge a lot of force to its western border. Those two countries are also talking, in part under the auspices of the Iraqis. Emiratis and Iranians are talking. That channel opened up in 2019 after the Iranians attacked a very significant—two very significant oil processing facilities in Saudi Arabia, sort of scaring the Emiratis, especially since the Trump administration did not respond in ways that the Emiratis or the Saudis had been expecting.

The Qataris and the Egyptians have repaired their relations. The Arab world, for better or for worse, is moving to reintegrate Syria into is ranks. Not long after King Abdullah of Jordan was in the United States, he and Bashar al-Assad shared a phone call to talk about the opening of the border between Jordan and Syria and to talk about, among other things, tourism to the two countries. The hope is that this de-escalation, or hope for de-escalation coming from this dialogue, will have a salutary effect on conflicts in Yemen, in Syria, in Libya, and Iraq. Thus far, it hasn’t in Yemen, in particular. It hasn’t in Syria. But in Libya and Iraq, there have been some improvements to the situation.

All of this remains quite fragile. These talks can be—can break off at any time under any circumstances. Broader-scale violence can return to Libya at any time. And the Iraqi government still doesn’t control its own territory. Its sovereignty is compromised, not just by Iran but also by Turkey. But the fact that a region that was wound so tight and that seemed poised to even deepen existing conflicts and new ones to break out, for all of these different parties to be talking—some at the behest of the United States, some entirely of their own volition—is, I think, a relatively positive sign. You can’t find anyone who’s more—let’s put it this way, who’s darker about developments in the Middle East than me. And I see some positive signs coming from this dialogue.

Iran, the second big issue on the agenda. Just a few hours ago, the Iranians indicated that they’re ready to return to the negotiating table in Vienna. This is sort of a typical Iranian negotiating tactic, to push issues to the brink and then to pull back and demonstrate some pragmatism so that people will thank for them for their pragmatism. This agreement to go back to the negotiating table keeps them on decent terms with the Europeans. It builds on goodwill that they have developed as a result of their talks with Saudi Arabia. And it puts Israel somewhat on the defensive, or at least in an awkward position with the Biden administration, which has very much wanted to return to the negotiating table in Vienna.

What comes out of these negotiations is extremely hard to predict. This is a new government in Iran. It is certainly a harder line than its predecessor. Some analysts believe that precisely because it is a hardline government it can do the negotiation. But we’ll just have to see. All the while this has been going on, the Iranians have been proceeding with their nuclear development, and Israel is continuing its shadow campaign against the Iranians in Syria, sometimes in Iraq, in Iran itself. Although, there’s no definitive proof, yesterday Iranian gas stations, of all things, were taken offline. There’s some suspicion that this was the Israelis showing the Iranians just how far and deep they are into Iranian computer systems.

It remains unclear how the Iranians will retaliate. Previously they have directed their efforts to Israeli-linked shipping in and around the Gulf of Oman. Its conventional responses up until this point have been largely ineffective. The Israelis have been carrying on a fairly sophisticated air campaign against the Iranians in Syria, and the Iranians have not been able to mount any kind of effective response. Of course, this is all against the backdrop of the fact that the Iranians do have the ability to hold much of the Israeli population hostage via Hezbollah and its thousands of rockets and missiles. So you can see how this is quite worrying, and an ongoing concern for everybody in the region, as the Israelis and Iranians take part in this confrontation.

Let me just continue along the line of the Israelis for a moment and talk about the Arab-Israeli conflict, something that has not been high on the agenda of the Biden administration, it hasn’t been high on the agenda of many countries in the region. But since the signing of the Abraham Accords in September 2020, there have been some significant developments. The normalization as a result of the Abraham Accords continues apace. Recently in the Emirates there was a meeting of ministers from Israel, the UAE, Morocco, Bahrain, and Sudan. This is the first kind of face-to-face meeting of government officials from all of these countries.

Now, certainly the Israelis and the Emiratis have been meeting quite regularly, and the Israelis and the Bahrainis have been meeting quite regularly. But these were broader meetings of Cabinet officials from all of the Abraham Accords countries coming together in the United Arab Emirates for talks. Rather extraordinary. Something that thirteen months—in August 2020 was unimaginable, and today is something that doesn’t really make—it doesn’t really make the headlines. The Saudis are actually supportive of the normalization process, but they’re not yet willing to take that step. And they’re not willing to take that step because of the Palestinian issue. And it remains a sticking point.

On that issue, there was a lot of discussion after the formation of a new Israeli government last June under the leadership, first, of Naftali Bennett, who will then hand the prime ministership over to his partner, Yair Lapid, who are from different parties. That this was an Israeli government that could do some good when it comes to the Palestinian arena, that it was pragmatic, that it would do things that would improve the lives of Palestinians, whether in Gaza or the West Bank, and seek greater cooperation with both the United States and the Palestinian authority toward that end.

And that may in fact turn out to be the case. This government has taken a number of steps in that direction, including family reunification, so that if a Palestinian on the West Bank who is married to a Palestinian citizen of Israel, the Palestinian in the West Bank can live with the family in Israel. And a number of other things. But it should also be clear to everybody that despite a kind of change in tone from the Israeli prime ministry, there’s not that much of a change in terms of policy. In fact, in many ways Prime Minister Bennett is to the right of his predecessor, Benjamin Netanyahu. And Yair Lapid, who comes from a centrist party, is really only centrist in terms of Israeli politics. He is—in any other circumstances would be a kind of right of center politician.

And I’ll just point out that in recent days the Israeli government has declared six Palestinian NGOs—long-time NGOs—terrorist organizations, approved three thousand new housing units in the West Bank, and worked very, very hard to prevent the United States from opening a consulate in East Jerusalem to serve the Palestinians. That consulate had been there for many, many, many years. And it was closed under the Trump administration when the U.S. Embassy was moved from Tel Aviv to Jerusalem. The Biden administration would like to reopen that consulate. And the Israeli government is adamantly opposed.

In the end, undoubtably Arab governments are coming to terms with Israel, even beyond the Abraham Accords countries. Egypt’s flag carrier, Egyptair, announced flights to Tel Aviv. This is the first time since 1979. You could—you could fly between Cairo and Tel Aviv, something that I’ve done many, many times. If you were in Egypt, you’d have to go and find an office that would sell you a ticket to something called Air Sinai, that did not have regular flights. Only had flights vaguely whenever, sometimes. It was an Egyptair plane, stripped of its livery, staffed by Egyptair pilots and staff, stripped of anything that said Egyptair.

Now, suddenly Egyptair is flying direct flights to Tel Aviv. And El-Al, Israel’s national airline, and possibly one other, will be flying directly to Cairo. And there is—and that there is talk of economic cooperation. Israeli Prime Minister Naftali Bennett met with Egyptian President Abdel Fattah Al-Sisi in Sharm al-Sheikh not long ago. That was the first meeting of Israeli leaders—first public meeting of Israeli leaders and Egyptian leaders in ten years. So there does seem to be an openness on the part of Arab governments to Israel.

As far as populations in these countries, they don’t yet seem to be ready for normalization, although there has been some traffic between Israel and the UAE, with Emiratis coming to see Jerusalem and Tel Aviv, and so on and so forth. But there are very, very few Emiratis. And there are a lot of Egyptians. So as positive as that all is, this is—this has not been a kind of broad acceptance among the population in the Arab world for Israel’s legitimate existence.

And the kind of issue du jour, great-power competition. This is on everybody’s lips in Washington, D.C.—great-power competition, great-power competition. And certainly, the Middle East is likely to be an arena of great-power competition. It has always been an arena of great-power competition. For the first time in more than two decades, the United States has competitors in the region. And let me start with Russia, because there’s been so much discussion of China, but Russia is the one that has been actively engaged militarily in the region in a number of places.

Vladimir Putin has parlayed his rescue of Hafez al-Assad into influence in the region, in an arc that stretches from NATO ally Turkey, all the way down through the Levant and through Damascus, then even stretching to Jerusalem where Israeli governments and the Russian government have cooperated and coordinated in Syria, into Cairo, and then into at least the eastern portion of Libya, where the Russians have supported a Qaddafist general named Khalifa Haftar, who used to be an employee of the CIA, in his bid for power in Libya. And he has done so by providing weaponry to Haftar, as well as mercenaries to fight and support him. That episode may very well be over, although there’s every reason to believe that Haftar is trying to rearm himself and carry on the conflict should the process—should the political process in Libya break down.

Russia has sold more weapons to Egypt in the last few years than at any other time since the early 1970s. They have a defense agreement with Saudi Arabia. It’s not clear what that actually means, but that defense agreement was signed not that long after the United States’ rather chaotic withdrawal from Afghanistan, which clearly unnerved governments in the Middle East. So Russia is active, it’s influential, its militarily engaged, and it is seeking to advance its interests throughout the region.

I’ll point out that its presence in North Africa is not necessarily so much about North Africa, but it’s also about Europe. Its bid in Libya is important because its ally controls the eastern portion of Libya, where most of Libya’s light, sweet crude oil is located. And that is the largest—the most significant reserves of oil in all of Africa. So it’s important as an energy play for the Russians to control parts of North Africa, and right on Russia’s—right on Europe’s front doorstep.

