Leadership Spring 2009 Exclusive

Leadership T he M agazine

of

W estminster C ollege

Spring 2009

Announcing the

Churchill Institute plus...

Berlin Wall 11 ways to be a global citizen center for Engaging the World

INTRODUCING...

THE CHURCHILL INSTITUTE O

ver the years Westminster College has welcomed a string of high profile national and international figures to speak on campus. The reasons why a small school in the midwest has managed to punch above its weight in this regard are several: success certainly breeds success and where one major figure has spoken others often follow naturally.

Good connections, alumni and otherwise, are also important but so too has been a willingness to ask and to be ambitious and adventurous in that ask. All these myriad elements came together in 1946 when Westminster secured the speaking talents of perhaps its most significant of speakers: Sir Winston Churchill, British Prime Minister during World War II and a man whose enduring legacy and reputation transcends his own age and, indeed, his nationality.

Churchill’s memory, of course, is already well served at Westminster College—most obviously through the magnificent Winston Churchill Memorial & Library. Just as the original invite to Churchill to deliver a Green Lecture was an audacious act, the consequent decision to transport a Wren Church from London, stone by stone, to serve as a physical monument to him was

doubly so! Over the years the Memorial, and the Churchill connection, have become ever more central to Westminster’s self image and have also served the college well in terms of adding that additional point of recognition in the wider world.

Westminster College demonstrated its ongoing commitment to keeping Churchill’s memory alive with the 2006 opening of the brand new Churchill Museum, in the undercroft of the Church of St. Mary. This exhibition, known as the Winston S. Churchill: A Life of Leadership Gallery did more than just replace the previous display. The new exhibition, in fact, goes far beyond just narrating the course of Churchill’s life. In addition, it challenges the visitor to understand the man and his decisions and to appreciate what personal characteristics and character traits underpinned his long, colorful and frequently controversial life. Achieving this is no mean feat and is accomplished firstly through imaginative use of technology to help bring history to life but also with a deliberate emphasis on making the museum and its story accessible to younger visitors. Secondly, great attention was paid to raising questions about what

DR. RobIN HaVeRs VP aND DIRectoR oF tHe CHuRcHIll INstItute, DIRectoR oF tHe WINstoN CHuRcHIll MemoRIal aND LIbRaRy IN tHe UNIteD States BY

Churchill did, how he did it and the wider ramifications of his actions. One of the most important lessons to be taken away from a tour of the Churchill Museum is his incredible resilience, his determination to get up when knocked down and to do so repeatedly. In many ways, Churchill the man is defined as much by his failures and his responses to them as he is by his many victories.

It is here again that the enduring resonances of Churchill’s own life example of leadership and service find a considerable echo in Westminster College’s mission statement and especially the organizing principle that underpins it: that Westminster endeavors to educate young men and women to take their place as leaders within a global community. It is on this basis that the Churchill Memorial and Westminster College have come together with a shared aim: to better ensure that the spirit and example of Churchill remains alive down through the years and to see this more represented across the Westminster curriculum and the range of activities and events that underpin the whole Westminster experience and to do this via the creation of a new entity, The Churchill Institute.

What then, will this Churchill Institute do and what are its components? And,

perhaps most significantly, why do it all?

The new Churchill Institute: • will incorporate the existing Memorial and Library, the rock of Churchill-centered activity without which our claims to be the preeminent center of Churchill related activity in the USA would be hollow.

• will make the new Center for Engaging the World—a nexus for international related activities and charged with making many of the curricula distinctions we claim—a reality.

• will work to maximize the impact of the annual Symposium on Democracy.

Combining the external reach of the Churchill Memorial and the internal intellectual and organizational expertise of faculty, staff and students will see this entity become a real vehicle for carrying the Churchill Institute’s message and galvanizing the campus community.

• will give additional support to the Fulbright-Robertson Visiting Professor of British History in terms of organizing a program of speaking events and helping to maximize the incumbent scholar’s time in the United States.

In addition, there are other more practical reasons to link Westminster and Memorial

more closely via the Churchill Institute.

