ANNUAL IMPACT REPORT 2020–2021
FROM THE DEAN'S DESK Despite many challenges beyond our control,
past year as part of a university-wide cluster
the past year was a good one for the College
hire. His Global (Dis)Information Lab is doing
of Liberal Arts. Our faculty, students, and staff
pioneering
showed
disinformation is created, harvested, circulated,
both
resilience
continued
hiring
continued
to
acclaim. capacity
We
world-class
win
national
made
for
understanding
and
faculty.
and
massive
remote of
initiative.
how
strides
and
weaponized.
example
of
our
cultures
our
important
how
around to
the
His the
the
study
research
of
is
just
humanistic
world
dealing
can
with
how
study
be
one of
critically
our
biggest
graduation rates stayed strong. And thanks to
spent the fall semester in Manhattan, as part of
your
the
University’s
and
interning
our
properly.
in
challenges. Government senior Hannah Hayes
exceeded
it
in
and
work
Our
extraordinary
do
Faculty
international
learning to
We
generosity,
already
we
ambitious
greatly
fundraising
goal.
a
program, start-up
taking that
classes
relies
on
predictive intelligence to guide retail marketing. Her
We
UTNY at
have
new
programs
to
provide
better
experience
students
have
is
just
each
one
of
year,
so
in
many
Austin
our and
financial support to our undergraduates, and
elsewhere, that are preparing them to succeed
have made great progress in better supporting
beyond graduation.
our
graduate
students.
Many
friends
of
and
donors to Liberal Arts have helped us provide
Given
this improved support for students.
otherwise,
all
the the
challenges College
is
we in
face,
viral
excellent
and
shape.
Your contributions, of time, money, passion, and Our strength is also evident in the work of the faculty Political
and
students
scientist
featured
Kiril
in
Avramov
this
wisdom, have everything to do with that.
report.
joined
the
Department of Slavic and Eurasian Studies this
Ann Huff Stevens Dean, College of Liberal Arts David Bruton, Jr. Regents Chair in Liberal Arts
TABLE OF CONTENTS
03
A YEAR IN REVIEW
05
DEAN'S CIRCLE DONORS
06
NEW ENDOWMENTS
07 09 11 14 15 17
KIRIL AVRAMOV | PROFESSOR INTERVIEW
UTNY INTERNSHIP EXPERIENTIAL LEARNING PROGRAM
NYC DOMESTIC STUDY PROGRAM
CAREER SERVICES | UNPAID INTERNSHIP SCHOLARSHIPS
RHONDA EVANS | PROFESSOR INTERVIEW
VASU RAJA | LASTING IMPACT
A Year In Review
TOTAL STUDENTS
FEMALE STUDENTS
MALE STUDENTS
10,400
62%
38%
UNDERGRADUATE
GRADUATE
9,317
1,083
UNDERGRADUATES RECEIVED FINANCIAL AID OR SCHOLARSHIP
GRADUATES RECEIVED SCHOLARSHIPS OR FELLOWSHIPS
LIVING ALUMNI
58.4%
73.2%
148,085
FACULTY
776
TOP 10 MAJORS Economics
Sociology
Psychology
History
Government
Plan II
English
Health & Society
International Relations
Human Dimensions
& Global Studies 3
of Organizations
Total Gifts, Pledges and Planned Gifts
$39,460,833
Philanthropy by Entity
Philanthropy by Designation
$14,586,497
$2,036,343
INDIVIDUALS
FACULTY
$763,610
$11,096,796
REALIZED BEQUESTS
STUDENTS
$23,185,802
$6,821,193
FOUNDATIONS
PROGRAMS
$363,789
$18,178,341
CORPORATIONS
RESEARCH
$561,135
$1,328,160
OTHER
BUILDINGS, UNRESTRICTED, ART/COLLECTIONS
$5,655,667
1,410 Gifts Under
1,647
3,473
First-Time
Unique
Planned Gifts
$250
Donors
Donors
12
$100
1,202
5,308
Impact From
New Planned Gifts Committed
Median Donor Gift Amount
Unrestricted Gifts
Total Gifts to the College
4
Dean's Circle Donors The Dean's Circle recognizes donors who provide critical support that allows the College to seize opportunities as it strives toward its goal of advancing excellence in the liberal arts. All members are invited to an annual Dean's Circle event each year. All giving, of $500 or more, to any area of the College, is counted toward Dean's Circle membership.
Gold Members Joe Abel, M.D. Abel Co.
Mrs. Claire Shia
Frederick Aldama
Mr. and Mrs. Stuart W. Stedman
David and Ellen Berman
and The Stedman West Foundation
Mrs. Laura A. Beuerlein and Mr. Stephan D. Beuerlein
Eric B. Stumberg and Keri D. Giambrone-Stumberg
Bill & Melinda Gates Foundation
The Bernard & Audre Rapoport Foundation
Mrs. Judy Bloomquist
The Dedman Foundation
Dr. Marvin Bloomquist
Mr. Robert C. Vaughn and Mrs. Fallon B. Vaughn
Mary Braunagel-Brown, Ph.D.