China. China’s the largest investor and single largest trading partner with most of the region. And it’s not just energy related. We know how dependent China is on oil from the Gulf, but it’s made big investments in Algeria, in Egypt, the UAE, and in Iran. The agreement with Iran, a twenty-five-year agreement, coming at a time when the Iranians were under significant pressure from the United States, was regarded by many in Washington as an effort on the part of the Chinese to undercut the United States, and undercut U.S. policy in the region. I think it was, in part, that. I think it was also in part the fact that China is dependent in part on Iranian oil and did not want the regime there to collapse, posing a potential energy crisis for China and the rest of the world.

It seems clear to me, at least, that the Chinese do not want to supplant the United States in the region. I don’t think they look at the region in that way. And if they did, they probably learned the lesson of the United States of the last twenty-five years, which has gotten itself wrapped around the axle on a variety of issues that were unnecessary and sapped the power of the United States. So they don’t want to get more deeply involved in the region. They don’t want to take sides in conflicts. They don’t want to take sides in the Arab-Israeli conflict. They don’t take sides in the conflict between the United States and Iran, or the competition between Saudi Arabia and Iran.

They want to benefit from the region, whether through investment or through extraction, and the security umbrella that the United States provides in the region. I’m not necessarily so sure that that security umbrella needs to be so expensive and so extensive for the United States to achieve its goals. But nevertheless, and for the time being at least, we will be providing that security umbrella in the region, from which the Chinese will benefit.

I think, just to close on this issue of great-power competition. And because of time, I’m leaving out another big player, or emerging player in the region, which is India. I’m happy to talk about that in Q&A. But my last point is that, going back to the United States, countries in the region and leaders in the region are predisposed towards the United States. The problem is, is that they are very well-aware of the political polarization in this country. They’re very well-aware of the political dysfunction in this country. They’re very well-aware of the incompetence that came with the invasion of Iraq, the withdrawal from Afghanistan, or any number of disasters that have unfolded here in the United States.

And it doesn’t look, from where they sit in Abu Dhabi, in Cairo, in Riyadh, and in other places, that the United States has staying power, the will to lead, and the interest in remaining in the Middle East. And thus, they have turned to alternatives. Those alternatives are not the same as the United States, but they do provide something. I mean, particularly when it comes to the Chinese it is investment, it’s economic advantages, without the kind of trouble that comes with the United States.

Trouble from the perspective of leaders, so that they don’t have to worry about human rights when they deal with the Chinese, because the Chinese aren’t interested in human rights. But nevertheless, they remain disclosed toward the United States and want to work with the United States. They just don’t know whether we’re going to be there over the long term, given what is going on in the United States. I’ll stop there. And I look forward to your questions and comments. Thank you.

FASKIANOS: Steven, that was fantastic. Thank you very much.

We’re going to now to all of you for your questions.

So the first raised hand comes from Jonas Truneh. And I don’t think I pronounced that correctly, so you can correct me.

Q: Yeah, no, that’s right. Thank you. Thank you very much. Thank you, Dr. Cook, for your talk. I’m from UCL, University College London, in London.

COOK: So it is—(off mic).

Q: Indeed, it is. Yeah. That’s right.

COOK: Great.

Q: So you touched on it there somewhat particularly with great-power competition, but so my question is related to the current energy logic in the Middle East. The Obama administration perhaps thought that the shale revolution allowed a de-prioritization, if I’m allowed to use that word, of the Middle East. And that was partly related to the pivot to Asia. So essentially does the U.S. still regard itself as the primary guarantor of energy security in the Persian Gulf? And if so, would the greatest beneficiary, as I think you indicated, would that not be China? And is that a case of perverse incentives? Is there much the U.S. can do about it?

COOK: Well, it depends on who you ask, right? And it’s a great question. I think that the—one of the things that—one of the ways in which the Obama administration sought to deprioritize and leave the region was through the shale revolution. I mean, the one piece of advice that he did take from one of his opponents in 2002—2008, which was to drill, baby, drill. And the United States did. I would not say that this is something that is specific to the Obama administration. If you go back to speeches of presidents way back—but I won’t even go that far back. I’ll go to George W. Bush in 2005 State of the Union addressed, talked all about energy independence from the Middle East.

This may not actually be in much less the foreseeable future, but in really—in a longer-term perspective, it may be harder to do. But it is politically appealing. The reason why I say it depends on who you ask, I think that there are officials in the United States who say: Nothing has changed. Nothing has changed. But when the Iranians attacked those two oil processing facilities in Saudi Arabia, that temporarily took off 50 percent of supply off the markets—good thing the Saudis have a lot stored away—the United States didn’t really respond. The president of the United States said: I’m waiting for a call from Riyadh.

That forty years of stated American policy was, like, it did not exist. The Carter doctrine and the Reagan corollary to the Carter doctrine suddenly didn’t exist. And the entirety of the American foreign policy community shrugged their shoulders and said: We’re not going to war on behalf of MBS. I don’t think we would have been going to war on behalf of MBS. We would have been ensuring the free flow of energy supplies out of the region, which is something that we have been committed to doing since President Carter articulated the Carter doctrine, and then President Reagan added his corollary to it.

I think that there are a number of quite perverse incentives associated with this. And I think that you’re right. The question is whether the competition from China outweighs our—I’m talking about “our”—the United States’ compelling interest in a healthy global economy. And to the extent that our partners in Asia, whether it’s India, South Korea, Japan, and our important trading partner in China, are dependent upon energy resources from the Gulf, and we don’t trust anybody to ensure the free flow of energy resources from the Gulf, it’s going to be on us to do it. So we are kind of hammered between that desire to have a healthy global economy as being—and being very wary of the Chinese. And the Chinese, I think, are abundantly aware of it, and have sought to take advantage of it.

FASKIANOS: Thank you. I’m going to take the next question, which got an up-vote, from Charles Ammon, who is at Pennsylvania State University. And I think this goes to what you were building on with the great-power competition: What interests does India have in the Middle East? And how is it increasing its involvement in the region?

COOK: So India is—imports 60 percent of its oil from the region. Fully 20 percent of it from Saudi Arabia, another 20 percent of it from Iran, and then the other 20 percent from other sources. So that’s one thing. That’s one reason why India is interested in the Middle East. Second, there are millions and millions of Indians who work in the Middle East. The Gulf region is a region that basically could not run without South Asian expatriate labor, most of which comes from India—on everything.

Third, India has made considerable headway with countries like the United Arab Emirates, as well as Saudi Arabia, in counterextremism cooperation. This has come at the expense of Pakistan, but as relations between Pakistan and Saudi Arabia and relations between Pakistan and the UAE soured in recent years, the Indians have been able to take advantage of that. And Indian leaders have hammered away at the common interest that India and leaders in the region have in terms of countering violent extremism.

And then finally, India and Israel have quite an extraordinary relationship, both in the tech field as well as in the defense area. Israel is a supplier to India. And the two of them are part of a kind of global network of high-tech powerhouse that have either, you know, a wealth of startups or very significant investment from the major tech players in the world. Israel—Microsoft just announced a huge expansion in Israel. And Israeli engineers and Indian engineers collaborate on a variety of projects for these big tech companies.

So there’s a kind of multifaceted Indian interest in the region, and the region’s interest in India. What India lacks that the Chinese have is a lot more capacity. They don’t have the kind of wherewithal to bring investment and trade in the region in the other direction. But nevertheless, it’s a much more important player than it was in the past.

FASKIANOS: Thank you. I’m going to take the next question from Curran Flynn, who has a raised hand.

Q: How do you envision the future of Egypt, Sudan, and Ethiopia politics for the next thirty years? Ethiopia controls the Nile dam projects. And could this dispute lead to a war? And what is the progress with the U.S. in mediating the talks between the three countries?

COOK: Thank you.

FASKIANOS: And that is coming from the King Fahd University in Saudi Arabia.

COOK: Fabulous. So that’s more than the evening. It’s actually nighttime there.

I think that the question of the great Ethiopian Renaissance Dam is really an important one, and it’s something that has not gotten as much attention as it should. And for those of you who are not familiar, in short the Ethiopians have been building a massive dam on the Blue Nile, which is a tributary to the Nile. And that if—when competed, threatens the water supply to Egypt, a country of 110 million people that doesn’t get a lot of rainfall. Ethiopia, of course, wants to dam the Nile in order to produce hydroelectric power for its own development, something that Egypt did when it dammed the Nile River to build the Aswan High Dam, and crated Lake Nasser behind it.

The Egyptians are very, very concerned. This is an existential issue for them. And there have been on and off negotiations, but the negotiations aren’t really about the issues. They’re talks about talks about talks. And they haven’t gotten—they haven’t gotten very far. Now, the Egyptians have been supported by the Sudanese government, after the Sudanese government had been somewhat aligned with the Ethiopian government. The Trump administration put itself squarely behind the Egyptian government, but Ethiopia’s also an important partner of the United States in the Horn of Africa. The Egyptians have gone about signing defense cooperation agreements with a variety of countries around Ethiopia’s borders. And of course, Ethiopia is engaged in essentially what’s a civil war.

