In a recent video conversation, Columbian College of Arts and Sciences Dean, Paul Wahlbeck discusses the politics and policies of immigration in the United States with Dr. Kimberly Morgan, professor of political science and international affairs, as well as Elliott School’s Associate Dean for Faculty Affairs.
Dr. Morgan is currently working on a book that analyzes the evolution of the immigration enforcement system in the U.S. During her conversation with Dean Wahlbeck, she highlights how this system has significantly changed, particularly following the terrorist attacks of September 11, 2001. This pivotal event led to the establishment of the Department of Homeland Security and subsequent increases in resources allocated to border security. However, as Dr. Morgan points out, these developments were also influenced by underlying political dynamics that reflected rising immigration levels.
Dr. Morgan explains that local concerns emerged as more migrants began to settle in different parts of the Midwest and Southeast. She describes the “failure to really grapple with the root causes of migration, including undocumented migration,” as central to the arguments for overhauling the immigration system and emphasizes that these root causes extend beyond policy discussions to encompass the U.S. labor market’s demands for workers, as well as humanitarian aspects like asylum-seeking.
Reflecting on recent trends, Dr. Morgan notes that the surge in immigration under the Biden administration—approximately eight million new arrivals—has sparked considerable backlash. However, she points out that studies consistently demonstrate the substantial economic benefits of immigration. Dr. Morgan cautioned that a reversal of current immigration policies could stifle this economic potential.
In her comparative politics class, Dr. Morgan emphasizes the significance of migration as an essential component of globalization. She argues that migration is a vital part of the global economy underpinning the forces that drive economic prosperity.
Tell us about your story, and what motivated you to apply to the Rhodes Scholarship?
I found my inspiration to study peace and conflict in the memoir of Lt. Gen. Romeo Dallaire, the UN Force Commander during the Rwandan genocide. My shock at how the world failed to protect human life in Rwanda inspired me to work in conflict prevention and seek out the convergence in US foreign policy between our national interests and the betterment of humanity. Working as an analyst in the Policy Directorate at the State Department’s Office of Foreign Assistance Oversight over the last year has given me insight into how we can synchronize our instruments of national power to pursue this convergence, as well as the pitfalls that can undermine it. In the wake of the shutdown of USAID, I think the US should take advantage of an opportunity to rethink how we approach policy towards developing and conflict-affected countries with the benefit of decades of hindsight, and I want to gain world-class skills that will allow me to better contribute to this next chapter. Collaborating with British diplomats at State showed me how important and effective the US/UK partnership can be, and I want to bring home lessons from Britain’s top scholars and researchers about the country’s experience with merging its own diplomatic and development offices just five years ago.
Can you describe the degrees and skills you’ll be pursuing at Oxford, and what led you to them?
Two essential characteristics of successful policy that I have learned at the State Department are feasibility and suitability, which requires an ability to both design policy that achieves the goals you want it to and create the environment in which that policy can thrive. To develop these abilities, I sought out programs with a combination of professional competencies, theoretical backing, and research skills that would allow me to examine what I learned in government and prepare me to return to public service armed with skills to meet the moment. Oxford’s Master of Public Policy combined with its MSc in Global Governance and Diplomacy is the ideal combination to accomplish these goals and learn from a highly international and experienced student base. For my MSc dissertation, I hope to work towards building an evidence-based framework for the future of development assistance in fragile states.
How did your time at GW shape your journey? Looking back on your GW experience, what courses, mentors, or opportunities have had the biggest impact on your growth?
What drew me to GW and to the Elliott School was the opportunity to study and work with brilliant, hard-working faculty and students who are dedicated to both building new knowledge and translating that knowledge into concrete change in the world. Though I could list dozens of excellent courses, Peacebuilding and Stabilization (Jason Ladnier), Transitional Justice (Elvira-Maria Restrepo), and Wartime Governance in Afghanistan (Muqaddesa Yourish) very effectively bridged this gap between scholarship and practice in a way that inspired and focused me. Additionally, the Dean’s Scholars Program at Elliott (Alexander Cromwell, Maryam Deloffre) was a fantastic introduction to graduate-level research methods and has been a foundational part of how I will approach my dissertation under the Rhodes.