Mrs. Marilyn M. White
Dr. S. Bruce Brown
Ms. Kathleen S. Williams and Dr. Rebecca A. Lane
Mr. Robert K. Conklin
Jay Williams and Dena Williams
Dr. Carolyn H. Denham and Mr. Robert E. Denham
The Woodlands Endowment for Lifelong
Mr. Martin W. Dies III
Learning (The WELL Fund)
David L. and Adrienne S. Draper
David Woodruff and Colleen Hobbs
Elizabeth Crook and Marc Lewis Foundation
Gregg and Mariko Zeitlin
Dr. Richard and Mrs. Carole Elledge Embrey Family Foundation Dr. Susan M. Escudier, M.D.
Silver Members
Dr. and Mrs. Larry R. Faulkner
Ellen Berman and David Berman
Drs. David G. Genecov and Lisa W. Genecov
Ms. Mary Dell Harrington Berning
Mr. Michael and Mrs. Courtney Grigsby
and Mr. Melvin J. Berning, Jr.
H. Malcolm Macdonald Charitable Trust
Bill and Katie Weaver Charitable Trust
Dr. Charles R. Hale and Dr. Melissa C. Smith
Ms. Elizabeth Bucy
Dr. and Mrs. Gregory L. Hemphill
Mr. Frank Bucy
Dr. Homer and Lucy Holt
Matt Bucy
Garret C. House and Kimberly B. House
Megan Bucy
Stephen H. Houston
H.L. Burns and Maria Burns
Sylvia Jabour and David Jabour
Dr. William R. Childs and Mrs. M. Suzanne Childs
The Joan & Keys A. Curry Foundation
Mr. and Mrs. Eric O. English
Mrs. Patricia H. Kelso
Mr. William P. Frisbie II
James Everett and Betty Wilson Key
Dr. David A. Garza and Dr. Stephanie L. Kodack
Jeanne and Michael Klein
Jo A. Giese and Edward W. Warren
Laura and John Arnold Foundation
Mr. and Mrs. James T. Hanna
Joan D. Lewis, Ph.D.
Dr. Jerald L. Head
Mr. W. Austin Ligon
Ms. Meta B. Hunt
Mr. Joe R. Long
Mr. Nomaan Husain
Dr. Fernando Macias-Garza
Mrs. Emily Jacobson
and Dr. Adriana M. Pacheco Roldan
Mr. and Mrs. Campbell C. Lewis
Roger J. Marrero
Mr. Glenn Lowenstein
Mr. Craig Massey
Mr. and Mrs. Andrew R. McFarland
Mr. J. Mark Metts
Mr. and Mrs. Mike A. Myers
Mr. and Mrs. James J. Mulva
National Philanthropic Trust
Dr. Marc A. Musick and Dr. Mary R. Rose
Once Upon a Time
Mr. and Mrs. D. Dudley Oldham
James and Ruth Pennebaker
Drs. James R. Yates and Alba A. Ortiz
Mr. Donald Phillips
Mr. and Mrs. Robert L. Patton, Jr.
Mr. and Mrs. Barrett H. Reasoner
The Pearlman Family Foundation
Scott and Marina Ring
Ms. Jana Edwards and Mr. Frederick H. Poppe, Jr.
Mr. and Mrs. Steve and Joyce Sandweiss
Vasu Raja and Maureen Milligan
John and Page Schreck
Ms. Julia S. Tucker and Mr. Nicholas R. Rasmussen
Reagan Silber
Robin Rather
The Marcus Family Foundation
Mr. and Mrs. Harry M. Reasoner
Mr. and Mrs. Patrick P. Walker
Roberta Wright Reeves Trust
Bill and Katie Weaver Charitable Trust
Mr. and Mrs. Corbin J. Robertson III
and The Gil and Dody Weaver Foundation
Mr. J. Brett Robertson and Mrs. Jennifer Brow
Mr. W. Thomas Weir
Scurlock Foundation
Dr. Andrew B. White, Jr. and Mrs. Judith W. White
5
New Endowments Endowed Presidential Fellowship
Dr. George Joseph Shia Memorial Endowed Presidential Fellowship in Liberal Arts
Graduate Fellowship
Graduate Fellowship in Biological Anthropology
Dr. H. Barry and Lucy V. Holt Endowed Fellowship
Scholarships
Anthony Street Endowed Scholarship in Liberal Arts
Betty and Curtis Williams Scholarship in Liberal Arts
Endowed Scholarship Fund
Hilary and Scott Hill Endowed Scholarship
Jack and Janice Hopper Scholarship
John Wells Fainter, Jr. Plan II Scholarship
Marrero Family Endowed Scholarship
Narvella Lee Woodruff and John Warren Woodruff, Jr. Scholarship
Paul Anton Schweizer Scholarship
William Ernst Schmalenbeck and Emma Martha Giernoth Schmalenbeck
Program Support
Chamlee & Campbell Lewis Endowed Excellence Fund for Liberal Arts
Delta Sigma Theta Sorority, Inc. Epsilon Beta Chapter Legacy Endowed Excellence Fund
Dr. Joan Lewis Endowed Excellence Fund
Elledge Family Social Justice Excellence Endowment
Escudier-Vaughan Endowed Excellence Fund
Institute for Historical Studies Excellence Endowment
Jo Giese Excellence Endowment for American Studies
Kimberly and Garret House Endowed Excellence Fund in Plan II
Mary Braunagel-Brown Excellence Fund for Native American and Indigenous Studies
Metts Family Plan II Excellence Endowment
Metts Family Shakespeare at Winedale Excellence Endowment
Praxis Social Engagement Endowment
Robert and Carolyn Denham Endowed Excellence Fund in Plan II
Rose Family Excellence Endowment
Texas Muslim Endowed Excellence Fund (Quasi)
Wakoff Family Endowment
6
Professor Interview | Kiril Avramov, Ph.D.