This is a very, very difficult and complicated situation. Thus far, there doesn’t seem to be an easy solution the problem. Now, here’s the rub, if you talk to engineers, if you talk to people who study water, if you talk to people who know about dams and the flow of water, the resolution to the problem is actually not that hard to get to. The problem is that the politics and nationalism have been engaged on both sides of the issue, making it much, much more difficult to negotiate an equitable solution to the problem. The Egyptians have said in the past that they don’t really have an intention of using force, despite the fact of this being an existential issue. But there’s been somewhat of a shift in their language on the issue.

Which recently they’ve said if red lines were crossed, they may be forced to intervene. Intervene how? What are those red lines? They haven’t been willing to define them, which should make everybody nervous. The good news is that Biden administration has appointed an envoy to deal with issues in the Horn of Africa, who has been working very hard to try to resolve the conflict. I think the problem here however is that Ethiopia, now distracted by a conflict in the Tigray region, nationalism is running high there, has been—I don’t want to use the word impervious—but not as interested in finding a negotiated solution to the problem than it might have otherwise been in the past.

FASKIANOS: Thank you. I’m going to take the next question from Bob Pauly, who’s a professor of international development at the University of Southern Mississippi. It got three up-votes.

What would you identify as the most significant likely short and longer-term effects of Turkey’s present domestic economic and political challenges on President Erdogan’s strategy and policy approaches to the Middle East, and why?

COOK: Oh, well, that is a very, very long answer to a very, very interesting question. Let’s see what happens in 2023. President Erdogan is facing reelection. His goal all along has been to reelected on the one hundredth anniversary of the republic, and to demonstrate how much he has transformed Turkey in the image of the Justice and Development Party, and moved it away from the institutions of the republic. Erdogan may not make it to 2023. I don’t want to pedal in conspiracy theories or anything like that, but he doesn’t look well.

There are large numbers of videos that have surfaced of him having difficulties, including one famous one from this past summer when he was offering a Ramadan greeting on Turkish television to supporters of the Justice and Development Party, and he seemed to fade out and slur his words. This is coupled with reports trickling out of Ankara about the lengths to which the inner circle has gone to shield real health concerns about Erdogan from the public. It’s hard to really diagnose someone from more than six thousand miles away, but I think it’s a scenario that policymakers in Washington need to think seriously about. What happens if Erdogan is incapacitated or dies before 2023? That’s one piece.

The second piece is, well, what if he makes it and he’s reelected? And I think in any reasonable observer sitting around at the end of 2021 looking forward to 2023 would say two things: One, you really can’t predict Turkish politics this far out, but if Turkish elections were held today and they were free and fair, the Justice and Development Party would get below 30 percent. Still more than everybody else. And Erdogan would have a real fight on his hands to get reelected, which he probably would be.

His approaches to his domestic challenges and his approaches to the region are really based on what his current political calculations are at any given moment. So his needlessly aggressive posture in the Eastern Mediterranean was a function of the fact that he needed to shore up his nationalist base. Now that he finds himself quite isolated in the world, the Turks have made overtures to Israel, to the UAE, to Saudi Arabia. They’re virtually chasing the Egyptians around the Eastern Mediterranean to repair their relationship. Because without repairing these relationships the kind of investment that is necessary to try to help revive the Turkish economy—which has been on the skids for a number of years—is going to be—is going to be more difficult.

There’s also another piece of this, which is the Middle East is a rather lucrative arms market. And during the AKP era, the Turks have had a significant amount of success further developing their defense industrial base, to the point that now their drones are coveted. Now one of the reasons for a Saudi-Turkish rapprochement is that the United States will not sell Saudi Arabia the drones it wants, for fear that they will use them in Yemen. And the Saudis are looking for drones elsewhere. That’s either China or Turkey. And Turkey’s seem to work really, really well, based on experience in Syria, Libya, and Nagorno-Karabakh.

So what—Turkish foreign policy towards the region has become really dependent upon what Erdogan’s particularly political needs are. There’s no strategic approach to the region. There is a vision of Turkey as a leader of the region, of a great power in its own right, as a leader of the Muslim world, as a Mediterranean power as well. But that’s nothing new. Turkish Islamists have been talking about these things for quite some time. I think it’s important that there’s been some de-escalation. I don’t think that all of these countries now love each other, but they see the wisdom of pulling back from—pulling back from the brink. I don’t see Turkey’s position changing dramatically in terms of its kind of reintegration into the broader region before 2023, at the least.

FASKIANOS: Great. Let’s go next to, raised hand, to Caleb Sanner. And you need to unmute yourself.

Q: Hello, my name is Caleb. I’m from the University of Wisconsin-Whitewater.

So, Dr. Cook, you had mentioned in passing how China has been involved economically in North Africa. And my question would be, how is the U.S. taking that? And what are we doing, in a sense, to kind of counter that? I know it’s not a military advancement in terms of that, but I’ve seen what it has been doing to their economies—North Africa’s economies. And, yeah, what’s the U.S. stance on that?

COOK: Well, I think the United States is somewhat detached from this question of North Africa. North Africa’s long been a—with the exception of Egypt, of course. And Egypt, you know, is not really North Africa. Egypt is something in and of itself. That China is investing heavily in Egypt. And the Egyptian position is: Please don’t ask us to choose between you and the Chinese, because we’re not going to make that choice. We think investment from all of these places is good for—is good for Egypt. And the other places where China is investing, and that’s mostly in Algeria, the United States really doesn’t have close ties to Algeria.

There was a tightening of the relationship after the attacks on New York and Washington in 2001, recognizing that the Algerians—extremist groups in Algerian that had been waging war against the state there over the course of the 1990s were part and parcel of this new phenomenon of global jihad. And so there has been a security relationship there. There has been some kind of big infrastructure kind of investment in that country, with big companies that build big things, like GE and others, involved in Algeria. But the United States isn’t helping to develop ports or industrial parks or critical infrastructure like bridges and airports in the same way that the Chinese have been doing throughout the region.

And in Algeria, as well as in Egypt, the Chinese are building a fairly significant industrial center in the Suez Canal zone, of all places. And the United States simply doesn’t have an answer to it, other than to tell our traditional partners in the region, don’t do it. But unless we show up with something to offer them, I’m afraid that Chinese investment is going to be too attractive for countries that are in need of this kind of investment.

FASKIANOS: Thank you. I’m going to go next to a written question from Kenneth Mayers, who is at St. Francis College in Brooklyn. In your opinion, what would a strategic vision based on a far-sighted understanding of both resources and U.S. goals—with regard to peace and security, prosperity and development, and institutions and norms and values such as human rights—look like in the Middle East and North Africa?

COOK: Well, it’s a great question. And I’m tempted to say you’re going to have to read the last third of my new book in order to get the—in order to get the answer. I think but let me start with something mentioned about norms and values. I think that one of the things that has plagued American foreign policy over the course of not just the last twenty years, but in the post-World War II era all the way up through the present day, you see it very, very clearly with President Biden, is that trying to incorporate American values and norms into our approach to the region has been extraordinarily difficult. And what we have a history of doing is the thing that is strategically tenable, but morally suspect.

So what I would say is, I mean, just look at what’s happened recently. The president of the United States studiously avoided placing a telephone call to the Egyptian President Abdel Fattah al-Sisi. The Egyptians, as many know, have a terrible record on human rights, particularly since President Sisi came to power. Arrests of tens of thousands of people in the country, the torture of many, many people, the killings of people. And the president during his campaign said that he was going to give no blank checks to dictators, including to Abdel Fattah al-Sisi. And then what happened in May? What happened in May was that fighting broke out between Israel and Hamas and others in the Gaza Strip, a brutal eleven-day conflict. And Egypt stepped up and provided a way out of the conflict through its good offices.

And that prompted the United States to—the president of the United States—to have two phone calls in those eleven days with the Egyptian leader. And now the United States is talking about Egypt as a constructive partner that’s helping to stabilize the region. Sure, the administration suspended $130 million of Egypt’s annual—$130 million Egypt’s annual allotment of $1.3 billion. But that is not a lot. Egypt got most of—most of its military aid. As I said, strategically tenable, morally suspect. I’m not quite sure how we get out of that.

But what I do know, and I’ll give you a little bit of a preview of the last third of the book—but I really do want you to buy it when it’s done—is that the traditional interests of the United States in the Middle East are changing. And I go through a kind of quasi, long, somewhat tortured—but very, very interesting—discussion of the origins of our interests, and how they are changing, and how we can tell they are changing. And that is to say that the free flow of energy resources may not be as important to the United States in the next twenty-five years as it was over the course of the previous fifty or sixty years.

That helping to ensure Israeli security, which has been axiomatic for the United States, eh, I’d say since the 1960s, really, may not be as important as Israel develops its diplomatic relations with its neighbors, that has a GDP per capita that’s on par with the U.K., and France, and other partners in Europe, a country that clearly can take care of itself, that is a driver of technology and innovation around the globe. And that may no longer require America’s military dominance in the region.

So what is that we want to be doing? How can we be constructive? And I think the answers are in things that we hadn’t really thought of too systematically in the past. What are the things that we’re willing to invest in an defend going forward? Things like climate change, things like migration, things like pandemic disease. These are things that we’ve talked about, but that we’ve never been willing to invest in the kind of the resources. Now there are parts of the Middle East that during the summer months are in-habitable. That’s going to produce waves of people looking for places to live that are inhabitable. What do we do about that? Does that destabilize the Indian subcontinent? Does it destabilize Europe? Does it destabilize North Africa? These are all questions that we haven’t yet answered.