What other parts of the Rhodes experience are you looking forward to?
Aside from the incredible academic opportunities and talented people I will meet, I am really looking forward to getting out into the English countryside! I want to try renting a narrowboat to steer through the locks of the Oxford Canal, hike Scafell Pike, England’s tallest peak, and ride my bike from town to town, getting a feel for the place at the local pubs. I am also thrilled to explore Oxford’s cavernous Bodleian Libraries and get engaged with the university’s excellent research centers, including the Institute for Ethics, Law, and Armed Conflict, Changing Character of War Centre, and Oxford Human Rights Hub.
What advice would you give current GW students who aspire to opportunities abroad?
Firstly, I would say don’t count yourself out. The personal drive, capacity for hard work, and concern for human causes that is disproportionately represented among GW students is a key part of what scholarships like Rhodes are looking for, and your energy will show and distinguish you if you let it. To help with this, the Center for Undergraduate Fellowships and Research, led by Dr. Jacob English, is a tremendous resource to help you identify opportunities that match your interests, think deeply about your “why,” and prepare for national competitions. Secondly, I would say that these opportunities often select for well-roundedness, a trait that GW students have a comparative advantage in developing. The more lenses you can add to your perspective, whether from academia, government, civil society, volunteer organizations, the military, and more, the stronger ability you will have to identify complex problems and contribute to their solutions. Finally, while having a clear personal narrative is important, don’t allow that narrative to control you and consign you to one path. Find room to surprise yourself, build meaningful relationships, and learn things you never expected to.
How has your military experience influenced your academic interests and your approach to leadership, both at GW and as you prepare for Oxford?
The Army, and my experience as a cadet through Georgetown Army ROTC, has played an instrumental part in my career direction and personal outlook. The Army is fundamentally a people business, and no other organization I have been a part of has forced me to think so deeply about the nuanced dynamics of working in and building teams. One of the first things you learn in training to be an officer is that leaders are “responsible for everything the unit does or fails to do.” At the same time, officers generally enter their first assignments as the youngest and least experienced in the unit. Learning to lead under these conditions is a transformative personal development experience that has led me to focus on ownership, humility, and flexibility as cornerstones of leadership. It has also taught me valuable lessons about working in large organizations, including bureaucratic function and dysfunction, defining goals at the strategic, operational, and tactical levels, and reconciling the interests of your organization with those at echelons above and below you. While in the UK, I hope to continue my service by working at the Joint Analysis Center at RAF Molesworth and learn how intelligence cooperation strengthens our national security while supporting the US/UK partnership.
Read More about Andy Tomusiak and the Rhodes Scholarship
A new study from the George Washington University finds that the humanitarian aid system is undergoing fundamental changes following the U.S. Agency for International Development’s (USAID) withdrawal from key global operations.
Grady worked alongside Erica Gralla, associate professor in the engineering management and systems engineering department at GW Engineering, and Maryam Deloffre, associate professor of international affairs and director of the Humanitarian Action Initiative.
Key findings (from interviews in summer 2025):
Trust relationships have fractured. With many local NGOs being left stranded mid-project, they are wary of re-engaging with U.S. funding partners.
Coordination systems have broken apart. With some formal mechanisms no longer active, organizations now depend increasingly on informal networks.
Priorities have narrowed. Agricultural development support has been broadly curtailed, leaving in place short-term in-kind food aid and some humanitarian assistance.
Peer-to-peer networks are evolving. Organizations that once worked through formal networks convened by USAID, the United Nations, and others are increasingly sharing information and advocacy strategies through informal channels.
“These findings demonstrate that the humanitarian ecosystem is not simply experiencing temporary disruption, it is reconfiguring,” said the team. “The pathways of funding, information and cooperation that defined the aid sector for decades are giving way to a thinner, more fragmented system. The urgent question is not only what was lost in 2025, but how humanitarian organizations will operate with each other and with communities moving forward.”
To answer that question, the team has launched a real-time pulse survey to evaluate how funding, information and partnerships are changing across the humanitarian aid sector over the next year.