Q. How did the Global (Dis)Information Lab come about? A.
KIRIL AVRAMOV, PH.D.
The Global (Dis)Information Lab (GDIL) was
Director of the Global (Dis)Information Lab, Assistant
established in 2020 at the University of Texas
Professor in the Department of Slavic and Eurasian Studies.
at
Austin
to
encourage
interdisciplinary
research
collaborative,
on
the
global
circulation of information, misinformation, and
and analysis of Russian disinformation global
disinformation
offensives
via
digital
media.
The
lab,
as
within
the
framework
Russian
Flows
to
competition context. We are also interested in
provide an integrative platform for faculty in
information activities executed in support of
various disciplines across the College of Liberal
post-Soviet covert action in multiple theaters
Arts
across the globe. In addition to these ongoing
as
(Dis)Information,
well
as
the
is
designed
Moody
College
of
warfare
Communication, the School of Information and
projects,
we
are
the LBJ School of Public Affairs.
aims
use
features
to
developing of
in
of
part of the Provost's Cluster in Global Media and
political
larger
a
the
near-peer
project
open
that
web
to
identify disinformation outlets, high-risk affinity Our
strategic
understanding contexts
in
aims of
include
national
which
such
enhanced
and
regional
information
is
generated as well as of the ways in which it is harvested,
circulated,
and
weaponized.
groups,
natural
some
connected
of to
the
most
globally
information
language
processing
and
network
Q. Do your students have a basic understanding of how to discern real information from false?
generation of sound policy recommendations address
sponsored
This
for going beyond problem identification, to the
problems
state-
analysis techniques.
understanding would ideally serve as a basis
that
and
operations and architecture via utilization of
pressing targeted
A.
The majority of our students are very tech
disinformation flows. In addition, we seek to
savvy and are prolific information “prosumers”
generate interest among faculty and students
on
across
confronts them with the ubiquitous problems of
various
COLA
departments
and
area
a
daily
basis.
That,
and
in
turn,
inevitably
study centers, as we would like to offer the
misinformation
opportunity for matching students at all levels
society. However, I am proud to observe that
disinformation
in
our
with faculty led projects.
this new generation of students utilize multiple digital and ideological literacies they acquire
Q. Tell us about your current research.
in
the
course
of
their
education
at
The
University of Texas at Austin that allow them to A. Our current research foci, and partner
navigate
projects, are
truth” world. I am of the firm belief that the
7
centered on data
collection
the
complex
realities
of
the
“post-
multiple avenues provided by liberal arts and
especially after lectures or presentations. This
digital humanities education here at UT have a
is a trend that we would like to maintain and
tremendous potential to adequately equip our
foster even further.
students
in
dealing
with
harmful
and
Q. You receive support as a fellow on a college endowment, how does private support help your research and teaching?
deliberately misleading information.
Q. Do you have any favorite classroom moments that you would like to share with us? A.
A.
One of my favorite classroom moments, or
rather was
“after the
class”
moments,
this
when
right
occasion
semester before
Private
our
research
empowers
Thanksgiving break our fifty-five-minute regular
approaches
weekly lecture
policy,
minutes
was
followed
post-lecture
by
discussion!
a
sixty
Instead
of
support
significantly
helps
us
in
widen the project scope and data access in activities.
us
and
to
in
a
similar
experiment
addressing
security
misinformation,
In
with
pressing
problems
disinformation,
vein,
novel social,
related
and
it
to
cognitive
rushing for the doors and leaving early on the
resilience. In the future, we hope to enhance
last
our capability to engage, integrate, and retain
day
students were
of
classes
simply
that
did
before not
invested
in
want our
the to
break,
our
leave.
mutual
They
undergraduate,
work
students for longer periods in the course of our
doctoral
ongoing
was the very best early holiday season present
and
a
internal and external institutional partners and
can
get.
In
addition,
during
the
semester we have lab activities and workshops,
especially
and
throughout the semester. Needless to say, that
professor
and
graduate
institutional
prospective
collaborations
projects
with
our
clients.
Assistant Professor Kiril Avramov and Ph.D. student and Research Assistant, Ryan Williams.
8
UTNY INTERNSHIP-FIRST PROGRAM Students their
intern
interests
in and
a
field
study
related with
to
UTNY
faculty in courses tailored to the New York
urban
environment.
In
addition,
students have opportunities to network with
New
industry
numerous enrich
York
tri-state
leaders, self-led
their
and
alumni
take
activities
and
part that
understanding
of
in will
New
York City throughout the term.