But to the extent that we want to invest in, defend and sacrifice for things like climate, and we want to address the issue—related issue of migration, and we want to deal with the issue of disease and other of these kind of functional global issues in the Middle East is better not just for us and Middle Easterners, but also in terms of our strategic—our great-power competition in the region. These are not things that the Chinese and the Russians are terribly interested in, despite the fact that the Chinese may tell you they are.

FASKIANOS: Thank you. I’m going to go next to Ahmuan Williams, with a raised hand, at the University of Oklahoma.

COOK: Oklahoma.

Q: Hi. And thank you for being here.

You kind of talked about the stabilization of northern Africa and the Middle East. And just a few days ago the Sudanese government—and they still haven’t helped capture the parliamentarian there—have recycled back into a military—somewhat of military rule. And it’s been since 2005 since the end of their last civil war, which claimed millions of innocent civilians through starvation and strife and, you know, the lack of being able to get humanitarian aid. There was also a huge refugee crisis there, a lot of people who evacuated Sudan. How’s that going to impact the Middle East and the American take to Middle East and northern Africa policy, especially now that the Security Council is now considering this and is trying to determine what we should do?

COOK: It’s a great question. And I think that, first, let’s be clear. There was a coup d’état in Sudan. The military overthrew a transitional government on the eve of having to hand over the government to civilians. And they didn’t like it. There’s been tension that’s been brewing in Sudan for some time. Actually, an American envoy, our envoy to East Africa and Africa more generally, a guy named Jeff Feltman, was in Khartoum, trying to kind of calm the tension, to get the two sides together, and working to avert a coup. And the day after he left, the military moved.

That’s not—that doesn’t reflect the fact that the United States gave a blessing for the military to overthrow this government. I think what it does, though, and it’s something that I think we all need to keep in mind, it demonstrates the limits of American power in a variety of places around the world. That we don’t have all the power in the world to prevent things from happening when people, like the leaders of the Sudanese military, believe that they have existential issues that are at stake.

Now, what’s worry about destabilization in Sudan is, as you point out, there was a civil war there, there was the creation of a new country there, potential for—if things got really out of hand—refugee flows into Egypt, from Egypt across the Sanai Peninsula into Israel. One of the things people are unaware of is the large number of Sudanese or Eritreans and other Africans who have sought refuge in Israel, which has created significant economic and social strains in that country.

So it’s a big deal. Thus far, it seems we don’t—that the U.S. government doesn’t know exactly what’s happening there. There are protesters in the streets demanding democracy. It’s very unclear what the military is going to do. And it’s very unclear what our regional allies and how they view what’s happening. What Egypt, the United Arab Emirates, what Saudi Arabia, what Israel—which Sudan is an Abraham Accords country now—what they are doing. How they view the coup as positive or negative will likely impact how effective the United States can be in trying to manage this situation. But I suspect that we’re just going to have to accommodate ourselves to whatever outcome the Sudanese people and the Sudanese military come to, because I don’t think we have a lot of—we don’t have a lot of tools there to make everybody behave.

FASKIANOS: OK. So I’m going to take the next question from Elena Murphy, who is a junior at Syracuse University’s Maxwell School. And she’s a diplomatic intern at the Kurdistan Regional Government’s Representation in the United States.

COOK: That’s cool.

FASKIANOS: That’s very cool. So as a follow up, how much do you believe neo-Ottomanism and attempting regional hegemony has affected Erdogan’s domestic and foreign policy, especially in consideration of Turkey’s shift towards the MENA in their foreign policy, after a period of withdrawals and no problems with neighbors policy?

COOK: Great. Can I see that? Because that’s a long question.

FASKIANOS: Yeah, it’s a long question. It’s got an up-vote. Third one down.

COOK: Third one down. Elena, as a follow up, how much do you believe neo-Ottomanism—I’m sorry, I’m going to have to read it again. How much do you believe neo-Ottomanism and attempting regional has affected Erdogan’s both domestic and foreign policy, especially in consideration of Turkey’s shift towards the MENA in their foreign policy, after a period of withdrawals and no problems with neighbors? OK. Great.

So let us set aside the term “neo-Ottomanism” for now. Because neo-Ottomanism actually—it does mean something, but people have often used the term neo-Ottomanism to describe policies of the Turkish government under President Erdogan that they don’t like. And so let’s just talk about the way in which the Turkish government under President Erdogan views the region and views what Turkey’s rightful place should be. And I think the Ottomanism piece is important, because the kind of intellectual framework which the Justice and Development Party, which is Erdogan’s party, views the world, sees Turkey as—first of all, it sees the Turkish Republic as a not-so-legitimate heir to the Ottoman Empire. That from their perspective, the natural order of things would have been the continuation of the empire in some form or another.

And as a result, they believe that Turkey’s natural place is a place of leadership in the region for a long time. Even before the Justice and Development Party was founded in 2001, Turkey’s earlier generation of Islamists used to savage the Turkish leadership for its desire to be part of the West, by saying that this was kind of unnatural, that they were just merely aping the West, and the West was never actually going to accept Turkey. Which is probably true. But I think that the Justice and Development Party, after a period of wanting to become closer to the West, has turned its attention towards the Middle East, North Africa, and the Muslim world more generally.

And in that, it sees itself, the Turks see themselves as the natural leaders in the region. They believe they have a cultural affinity to the region as a result of the legacies of the Ottoman Empire, and they very much can play this role of leader. They see themselves as one of the kind of few real countries in the region, along with Egypt and Iran and Saudi Arabia. And the rest are sort of ephemeral. Needless to say, big countries in the Arab world—like Egypt, like Saudi Arabia—don’t welcome the idea of Turkey as a leader of the region. They recognize Turkey as a very big and important country, but not a leader of the region.

And this is part of that friction that Turkey has experienced with its neighbors, after an earlier iteration of Turkish foreign policy, in which—one of the earliest iterations of Turkish foreign policy under the Justice and Development Party which was called no problems with neighbors. In which Turkey, regardless of the character of the regimes, wanted to have good relations with its neighbors. It could trade with those neighbors. And make everybody—in the process, Turkey could be a driver of economic development in the region, and everybody can be basically wealthy and happy. And it didn’t really work out that way, for a variety of reasons that we don’t have enough time for.

Let’s leave it at the fact that Turkey under Erdogan—and a view that is shared by many—that Turkey should be a leader of the region. And I suspect that if Erdogan were to die, if he were unable to stand for election, if the opposition were to win, that there would still be elements of this desire to be a regional leader in a new Turkish foreign policy.

FASKIANOS: Steven, thank you very much. This was really terrific. We appreciate your stepping in at the eleventh hour, taking time away from your book. For all of you—

COOK: I’m still not Sanam.

FASKIANOS: (Laughs.) I know, but you were an awesome replacement. So you can follow Steven Cook on Twitter at @stevenacook. As I said at the beginning too, he is a columnist for Foreign Policy magazine. So you can read his work there, as well as, of course, on CFR.org, all of the commentary, analysis, op-eds, congressional testimony are there for free. So I hope you will follow him and look after his next book.

Our next Academic Webinar will be on Wednesday November 3, at 1:00 p.m. Eastern time on the future of U.S.-Mexico relations. In the meantime, I encourage you to follow us, @CFR_Academic, visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for new research and analysis on global issues. And stay well, stay safe, and thank you, again.

COOK: Bye, everyone.

FASKIANOS: Bye.

(END)

Dr. Rochelle Walensky discusses CDC’s response to the COVID-19 pandemic, CDC’s role in coordinating global health initiatives, and the future of public health in the United States.

Panelists discuss the life and career of Angela Merkel and the future of U.S.-German relations and the larger transatlantic alliance.

In a new paper for the Managing Global Disorder Discussion Paper series, Tanvi Madan argues that the intensifying competition in South Asia and the Indian Ocean between the United States and China and between China and India has profound implications for future peace and security in the region. Speakers discuss how the United States can manage and shape rivalries among major powers in South Asia while pursuing and defending its regional interests.

This roundtable is made possible by the generous support of the Carnegie Corporation of New York.

Our panelists discuss the history of U.S. involvement in Afghanistan, critical policy decisions made during four U.S. administrations, and what lessons can be learned from the two-decade war.

Brian Mateo, associate dean of civic engagement and director of strategic partnerships in Bard College’s Globalization and International Affairs Program and security fellow at the Truman National Security Project, discusses how higher education administrators can encourage student civic engagement and participation in global issues.

 

FASKIANOS: Welcome to CFR’s Higher Education Webinar. I’m Irina Faskianos, vice president of the National Program and Outreach at CFR. Today’s discussion is on the record and the video and transcript will be available on our website, CFR.org/Academic if you would like to reference after today’s discussion. As always, CFR takes no institutional positions on matters of policy.