The Churchill name and reputation have a worldwide resonance. For all Westminster’s wonderfully widespread and loyal alumni base, Westminster is still often understood through the simple recognition of its being “the place where Churchill gave the Iron Curtain speech”.

The hope with this new entity, the Churchill Institute, is that there will no longer be a distinction and that this commonality will help take the Westminster message far beyond its traditional orbit and expand the range of potential supporters beyond our current constituency.

While there is work to be done before the Churchill Institute begins to function in the way we imagine, the strategic intent of this ambitious and exciting development is clear: engage the missions of the Churchill Memorial and Westminster College more closely for the benefit of both. In the following pages you will hear in more detail about some of the elements noted above from Sam Goodfellow and Philip Mohr and, in the very near future, you will hear much more from the Churchill Institute!

W By

Dr. Sam Goodfellow

professor of history and director of the center for engaging the world

estminster students

are preparing for a workplace that has become global. Entertainment is international.

Everyday products come to us from around the world. When an oil producing country limits production, we pay more at the gas pump. If the rainforest in Brazil is damaged, the entire world is the poorer for it. Education at Westminster must reflect these sorts of global realities and our students must become proficient at negotiating the global marketplace. The new Center for Engaging the World (CEW) is the key link connecting Westminster College to the world.

As the site of Winston Churchill’s “Iron Curtain” speech, which played a significant role in shaping the Cold War, Westminster is profoundly connected to global events. Our celebration of Churchill’s life naturally includes engaging the transnational issues that affect us all. After all, he fought in or reported from Cuba, India, Sudan, and South Africa before he even became involved in the British government. As a government official, Churchill had a hand in the Middle East, and, of course, he was a central figure in World War II. The CEW sees itself as sustaining and updating Churchill’s legacy to make it relevant to a new generation of students.

The CEW, then, is part of both Westminster College and the new Churchill Institute.

This makes it more than just a run of the mill international studies program. On the College side, the CEW oversees the International Studies program and fosters links to existing departments and minors. On the Churchill Institute side, it supports, and is supported by, the Churchill Memorial and Library, while also translating Churchill’s legacy into a means of understanding today’s world.

Functionally, the CEW will become the administrative hub for coordinating international programming and events at Westminster College.

As such, it will connect positively to all aspects of the College and its Column’s Concept. Above all, it will strengthen our academic curriculum

2

WWW.WESTMINSTER-MO.EDU

by supporting more courses on global issues and encouraging faculty to incorporate international perspectives and issues more consciously into their course objectives.

Two academic goals will be achieved. First, increasing and strengthening our offerings in international studies will result in greater

It will strengthen our academic curriculum by supporting more courses on global issues and encouraging faculty to incorporate international perspectives and issues more consciously into their course objectives. breadth for all students in the College’s general education program. Second, the development of upper level courses will enable our students to delve into international and global issues in greater depth through their majors and minors. In addition, the CEW will help faculty to develop professionally, so that individual faculty can bring more personal experience to the classroom through course development, international faculty exchanges and the like.

One of the College’s key goals is to provide a powerful experiential dimension of learning that will complement the academic program.

The Institute will contribute to this dimension by internationalizing the campus environment, by supporting and expanding community awareness of and respect for cultural diversity, by integrating our growing population of international students into our community, and by increasing the possibilities for students to have a transformational study abroad experience. As much as possible, the CEW exists to provide resources for internationalizing our campus— for helping our community become leaders in a global community.

THE FULBRIGHT FOCUS BRINGING BRITISH HISTORY TO LIFE The Fulbright-Robertson Visiting Chair of British History gives students the opportunity to learn a new perspective in a familar environment. by philip Mohr ‘10 student intern

E

very year the Westminster History Department is honored to have the Fulbright-Robertson Visiting Chair of British History. The position was created in honor of Rev. Dr. William Robertson in 1991. This scholar is chosen from universities in the United Kingdom in order to provide alternative historical perspectives and further bind the British connection between Westminster College and Sir Winston Churchill.

