CAS Shared Vision: Global Processes, Connections and Flows


I’m David Wiczer. I’m an assistant professor in the economics
department. We are the working group on the global inequalities
in power. We’ve gotten together to discuss this unique
moment in history. It’s a moment in which there’s a tremendous
amount of data being created. And not only being created, but it’s able
to be processed like never before. This data is showing us that inequality is
expanding. But also it’s shaped by forces that Stony
Brook as an institution and we as academics can take part in understanding, in shaping,
and in influencing. Stony Brook has recently been featured as
the second best university in the country in terms of its ability to take a student
from the working class, lower 20% of the income distribution, and then raise them up into
the upper middle class, into the top 20% of the income distribution. And so as the lone research institution, among
the top ten universities in the ability to move students across the income gradient,
we should be at the forefront in both pushing our students forward but also understanding
what’s happening to them. We should be understanding not just how we
affect them, but also what’s happening to them in the future in the labor market, As a working group, we’ve kind of discussed
a lot about the role that we play in outreach, in education, and in research. Hi, my name is Joseph Pierce. I’m an assistant professor in the department
of Hispanic Languages and Literature. I’m also a citizen of the Cherokee Nation. And one of the things that has been a sort
of theme throughout our discussions is not simply whether or not at Stony Brook University
we can point out why income disparities and power disparities exist. But what is our responsibility as a public
institution to address and ameliorate some of those inequalities? As a working group, we have an ethical obligation,
right? We have commitments to communities both here
on Long Island and in the New York metro area and across the globe. So it’s not just a matter of pointing out
how we got to be where we are now. But rather providing a roadmap that takes
into consideration all of the long history that has brought us to this point in providing
a road map for the future. I’m EK Tan. I’m from the Departments of English, and Asian
and Asian American Studies. We as a working group are very interested
in thinking about this idea of not only celebrating our discussion and examination of global inequalities
and power within campus, we are interested in thinking about how we do outreach, not
only on Long Island, but also to the greater metropolitan New York region, but also global
communities. So we have been thinking about how the College
of Arts and Sciences can facilitate our work in terms with specifically the study of our
program to encourage students to explore different possibilities from going into study abroad
programs that would deal with specific issues that, with the concerns of global inequalities. So we have that in mind and we hope that the College of Arts and Sciences will be able to find ways, innovative ways, through the discussion
that we have and the proposal that we put together. And we’re interested in looking at how we
can explore this further. So I pass this to Abena. Hello, I am Abena Asare. I’m an associate professor in the department
of Africana Studies. One of the things that we were talking about
in our group, in terms of looking at how we can assess our benchmarks, right? Make sure that we are being successful. Is first of all, to take stock of all of the
good work which is being done throughout the different parts of the campus. Within the different departments. As well as all of the centers. There are so many researchers, professors,
students, staff, who are involved in this work around global inequalities and power. But it takes time and resources to actually
get a lay of the land, know what is occurring, and how that work can be strengthened. And as we take that lay of the land, we have
to think creatively about making sure that we include all of the stakeholders. How do we make sure that student activists
have a role in actually being able to have their perspectives brought into it? How do we make sure that different organizations,
which are in Long Island, also have a say in how we are addressing all of these issues? So one of the things that we talked about
as a really important metric was really thinking creatively about bringing different voices
into the conversation and making sure that when we include those voices, we listen to
them. And have a sense of equity and a real long
term commitment in how we address these issues. Hello, I am Nancy Hiemstra from the department
of Women’s Gender and Sexuality Studies. And I’m Gallya Lahav from Political Science. And I’m Sophie Raynard-Leroy from Cultural
Studies and Comparative Literature. In our rapidly globalizing world, the global
migration of people and ideas is an ever present reality, constantly shaping daily lives and
experiences around the world in critical ways. And what we’ve really concluded is that by
extending its investment in themes of migration, Stony Brook University will remain relevant,
better prepare our students for contributing to the world outside the university, attract
and retain skilled faculty and support cutting edge research, contribute to important policy
decisions at the local, state, and national level, open new opportunities for critical
engagement with the local community, and also engender multiple, broader societal impacts. Short-term proposals include creating a hub
for migration studies with existing faculty, and seed grants to fund more research and
teaching. And then what we really hope will come to
pass in three to five years would be the creation of a Stony Brook institute or center for the