So with that, I’m delighted to have the pleasure of introducing Brian Mateo to talk about how higher education administrators can encourage student civic engagement and participation in global issues. We’ve shared his bio with you, so I’ll just give you a few highlights. Mr. Mateo serves as associate dean of civic engagement at Bard College, where he works with faculty and students across the Open Society University Network on experiential learning and civic engagement opportunities. Previously he worked with public diplomacy programs sponsored by the U.S. State Department Bureau of Educational and Cultural Affairs on U.S. foreign policy and engagement. He’s also a security fellow at the Truman National Security Project, a term member at the Council on Foreign Relations, and a trained climate reality leader under former Vice President Al Gore.

So, Brian, thank you very much for being with us. If we could just dive right in to talk about what is the role of higher education in civic engagement? How do you define it, and how do you encourage administrators and students to get more involved?

MATEO: Thank you very much for having me here today at the Council on Foreign Relations, Irina. I’m very excited for this opportunity.

So, yes, what is the role of higher education institutions when it comes to civic engagement? So the American Psychological Association defines civic engagement as individuals and collective actions designed to identify and address issues of public concern. At the core of Bard’s mission is to be a private college in the public interest. And how we do that is by providing access and education, especially for students that are underrepresented or may not have access to a liberal arts education. This is evidenced by our Bard Early Colleges, which are high school—which are for high school aged students that can take up to a year or two years of free college credit to be able to accelerate their college career. It’s also evidenced by our Bard Prison Initiative, which is the largest prison education program for incarcerated individuals in the nation.

So when we think about how do we do this, I see—I can’t help but think about Astin’s model of student development, which says that for students that are hyper-involved in their institutions, they get to be more engaged and involved, and the quality of their involvement goes up. And if we provide high level of programs and resources, students are more likely to be engaged. And then Astin also encourages us to make sure that we are providing resources and programmatic efforts that are meeting the needs of the students today. And I will begin to talk about how we do this from the student level, the faculty/staff level, institutionally, and also talk about how we work with communities. And before I begin, Bard also is a founding member of the Open Society University Network, which is comprised of over forty academic and research institutions. So not only are we also collaborating with our local communities, we also have a transnational network that we’re working with.

So how do you engage students? We do this by making sure that we’re merging the curricular and co-curricular learning. This is also evidenced by our Certificate of Civic Engagement Program, which is a structured path for undergraduate students that are interested in deepening their knowledge and understanding of civic engagement and community engagement. And students are able to participate in this program and also earn a certificate that will also be added to their transcript. We also provide students with grants and opportunities to pursue internships that are unpaid, which are—which are called Community Act Awards. So students that find unpaid internships related to civic engagement and also social justice issues can apply for a grant to be able to supplement that, and making it more equitable for our students. We also provide what are called microgrants, which are seed funding for students that want to be able to do community-based projects.

For faculty and staff, we encourage them to teach courses on experiential learning. And these courses enable students to not only work with the community but bring the community also into our classroom. And looking at David Kolb’s experiential learning cycle, where students need—where students start with concrete experience, work on reflection, and also thinking about the experience while then planning and learning what they’ve—and executing what they’ve learned, is very important when it comes to civic engagement work because students are—students are introduced to some of these issues in the classroom, and then they have the ability to work through those issues with a professor and community members as well.

And some example of these courses are—I teach a course on civic engagement myself, where the course is historical, theoretical, and experiential. And we look at social movements in America that help effect change. And we look at the civil rights movement, women rights, LGBT rights, climate activism and climate action, as well as the role of the media and what is misinformation and disinformation. And in this course, students also have to conduct what’s called the Community Needs Assessment. And the Community Needs Assessment, students come with a research question and then work to interview community members to see what are the issues that are happening there. For faculty that also want to learn more about how to create courses on experiential learning, we also offer an experiential leaning institute where faculty from the OSUN network can participate.

And then students—examples of work that faculty have done with students have been implementing a digital platform to assist with teaching or tutoring practices, historical tours and workshops, and also storytelling and interviews of community partners as well. Faculty that teach experiential learning, students say that about 89 percent of them say that engagement this way has helped their awareness to social justice and community issues. And in 2020 we had over eight hundred students that participated in about eighty courses. And those courses worked with ninety-five community agencies or organizations.

We also help faculty and graduate students on conducting engaged research and scholarship practice. So some of examples of these are looking at LGBT issues in South Africa, the intersection of how music supports education with people—with people with disabilities, and also peacebuilding and storytelling as well. And we also help staff and faculty create civic action plans, which help colleges around the OSUN network institutionalize civic engagement and strategically think of how these four pillars can work together.

While working with community partners, we’re also very intentional in making sure that we have equitable practices. We developed what’s called the Principles of Equity, where faculty/staff and community members can read on our website on how we work with the community, and making sure that it’s reciprocal, making sure that it’s—that we’re deepening and creating sustainable partnerships while also engaging community with resources and developing shared resources as well that can benefit both the community and students and the institution.

When it comes to institutional engagement, I gave examples of the Bard Early Colleges and Bard Prison Initiative. Bard has also been able to work with student-led—with other student-led initiatives that have become part of the institution. Examples of these as well are Brothers At, which is a mentoring and college-readiness program nationwide for young men of color, as well as Sister to Sister, that does similar work but with young women of color. And recently, Bard also has worked with trying to evacuate nearly two hundred Afghan students and helping them get an education throughout our network as well. So those are some examples of institutional engagement at Bard—at Bard as well.

And I constantly think to myself: What is it that we want our students to gain when they participate in our—in our program, or engage with our network? And looking back at Astin’s theory of student involvement, we see that Astin talks about inputs, which are what students come with, the environment, what is it that we’re providing for our students, and the outputs. As a result of a student attending our universities, what is it that we want them to get out of this, aside from just, you know, the academic knowledge. But how do we want them to be involved?

And in my opinion, I feel like there’s a few outputs that we would want, as higher education administrators. And I’ll state them and then conclude my presentation. So I strongly believe that, you know, we want them to be critical thinkers. We want them to understand and practice equity, be strategic problem solvers, understand the power of reflection and active listening, community builders, practice empathy, be lifelong learners, and also ultimately be engaged individuals. Thank you.

FASKIANOS: Brian, thank you very much. Let’s go to all of you now.

(Gives queuing instructions.)

 So I’m going to go first go to Manuel Montoya. Please unmute yourself and tell us your institution.

Q: Yeah. Hello. My name’s Manuel Montoya and I am from the University of New Mexico. Thank you, Irina, for setting this up. I think this is an important discussion. And thank you, Mr. Mateo, for your presentation. I’m pleased to hear all the work that you’re doing. That’s inspiring.

I will, I guess, do two parts. I will share some of the work that I’ve done and then share a question that I think is germane to this particular issue. We recently set up a global experiential learning curriculum at the university that is designed to get students to merge theory with practice and some sort of practical impact in terms of the global economy and other things.

And we have a—we have a group of students that work with the largest folk art market in the world, which is based in Santa Fe. And we’re trying to get them to work with indigenous communities throughout the world to try to have a larger platform for market entry. And we’re—we’ve been in talks for the past four years to try to get the Olympic games to have some sort of mini pop-up folk art market that represents these types of market activities. And inside of that there is a lot of issues about human rights, but also about the value of crafting economy. There’s all sorts of things that students are trying to engage with that require a liberal arts education.

My question, or my frustration, often happens at places that aren’t like Bard College, places that don’t necessarily see community-engaged learning as having some sort of incentive structure for faculty. I’m one of many faculty members that does that, likely because I care about the issues and also because I think that it does make research and other forms of academic and intellectual contributions valuable. So my question to Mr. Mateo, or just generally to whoever’s participating, is how are we creating an incentive structure for faculty and for other people who are engaged within the university system to make this transition to do the kind of work that Mr. Mateo is talking about? And what is that—what is that going to take in places that are embedded a little bit more traditionally in the way that higher education either incentivizes or evaluates faculty and stuff in more traditional ways?

MATEO: Yes. Thank you so much for your question. And it’s a question that we’re all grappling with, right, as well. Some of us—some of us are doing the work deeper and, you know, sometimes taking risks, and others are in the inception piece.

So I’ll elaborate by saying this: Students more and more are asking how do I apply what I’m learning in the classroom to a job? How do I make sure that, as a result of me attending this institution, I’m also going to be competitive or be able to contribute to society, right? So I think that—I think that more and more institutions and faculty are thinking about this, because you—you know, students are less inclined to go be taught something and not be able to apply it. At the same time, students also want to see themselves, their history, and also what’s going on in the community into the curriculum too. So this is also driving the conversation.

It is not easy to teach courses on experiential learning. It takes a lot of time. It also takes resources. And you have to embed reflection and community engagement into the syllabus. And sometimes when you’re teaching two days a week for an hour or an hour and a half—you know, fifteen-week curriculum for the semester, that can be difficult to do. So what we’ve done is that we’ve developed an experiential learning institute to help faculty understand how to bring this thing into it, how to work with community, how to start that timeline. Because it’s very different to develop a syllabus than to bring in community, because you sometimes have to start setting that up earlier. And also, we provide grants to support them to be able to do either—to buy resources for transportation, if they need to hire a student intern to help them with this work as well. So those are some of the ways that we have tried to do this.