“The story of 2025 is not only one of crisis, but also of crossroads,” Grady says. “If we act now to capture and analyze these changes, we can shape a more resilient, equitable and evidence-driven aid system for the years ahead.”
The Central Asia Program, in collaboration with the Silk Road Dance Company, hosted a vibrant Women’s Day Festival, bringing together over 400 attendees to celebrate the rich heritage of Central Asia and honor the inspiring women who have shaped its history. The event offered a unique blend of cultural experiences, engaging discussions, and dynamic performances, creating a festive atmosphere filled with learning, appreciation, and community spirit.
A major attraction of the event was the Central Asian Heritage Bazaar, where attendees explored a diverse array of handcrafted jewelry, traditional clothing, authentic food, arts and crafts, and books showcasing the region’s rich history. Fourteen vendors, including representatives from the embassies of Kazakhstan and Uzbekistan, along with artisans, engaged with visitors, sharing the stories behind their work and offering an immersive cultural experience. The bazaar also provided an opportunity to learn more about Central Asian tourism, rugs, and carpets, further deepening appreciation for the region’s craftsmanship.
Adding to the intellectual engagement of the festival, renowned author and dance historian Laurel Victoria Gray led a discussion on her book Women’s Dance Traditions of Uzbekistan: Legacy of the Silk Road. She provided a fascinating look into the evolution of Uzbek women’s dance, tracing its roots through the Ferghana, Khiva, and Bukhara styles and exploring its connection to the Silk Road’s broader cultural exchanges.
One of the most anticipated moments of the festival was the series of live performances that brought Central Asian traditions to life through dance and music. The Silk Road Dance Company, Marjona Dance Group, Anacare, and Education Uyghur School captivated the audience with their graceful movements and vibrant rhythms, showcasing the beauty and diversity of Central Asian performing arts. These performances were a highlight of the day, offering both entertainment and a deeper cultural appreciation for attendees.
Throughout the festival, inspiring stories of 25 Central Asian women were shared, highlighting their achievements in various fields and their role in shaping history. Their resilience and contributions served as a source of empowerment and reflection for many in the audience.
The Women’s Day Festival was a resounding success, bringing together people from diverse backgrounds to celebrate culture, creativity, and the strength of women.
The George Washington University has been recognized once again as a top producer of Fulbright scholars and students for the 2024–25 academic year by the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA).
GW made the list with 13 Fulbright U.S. students and five Fulbright U.S. scholars for the academic year.
In a congratulatory letter to President Ellen M. Granberg, Scott Weinhold, ECA principal deputy assistant secretary, called the honor “a testament to [GW’s] deep commitment to international exchange and to building lasting connections between the people of the United States and the people of other countries.”
The recognition honors dedication to research and service, Granberg said, noting that it also acknowledges academic excellence at GW.
“The George Washington University is proud to be recognized as one of the leading institutions with a significant number of Fulbright recipients,” she said. “This recognition highlights the exceptional academic achievements of our students and scholars, as well as their dedication to pioneering research and making a meaningful impact at local, national and global levels.”
The Fulbright Program is the U.S. government’s flagship international academic exchange program. Since 1946, the program has provided over 400,000 talented and accomplished students, scholars, teachers, artists and professionals of all backgrounds with the opportunity to study, teach and conduct research abroad.
Fulbright U.S. students are recent college graduates, graduate students and early career professionals participating in study/research exchanges or as English teaching assistants in local schools abroad. Fulbright U.S. scholars are faculty, researchers, administrators and established professionals conducting research in affiliation with institutes abroad.
“This recognition serves as a reminder that the pursuit of knowledge and understanding transcends borders and that universities play a critical role in shaping the future by empowering individuals to become leaders and global citizens,” said Jacob English, director of the Center for Undergraduate Fellowships and Research and himself among the current class of Fulbright U.S. Scholar. The other Fulbright scholars are faculty members at the Columbian College of Arts and Sciences.
Among 130 colleges and universities, GW was one of only 19 institutions selected as a top producer of both Fulbright U.S. students and U.S. scholars, English noted.
This year’s designation was marked by several firsts, including an initial cohort of GW scholars in Hungary, Lithuania and Namibia. The 2024-25 scholars were also nearly equally divided between those receiving grants for teaching English and those receiving grants for conducting research, most of whom were undergraduates at the time of their application, English said.