Supported
financially
by
generous
gifts from Steve and Mimi Houston and The Marcus Family Foundation, UTNY is
Hannah Hayes | Government '22
a collaborative program supported by the College of Fine Arts, the College of Liberal Arts, the McCombs School of Business, and the Moody College of Communication. The program is open to any major on campus.
Where is your internship, and how did you find it? I am a business operations intern at a startup called FindMine. I work remotely from the UTNY building. Jane [Ashen Turkewitz, UTNY Program Manager] is awesome and I found it through the internship hub that she curates. My supervisor graduated from UT as well and was eager for an intern from UT.
What are your responsibilities there? At FindMine, I put together training outfits for the AI to curate looks on the customer’s website, so the consumer can find and purchase full outfits containing the original piece they were interested in while shopping online. I also analyze some of their data and present it to the sales team at the end of every month. Finally, I handle any emergency tasks given to me by my supervisors.
Where are you living in New York? I’m living in the Outpost housing in Williamsburg, Brooklyn, and I love it! Brooklyn is super cool. I think more people should try to live there for UTNY. Less hustle and bustle, but the views and people are amazing.
What are your classes like? The classes are super fun. They are more experience-based than any classes in Austin, and we really get out into the city to learn. In my architecture class, we hopped on the subway together to learn about early skyscrapers in the financial district. Definitely recommend that one.
What is your favorite part of the experience so far? I have made instant friends with a bunch of people here that I would never have met on the UT campus, especially during COVID. I am enjoying getting back out into the world in one of the most iconic cities. We also met Pete Davidson, and that was maybe the second-best part so far.
9
What is the most challenging part? Everything is very expensive. But if you look, you can find some really great places that are more underground and affordable.
What advice do you have for students considering the UTNY program? GO! New York is a place where everyone can find a way to fit in and gain a solid group of friends that will last forever. It is also super inspiring to be in the city! It is genuinely a once-in-a-lifetime experience and will help your career moving forward.
Is there anything else you’d like to mention? New York has a super great alumni network and they all watch the games and have several events year-round, which are really fun to participate in. As long as you’re a Longhorn, you’ll never be alone! Hook ‘em. This interview originally appeared in Life & Letters on September 27, 2021. Written by Emily Nielsen
10
NYC Domestic Study Program The African and African Diaspora Studies Department (AADS) offers a domestic study program in New York City. This program offers students a unique learning experience since the city itself is the classroom. Students study the city’s history through first-hand visits to major landmarks and historic neighborhoods, including African burial grounds, ports, factories, tenements, Harlem, El Barrio, Chinatown, Bedford-Stuyvesant (Brooklyn) and Jackson Heights (Queens). Students also visit major museums and collections, meet with community-based organizations, and attend a range of cultural events (music, film, and theater). Course readings draw from history, sociology, anthropology, geography, literature, and film. The College of Liberal Arts and AADS offer competitive scholarships to help make this program more affordable for students.
Jackie Cheng | International Relations and Global Studies | Sociology '24
My experience with the NYC Domestic Study Program was absolutely amazing! I cannot recommend it enough. The program centers NYC as the classroom, so I got to learn about the city’s history and ties to activism, politics, etc. through hands-on experiences and in-person visits to important historical sites. These experiences gave me the opportunity to apply what I learned in the lectures and readings to real life. In this program we also learned about how NYC grapples with its history and current societal issues. I believe the “city is our classroom” aspect of this program allows us to connect with the diversity and issues directly. We got to see how people are being affected by various societal issues and what they are doing about them. By being submerged in the environment, it gave us the opportunity to understand the lesson in a way that we would not have if it had been in the university classroom. The program included an optional independent study component to help those who needed to complete six course hours over the summer. This enriched my program experience because I got to research an issue that I’m passionate about and explore the city on my own terms. My time in the NYC program was phenomenal. It gave me a newfound appreciation for the city and activism. And thanks to scholarship funding made available to all attendees, this program was made more affordable than it would have been otherwise. 11
Ashley Smith | African and African Diaspora Studies '23 I had plans to study abroad and to participate in an internship while attending the University of Texas, but all of my plans were upended by a global pandemic. So when I received the NYC Domestic Study Program email, I filled out the application that same day. Before leaving, I spoke to several people about their impression of New York City. They told me that the it is like no other place in the United States. And of course, I figured I’d make my own judgment. Once I had a chance to experience the city for myself, I learned that New York was fast paced, densely populated, and a culturally rich city. It was so much fun to experience living like a local college student for an entire month. It was very special to travel to a place with other students, like me, who had not experienced the overwhelming feeling of being in an especially cultured place like New York City. Dr. Tang's teaching on RIM (Race, Indigeneity, and Migration) was perfectly paired with the rich history of the city because NYC has specific historic ties to slavery, immigration, and race relations in politics. The domestic study program in New York City was amazing! It made me realize there are so many great cities here in the United States, each with their own distinct stories. And that traveling and learning more about these historic cities enriches my education as an ethnic studies major. 12
18
Andrea D. Bailey-Ortiz | Urban Studies '22 New York City—the myth, the legend—is real. I was skeptical of this city since it is, quite frankly, romanticized everywhere (past, present, and future). New York showcases on a smaller scale the best and the worst of our society and the same struggle most big cities around the globe encounter. This urban fabric is patched with growth and decay, with advancement and obstacles, with wealthy and poor, with modern and old, with inclusion and displacement. One cannot help but to feel small, and part of it, all at once. Exploring New York in the context and the circumstances that we did, during the ‘remnants’ of the Coronavirus pandemic, helped put into perspective many of the issues we are battling today: inequity, inaccessibility, and exclusion. As an Urban Studies major with a deep interest in equity and architecture, the things that impacted me most were the public transportation system, the city’s walkability, and its density. My experience as a student visitor is not the same experience as that of many NYC residents. The program, in conjunction with the scholarship assistance, gave me access that I wouldn’t have had otherwise. We were in a prime location that offered access to all parts of the city in a matter of minutes, with optimal venues, food, and entertainment. I often imagined what being a NYC resident would have been like for me. Most likely, I would have taken the subway to work from upper Manhattan or Queens. I would have eaten more home-cooked meals rather than getting to try new ethnic restaurants with friends. Those realizations made me acutely aware of how these juxtapositions coexist in the same space—that people, like me, who are future designers, planners, and architects should learn to create efficient, sustainable, and accessible designs for everyone to enjoy. 13
AID P N U
Each year the
Liberal Arts Career Center (LACS) awards scholarships for unpaid nonprofit internships. These scholarships are made possible, in part, by generous gifts
made to the college from donors. Internships are essential for students to gain experiential learning skills that will help prepare them for their careers beyond the forty acres.