Westminster President Barney Forsythe recently announced that this program and position will be integrated into the newly formed Churchill Institute.

The plan is to aid the development of a global leadership program by using foreign as well as domestic perspectives to educate students.

The visiting professor not only teaches classes on campus, but is also expected to travel to various destinations in the United States and deliver papers at other institutions and scholarly forums. This includes the annual inaugural lecture that focuses on an aspect of Churchill’s life or politics that is in the scholar’s special field of study. The current FulbrightRobertson professor, Dr. Neil C. Fleming, delivered his lecture about Winston Churchill’s decisions regarding the British holdings of Ireland and India in September.

The effect of the Fulbright-Robertson chairs is especially positive to the College’s goal of a globalized education because each visiting professor brings a special expertise and personal experience to the courses offered. For example, Dr. Richard Coggins was the professor of a Cold War history course in the Spring 2008 semester. His choice of textbooks gave the students in the class a chance to see that era of history from perspectives that may not have been given by a professor from the United States. Likewise, this year Dr. Neil Fleming taught an upper-level Irish History course with his perspective of growing up in Northern Ireland and being personally and deeply impacted by the happenings he described.

Junior Matthias McCurren expresses that “Learning from someone who has personal experiences with the history they are teaching offers students a more in depth and possibly more accurate understanding of the material than they may get otherwise.” Indeed, one of the most beneficial aspects of having professors from the United Kingdom to teach British history courses is their personal connection to the subject matter. That is, when a person has grown up

inside a country, he or she is able to express information about that nation and society from a fuller perspective than even the most informed outsider.

The advantages of Westminster’s students being able to learn from a foreign professor makes his or her courses an invaluable opportunity. Thanks to this program, hundreds of undergraduates have experienced a taste of learning in an environment more like classrooms in Britain. This is probably the best arrangement aside from actually travelling abroad. Westminster history major Amy Fluker ’08 said that “The Fulbright professors are wonderful. They provide

Learning from someone who has personal experiences with the history they are teaching offers students a more in depth and possibly more accurate understanding of the material than they may get otherwise. a unique opportunity for students of history to gain a perspective not only on world history, but on how different historians approach the field.”

With the coming of the Churchill Institute, learners will be able to better develop for the good of themselves, the College, and the world. Dr. Rob Havers, Executive Director of the Memorial said the Fulbright-Robertson position in the Churchill Institute “gives students an insight into the mechanisms, standards, and teaching methods in other educational systems. In a global community students will not only compete with others in the United States, but also others around the world. We hear regularly that the US lags behind its competitors in key areas of education.

The Fulbright visiting professor is just one way in which we can begin to internationalize our curriculum and give our students a competitive head start in the global marketplace.”

It is the goal of Westminster College, the Churchill Institute, and the visiting professor to make the experience of each course educational and applicable to the global community in which we live.

For a complete list of past Fulbright-Robertson professors, visit the Westminster College website.

Leadership SPRING 2009

3

Ways to Be A LeaDeR IN tHe Age oF GlobalIZatIoN: Opinions, Information and Insights from the 2008 Symposium on Democracy

1

Embrace the Information Age If there is one key idea to take away from the 2008 Symposium on Democracy, it is the idea that technology is paving the way for a truly connected world. Kathleen O’Neil, owner of Liberty Street Advisors, states, “One of the main reasons America has become an economic powerhouse is because we are proactive in adopting new technologies that have allowed myself and others to run businesses virtually, something that truly connects and empowers the world.”

As citizens in the age of globalization, we must embrace this information age and remember to, as Dr. Alexandre Melnik, Associate Professor at ICN Business School puts it, “plug in and play the game.”

2

Live Like an Olympian While the first thing that comes to mind when you think of the Olympics might be competition, Michael Phelps, or gymnastics, the words we should be focusing on are peace, unity, and equality—all of which have become a major part of the modern Olympics. Karen Thompson Wolfe’s freshman seminar delivered a presentation on how the Modern Olympic Games promotes globalization and brings to life issues associated with the global community.