Fulbright alumni work to make a positive impact on their communities, sectors and the world. They have included 44 heads of state or government, 62 Nobel laureates, 90 Pulitzer Prize winners, 82 MacArthur fellows and numerous leaders and changemakers who build mutual understanding between the people of the United States and the people of other countries.
“Being recognized as a Top Fulbright Producer reflects GW’s commitment to academic excellence as well as its dedication to fostering global understanding, cultivating leadership and shaping a future where cross-cultural collaboration thrives,” English said.
The 2024–25 class of GW student recipients and their fellowship countries:
Erin Cieraszynski, Elliott School, English Teaching Assistant Award, Colombia, Bachelor’s
Mavetjiua Haimbodi, Elliott School, Open Study/Research Award, Namibia, Master’s
Dylan Kassin, Elliott School, Open Study/Research Award, Germany, Bachelor’s
Isabella Nieminen, Elliott School, English Teaching Assistant Award, Georgia, Bachelor’s
Jillian O’Hara, Elliott School, English Teaching Assistant Award, Uruguay, Bachelor’s
Alexandra Ravano, Elliott School, Fulbright English Teaching Assistant Award–Roma Student Initiative, Hungary, Bachelor’s
Sezin Sakmar, CCAS, Fulbright-Nehru Open Study/Research, India, Bachelor’s
Niyati Shah, Milken Institute SPH, Fulbright-Nehru Open Study/Research, India, Bachelor’s
Lalitha Shanmugasundaram, Elliott School, Fulbright-Nehru Open Study/Research, India, Bachelor’s
Natalie Snelson, Elliott School, English Teaching Assistant Award, Thailand, Bachelor’s
Caleb Torres, Elliott School, English Teaching Assistant Award, Colombia, Master’s
Meredith Wells, SMHS, Fulbright-Fogarty Fellowships in Public Health, Peru, Doctorate
Desiree Winns, Elliott School, Open Study/Research Award, Lithuania, Master’s
GW Fulbright U.S. Scholars for 2024–25:
Eric Cline, professor of classics, history and anthropology (Israel)
Jacob English, director of the Center for Undergraduate Fellowships and Research (Germany International Education Administrators Program)
Ashwini Tambe, professor of women’s, gender and sexuality studies and history (India)
Allyson Vieira, assistant professor of foundations (Greece)
Somewhere in an apartment building in Kyiv, Ukraine, sits an unwashed coffee cup on a desk next to a stack of schoolbooks for a high school sophomore with the world ahead of her. Every day for the past three years, that same student—now a first-year international affairs major at the George Washington University—has hoped and prayed that she will one day have the opportunity to put those objects away.
At this point, of course, the coffee mug and books are merely metaphors for home, and their preservation represents hope. And the world ahead of her now is so vastly different.
Because when Mariia Prishchak and her family left for their annual family vacation to the Hawaiian island of Oahu in February 2022—carrying just one suitcase for the entire family of five that included her parents and two younger sisters, the Russian military had not yet launched the largest full-scale attack on a European country since World War II. Its presence on Ukraine’s eastern border at the time the Prishchaks left for their tropical trip was chalked up by some as an intimidation tactic in an ongoing eight-year struggle that started when Russia first invaded and then annexed Crimea in 2014.
“Everyone knew something might happen, but no one really believed it,” Prishchak said.
Then at roughly 4 p.m. Hawaii time on Feb. 23—which was the early morning hours of Feb. 24 at home in Eastern Europe, the world as her family knew it changed forever. With a simultaneous air and ground attack, war had become a haunting reality.
As she was at the beach some 7,600 miles away from home, Prishchak received a text from her mother to come to the hotel immediately.
“When I got back, she was crying. My dad was on the phone, speaking with multiple people, and I turned on my phone to see messages from friends in Ukraine saying, ‘We hear sounds, we don’t know what’s happening. Is the war starting?’” Prishchak said. “It felt like a nightmare. One minute I was at the beach with my family, and the next I was hearing that my home, my family and my friends were in danger.”