I also want to talk about data and assessment, because I can’t stress enough how much—how important that is. Because when you’re measuring students’ learning and you see that their learning has grown exponentially from an experiential based course, you cannot argue with that, right? So we try to do our best to make sure that we are—that we’re also assessing learning and making sure that when—that when we are asking for funding or that when we are trying to create new programs and initiatives, that we are doing this not only evidence-based in theory and practice, but also on the data that proves that this is something that is of a benefit to the community, to our students, and our institution.

Q: Thank you, Mr. Mateo. I guess I have one follow-up question, if it’s permissible, Irina.

FASKIANOS: Sure. Go ahead, Manuel.

Q: Yeah, yeah. So I think you’re entirely right. I think that assessment at the student level and the student engagement level, being able to see how this connects to the vocational and even their social destinies is a really, really important factor. I’ve noted that many institutions across the country are having a great difficulty trying to incorporate or embed community engagement as how they evaluate their faculty. And I’m a tenured faculty at the university, and it’s a research one institution. It’s not a liberal arts institution. But, you know, publish or perish becomes still one of the ways in which I’m evaluated. So I have to—I have to attend to this kind of master of publishing in peer-reviewed journals, while at the same time my heart and really the most effective work that I do is during community engagement work.

So I guess my question is also fundamentally about how we’re—how we’re transforming institutions to be able to adapt and really incorporate the type of community engagement work that you’re talking about, Mr. Mateo, while at the same time valuing and validating its value with the assessment of faculty every year. Because I would say that you’d get a ton of faculty who’d be really good at doing this kind of work, but they’re disincentivized to do it because they’re only evaluated by their peer-reviewed journal work. So how does one connect the two? What is the frontier for that in higher education that you guys have seen? And I’d really, really like to know, because I think that’s going to be a really important part of the frontier of what higher education is dealing with.

MATEO: Well, yes, thank you. And, you know, as a field of higher education we’re here not only teach, but provide knowledge, and hopefully that that knowledge helps better communities or help create an awareness, right? So that’s something that needs to—that needs to be a driving source and conversation because, you know, what we try to do is to incentivize faculty whenever they aren’t conducting research, and also students as well, when they want to do community-based work, to see who they can partner with, how they can go about and do that. And making sure that we’re amplifying voices and showing the level of work that people are doing so, like, that their work can be recognized and that it also shows that there’s a value to this as well.

So that’s what I would say there. It’s still something that I think institutions grapple with, but more and more I believe that as institutions begin to see the value of being civically engaged, because at the end of the day, you know, we all also exist in the community. Our colleges and our campuses are within our community, within a community, within a domestic national and international realm. And, you know, what is it that we want to do? We want to contribute. And that’s one of the reasons why we also provide engaged research grants for faculty too. So I hope that that answers your question, Manuel, and I’m happy to elaborate more.

Q: I’ll yield to other questions. But thank you very much. I appreciate it.

FASKIANOS: I’m going to go next to Laila Bichara, who has a raised hand. And if you could unmute and identify your institution.

Q: Hi. Well, I work for SUNY Farmingdale.

And generally speaking, I teach with experiential learning. I use all kinds of newspapers and case studies and current affairs to make sure that the theory we cover in global business, you know, management and all other courses are, you know, applied and showing the results and what’s going on.

That said, I am currently serving on an adjunct staff to work on couple of issues. One is social mobility and the second is community engagement, and I see a lot of interrelation between this and experiential learning.

And I just wanted to see if there is any work done or papers done in the social mobility, because our students are typically first-generation college students. They don’t have role models at home and they rely heavily on us to guide them, and they’re usually kids or, you know, students in their twenties that have two or three jobs to pay for their education.

So any ideas, any links, any guidance for me to start to make advancement in that project and help my students.

MATEO: Great. Thank you. So what I hear you say is that looking at the linkages between social mobility, community engagement, and which one was the third one?

Q: Experiential learning as well.

MATEO: Experiential learning. Yes.

Q: Yeah. It’s all a kind of, like, spiral to me. You know, that’s how I see it.

MATEO: Yes. So when allowing students to do experiential learning into the classroom and bringing into the classroom, you’re also helping them get applied skills, and yes, so there is at times a level of—a disadvantage when a student is working three jobs while also studying and then you’re telling them like, oh, go volunteer, or go do this, right.

By embedding experiential learning into the curriculum, you’re still teaching students with some of these applicable skills that they can use as a part of a resume and also can speak to in an interview and saying, like, this is how I was able to do this as evidenced by that, right. And that, in turn, helps students to be able to find other opportunities as well.

In terms of links, so we do have resources at our Center for Civic Engagement website, which is cce.bard.edu, and there’s a resource link there, and then we also have resources as well on our OSUN website, osun.bard.edu. So those are—those are places that you that you can find some of these resources.

FASKIANOS: Great. And we’ll send out after this a link to this webinar as well as with those URLs so that people—websites so people can go back and dig deeper.

So I’m going to go next to David Kim’s written question. He’s an assistant professor at UCLA.

Thank you for this discussion. I’d like to hear more about insights into community engagement on an international or global level. What are some best practices when faculty, communities, and students work across borders—international borders? How are they different from community engagement at a local or national level?

MATEO: Thank you. So we have to be aware of, you know, what we can provide and also what is it—what are some of the needs or how it can be reciprocal. So a lot of listening and intentionality has to be brought into it because sometimes, you know, we can come in with our own mindset of, oh, this is how we do it and we do it well, and then you meet other counterparts and then they’re, like, well, but this is also another way of doing it.

So there has to be a collaborative and reciprocal way or a mutual, respectful, reciprocal way of engaging, and, typically, you know, how we’ve done that is that we’ve partnered with other universities. We’ve also seen who are the community partners that are there in the international realm and how we can work around that, too.

So I would say being intentional, making sure that you have capacity for what you are doing so, like, that you can deliver and also having a mutual reciprocal approach as well as active listening, and be willing to learn also from our international partners, too.

FASKIANOS: I think, Brian, you mentioned that you were looking at LGBTQ+ issues in South Africa. Do you have any partnerships? Can you sort of give us examples of how you’re doing that?

MATEO: Yes. That’s one of the research grants that we have provided to someone to be able to do that research. So the individual there is partnered with organizations and are conducting that research, and once that research is done we will make sure to publish it.

FASKIANOS: Great. OK.

I’m going to go next to Isaac Castellano from Boise State University.

Our career center just landed a grant to pilot a program to pay students for their internship experiences. For us, a lot of students—our students have to work and this is another way beyond embedding experiential learning into their coursework.

So I think he’s sharing more than asking a question, but maybe you have a reaction to that.

MATEO: Yes, and thank you so much, Isaac.

So yeah. So we piloted this a couple of years ago and it’s been very successful, and the way that it—the way that it works is it’s for summer internships and students can request up to $3,000 for any unpaid internship. And we have them submit an application as well as a supervisor form and an agreement of what the students will be doing for that organization. And then, in return, the students will write one to two reflection papers on their experience, and then when they come back to campus the next semester they get to present about their experience and what they’ve done for that internship.

So that’s how we—that’s how we run our community action awards, and it’s been super successful. It has been able to provide access to students that wouldn’t otherwise be able to do an unpaid internship, and the students submit a budget of up to $2,000 and then we see how we can—how we can help fund that.

So I highly encourage you to definitely do that pilot, and if you do want any other insight or how to be able to do that, I’m happy to share my email as well with Irina when she sends out the resources.

FASKIANOS: Great. And Isaac has a follow-up. Where does the money come from, that paid summer program that you’re talking about?

MATEO: It could—grants. We also try to fund—try to find funding and resources as well. So it comes through various sources, and so that’s how we try to support our students.

FASKIANOS: Great. Thank you. OK. So the next question is another written question. And people can ask their questions, too, but this is from Chip Pitts at Stanford University.

Have you encountered obstacles in this environment characterized by major demographic changes and increasing polarization, e.g., mandates against critical race theory, based on the perceived political nature, even leftist nature of, quote/unquote, “social justice” and “human rights” or “environmental community engagement efforts”?

And if so, or for those in places where there are more conservative values, what have you seen or would you suggest to shore up and spur more courage and leadership among the reluctant or shy faculty and administrators and overcome and avoid such blockages?

MATEO: Mmm hmm. Thank you. So you have to meet communities where they’re at, right, and making sure that they also understand that we’re here to work with them, too, and this is why active listening and making sure that there is a reciprocal approach to this is important.

And it’s not—sometimes it can be fairly easy to be able to say, hey, we want to collaborate with you, and other times it can be extremely difficult and tenuous. But continuing to demonstrate and show the level of learning or how that community is continuously being engaged is something that’s very important because, in my opinion, I think that sometimes, you know, we have a hard time of showing all the great work that we’re doing, and in order for us to be able to partner and work more with community members we also have to show the research and demonstrate and be able to present this so people understand what we are trying to do.

So there are times that it is challenging, and there are some things that will work with some communities and some things that will not. So where then are you able to then find what can work and how you can make it happen, and then from there be able to build up from there—from the ground up.

So yeah, so there are some communities where you can do, like, one to ten things and then other communities that you can do one to three things and, hopefully, that you can start to do four or five, but then how do you still provide that access and education and equity as well.