LESLIE MÍRELES
NASIM DALIRIFAR
ADRIENNE HUNTER
Health and Society, '22
Middle Eastern Studies, '21
Anthropology, Women's and Gender Studies, and Radio-Television-Film, '22
This past spring, I had the opportunity
In the fall of 2020, I was graciously
My
to
granted
Magazine
intern
during
with
the
Session.
the
87th
My
Wye
River
Texas
Group
Legislative
project-was
to
track
the
Endowed Jewish
Todd
and
Presidential
Studies
and
Dawn
Aaron
Scholarship
the
Liberal
In
Arts
at
The
Smithsonian
Folklife
and
Cultural
Heritage has allowed me to grow so much
as
a
Through
addressed the need for public health
Unpaid
Nonprofit
infrastructure and the monitorization of
was
Studies
able
to
listen
misinformation
around
Internship course. As a stipulation for
skills
as
a
team
the course, every student was required
Arts
Career
Group
to find an internship that would bolster
Unpaid
gave us the time to analyze our findings
the
have financially struggled if I were to
as
the course. Because of my profound
have
components involved in policy making.
passion
This fast-paced internship was the most
professor
insightful
opportunity
experience
in
public
in
health.
meetings
as
media
Our
with
well
the
the
weekly
Wye
discuss
River
the
health
different
been
many
declined
a
times
material
the
we
for
Jewish
learned
museum
helped
throughout
work
made
the
decision
opportunity future
But
that
career,
making
financial
random
search
scholarship peace
on
been
because the
it
decision
with
opportunity
have
internship
to
edit
the
Texas History Timeline found on their
semester,
I
take
time
in
produce
was
beyond
awarded provided to
pursue
that
still
official
and a
writing
worthwhile
stands
on
website.
professional
I
strengths final the
Museum’s
also
connections
to
product
made
that
I
internship,
at
The
the
internship,
like
museum internships, was unpaid, these that
I
me
scholarships
the
pursue my passion for museum work
burden. Without the generous support of the donors, I would not have been
odds are against us. Thank you for your
able
generosity and support in many success
opportunity.
engage
in
this
which was published on October 25th.
could
pursue our dreams when the financial
to
but I also got
the opportunity to create my own story,
most
this
ensured
weekly writers' workshop,
will
without the strain of such a financial
scholarship
my
Cultural Heritage, not only was there a
research
a
skills
Smithsonian Magazine for Folklife and
my
the
writing
for this scholarship.
During
this
During
my
Throughout this internship, I utilized my
benefit
across
make
website.
prioritize
meant
to
to
have been able to dedicate if it weren't
I
curators
solidified
This
the
sharper. This is time that I would not
the
that there are people willing to help us
internship.
this
an
Although
have
of
secure
me
carry with me forward into my career.
to
advantage
for
would
internship. This scholarship provided me
for
grateful
I
alongside
that
I
Scholarship
Internships,
History Museum where I worked closely
came
internships.
my
Liberal
my
Liberal Arts Career Services Scholarship unpaid
the
policy,
sacrifices. I
been
grow
care
would if
to
Without
Services
Nonprofit
taken
learn
working
this
even
writer.
other
have
internship with the Bullock Texas State
when
to
and
I
gain
non-paying
hours.
storytellers,
studies,
because the reality is I cannot afford to lose
passionate
with
to
especially during the pandemic. There have
in
I
workshops
weekly
Services
while
writers'
writer.
Career
Internships
for
for
specific public health policy bills that
enrolled
Scholarship
internship
incredible
stories here at UT!
14
Professor Interview | Rhonda Evans, Ph.D. Q. You hold both a law degree and a Ph.D. in Government. You are the perfect example of the curious liberal arts mind and we are so proud that you earned your Ph.D. right here at the College of Liberal Arts! You are also the Director of the Edward A. Clark Center for Australian and New Zealand Studies and you serve as an Associate Professor of Instruction in the Department of Government. With that background, it makes perfect sense that your research is described as the intersection of law and politics, paying special attention to issues concerning human rights, discrimination, and asylum seekers. What piqued your interest in Australia and New Zealand?