Keeping their return tickets for two weeks later, the Prishchaks were hopeful peace would prevail. But that would prove to be just that—hopeful. The war still rages on nearly one million injuries and deaths—many of those civilian—later.
The Prishchaks have never left Hawaii, forced to build a new life on the island while constantly keeping tabs on their former one, where every day they check in on the safety of their loved ones, neighbors, teachers and friends. To Prishchak’s knowledge, her family’s apartment building in Kyiv, where her entrepreneurial parents owned and operated a cosmetic company they are still trying to run from afar today, is still standing.
The family is forever grateful to the Hawaiian communities who embraced and supported them.
In the years that have followed, Prishchak has found herself constantly explaining that her family didn’t just choose to leave their homeland in wartime. They were stuck abroad. It has felt wrong, Prishchak said, to be anchored in Hawaii when people she loved faced constant danger back home.
“It’s a tough conversation, but I’m trying to stay connected with the place I came from,” Prishchak said. “I follow my high school on social media, and I see how brave the kids are, like these first graders who draw pictures for soldiers on the front lines while hiding in basements. It’s so inspiring.”
What has happened the past three years has inspired Prishchak herself to go down a different route.
When she left for Hawaii in 2022, she was 16 and had ambitions of being an entrepreneur like her parents. She admittedly wasn’t interested in politics. But after the war broke out, Prishchak vividly remembered a conversation with her father about why powerful people and entities choose physical force over diplomacy. “Why can’t we just all talk it out and avoid war?” she asked him.
Her father suggested that if she wanted to dig deeper, perhaps she should study international affairs, political science or diplomacy.
“I realized this was much more interesting than sitting in an office with red lipstick every day,” Prishchak said, grateful for her parents’ support in this career path pivot. She soon began researching “best colleges for international affairs” using ChatGPT.
GW was near the top of that list. Scott Liedtke, the college counselor at Oahu’s Le Jardin High School, confirmed what AI had spit out to her.
“Once the reality hit that college in the U.S was going to be a viable option due to the ongoing situation in Ukraine, Mariia and I had lots of conversations about college and the college process in the United States,” Liedtke said. “She ended up applying to a handful of schools and ultimately made the best decision for herself, attending GW. She possesses change-making qualities with a genuine interest in those around her. GW made a great choice.”
Prishchak earned three diplomas while in Hawaii—the one from Le Jardin, its International Baccalaureate program and one from back home in Ukraine, where she finished her coursework online.
“I couldn’t be more complimentary of Mariia’s resilience, determination and pragmatic approach,” Liedtke added.
After the GW admissions office diligently worked to accommodate her extraordinary circumstances, Prishchak began her study of international affairs in fall 2024 with ambitions of using her education and the diplomatic skills she gains at the university to contribute to rebuilding her own country after the war.
“I dream of returning to Ukraine as a professional, as someone who can help rebuild, maybe as a diplomat or in foreign service,” said Prishchak, at GW on a student visa.
She has immersed herself in her studies and extracurriculars at GW. Outside the classroom, Prishchak is active in Delta Phi Epsilon, a dance team, and both the Ukrainian and Hawaiian student associations. She is invigorated with how driven people are around her.
Her first semester confirmed her confidence that she made the right decision to come to GW and D.C., and she’s constantly reminded of her “why.” She has drawings from her sisters above her desk in Thurston Hall, and a family friend recently mailed a brown winter coat she had in Ukraine, which she has been wearing around Foggy Bottom during this cold stretch of D.C. weather.
Above her bed is a Ukrainian flag signed by some of the country’s elite former rowers, including her godfather. “It’s a really meaningful gift, knowing that they haven’t forgotten us and that they’re still waiting for us to return,” Prishchak said.
Many of the places she loved are either destroyed or under renovation. The metro station she used to take to school, for instance, is gone. It’s heartbreaking for her to think that one day she might wake up to the news that her home in the city center is no longer there, but she holds on to hope that it doesn’t happen.
“It’s incredible how, even in the face of such horrible things happening, Ukrainians keep fighting for each other and keep their spirits high,” Prishchak said.
“I pray that Ukraine stays strong and that the future is brighter for everyone.”
Prishchak knows that whenever she does go home, it won’t be the same. Nothing ever will be in Ukraine.