FASKIANOS: Brian, what would you say are the—in your opinion, the global issues students are most interested in? And, you know, if a college can only take on or faculty can only take on one issue that they’re trying to push, you know, what would be the one, or to drive a—foster more civic engagement? What do you think would be a viable and a good starting—steppingstone to sort of expand this into their community and both on campus and off?

MATEO: Wow. That’s a great question, Irina.

I would say that students are very interested in gender equity, LGBT. They’re also very interested in making sure that underrepresented populations are included in conversations, as well as awareness in disability. An all-encompassing issue that students are also passionate about because most of them experience this globally every day is climate change, and making sure that, you know, how we can engage students through there.

So that—so out of everything that I mentioned, this also encompasses these issues as a major one, and Bard, through the Open Society University Network, is actually having a global teach-in, which is—you can find this in the Solve Climate by ’30 and I can send the link to Irina as well—where all colleges and universities can come in and do a global teach-in and as well get resources, and we’re providing opportunities for students around the world to also be able to receive opportunity to get engaged, too.

So we’re doing this in March, and we’re trying to get a robust number of institutions to participate in this because climate doesn’t only affect, you know, our living environment, but it also affects students’ educational pursuits.

Harvard conducted a study called Heat and Learning that showed that for every degree Fahrenheit that goes up student learning goes down by 1 percent. It’s also shown disparities that—you know, climate change also has, you know, a disproportionate effect on young people of color because of regions where people live in cold and hot environments, as well as disparities when it comes to gender. Women are more likely to be taken out of the classroom when there are climate change disasters to be caretakers, and we’re also seeing a rise in child marriages because of that, too.

You know, it also—you also talk about sanitation when it comes to climate change and educational environments. You know, if you start to—if your building starts to get moldy and also if students start to get sick because of the infrastructure or it gets too hot, you’re going to see an increased rate of students showing up—not showing up and being absent or dropout rates as well.

So climate change exacerbates or, as it’s called, a threat multiplier, and this is something that as higher education administrators we have to also make sure that we are—that we’re constantly thinking and showing how can we, based on students’ interests, can help to solve climate as well.

FASKIANOS: Great. So if others have questions—Manuel, I don’t know if you had a follow-on. You said you would cede the floor but you can come back on. You can raise your hand or write—type your question in the Q&A box, or I could ask more. Just waiting to see if Manuel wanted to come back in.

OK. There is a—oh, Manuel said his question was answered. OK. Great. So—sorry, I’m just looking—toggling a lot of things. All right. So my next question would be—you did talk about this earlier—you know, there has been a lot written about what is a college education worth, and I think this connection of the critical thinking and the internships and the experiential learning.

But could you talk a little bit more about students’ educational performance and career path and how they can leverage these—you know, what they’re doing, civic engagement, into their future career plans?

MATEO: Yes. Thank you.

FASKIANOS: And then I have another random question. Mmm hmm.

MATEO: Yes. So helping students to understand that some of the work that they do outside of a classroom could also translate both inside as well because when I have—when I see students when they’re thinking about their career path, they’re like, oh, but I’ve never done an internship before, or, oh, but I’ve never actually had a job here or there.

But then when you start to look at the classes that they’re taking and the application piece in those courses, you can sort of say, yes, but you also in this course did storytelling of a community and also created a podcast. So this is also an application piece where you can add to your resume, too.

So helping students to think and link experiential learning to application, and demonstrating that is definitely an added plus, and this is why a lot of these courses are also very popular and very highly rated for students because they’re starting—they start to see that they’re also gaining transferable skills while engaging in these courses, too, that they can then add to their resume and be able to speak to at an interview as well.

Like, I’ll give you the example of the community needs assessment that the students that I work with conduct. You know, they can talk about research. They can talk about, you know, being able to work with communities. They also have to interview a leader in that community, whether that be a politician or a school leader or anyone.

You know, so there are skills that they can then say here are some tangible outcomes as a result of this assignment, and that’s why experiential learning can also help when it comes to merging career paths for students.

FASKIANOS: Great. So a few more questions in the chat.

Jim Zaffiro, who is at Central College, has asked what recommendations would you have for incorporating civic engagement into a common first-year experience course?

MATEO: Mmm hmm. Yes. So looking back at Astin’s model of input-environment-outputs, right, so we need to figure out, like, you know, how can we create a baseline for students to best understand what it means to be civically engaged and the environments piece of it.

So what I would say, making sure that they understand the community they’re a part of, what are some of the issues and needs, providing reflection for them to talk about how they have been engaged, how do they see themselves as engaged citizens and providing opportunities for them to get exposure to working with community members and working outside of the community as well.

So we do this starting from our orientational language and thinking, where we start to not only provide articles and readings on this but we’re also getting students to volunteer and get—and having students to think about how they want—how they want to be involved, and showing them a lot of the student-led initiatives that we offer that they can either get involved or start on their own.

And then throughout the first year they also have what’s called the Citizen Science Program, which is a January term, where students start to see how science and citizenship come together and work together. And during that time, we also have our MLK Day of Engagement, which is a day for students to also go out and volunteer into the community and reflect on their volunteer work as well.

So that’s kind of how we’ve embedded a lot of engagement for our first-years to making sure that we’re providing them with engagement, adding courses for them to think about what does it mean to be engaged in either a civic engagement course or experiential learning courses and opportunities throughout the year for them to be involved, which, ultimately, we were then promoting for them how they can—how they can apply for these community action awards and also for the summer, but also what are ways for them to get engaged through the broader OSUN network.

FASKIANOS: Great. How has the pandemic exacerbated preexisting community needs? How have you at Bard deepened students’ civic engagement in order to help alleviate the pandemic-related effects that we are seeing in our communities?

MATEO: Yes, and as we all know, when it comes to community-based work in civic engagement, you know, we all had to, you know, come indoors, and we had this notion that we had to be there to be able to engage with the community. So we developed—and this is also part of our civic engagement website—a tool kit on how to do engagement virtually, how to be able to do blended learning as well, and making sure that we still had a commitment to our community leaders. And our community partners also were able to come into our classes via Zoom and engage with students as well, and we helped students find virtual engagement, whether it be tutoring, whether it be, you know, helping to analyze something and sending it back. So these were some of the ways. But it did definitely create a halt, though we quickly found ways to not only build and provide resources but also pivot and making sure that we provide opportunities for students that were online and making sure that we showed a commitment to our partners as well.

FASKIANOS: So John Dietrich at Bryant University asks for examples, more examples in practice of bringing experiential learning into the classroom, so if you could put some—

MATEO: Yes. Yeah, so we have a course that’s called All Politics is Local and what we do in that—and what the faculty members do in that course is that they’re able to pair students with local internships in different government organizations, so not only are students learning about local government in the class but they’re actually interning at the same time in different local governments. Another example of a professor that teaches studio arts is a class called Portraits and Community where they get to talk to community members and identify the history of that community, also talk with Congress—with a member of Congress while painting these community members and learning their stories, learning how to tell their stories but using art as a way of engagement.

Another example is being able to develop tool kits, so, for example, looking at, you know, if you’re a professor in biology or in chemistry and you have a local river or you have, you know, an ecosystem or environment, you know, how has that changed throughout the years and how can students create experiments and be able to then provide knowledge for local leaders or community members to see if there has been change that has been happening there?

So I hope that this gives you some examples of community-based learning and education when it comes to doing it in the classroom. Podcasts have also been something that have been very important because students not only learn the skill on how to run a podcast and how to do a podcast, but then they also get to interview community members and do it—and be able to speak and provide the opportunity for storytelling as well.

FASKIANOS: Can you talk a little bit about the role civic engagement plays in international students’ educational experience? I mean, a lot of campuses have international students, and what does it mean for them and what are they taking back to their countries?

MATEO: Yeah, so working with the OSUN network I’ve learned a lot about what other campuses have been doing and how they do civic engagement, and at some campuses civic engagement is embedded from the beginning. They are taking courses, they have to graduate with a certain amount of hours to be able to get their degree, you know, and some institutions in the United States do that, some don’t per se, you know, so—and then also thinking about what—so for them also thinking about what does it mean to be engaged in their communities, and what are some of the work that they are doing as well? So civic engagement can look differently, so some of it can be tutoring. Some of it can be, you know, mostly youth engagement. A lot of it can be gender equity and working to raise awareness on gender issues. So there has been a great sense of education knowledge on my part on seeing how other institutions work on civic engagement. At the same time, it’s also great because we’re able to talk about civic engagement and develop that baseline and learn how we can grow together, and what are some things that they’re doing that we can do and vice versa? So that—so I would say that in some institutions globally, civic engagement is embedded from the beginning and students have to make sure that they are taking courses on engagement. Some of them have, like, first-year sophomore-, junior-, senior-level seminars on engagement, and then others, you have to have a requirement of graduation for a certain amount of hours. So that’s how, kind of, it’s worked.

FASKIANOS: Brian, you talked about inputs and outputs and metrics, so have you measured how civic engagement, the programs that you’re doing are affecting students’ perspectives on diversity, equity, and inclusion?

MATEO: Yes, we have, actually, and—I have this here in my notes—yes, and 89 percent of them say that it has created an awareness of social justice issues and it has also enhanced their learning. So we’re seeing that this is something that is showing and demonstrating that by engaging, and also at times engaging with difference, it has helped their learning. And over 90 percent of students say that they would continue to engage our—engage with arts and science courses or experiential courses as a result of that.