RHONDA EVANS, PH.D. Director of the Edward A. Clark Center for Australian and New Zealand Studies and Associate Professor of Instruction
A.
in the Department of Government
I get asked that question a lot! People often assume I’m from
Australia or New Zealand. When I tell them I’m actually from Ohio,
language of human rights and get those issues on policymaking
they seem disappointed. I owe my career path to Professor John
agendas.
Higley, a founding Director of the Clark Center. After practicing law
AHRC’s advocacy, I’ve found that the Commission is most likely to
for a couple years, I came to UT Austin in 1997 to pursue a Ph.D. in
be effective on issues for which there is a high level of societal
the Department of Government, planning to study the U.S. Supreme
mobilization and support from opposition or minor political parties.
Court. However, a growing interest in comparative politics led me
This
to
he
Nations support, today 118 countries have national human rights
offered me the opportunity–funded by Clark Center endowments–
institutions like the AHRC, and yet, we know very little about their
to spend the summer break in Australia as an intern at the Federal
efficacy of these bodies. My project fills a gap in the corpus of
Parliament. I seized the opportunity. I was 29 years old and had
human rights research and offers actionable insights for the design
never had a passport, a fact I was eager to change.
and operation of these institutions.
However, my Australian experience was not what most Americans
My second project focuses on the Australian Senate, the upper
have in mind. Canberra, the national capital, is located inland, far
chamber
from
mountainous
determined by the political forces that command a majority in the
region, Canberra’s winters, I learned, are cold – like Ohio-cold! And,
House of Representatives, but the Senate is important because its
a long weekend in Melbourne was all my graduate student budget
approval
could afford, so I didn’t see much of the country, but that didn’t
Senate’s electoral system facilitates the election of minor parties
matter
take
a
the
seminar
country’s
because
I
with
Prof.
famous
beaches.
the
Situated
in
a
of
is
has
the
implications
Federal
required
for
beyond
Parliament.
any
bill
to
Australia.
Australia’s
become
With
of
the
United
government
law.
Because
is
the
thus must negotiate with opposition or crossbench senators to get their bills enacted. These characteristics make the Senate an ideal
transform Australia’s constitutional monarchy into a republic - a
institutional
perfect research topic given my interests in law and politics. The
democratic performance, two phenomena of global importance.
referendum failed, but the research resulted in my first publication,
Working with the Clark Center’s postdoctoral Fellow, we’re studying
co-authored
how
it
engendered
in
My
research,
analysis
replace the Queen with an indirectly-elected President and thereby
And,
fascinating.
end,
longitudinal
and independents, governments rarely enjoy a majority there and
Higley.
politics
semester’s
data-driven,
visit
Prof.
Australian
At
a
coincided with a referendum to amend the country’s Constitution to
with
found
Higley.
Through
me
an
the
setting
Senate’s
to
evaluate
increasingly
political
fragmented
polarization
party
system
and
affects
enduring interest in making sense of the societal, political, and
legislative productivity, how it influences the types of issues on the
economic transformations that Australia has experienced in recent
national policymaking agenda, and whether it contributes to the
decades.
rise of toxic “wedge politics.”
Q. What are you currently researching?
Q. You teach a class on human rights and world politics; how does your research inform your teaching?
A. I’m working mainly on two projects. The first examines the politics of rights-protection in Australia. Despite borrowing heavily from the
A.
US example, drafters of Australia’s Constitution decided against
brightest students, all of whom aspire to make the world a better
including a bill of rights. The issue returned to the political agenda
place. I designed the course to focus on international human rights
in
to
law and institutions and engage two very important questions. First,
of
do
the
1970s,
implement
as
successive
obligations
governments
incurred
grappled
through
the
with
how
ratification
I
love
teaching
international
that
human
class
because
rights
treaties
it
attracts
work?
the
best
Answers
to
and
this
international human rights treaties. Instead of adopting a bill of
question vary widely. Some studies show that human rights treaties
rights,
anti-
have no effect or that they actually have negative effects, while
discrimination laws and in 1986 established a special body, now
they
others conclude that treaties can have positive effects, but only
known
to
under certain conditions. This begets the second question. What
political
explains these divergent findings? To answer it, we must consider
as
promote
enacted
the
the
a
Australian laws’
series
Human
of
human
Rights
implementation.
I’m
rights
and
Commission examining
(AHRC),
the
construction of this national human rights regime and assessing the
how
AHRC’s effectiveness in terms of its ability to reframe issues in the
engaging the process of research. I teach students the components
we
know
if
human
rights
treaties
work,
and
that
requires
of social scientific research design and show them how researchers'
15
ontological
perspectives,
methodological
choices,
theoretical
"full inclusion” entails in the context of both environments and how
orientations, approaches to operationalizing variables, and data
we
sources can affect their findings. We contemplate what it means
engaged, and not just because our discussions would assist them
for human rights law to work, the processes through which it
with their writing assignment. Contemplating a human rights issue
might
might
empirically
their
measure
immediate
it.
students
within
Unbeknownst to the class, I based the assignment on a Plan II
my own research to illustrate key points.
honors
I
supervised
in
galvanized
thoroughly
Framing the course in this way offers plenty of opportunities to use
that
clearly
were
work, and the conditions under which it’s most likely to do so.
thesis
context
The
2019.