As Jenkins brings her expertise to the Elliott School, she joins three current experts, positioning the school as a leader in gender-focused security policy.
Authored by: Brook Endale
Ambassador Bonnie Denise Jenkins has joined the George Washington University’s Elliott School of International Affairs as the Shapiro Visiting Professor of International Affairs. Jenkins, who has a distinguished career in diplomacy, arms control, international law and security, brings her expertise to the classroom, teaching undergraduate and graduate students.
The Shapiro Professorship, created in 1992 by the J.B. and Maurice C. Shapiro Foundation, aims to bring in high-level professionals to teach at the Elliott School, offering students a chance to learn from those who have accomplished extraordinary work throughout their careers.
Jenkins’ career has been defined by her leadership on critical global issues. Since 2021, Jenkins has served as the U.S. under secretary of state for arms control and international security. She’s been instrumental in shaping U.S. policies around nuclear security, arms control and the fight against biological, chemical and nuclear weapons. She made history as the first African American to be an under secretary of state.
In May 2023, Jenkins was appointed by Secretary of State Antony Blinken to lead efforts on AUKUS, the trilateral security partnership among Australia, the United Kingdom and the United States. She was also previously the special envoy and coordinator for threat reduction programs during the Obama administration, working to keep weapons of mass destruction (WMD) materials out of the hands of non-state actors. She also led the U.S. delegation to the Nuclear Security Summits from 2010 to 2016 as U.S. Representative to the G7 Global Partnership Against the Spread of WMDs.
Along with her contributions to the country throughout her illustrious career, Jenkins is equally passionate about inspiring the next generation of leaders in international affairs, which is why she is excited to return to the classroom.
Jenkins previously taught a course on arms control and weapons of mass destruction at the Elliott School as a professorial lecturer in 2020 and 2021. Also in 2021, she delivered the Elliott School’s commencement keynote address.
“I really enjoyed teaching and this time, I’m really looking forward to finding more opportunities to be involved on campus,” Jenkins said.
She hopes her students will leave her class with a deep understanding of the complexities of international security and the evolving challenges facing global leaders today.
“One of the things we’re looking at in my course is evolving issues. So, there are no answers yet on how the global community tackles some new international security challenges,” Jenkins said. “It’s about finding ways to increase stability in an international security environment that’s always in flux. And adjusting our strategies to meet the demands of today’s security landscape.”
Jenkins’ commitment to diversity in the security and peacebuilding sectors is also a cornerstone of her career. She founded Women of Color Advancing Peace and Security (WCAPS) to support women of color in this field by creating a network of mentorship and advocacy.
“Security affects everyone, and for too long, women and people of color have been underrepresented in these spaces,” Jenkins said. “It’s important to continue encouraging women to see these issues as something they can and should be involved in, and to make sure that we’re present at the table, advocating for solutions that benefit all people.”
As Jenkins teaches at the Elliott School, she will join three other current faculty members who are security policy specialists interested in gender—Chantal de Jonge Ourdraat, Renata Giannini and Shirley Graham.
In the fall, De Jonge Oudraat joined the Elliott School as the program director of the Master of Arts in International Affairs (M.A.I.A.) and the John O. Rankin Professor of International Affairs.
De Jonge Oudraat has a long-standing involvement with Women In International Security (WIIS) and served as its president and chief executive officer from 2013 to 2021. The organization’s mission is to help women advance to leadership positions in the field of national and international security affairs. The organization was started in the mid-1980s by a small group of academic women who were frustrated that they were marginalized in their field. WIIS is now a global network with many international affiliates.
Giannini is an associate professor of practice of international affairs and the assistant dean for executive education and special initiatives at the Elliott School. She focuses her research on the intersection of gender, conflict and climate change. For the past 16 years, she has been a researcher and practitioner working in think tanks, international organizations, and development banks in Argentina, Brazil and the U.S., where she has been able to influence public policies in areas related to public safety, gender equality, sustainable development and democratic transformation.