What can we learn from this? That even a swim meet, a volleyball match, or a bout on the uneven bar, has the power to transcend international conflict.

3

Unleash Your Potential Westminster alumnus Paul Kavanaugh ’81 and his wife Debbie gave students an insider’s perspective on how to get involved with community projects worldwide safely and effectively and how to truly make a difference across the globe. Kavanaugh states, “Don’t bury your passion for

4

WWW.WESTMINSTER-MO.EDU

learning about the world. Decide how much time and resources you have to give, and do it.” As citizens during this age of globalization we need to take our knowledge, our education, and our passion for service and make a difference whenever and wherever we can. Don’t sit back and let others do the work, take the reigns and unleash your potential on the world.

4

Become a Literary Guru

According to Missouri Poet Laureate Walter Bargen “There is one thing that can bring countries together, and that is the power of language.” Not only can we learn from our own writing, but we can learn from the writings of others and understand different cultures and traditions across the globe. Whether it be keeping a weekly journal, reading an online blog, flipping through the daily newspaper, or reading an international bestseller, do what you can to understand the importance of literature. Whether it is meant to entertain, to inform, or to enthrall, it will always, in the end, educate.

5

Reinstall Your Software

Dr. Melnik challenges us to change our opinions on other people and other places.

He states, “Americans are bent on historical backgrounds. We are reluctant to any reform and dynamic in ‘remise en cause,’ which is French for calling into question or challenging ideas and ideologies.” We need to realize that the world is becoming more modern, not more western. We are currently in an Information Revolution and our first priority should be to open our minds up to change.

6

Eat Your Soup With A Knife When describing his role during a war on insurgents in Afghanistan, Lt. Col. John Nogl states, “It’s messy and slow, almost like eating soup with a knife.” However, this analogy rings true in almost all areas of globalization. We need to understand that it takes time for the world to adapt to new technologies, ideas, and ways of life. We need to adapt organizational learning behaviors where we use knowledge and understanding to adjust to new norms, doctrines, and policies. It may not be easy, but as the world becomes more flat, we must take the time to learn from other countries so we can effectively work together towards a more unified global economy.

7

Clean Up Your Act In America, it seems to take a lot longer to act strategically due to what some would refer to as a “messy by design” democracy. As the great Winston Churchill put it, “America always does the right thing – after they have exhausted all possible alternatives.” It is our job as a nation to clean up our act and make things easier on not only the government, but also ourselves. How does this relate to us directly? Be smarter in your decisions, as a consumer and as an investor.

Look at all of your mistakes as stepping-stones onto bigger and better decisions. With over 20 years experience at the Federal Reserve, Kathleen O’ Neil states, “The United States will emerge from each crises we are in with a far superior knowledge and far superior systems than before.” Carry this into your personal life and come out of each failure with a plan for the future.

8

Benchmark Best Practices As Americans we harness the power to learn, study and educate ourselves to any extent that we want. With the birth of technology we can now research, experiment and find the best course of action for nearly any situation we face. We need to use this power to benchmark our best practices to minimize our previous gaps in performance and maximize future success in all our endeavors. Whether it be in one’s personal or professional life, it is important that we learn from ourselves and learn from others—always asking questions, taking notes and constantly striving to be the best we can be.

9

Understand Outsourcing One of the key facets of globalization is a more equal division of labor among countries internationally. Outsourcing—the transfer of a business function to an external service provider—has been given a bad rep for eliminating jobs for Americans and boosting other foreign economies. It is our job as globalized citizens to understand each side of outsourcing, including the positive aspects. Gayle Voyles, an economics professor at the University of MissouriSt. Louis states, “Not only does outsourcing allow US businesses to provide 24/7 services at lower costs to American consumers, but it also allows America to gain access to a wealth of rapidly growing foreign markets.”

What can we take from this? That for every negative aspect of globalization, there is a positive counterpart that we must understand and embrace.