study of migration and mobility. For students, increasing the understanding
of global migration does a lot to broaden their world vision, increase their awareness
of current events. It increases their employability in multinational
corporations, in different organizations, and also we just have a tremendous diversity
among our students at Stony Brook University. Faculty that we spoke with were very excited
about the opportunity of increasing the study of migration and mobility. Thinking about the scholarship already going
on at Stony Brook, we already have tons of interdisciplinary research going on throughout
the university. Just from casual conversations. You know, there are scholars in at least 17
different departments already working on migration, either as a focus or their research touching
on it in some way. There are a very rich set of existing resources
that we have to draw on at Stony Brook. Again, the faculty, existing programs and
courses, there are already various centers. The Humanities Inter-Institute, the Center
for the Study of Inequality, Social Justice, and policy, Center for Italian Studies, Center
for Hellenic Studies, Latin American and Caribbean Studies. Different programs, Asian and Asian American Studies,
Africana Studies, many different, Department of Hispanic Languages and Literature, that
already touch upon migration regularly. New hires that really focus on increasing
interdisciplinarity and collaboration, key hires in departments throughout the college. And ultimately, we really would like to see
a center that would come to fruition, like an actual physical place that would be a center
for faculty, for post-doctoral fellowships, for activities and events, for conferences. Hi, my name’s Craig Evinger, I’m here representing
the Global Health Disparities Workgroup, which is composed of Nick Eaton, Katie Fallon, Juan
Pantano and Shobana Shankar and myself. There’s a large group of global health people
on campus, and we need to start putting that group together. There’s a large group of international people,
both the students and faculty that can help create global social connectedness. And finally, aging and mental health is a
major problem in the world, and it’s one that Stony Brook is uniquely equipped to address. We have a large population of international students and faculty, and by linking them together, we can really
tie things together with those people. So for example, we thought one thing that
would help in terms of local metro area being local, we could create student externships,
we could invite members of these other organizations to campus events, symposiums and things like
that. And we could also offer faculty from Stony
Brook to these other places. The other thing we thought was that we could
leverage the existing network of students and faculty that we have here at Stony Brook
to improve the footprint of Stony Brook globally. For example, we can provide support for international
students here networking, we can create an alumni network for international students,
and then we could use those alumni networks to help recruit students from their home countries
to come to Stony Brook. And finally, we need to develop international
training programs to link all these things together. So for example, we could have study abroad
for health related issues for Stony Brook students, and more importantly, create study
abroad areas for students internationally to come to Stony Brook to study. And to maintain the momentum of this, we thought
that it was important that we continue pushing undergraduate research in these areas. So hopefully, we can keep this momentum going. United Nations says by 2050, we’re going to
double the population of people over 60 and by 2100, we’re going to have tripled it. And with aging comes neurodegeneration, and
dementia. And the key to all this is that Alzheimers,
for example, in the US alone is going to have 14 million people by 2050. If you look at worldwide, the World Health Organization
estimates are going to be over 130 million people with dementia by the year 2050. Now think of the enormous costs, both financial,
emotional and social costs. And Stony Brook is in a unique place to start
dealing with some of these issues. And the reason is because we have a large
group of people working independently on various issues involved with aging, and neurodegeneration. One way we see doing this is start out by
creating smaller faculty work groups, faculty chosen from across disciplines so that those
faculty can talk to each other, start to appreciate what possible things are for collaborative
research, cutting across disciplines. And the second goal of those working groups
would be to create a situation where we can have a symposium at the end of the first year
of this initiative, which would be both speakers and posters, that sort of thing. But the key would be so that all the faculty
at Stony Brook could get some idea of the breadth of research that’s involved in aging
and neurodegeneration, and hopefully get linked together, trying to create collaborative research
programs. And to facilitate those collaborative research
programs, we propose creating small seed grants that
we give to new collaborative groups, and that would allow them to collect the preliminary
data they need to apply for larger federal grants. That’s the other aspect of this. Creating an umbrella group like this really
opens us up for funding opportunities. So for example, the National Institute of
Aging at the National Institute of Health is very heavily involved in supporting all
this kind of aging research and the preliminary data collected is something that can be used
for that. I think that this is a really exciting proposal. It’s important and Stony Brook is in a unique
position to take this proposal on. Thank you very much for your time.

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