Graham is the director of the Gender Equality Initiative in International Affairs and an associate professor of practice in international affairs at the Elliott School, where she teaches courses on global gender policy, gender and women in global politics. She created the Student Consortium on Women, Peace and Security in 2021, and launched the first undergraduate gender concentration in 2023. Her work focuses on gender, militaries and peacekeeping, feminist foreign policy, and gender-based violence and trauma.
Together, these faculty members position the Elliott School as a leader in gender and security policy.
The former Elliott School dean concludes his post as U.S. Ambassador to South Africa.
A flag ceremony marking the official conclusion of Ambassador Reuben E. Brigety II’s tenure as United States Ambassador to South Africa took place at the Elliott School of International Affairs on Friday. Brigety, who previously served as the school’s dean, was confirmed as the 29th U.S. Ambassador to South Africa on July 21, 2022. This momentous event celebrated his distinguished service and legacy at both the school and in international diplomacy.
Inaugural Program Culminates in #OnlyatGw Experience for Undergraduates
Capstone projects are rigorous culminating educational experiences traditionally reserved for Elliott School M.A. students. Each year, students collaborate with client organizations to identify policy solutions to current global challenges. Capstone teams conduct in-depth research and analysis, ultimately presenting policy recommendations to some of the most prestigious institutions in Washington and beyond.
For the very first time this past semester, Elliott undergraduates were given the same opportunity to undertake a capstone course. Students who signed up for the inaugural course were lucky enough to have Dr. Keith Noble as their instructor. By day, Dr. Noble serves as the Bureau Chief Data Officer and Director, Office of Advanced Analytics, in the Department of State’s Bureau of Conflict and Stabilization Operations (CSO). He leads the Bureau’s efforts to harness data analytics to enhance foreign policy decision-making on issues related to conflict prevention and stabilization. Prior to joining the State Department, Dr. Noble co-founded Blackcloud International, LLC, a leading data analytics firm based in Abu Dhabi, UAE. He also previously served as the Pinkerton Consulting & Investigations, Inc. and spent nearly a decade with the Central Intelligence Agency (CIA).
The student-led teams presented on a diverse variety of topics, including gang demographics in Haiti, mapping pro-democracy groups in Burma, climate security in Women, Peace, and Security (WPS) National Action Plans (NAPS), disarmament, demobilization, and reintegration efforts (DDR) in WPS National Action Plans, and protest trends in Central Asia.Officials from across the State Department attended the presentations, including CSO leadership and desk officers from relevant regions.
As students entered the State Department building adjacent to the Elliott School for a security check, they appeared a bit awestruck. However, they quickly found their footing as they presented their findings to an in-person and remote audience, eagerly responding to questions and receiving compliments from relevant CSO teams.
We spoke with Dr. Noble about his motivation for teaching an undergraduate capstone course at the Elliott School. He shared, “The Elliott School has some of the most accomplished and dynamic international affairs students in the country. I had little doubt that a class of undergraduate students—working in tandem with my colleagues in the Bureau of Conflict and Stabilization Operations (CSO)—would provide valuable research to address some of the Department’s highest priorities.”
One student remarked as he exited, “This is something I could never have imagined myself doing before coming to the Elliott School.” Clearly, Dr. Noble succeeded in his goal of helping to inspire and mentor the next generation of international affairs scholars and practitioners.
Artificial intelligence (AI) isn’t just on its way to humanities classrooms—it’s already there! From students asking philosophy questions to ChatGPT to professors using AI platforms for sharpening writing and research skills, AI is transforming the humanities world every bit as much as computer science labs.
And despite fears that it may encourage cheating or erode basic skills, some humanities scholars are seizing AI’s classroom potential—like self-proclaimed AI ‟early adopter” Alexa Alice Joubin, professor of English, theater, international affairs, East Asian languages and cultures, and women’s, gender and sexuality studies.
Joubin has made AI a centerpiece of her scholarship. She’s an affiliate of the new Institute for Trustworthy AI in Law & Society (TRAILS) at GW, a founding co-director of the Digital Humanities Institute and an inaugural GW Public Interest Technology (PIT) Scholar.