10

Open Your Mind To Globalization The most important lesson that we can take away in the age of globalization is the idea that we should not fear what is ahead. Globalization is not a right or left wing idea. It is not communist, nor capitalist. It is a reality–not an ideological concept. As Dr. Melnik puts it, “Globalization is nothing more than an interconnection of people and places. A nexus of cultures.” Globalization has the potential to further shrink the world and can truly serve as a platform for collaboration between the United States and some very strong and powerful emerging markets. As citizens we should not be hesitant, we should not be scared, and we should be open to an emerging world with new opportunities and an abundance of new knowledge.

11

Take Pleasure in Learning If there is one thing that I will personally take away from the 2008 Symposium on Democracy, it is the sense of satisfaction that I felt after attending eight presentations on a variety of topics from some of the most influential speakers and leaders in the world. As students and alumni of Westminster College, I challenge us to take pleasure in the acquisition of knowledge and embrace the opportunities we are given by this fine institution. In the end, the more we learn, the more we grow, and the more we live our Westminster College brand of being true leaders in a global community.

—Michael Buffa ’09 College Relations Intern

Leadership SPRING 2009

5

20th Anniversary

of the Fall of the Berlin Wall

BY Philip Mohr ’10 Student Intern

O

n November 9, 1989 the Berlin Wall was officially torn down. This symbolically marked the end of an era of separation between the Western and Eastern blocs of Cold War Europe. The wall physically isolated the small area of West Berlin in the Soviet controlled East Germany. Germans and Western occupying forces in the city lived in a prison built by the Communist regime to prevent the free transfer of people, ideas and information. The containment of this part of the city had profound psychological effects on its residents and had major political implications.

Westminster College and Winston Churchill’s granddaughter, Edwina Sandys, believed the campus to be the ideal resting place for a portion of the wall. After all, this destruction of physical and symbolic boundaries marked the end of the era of the “Iron Curtain” that Churchill had predicted on campus. Sandys’ political connections allowed her to have her choice of a section of the wall free of charge from the East German government.

Being a well-known artist, she developed the pieces of the wall into a sculpture titled Breakthrough. It now stands on Latshaw Plaza next to the Memorial in the heart of Westminster’s campus. The art is supposed to represent the advance of ideals that the fall of the Berlin Wall and the dissolution of the Soviet Union meant. The male and female cutouts from the wall sections now stand as part of another sculpture titled Breakfree at the FDR Presidential Library and Museum, in Hyde Park NY. The wall has been the backdrop of many events since it was installed. Ronald Regan was the main speaker at its dedication in November 1990. Sandys was also present and said, “I had always wanted to make a sculpture for the Churchill Memorial at Westminster, and this seemed the perfect moment.” On May 6, 1992, only months after the official dissolution of the USSR, Mikhail Gorbachev made his “The River of Time and the Imperative of Action” speech in front of the sculpture. Many other distinguished guests have visited and posed for photos

6

WWW.WESTMINSTER-MO.EDU

in front of the sculpture, including former British Prime Minister Margaret Thatcher.

In November 2009, the Westminster community will celebrate the 20th anniversary of the fall of the Berlin Wall and the 19th anniversary of the dedication of Breakthrough. Festivities are in the making in conjunction with the German Embassy in Washington, D.C., which is coordinating celebrations with many institutions that have connections to the wall. The Churchill Institute will be working with other college and student organizations to plan and run the events. We have already received encouraging affirmation from a wide range of students and faculty who wish to participate.

Just as the life and legacy of Winston Churchill teaches the students here at Westminster, the history of the Cold War and the Berlin Wall are valuable to a globalized learning experience. As the invitation from the German embassy reads, “the historical events of the year 1989 can inspire a new generation today.” The intent of the celebration is to raise awareness of what the Berlin Wall meant and the significance of its demolition. It has significant ties to Churchill’s era and his ideals as well as the extra tie to the college with the Breakthrough sculpture and Gorbachev’s visit.

We are looking forward to the events that are coming this next year with the 40th anniversary of the Churchill Memorial and the 20th anniversary of the fall of the Berlin Wall. Be sure to watch for your chance to take part in the festivities!