Kate
their
thinking.
Strickland,
now
a
second-year student at Harvard Law School, undertook this very
For example, I ask students to consider what it means for a body
same project, driven by her own undergraduate experience at UT.
like the Australian Human Rights Commission to be effective. In
With
other words, what constitutes effectiveness? And, how might we
revealed the assignment's origins and presented Kate’s research
empirically measure that concept? Students and I brainstorm the
design and key findings. The students were riveted. We ended up
various options, and I walk them through ways in which I’ve tried
spending the entire class meeting discussing Kate’s project. The
(and
effects of the exercise exceeded my pedagogical expectations.
sometimes
quantitative interest
(like
failed)
measures. bills
or
I
to
transform
show
reports),
them the
qualitative
the
data
primary
data
into
documents
collection
and
of
coding
her
permission,
after
students
submitted
their
papers,
I
Showing students that they can be researchers had a palpable, empowering
effect
on
them.
The
exercise
also
inspired
action.
protocols that are used to analyze these documents, the Excel
After putting a student in touch with Kate, the Orange Jackets, a
spreadsheets that result, and the graphs and figures that can be
student
produced
accessibility and inclusion and devote the upcoming semester to
from
the
data,
linking
those
findings
back
to
the
organization
campus,
plan
to
issues
follow
of
can take—a stark contrast to the polished research publications I
have Kate guest lecture via zoom next year so she can present her
assign them to read. The classroom exchanges also help me think
research and engage the students directly.
their
and they never fail to leave me
energized. By the semester’s end, I’m inundated with students who gaining
I
up
experience. The exercise was so successful that I’ve arranged to
in
campus.
take
advocating
interested
on
to
exercise shows them the messy and non-linear paths that research
are
change
decided
research question of interest. Beyond fostering analytical skills, this
through research quandaries,
for
on
firsthand
research
Q. How does private support help your research?
experience.
A.
Intellectual curiosity is contagious!
Private
support
is
instrumental
in
supporting
the
creation
of
transformational research opportunities - like the one that got me
Q. Do you have any favorite classroom moments that you would like to share with us?
hooked on Australian politics more than 20 years ago. Thanks to the Clark Center’s endowments, I’ve hired a series of graduate research assistants as well as a postdoctoral fellow to assist with overseeing
A.
There are many, but I’ll share the most recent. Although my
data collection and coding by our undergraduate research interns
human rights course takes an international approach, I repeatedly
and Scholars through the Center’s Undergraduate Research and
remind students that all human rights issues are local. They don’t
Mentorship Program that I created in 2013. Our research teams
have to travel around the world to be a human rights advocate —
have generated multiple datasets that are advancing the Center’s
there are plenty of opportunities right here. I recently tried to
research agenda. Thanks to their efforts, we have comprehensive
illustrate this point more directly with an applied-learning writing
data on the Australian Human Rights Commission’s staffing, budget,
assignment.
an
structure and powers, and issue agenda for all 35 years of its
to
existence as well as data on media coverage of the Commission
assess the inclusiveness of the physical and social environments on
and parliamentary responses to its human rights reports. We also
the Forty Acres. As a class, we considered what the concept of
have data on the nearly 4,000 bills introduced into the Australian
advocacy
Assuming
group,
the
students
role
of
were
a
research
asked
to
consultant
formulate
a
to
plan
Parliament since 2000 and data on all matters in which the Senate recorded a formal vote back to 1995. Finally, we have data on media coverage of decades of decisions of the High Court of Australia and the New Zealand Supreme Court.
Private
support
enables
me
to
devise
customized
learning
experiences, like the new West Scholars Program, that integrate undergraduate researchers into the Center’s research initiatives. The
inaugural
cohort
of
West
Scholars
are
learning
about
New
Zealand and collecting data for a project about the New Zealand Supreme Court. In addition, our Clark Scholar is coauthoring a paper with me on the Australian Human Rights Commission. These students get to see how a project progresses from start to finish, and in the spring, they will attend presentations of the research at a conference in San Antonio. On a few occasions, the Center’s endowments
supported
fieldwork
by
undergraduate
students
in
Australia and New Zealand. All of these experiences enhance the valuable critical thinking and problem-solving skills that a liberal art degree imparts.
16
Liberal Arts has influenced my worldview in that now everyone who I gravitate toward in life stands for something.
Lasting Impact | Vasu Raja
Upon graduating with a BA in Humanities, he sought
advice
from
Humanities
Professor
Vasu Raja was a typical liberal arts freshman
Norman Farmer. “At the time I graduated in
embarking
sure
1998, the internet was just taking off, it was a
where to begin or how to get there. His parents
different time. I remember saying to Dr. Farmer
instilled in him the importance of education, so
that
skipping college was not an option. He found
wanted to go. He asked me ‘Well, what do you
himself a Humanities major in the College of
want to do?’ And this answer will sound really
Liberal
pretentious,”
on
Arts
a
at
journey,
The
but
he
University
of
wasn’t
Texas.