In the classroom, Joubin has embraced AI as a technology tool that can be as instructive to the humanities as an encyclopedia—or the written word itself. In her courses, she uses AI platforms to help students learn how to ask quality questions, conduct in-depth research and refine their critical questioning skills. As a PIT scholar, Joubin is pioneering trustworthy AI projects, including creating an open-access AI tutor based on her own teaching model. And she also champions the technology’s potential to create a more inclusive classroom for international students who may struggle with English and students with varying learning needs. ‟It’s an empowering tool if you deploy it responsibly,” she says.
In a recent conversation, Joubin explained what AI can bring to the humanities landscape—and how humanities can help shape the future of AI.
Q: You describe yourself as an early adopter of AI in the classroom. How did you first become interested?
A: I’m very interested in the relationship between art and technology. Technology relies on art.
When you launch a new technology, you are telling a story, a narrative. There is technicity in art, and artistic imagination brings forth new technologies. And, of course, art needs technology. If you think about it, what is a quill pen? It’s a craft for writing—a technology. Technology is any application of conceptual knowledge for practical goals. As early as ancient Greece, people were dreaming of machines that could do things autonomously. And even in the 20th century, [mathematician] Alan Turing famously gave us the Turing Test on whether there is consciousness in the computer—and consciousness is a humanities question. So this didn’t start with ChatGPT. It’s one famous iteration over a long history.
When generative AI came along in late 2022, I was thrilled. I jumped on it right away. I was disappointed in the early days. But I’ve been steadily teaching with AI and urging my students to look at it realistically and critically. It’s not a devil and it’s not an angel. But AI is in our mix and it’s not going away.
Q: Where are we in the relationship between AI and the humanities?
A: AI really is a humanistic issue, and it has ignited broad interest in questions about free will, mind and body and moral agency. When people talk about ChatGPT, they talk about these questions. That’s why the humanities are front and center in this [debate]. Humanities provides a range of tools for people to think critically about our relationship to technology and about the so-called eternal questions. What makes us human? How do you define consciousness? These classic philosophical questions have gone mainstream thanks to all the debate about ChatGPT. Free will has suddenly become an important topic.
Q: How do you think the humanities world is adapting to AI? It seems that most people are either pro-AI or anti-AI—and the humanities largely fall into the anti-camp. Am I wrong?
A: Unfortunately, there seems to be a lot of fear and uncertainty. Even worse, there’s an indifference—a thinking that this has nothing to do with humanists. But it actually has everything to do with everyone in fields ranging from humanities to social sciences and theory. It is forcing us to pause and rethink some fundamental assumptions.
But technophobia, fear and indifference can lead to a shunning of AI. And that translates into an unhealthy classroom. We know students are using it. When they graduate, they are expected to have literacy in it. And writing, critical thinking and meta-cognition are becoming all the more central because of AI’s challenges. The bar is being raised.
Q: Can you give me an example of what AI technology can bring to the humanities classroom?
A: It can bring a level of self-awareness, because AI is a social simulation machine. It cannot create new knowledge, but it’s a repository of social attitudes. I teach my students to treat it like a shadow image of society. It allows you to think at a meta level about your role in a society and how society reacts to certain things. For example, when I teach ‟Romeo and Juliet” in my drama class, students invariably have ideas about performing the play in a modern setting. AI can generate visuals for the scenes they describe in their heads. But students often come back to me and say: Why are Romeo and Juliet always white? Why aren’t they Black or Latinx or a queer couple? It forces them to rethink how they phrase their questions and their default assumption. It’s an extremely fun and eye-opening exercise, but it also helps us examine our unspoken, unconscious racism or sexism.
Q: As a new PIT Scholar, one of your priorities has been to explore issues around trustworthy AI. How do you see humanities contributing to that conversation?
A: How do you build trust? That’s fundamentally a humanistic question. And there are many ways to define it—transparency, ethics, accountability, interpretability. Humanities is particularly good at exploring these critical theories in complex domains that deal with open-endedness. They require agile thinking. You have to be dynamic and always assessing and reassessing the context. Humanities scholars know that there’s no single universal morality. It depends on perspective. And a key humanities contribution is the ability to entertain ambiguity and multiple perspectives at once.
“AI really is a humanistic issue, and it has ignited broad interest in questions about free will, mind and body and moral agency … That’s why the humanities are front and center in this [debate].”