FASKIANOS: Do you do that survey after each semester or is it at the end of the academic year? How are you doing that?

MATEO: Yeah, so we do that survey at the end of each semester when it comes to faculty courses. When it comes to the engagement that students are doing outside of the classroom we also try to assess that, too, which I do midway and also at the end, and some students also do culminating projects, as well, that they are incorporating—at the end of their academic career they are talking about how civic engagement has helped them. So an example of that is—and this is the certificate in civic engagement that we’ve recently launched. You know, students will be able to apply for what’s called an engaged senior project grant that they can get funding to be able to add civic engagement into their final project too, so that’s—we’re measuring and seeing how many students are interested and want to be able to engage in that.

So I would say all together we are doing—you know, and sometimes, you know, we capture a lot of data and sometimes, you know, so we try to make sure that we’re doing it as holistic as possible but we do it at the end, so at the end of each semester if a course qualifies as experiential learning, we are doing—so it’s a separate evaluation outside of the normal class evaluation, and then we start to see and look at the metrics and what students have learned and, like, now we can start to gather and tell stories behind, you know, what these courses are doing.

FASKIANOS: Great. So we have a follow-up question from Manuel Montoya: How does experiential learning and community engagement avoid essentializing the communities you engage with? On a related note, how does one navigate who gets to represent community needs when working on issues of engagement?

MATEO: Yeah, this is a very, very, very, like, a thin line. Right? And it comes, again, with mutual respect, reciprocity, active listening. Some of the time community partners come to us and say, hey, we have a need and then we evaluate it and see how we can help that need. Other times, faculty or even students are like, hey, here is something that we should be working on and then we do that. Right? So an example of that is the Bard Prison Initiative. A student came and said, hey, look, we should be working on this and then it became an institutional part of Bard and now it’s one of the largest prison education programs for incarcerated individuals across the nation. You know, so—and it takes a lot of reflecting and making sure that the community’s needs are also in the forefront, because we don’t want to usurp or take on, you know, or say, like, oh, this is ours now. No, this is “in collaboration with.” This is not a “we do this” per se. So that’s why we have developed the principles of equity, and I’ll share that, as well, with Irina so you can get a sense—that talks about this is, how can we make this equitable? How can we acknowledge and reflect on the work that we’re doing? How do we—how are we not making sure that we’re showing up and saying, like, oh, look, we’re here, as like, you know, how—saving a community. But no, we’re here to help enhance a community while they’re enhancing our learning and providing assistance for us as well. So it has to be reciprocal in order for you to maintain a deep and sustained relationship.

FASKIANOS: Great. And I’m just going to flag—I don’t know if people are looking at the Q&A but Chip Pitts was building on what you talked about the importance of climate as a health issue. There’s a study that’s worth looking at, www.thelancet.com/countdown-health-climate, so you can look there.

MATEO: Thank you, Chip.

FASKIANOS: We do have another comment.

I’ve benefited immensely from this discussion, bringing to fore the relevance of community engagement for students and faculty. I’m seeing new areas I can suggest for experiential learning to my institution.

Terrific. That’s great.

MATEO: Thank you. I’m glad.

FASKIANOS: Really appreciate that from NenpoSarah Gowon—and the last name is cut off.

All right, so I wanted to ask you about—in your view, do you—I mean, you’ve been doing this for a long time. What do you see as the challenges that you’ve faced in sort of bringing this along in your community? And what have been the unexpected surprises and the receptivity to this approach of experiential learning and critical thinking, et cetera?

MATEO: Thank you. That’s an excellent question and here’s reflection, you know, as we talk about experiential learning. Right?

So I would say that my—so I was—so I’m fortunate enough to be able to work with the OSUN network to be in—and become a lifelong learner myself and learn how other institutions have been doing this. And going back to what Manuel was alluding to is that when something is new it’s hard to bring in change. Right? So when asking people, hey, do you want to teach a course on experiential learning or asking a student, hey, do you want to also do this type of civic engagement work, what sometimes is heard is, oh, this is more work; this is going to be too hard. Right? So how do you show those benefits, right? And in the beginning, initial stages, it’s going to be an uphill battle. But once you have one or two or a group of people doing it and talking about how great it is and how their students are engaged—like, in some of the assessments students are asking for more time in those courses because they’re like, this is so—this is great, that we want to make sure that we meet more or we want to make sure we have more time to do—to engage in these courses, so now we’re seeing that students want more of these courses and not just of the courses in general but maybe adding a third section instead of just meeting two times a week per se. You know? And then—and funding can also be something that’s very—that can be challenging because, you know, you need to make this a commitment in saying, like, yes, we are going to fund, let’s say, for example, thirty student internships over the summer because we believe that this is going to help engage their learning. We believe this is going to create an opportunity for them moving forward. Right? So—and researcher—sometimes, you know, if you’re in a metropolitan area, it’s easier for you to say, yeah, we’re going to go to a museum or we’re going to go to this community because we can all just take public transportation. But if you’re in a rural environment, you’re relying on vans and buses and so on and so forth, and that can sometimes run you $500 to $2,000 per visit, you know. So you also have to think really strategically and think smarter, not harder, and how are you engaging? Right? Because one of the detriments is that great, we went to one community once and as a result of that, like, what would happen—because, again, it goes back to sustained, deepening relationships, so those are some of the things that can be some of the challenges.

Some of the breakthroughs for me is when you start to see the learning connect, when a student’s like, you know—you know, I once had someone from the New York City’s mayor’s office come speak to the students in my class and it really warmed my heart when a student was like, I didn’t know that I had access; I didn’t realize that someone like me could be able to speak to someone from the mayor’s office. And I’m like, but you’re also a citizen of New York City and this is what—you know, so there was that disconnect for the student; it was like, wow, I can do this. Another student wants to—is pursuing, you know, a degree in political science and stuff like that. You know, or even when a student did a research project on the tolls of the taxi in New York City because that student felt they had a personal connection to this, and then they were able to see how, you know, some stories were similar to what—to the narrative that they had and be able to then share some possible solutions and show that they can also be active citizens and engage and be empowered. That is the other piece that, like, once you see that people start to be empowered, they want to continue doing this work and it’s, you know, my job and the job of others at other higher education institutions to continue to empower and continue to provide opportunities and shed light, you know, because some of this is also exposure.

You know, thinking about outputs; it’s like sometimes you know what you know, but then when you meet a professor that’s doing some type of research that you’re just like, wow, this is so intriguing; I never knew I could do this. That’s something that is also very influential for the student.

And I’ll give you a personal anecdote about myself. I myself have been an experiential learner. You know, I went to college and I got my master’s in higher ed administration, but all of a sudden I’m working with international communities, I’m also part of the Council on Foreign Relations doing research on climate, and teaching experiential learning. And that is as evidenced by Bard being a private college for public interest, and also enabling us to be a part of the system that we ourselves can be experiential learners and be able to do different things and sometimes, you know, like, not necessarily shift our careers but find new interests, because this is what we want to do and develop the system that can be reciprocal for our students, faculty, staff, and community.

FASKIANOS: Well, with that, we’ve reached the end of our hour. Brain Mateo, thank you very much for sharing what you’re doing at Bard, your stories, and we will circulate to everybody the resources that you mentioned, and, you know, just want to thank you for your dedication.

And to everybody on this call, I mean, it really has brought home for me the important work that you all are doing to raise the next generation of leaders, and we need them and you all are role models for young adults who, as somebody said, their parents have never gone to college and really need some guidance on next steps.

So thank you to you, Brian, and to everybody on this call for what you’re doing in your communities.

We will share Brian’s email address and you can follow him on Twitter at @brianmateo. So I encourage you to follow him there.

Our next Higher Education Webinar will be in November, and we will send the topic speaker and date under separate cover. And so I encourage you to follow us, @CFR_Academic on Twitter, and visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for more resources. And of course, as always, you can email [email protected], with suggestions of future topics or speakers you would like to hear from. We’re trying to be a resource for all of you and support you and the important work that you are doing.

So Brian, thank you again.

MATEO: Thank you. And I’ll make sure to share resources with you. Have a great day.

FASKIANOS: Wonderful.

(END)

Panelists discuss the impact of COVID-19 on democracy in Africa, including suspended elections and lockdown measures sometimes used to target opposition groups and the media, as well as steps some countries are taking to safeguard civil liberties during the pandemic.

The Darryl G. Behrman Lecture on Africa Policy is held in memory of Darryl G. Behrman, who was originally from South Africa and had an abiding passion for Africa and international peace. The annual lecture is funded by members of the Behrman family.

This meeting is part of the Diamonstein-Spielvogel Project on the Future of Democracy.

Martin Indyk discusses his new book, Master of the Game: Henry Kissinger and the Art of Middle East Diplomacy. A perceptive and provocative history of Henry Kissinger’s diplomatic negotiations in the Middle East that illuminates the unique challenges and barriers Kissinger and his successors have faced in their attempts to broker peace between Israel and its Arab neighbors and how Kissinger overcame them to lay the foundations for an American-led Middle Eastern order. 

The CFR Fellows’ Book Launch series highlights new books by CFR fellows.