As
a
I
didn’t
really
he
know
said
what
with
a
direction
laugh,
“but
I
I
Humanities major, he was able to create his
remember saying I wanted to do something like
own course of study, to explore his interests in
writing
philosophy
something
and
the
big
questions,
and
to
The
Divine that
Comedy!
changes
I
want
the
to
world!
do And
identify mentors to help guide him along the
Professor Farmer replied, ‘How do you think all
way.
of those things happen? I mean, you’ve got to go
spend
people and different ideas. “The scale of this
you’re willing to work really hard to do in order
university is like nothing else. Anything you want
for
to learn about, you can learn on these Forty
decided to take some time off to figure out
Acres!”
what he wanted to do next. So he took a year
He
learned
that
the
“world
is
complicated. It’s not black and white, on one
that
to
work.’
With
is
that
a
you
strange one, then you have to figure out what
many
path
what
want
to
that
out
different
students
If
figuring
able
expose
do.
time
Vasu valued how The University of Texas was to
to
some
in
different
mind,
or
Vasu
to explore and travel all over the world.
side or the other. We are just small pieces of a bigger story.”
The following year, the theme of wanting to work
people
who
were
committed
to
something beyond themselves reemerged. He
to surround himself with people who believe in
joined Teach for America and taught for three
having a higher purpose. He said, “Liberal Arts
years in Baltimore City Public Schools. During
has
now
that time, he earned an MA in Education from
everyone who I gravitate toward in life stands
Johns Hopkins University. He imagined creating
for something.” He also noted, wryly, that “it is
a
important
who
change,
take
idea
don’t
influenced
to
take
yourself.”
17
with
A common theme throughout his life has been
be you
my
worldview
surrounded as
in
by
seriously
that
people
as
you
network
of
charter
positively
inspired
him
schools
impacting to
Georgetown University.
earn
that
could
education. an
MBA
This from
is
2021, Vasu created the Anthony Street Endowed Scholarship in Liberal Arts. We
committed not just to helping people travel all
asked him to tell us about why he was inspired
over
to
Along the way, he found himself working for American
Airlines
the
(AA),
world,
but
a
to
company
creating
that
jobs
for
In
make
a
lasting
impact
by
creating
this
American workers and supporting those workers
endowment. He explained that the thought that
and
kept coming into his mind was not about his
their
were
families.
“interesting
that
you
He
have
intractable
discovered
similarities these
problems
in
to
that
there
education,
in
multigenerational,
that
nothing
is
easy,
legacy,
but
rather
how
to
help
create
opportunity for future generations. He says that as he and his family reflected on how fortunate
nothing is given. And when they work well, they
they've
work well because a lot of people—who don’t
generation of their family has reached a higher
know
level of privilege than the one before, which he
each
purpose. when
other—have
And
it
it
doesn’t
does,
it’s
a
found
a
always
common
happen,
meaningful
been,
they
realized
that
each
but
refers to as the “100-year Project.” This is what
thing.”
each generation strives for: to work hard and
Seventeen years later, Vasu works as the Chief
improve the lives of the next generation and
Revenue Officer for American Airlines.
they
wanted
success
for
to
help
others.
helping
students, "wherever they are in their own 100-
career
year
approaches problem
his
creative
work
solving.
His
with
mind, a
creativity
but
creativity is
a
he to
strength
Project,
it's
not
like
next
by
the outside, does not seem like it would be a a
the
generational
that
create
for
for
create said
Vasu is a creative person, in a role that, from
path
access
He
they
generation
need
to
of
think
more like me, or less like me. In fact, I hope it makes them more like them."
because he is able to look at things in a new way.
He
also
notes
that
listening
to
others'
perspectives can help create a fresh approach
Wherever they are in their own 100-year Project, it’s not like they need to think more like me, or less like me. In fact, I hope it makes them more like them.
to problem solving.
“There are some jobs that are definitively not creative, but at some point, in any job, there’s always a way to do things differently or better. And when you’re looking at any issue and you ask, ‘how can we do something better or how can we do something differently?’ That’s where you can bring creativity into the process. If you start by asking, ‘what is the purpose we are trying
to
achieve
here?’
And
when
you
start
with that, then creativity flows pretty easily with any job. Even if the job doesn’t seem like it lends
itself
to
creativity.
It’s
about
how
to
Vasu
said
he
is
he’s
so
grateful
been
given
for
the
and
many
evolve and adapt to change.” With a liberal
opportunities
arts education, he says, the value continues to
doesn’t believe that he is smarter, better, or
that
he
grow because you will get even more from it
harder working than others, just in some ways
“ten years into your career, than ten months
luckier. It was important to him to give back in
into it.” A liberal arts education is "learning to
a real way. To help create access to a world
ask
the
right
appreciate answers."
questions
that
there
and might
it
you
class education so that future generations of
different
students can realize their potential, just as he
makes
be
was able to do.
18
website: liberalarts.utexas.edu phone: 512-232-8143 The College of Liberal Arts The University of Texas at Austin 116 Inner Campus Dr., Stop G6000 Austin, TX 78712